dragos iliescu shl-talent management and global business strategy
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Getting results through people
An approved SHL Distributor
“42”
Integrating Talent
Management with Global
Business Strategy
Dragos Iliescu, PhD
Managing Director
“42”, The Approved SHL Distributor for Romania
Prepared for ZILELE BIZ, 14.11.2012
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2© SHL 2012December 3, 2012
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Who we are
• SHL is the leader in talent measurement
• We drive better business results through
superior People Intelligence
• We help organisations transform the way
they assess, hire and manage talent.
• Best in class innovation, assessment source and
services to improve business results through
superior people decisions.
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Why SHL?
• Verifiable business results
• Global presence, local flexibility
• The world’s largest source of data on people
at work
• Over 30 years’ global assessment innovation
and expertise
• Our solutions are used by leading organisations,
including over 80% of the Financial Times
Stock Exchange (FTSE)
• Certified to ISO 27001 and ISO 9001 security
& quality management standards
3
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SHL: Some of our clients
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World-class customers
>50%of Global Fortune 500
>40%of Fortune 500
>80%of FTSE
>50%of ASX
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SHL People Intelligence
• SHL People Intelligence is the insight into people’s
behaviour, ability and potential we offer through:
• More than 30 years’ experience and innovation
• Delivering 25 million assessments a year
• A database of over 80 million records across
38 countries, 31 business functions and 40
industry sectors
Helping you understand, benchmark andmake better decisions about people
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Talent Management
• “a set of organisational processes designed to attract, develop,
motivate and retain key people.” (Bersin, 2008)
• ”Processes to ensure having
…the right people…
…with the right competencies…
…in the right places…
…at the right time.” (SHL, 2008)
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Most definitions emphasise:
• Clear link with performance management
• Coherent approach to succession planning and development
• Integrated philosophy that incorporates all HR practices across
the whole employee lifecycle
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Through the Employee Lifecycle
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Operationalising Integration
1. Business strategy: which skills, competencies and roles are
required to deliver the strategy?
2. Organising framework: who to target and how?
3. Capability framework: the skills, tools and techniques to
define talent requirements.
4. Leadership involvement: creating a “Talent Mindset” in senior
managers.
5. Development of high performance talent: filling gaps through
targeted development interventions and recruitment initiatives.
6. Build fluid talent pools: keeping it tied into the strategy.
7. Rigorous assessment: of potential across the organisation.
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Truly Integrated
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Truly Integrated?
71% no syst. approach
86% no comp. integration
68% no long-term view
45% no syst. approach
90% no comp. integration
81% only training
31% no comp. integration
85% no syst. approach
38% no comp. integration
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“Using the results of the business
outcome study, we were able to calculate
a profit gain of roughly $24 million on
an investment of just over $100,000.”
CenturyLink
Our approach
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Realise
Define and Measure in order to Realise
MeasureDefine
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A three stage process
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’Define’ Stage
• Competency management is the process through which the
strategic talent requirements of the organisation are defined in
behavioural terms and then integrated into the full employee
lifecycle to create a talent architecture.
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Competency Management
• “Competency management touches almost every other part of your talent
management strategy. It is ranked as the clear number one business process in
facilitating an organisation’s ability to respond to change. Competency
management establishes your organisation’s strategic framework for people
processes – it facilitates:
◦ Recruiting
◦ Performance management
◦ Leadership development
◦ Succession planning
◦ Career planning
◦ Compensation
◦ Learning and development
• It establishes the firm platform for all other talent processes. Organisations with a world-class
focus on competency management greatly improve their talent and, therefore, business results.
Many organisations still do not realise this.”
