Talent Review and Development Process : A Step-by-Step Guide

TalentReviewandDevelopmentProcess:AStep-by-StepGuideContextandintroductionDevelopingleadershipinthehomeofficeisoneofthemostimportantandvaluablethingsyoudoasanorganization.Thesecentralleadershiprolesareessentialforsupportingandimprovingourschoolsandensuringstudentsachieveoutstandingoutcomes.Thenetworkdependsoneachpersoninthehomeofficeworkingeffectivelyandpassionately.Investinginleadershipdevelopmentnotonlybuildsyourcollectiveskills,butalsohelpsyouavoidthechallengesofstaffturnoverandexternalhiring.Consideringthevaluecreatedandcostsaverted,thisinvestmentinyourcurrentandfutureleaderscanyieldanimpressivereturn.

Eachpersoninthehomeofficehasaroletoplayinstrengtheningourleadershippipeline.Whileleadershipdevelopmentshouldbehappeninginsomeformallthetime,thisguidefocusesontheformalprocessesthatorientyear-roundactivitiestodevelopandretainstaff.Thisformalprocess,whichshouldtakeplaceonceayear,isknownastheTalentReviewandDevelopmentProcess.Tocompletetheprocess,youwillfilloutindividualizedassessmentsforeachdirectreportandanindividualizeddevelopmentplanthatincludesspecificactionstosupportonthejobtraining,coaching,formaltraining,andspecificretentionstrategies(e.g.,shiftstocompensation,careeradvancement,andnon-monetaryrewards).

Individualassessmenttemplate Developmentplantemplate

ThisguidewillwalkyouthroughthekeyphasesoftheTalentReviewandDevelopmentProcessandthestepsthatyoucantakeineachphasetoensureahigh-qualitydevelopmentexperienceforyourdirectreports.

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OurTalentReviewandDevelopmentProcessisbasedonsixbestpracticesinleadershipdevelopment:

BESTPRACTICESGUIDINGTHISPROCESS

EXPLANATION

Defined,role-specificcompetencies

• Asetofsharedcompetenciesforhiring,performanceevaluations,andprofessionaldevelopment.• Ensuresthatdevelopmentareasarenotarbitrary,butarealignedtothefunctionalroleand/ornecessaryleadershipskillsof

theemployee.

Developmentplansanchoredinon-the-jobstretchopportunities

• TheCenterforCreativeLeadershippioneeredthe70-20-10approach,whichhasthreetimesmoreimpactonemployeeperformance.

• Focuses70%ofdevelopmentonon-the-jobtraining,20%oncoachingandmentoring,and10%onformaltrainingandself-study.

Co-creation/JointAccountability

• Boththemanagerandtheemployeeinvestedinthedesignandcreationoftheplanleadstohigherengagement,higherjobsatisfaction,andanincreasedlikelihoodoffollowthrough.

ClearmeasuresofSuccess

• Measuresofsuccessareclear,measurablegoalsthatwillbereachedoncetheprofessionaldevelopmentplaniscomplete(i.e.readinesstotakeonanewresponsibility,anewdirectreport,etc.).

• Twotypesofsuccessmeasuresarekey:outcomesbasedmeasuresandprocessbasedmeasures(i.e.checkinonceamontharoundlessonslearned,etc.)

Regularreflectionandupdating

• Inordertobuildhabitandmakethisapriority,progresscheckpointsmusthappenconsistentlythroughouttheimplementationoftheplan.

• Ensuresaccountabilityandallowsforproblemsolving,coaching,andfeedback.

Connectiontoyear-endevaluation

• Ensuresthatdevelopmentareasnotarbitrary,butarealignedtotheorganizations’strategicprioritiesandtheprioritiesforthisspecificrole.

• Connectingtheplantothequalitativeandquantitativemetricsusedtoassessperformanceofemployeeallowsforincreasedfocus,investment,andfollowthrough.

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KeyphasesoftheTalentReviewandDevelopmentProcess

1. IndividualAssessment:Usingobjectivecriteria,assessyourdirectreports’demonstratedjobperformanceanddemonstratedleadershippotentialto

formaholisticviewofhowwelltheyarepositionedforfutureleadershipopportunities

2. ManagementTeamCalibration:Discussindividualassessmentswithcolleaguestoensureconsistentandfairapplicationofperformanceandleadershippotentialcriteria,toidentifythemesindevelopmentneeds,andtocoordinateretentioninvestments

3. IndividualDevelopmentandRetentionPlanning:Translateyourassessmentintoatailoreddevelopmentandretentionplanforeachdirectreport,anchoredinon-the-jobstretchopportunitiesandlearning

4. Implementationandmonitoring:Beginwithaconversationwithyourdirectreporttoshareyourassessmentanddevelopmentplan,andcollaborativelyoutlinethenextstepsyouwillbothtaketoimplementandtrackprogressagainstthedevelopmentplan

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Phase1:IndividualAssessment

Manyorganizationsintheeducationfieldfacechallengesinidentifyinganddevelopingtheirfutureleaders,fillingrolesonanad-hocbasis.Tomovetowardamorerobustleadershippipelineintheorganization,itiscriticaltohavearigorousapproachforeachindividualonstaff–notjustintermsoftheirperformancetoday,butalsointermsoftheirpotentialtotakeongreaterleadershipresponsibilityinthefuture.

