Forces Impacting Talent Management Staffing Reliance on contingent

Forces Impacting Talent Management Staffing • Reliance on contingent workers challenges • Retirement of baby boomers and likely labor shortage • Shortage of knowledge workers • Diversity of workforce Economy/ • Economic conditions job market • Competition for talented resources © SHRM 3 -1

Orientation and Onboarding Programs • Orientation provides initial exposure to: – Organizational information. – Policies, procedures, and benefits. – Work context. • Onboarding promotes assimilation into: – Organizational culture and norms. – Specific departments and functions. – Support systems (e. g. , mentoring, work/life balance). © SHRM 3 -2

Career Development © SHRM 3 -3

Model for Career Development Late career Mid career Early career establishment and achievement Organizational entry Occupational preparation © SHRM 3 -4

Career Development Programs • Employee self-assessment • Individual coaching/counseling • Employee development programs – Apprenticeship and continuing education – Committee participation – Job rotation, enlargement, and enrichment © SHRM 3 -5

A mid-level manager might regularly meet with a senior executive during which career development option? A. Mentoring B. Fast track C. Job enrichment D. Expatriation/repatriation Answer: A © SHRM 3 -6

Dual Career Ladders Identify meaningful career paths for people who are not interested in traditional management roles. © SHRM 3 -7

Succession and Replacement Planning Succession Replacement • Long-term; 12 -36 months. • Focuses on leadership talent for the future. • Develops leaders capable of filling multiple assignments. • Short-term; 0 -12 months. • Focuses on immediate needs. • Develops backup staff for key positions. Fast-track programs speed the development of potential leaders. © SHRM 3 -8

Employee Needs SPHR only • Flexible staffing – – • Expatriation Flextime/telecommuting. Compressed workweek. Job sharing. Phased retirement. – Sending employees abroad and supporting their ability to succeed. • Repatriation – Reintegrating employees into their home country. • Diversity – Training facilitates communication and productivity among all employees. © SHRM 3 -9

Leadership and Management • Leadership requires alignment to the organization’s vision and mission. – Leaders influence others toward the achievement of goals, act as change agents, serve by example, and develop other leaders. • Management is about coping with day-to-day operations. – Brings order and consistency to the organization. – Establishes systems and structures that get results. © SHRM 3 -10

Which responsibility is MOST characteristic of a leader? A. Evaluating recommendations from a corporate communications survey B. Implementing a corporate ethics program C. Reviewing and adjusting sales forecasts D. Establishing a vision for the organization Answer: D © SHRM 3 -11

Behavioral Dimensions of Leadership Consideration (employeecentered) • Behavior aimed at meeting the social and emotional needs of groups and individuals. • Helping group members and explaining decisions. • Behavior aimed at careful Initiating supervision of work methods structure (joband performance levels. oriented) • Clarifying roles and setting goals. © SHRM 3 -12

Blake-Mouton’s Theory © SHRM 3 -13

Hersey-Blanchard’s Theory Leadership styles match the situation. © SHRM 3 -14

Fiedler’s Contingency Theory • Favorableness of the leadership environment is determined by three factors: – Leader-member relations: The degree of trust that followers have in their leaders. – Task structure: The extent to which tasks are defined. – Position power: The degree of power and influence a leader has over subordinates. • Leaders should change the factors rather than changing their style. © SHRM 3 -15

Leadership Styles • Transactional: • Transformational: – Offers promise of reward or threat of discipline. – Looks for deviation from rules. – Intervenes when standards are not met. – Abdicates responsibility and avoids making decisions. © SHRM – Provides vision and sense of mission. – Communicates high expectations. – Promotes intelligence and problem solving. – Gives personal attention and coaches. 3 -16

Emotional Intelligence • Ability to be sensitive to and understand emotions of others and to manage own emotions • Four branches: – – Perceiving emotion Using emotion to facilitate thought Understanding emotion Regulating emotion • Positive correlation between leadership effectiveness and emotional intelligence quotient (EQ) © SHRM 3 -17

Performance Management System Drives business results that accomplish the goals of the organization. © SHRM 3 -18

Fostering a High-Performance Workplace Organizations must provide: • Executive support. • Challenging work environment. • Employee engagement activities. • Performance management training. © SHRM • Continual feedback. • Resources and tools. • Consistent management practices. 3 -19

Individual Performance Appraisals © SHRM 3 -20

Appraisal Methods • Category rating methods • Narrative methods – Simple marking of performance level – Graphic scale, checklist, forced choice – Written narrative appraisals – Essay, critical incidents, field review • Comparative methods • Special methods – Compare performance of employees – Ranking, paired comparison, forced distribution – Designed to overcome appraisal difficulties – MBO, BARS © SHRM 3 -21

Which appraisal method is best exemplified by the following? Low 1 2 3 Quality A. B. C. D. BARS Forced distribution Graphic scale Ranking Answer: C © SHRM 3 -22 4 5 High

Errors in Performance Appraisal Halo/horn Contrast Central tendency Recency Errors Leniency Primacy Bias Strictness © SHRM 3 -23

Legal Performance Appraisals • Performance appraisal methods must be: – Valid and free of discrimination. – Based on formal evaluation criteria. – Based on personal knowledge of and interaction with employees. – Designed to prevent one manager from overinfluencing an employee’s career. – Based on equitable treatment of all employees. © SHRM 3 -24

Appraisal Feedback Guidelines • • Describe the behavior; don’t judge it. Assume an attitude of helpfulness. Empathize and listen actively. Give specific examples. © SHRM 3 -25

Documentation Guidelines Document as situations happen. Keep notes on all employees, not just a few. Use objective criteria. Support job-related observations with facts, but avoid conclusions. • Focus on deficiencies, not causes. • Remember that others may read your comments. • • © SHRM 3 -26