◦ Bersin and Associates, May 2007
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’Measure’ Stage
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Performance-Potential Matrix (Drotter et al., 2000)
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Talent Audit
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Example of data sources
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‘Realise’ Stage - Process in Brief
Define talent requirements –within the organis-ational context
1
Develop Talent Framework(s)
2
Map capability Framework(s)
3
Attract, align, develop, engage and retain
6
Measure strengths and gaps
5
Develop assessment strategy and approach
4
Building commitment and buy in Identify and validate key business success measures
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Step #1: Define talent requirements
• Identify key stakeholders
◦ 1:1 meetings and/or
◦ Focus groups and/or
◦ “Visioning” workshops
• Organisational, competitor, industry research
• Integrate, develop, story–board and play back
• A clear picture of the big things the organization
needs to deliver and the implications for people
capability
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Step #2: Develop Talent Framework(s)
• Talent framework options:
◦ Traditional competency model
◦ Talent pipeline
◦ Talent matrix
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Talent pipeline - Example Transition Points
Manage Self
Manage Others
Manage Managers
Functional Manager
Business Manager
Group Manager
Enterprise Manager
• Pluses of Talent Pipeline
◦ Describes a journey
◦ Developmental, focused on future roles
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Talent matrix
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Step #3: Map capability Framework(s) / Talent pipeline
Leadership Transition Points
Manage Self
Manage Others
Manage Managers
Functional Manager
Business Manager
Group Manager
Enterprise Manager
What
Potential
How
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Step #3: Map capability Framework(s) / Talent matrix
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Step #4: Develop assessment strategy
• Aligned to the capability framework
• Fit for purpose at all levels in the organisation
• Rigour versus pragmatism
• Differentiating
• Transferable to organisation
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Creating and Conceptualising
Open to new ideas and experiences, Seeks out learning
opportunities. Handles situations and problems with innovation
and creativity. Thinks broadly and strategically. Supports and
drives organisational change.
Creating and innovating
(A) Produces new ideas, approaches or insights
(B) Creates innovative products or designs
(C) Produces a range of solutions to problems
(D) Seeks opportunities for organisational improvement
(E) Devises effective change initiatives
2 of 3 CREATING AND CONCEPTUALISING
Learning and researching
(A) Rapidly learns new tasks and commits information to memory
(B) Gathers comprehensive information to support decisions
(C) Demonstrates a rapid understanding of new information
(D) Encourages an organisational learning approach (i.e. learns from
successes and failures and seeks feedback)
(E) Manages knowledge (collects, classifies and disseminates knowledge
of use to the organisation)
1 of 3 CREATING AND CONCEPTUALISING
Formulating strategies and concepts
(A) Works strategically to realise organisational goals
(B) Sets and develops strategies
(C) Identifies and develops positive and compelling
visions of the organisation’s future potential
(D) Takes account of a wide range of issues across, and
related to, the organisation
3 of 3 CREATING AND CONCEPTUALISING
(A) Rapidly learns new tasks and commits information to memory (A) Produces new ideas, approaches or insights
(C) Produces a range of solutions to problems
(B) Sets and develops strategies
(D) Takes account of a wide range of issues across, and related to, the organisation
Identifying key points…
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‘Creating and Conceptualising’
competency requirements
Rapidly learns new tasks and
commits information to memory
Produces new ideas, approaches
or insights
Produces a range of solutions to
problems
Sets and develops strategies
Takes account of a wide range of
issues across, and related to, the
organisation
Objective assessment technique
Ability test
Occupational Personality
Questionnaire (OPQ)
In-tray exercise
Analysis presentation
exercise
…and measuring them
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Step #5: Measure strengths and gaps
• The output from the “assessment” process
◦ At an individual level
◦ And an organisational level
• Will vary considerably depending on the approach
taken in Step 1 – Step 4
• Identifying strengths, gaps and themes
• A developmental focus but may be linked explicitly
with performance
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Step #6: Attract, align, develop, engage and retain
• Again will be different in every organisation
• But, some common ground
• The focus is development
◦ Driven by organisational and individual need
◦ All stages are aligned
◦ The process is flexible, to adapt to changing need
◦ Activities are linked and mapped to the assessment process
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Engaging and mobilising talent
Talent MobilityUnderstand your talent and
align it to the right roles within
your organisation Talent Audit
Uncovering the gap between
desired & actual talent requirements
Succession Planning
Identifying the potential for more
senior roles
Employee Development
Identifying specific developmental
needs
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Questions?
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Thank you for your attention.