DuringthefirstphaseoftheTalentReviewandDevelopmentProcess,youwillbeaskedtoevaluateasetofdirectreportsintermsofboththeircurrentperformanceandleadershippotential.ThisevaluationwillhelpyoulocateyourdirectreportsonthePerformance/PotentialMatrix,atoolthatcaninformtheindividualizeddevelopmentplansthatyoucreateinphasetwooftheTalentReviewandDevelopmentProcess.

Therearetwodimensionstothematrix:

• Demonstratedjobperformance:Thisaxismeasurestheextenttowhichanindividualismeetingexpectationsindemonstratingfunction-specificcompetenciesandaccomplishingthetasksandresponsibilitiesthatarecoretotheirjobdescription.

• Demonstratedleadershipcompetencies:Thisaxismeasurestheextenttowhichanindividualisdemonstratingthequalitiesthatwouldmakeherorhimanexcellentandinspiringstrategicleaderintheorganization

AssessmentsonthesetwodimensionswillhelpyouplaceeachofyourdirectreportsinoneofthesegmentsofthePerformance/PotentialMatrix,shownatright.Anindividual’splacementonthematrixtranslatesdirectlytoanover-archingdevelopmentgoal.

TheTalentReviewandDevelopmentProcessisintendedtoprovideanobjectivesetofcriteriaonbothofthesedimensions–performanceandpotential–inordertoassessstaffmembersandshareconsistentexpectationacrossteams,functionalgroups,andlevelswithinafunctionalgroup.ThesecriteriabuildontheBlueprintforSuccessCompetencyMapsdevelopedbyEdFuelandBridgespan.Thesecompetencymapsprovideacomprehensiveviewofthecompetenciesrequiredforvarioushomeorcentralofficerolesbyfunction.However,eachorganizationwillneedtoadaptthesecompetenciestofittheuniquestructureandteamconfigurationsoftheoffice.Thisincludesunderstandingthatcompetenciesrequiredforspecificrolesmaycutacrossdifferinglevelsandthatsomecompetenciesmaybelessrelevanttoyourcontextthanothers.

Thecriteriaonwhichyourteamalignswillhelpyouthinkthroughspecificstrengthsanddevelopmentareasforyourdirectreports,andwillhelpyouarriveatanoverallassessmentandplacementonthePerformance/PotentialMatrix.Tosimplifytheevaluationofyourdirectreports’demonstrationofkeycompetencies,

ThePerformance/PotentialMatrix

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wehaveastandardevaluationtemplate,shownbelow.Thenexttwosectionsofthisguidewillwalkthroughthestep-by-stepprocessofcompletingthistemplate.

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Assessingdemonstratedjobperformance

Demonstratedperformanceistheabilitytoconsistentlydeliverresultsovertimealignedwiththestrategy,goals,andobjectivesoftheindividual’sfunctionalarea.Thegoalofassessingdemonstratedperformanceistounderstandsustainedperformanceintheroleovertimeratherthanonespecificactionoraccomplishment.ThefollowingsetofdirectionsaremeanttoprovideageneralguideforevaluatingperformancebasedonkeycompetenciesidentifiedaspartoftheBlueprintforSuccess.

Directions:

1. Startbybrieflylistingyourdirectreport’smajorresponsibilitiesoverthetimeperiodoftheevaluation.Don’tworryaboutcapturingeverything–justfocusonthebiggestassignments,initiativesorbodiesofwork.

Nameofsupervisor:[name]Nameofsupervisee:[name] Role:OperationsManager Tenureincurrentrole:2.5years Reviewperiod:06/15-05/16Keyresponsibilitiesduringreviewperiod:

Summarymessage

• Project-managedstructuralrenovationstotwoschoolsites,includingbudgetoversight• Renegotiatedschoolfoodservicecontractsforallschoolsitesinlargestdistrict• Conductedanalysisofschoolutilitycostsandrecommendedstrategiestocutcostsincomingyear• Managedstateaccreditationprocessacrossallschoolsites

• Leavethisblankfornow–we’llrevisititlaterinthissectionoftheguide

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2. Identifythefunctionalareaforwhichthestaffmemberisbeingevaluatedandchoosethecompetencymapthatbestfitsthefunctionalroleorrolesthatthestaffmemberhasresponsibilityforexecuting.Forexample,ifthedirectreportyouareevaluatingisanoperationsmanager,youwouldbeginbylookingatthe“Operations”competencymapbecausethisisyourdirectreport’sfunctionalarea.

3. Determinetheequivalentlevelofyourdirectreportinthecompetencymapframework.Inidentifyingwhereyourdirectreportfitsinthesequenceof

levelsinthecompetencymap,it’smoreimportanttopayattentiontothedescriptions(ontheright)ratherthanthetitles,sincethesecanvaryacrossorganizations.Thecurrentlevelofyourdirectreportwilldeterminewhichcolumnofthecompetencymapsyouuseasthedefinitionfor“meetingexpectations”injobperformance.

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4. Identifythethreecompetenciesthataremostimportanttothisperson’ssuccessintheirfunctionalrole.Allfunctionalareacompetencymapshaveseveralbigcategoriesofcompetencies,eachwithmorespecificsub-competencies.Ideally,youwillworkwithyourdirectreporttoidentifythebigcategorythatismostimportantforhim/her,andthenwithinthiscategory,pickthethreemostimportantspecificcompetencies.Youcanalsopickspecificcompetenciesfrommultiplecategories.Usingthesecompetencymapstoidentifycriticalcompetencieswillensurethatjobperformanceassessments–andcorrespondingdevelopmentplans–arenotarbitrary,butalignedtothefunctionalroleofyourdirectreport.Asyougothroughthisstep,trytokeeptwogoalsinmind:

a. Usethecompetencymapsasthefoundationforongoingprofessionaldevelopmentconversationswithyourdirectreport,andtocontinuetobuildtheirinvestmentandownershipoftheirgrowth.

b. Beasspecificaspossibleaboutthecompetenciesthatyourdirectreportmustdemonstratetobeaneffectiveperformerinhis/hercurrentroleandlevel.Thiswillhelpyoubothtowriteclearandpowerfulassessmentsanddevelopmentplans.

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5. Fillinthetemplatewiththewiththefunctionalcompetenciesthatyoufeelaremostimportanttothesuccessofthefunctionalareaandtheorganizationasawhole

6. Usingthespecificdefinitionsprovidedinthecompetencymapsatyourdirectreport’slevel,reflectonyourdirectreport’sdemonstratedperformanceofthesecompetencies.Whenevaluatinganemployee’sperformance,consideranysignificantaccomplishmentsoverthelastyear,anynotableachievementsorrecognitionthatthepersonhasreceived,andanymomentsofperformancerelatedproblemsthathavebeenobserved.Trytorecallspecificexamplesoftimeswhentheywereexercisingeachskilllistedinthecompetencymap.Theaimforeachcompetencyistohighlightafewofyourdirectreport’sspecificstrengthsandspecificareasforimprovement.

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Ensuringobjectivityintheindividualassessment:Althoughthismayseemlikeaverysubjectiveevaluation,youarestronglyencouragedtobringasmuchobjectiverigortotheprocessaspossible.Thespecificcriteriaspellingoutthedefinitionsofdemonstratedjobperformanceanddemonstratedleadershipcompetenciesbelowwillhelpyoutobeconsistentandfairinyourassessments.Asyoureviewthesecriteria,youshouldfocusontheindividual’srecentdemonstratedbehavior,nottheirreputationorwhatotherssayabouthim/her.

Youarealsoencouragedtowatchoutforcommonpitfallsinindividualassessment.Someofthemajorbiasestoavoidinclude:

Bias Description TipsonmitigatingthesebiasesHaloeffect Developinganoverallappraisalbasedonone

good(orbad)trait• Considerallofthekeycompetenciesseparatelywhenassessinganindividual

• Seekoutothersupervisorstoprovideexamples/anecdotesabouttheindividualtocheckyourperception

• Baseyourassessmentonconcreteexamplesoftheirbehavior• Drawexamplesofanindividual’sbehaviorfromtheentiretimerelevanttimeperiod

• Meetwithyourcolleaguestocalibrateyourassessments(note:thisisphase3oftheTalentReviewandDevelopmentProcess)

• Whendiscussingyourassessmentwithothers(includingdirectreports),beopentomakingchanges

Personalbias Basingyourassessmentabouttheindividualprimarilyonyourpersonalfeelingsabouther/him,nottheobjectivecriteria

Similar-to-mebias Assessinganindividualmorefavorablybecauseshe/heisverysimilartoyou

Recencybias Assessinganindividualbasedonher/hisactionsintheveryrecentpastratherthanovertheentirerelevanttimeperiod

Harshness/leniencybias

Consistentlyratingindividualsmorepositivelyornegativelythancolleagues

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Functionalcompetency#1:Financialanalysis

Functionalcompetency#2:Monitoringoperationalperformance

Functionalcompetency#3:Organizationalcompliance

Identifystrengthsdemonstratedineacharea• Coordinatedeffectivelywithtwodifferent

contractorsandschoolsiteteamstodevelopbudgetsforschoolrenovation

• Proactivelyelevatedpotentialrenovationcostover-runs

• Successfullymanagedajuniorstaffmemberandsummerinterntodeliverutilitycostanalysisaheadofdeadline

• Identifiedextendedlearningtimeaskeydriverofvarianceinutilitycosts,informingnewpricingmodelforexternalafterschoolproviders

• Oversawon-timecompletionofaccreditationcompliancereportsforallschoolsites

Identifydevelopmentareasdemonstratedineacharea• Couldhavedoneabetterjobofincluding

keystakeholdersonfoodserviceteamthroughoutcontractrenegotiationtoensuretherewouldbenocompromiseinservicequality

• Futurerecommendationsforoperationalimprovement(likecuttingutilitycosts)couldgodeeperinanticipatingkeyrisks/challengesandpotentialapproachesformitigatingtheserisks

• Couldprovidemoreregular(iemonthly)updatestosupervisoronoperationalcompliancetoinitiatenecessarycorrectiveactionearlier

7. Afterthinkingthrougheachofthecompetencysets,makeaholisticassessmentaboutdemonstratedjobperformance:Overall,isthispersonmeeting

expectations,exceedingexpectations,ornotmeetingexpectationsfortheirlevel?

DEMONSTRATEDJOBPERFORMANCE

� Inconsistentlydeliversworkuptorequiredstandards

� Consistentlydoeswhatwouldbeexpectedfromsomeoneinthisrole

� Consistentlydeliversoutstandingwork.Oneofthestrongestprofessionalsinthisroleyouhaveworkedwith

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Assessingdemonstratedleadershippotential

Leadershippotentialreflectstheperceivedabilityofanindividualtoassumeleadershiproleswithintheorganization.Attributesofleadershippotentialincludetheabilitytostrategicallymanageresourcesandsupporttheorganizationtoachieveitsmission,theabilitytoeffectivelyengageteammemberswithinone’sfunctionalareaandbeyondinachievinggoals,andtheabilitytomanageoneselfinawaythatprovidesconfidencethats/hecanassumegreaterlevelsofresponsibilitywithoutbeingoverstretched.

Inadditiontotheseattributes—whicharedetailedintheleadershipcompetencymap—assessingtheleadershippotentialofastaffmembershouldalsotakeintoaccountthedegreetowhichthatpersonembodiesthevaluesoftheorganizationandaspirestotakeongreaterresponsibility.Totrulyassessthesequalities,itisimportanttohavefeedbackfromotherteammemberswhohaveworkedwiththisindividualandtohaveopenconversationswiththeindividualabouttheiraspirationsandlongtermgoals.ThefollowingsetofdirectionsaremeanttoprovideageneralguideforevaluatingleadershippotentialbasedonleadershipcompetenciesidentifiedaspartoftheBlueprintforSuccess.

Directions:

1. OpentheBlueprintforSuccesscompetencymapforStrategicLeadership,andreadthroughthedescriptionofkeycompetenciesforthefourmajorcategoriesof“strategicmanagement,”“effectiveteaming,”“self-management,”and“foundationalprinciples”

2. Reflectonyourdirectreport’sdemonstrationofleadershipcompetencies,consideringanyofthesub-competenciesinthefourmajorcategories.Theaimforeachofthefourcompetencyareasistohighlightafewofyourdirectreport’sspecificstrengthsandspecificareasforimprovement.Whenevaluatinganemployee’sperformance,consideranysignificantaccomplishmentsoverthelastyear,anynotableachievementsorrecognitionthatthepersonhasreceived,andanymomentsofperformancerelatedproblemsthathavebeenobserved.Trytorecallspecificexamplesoftimeswhen

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theywereexercisingeachattributelistedinthecompetencymap.Aswiththeassessmentofjobperformance,beawareofpotentialbiasesinyourjudgmentandtrytoproactivelymitigatethesebiases.

Strategicmanagement Effectiveteaming Self-management FoundationalprinciplesIdentifystrengthsdemonstratedineacharea

• Triangulatedseveralsourcesofdatainanalysisofutilitycosts,consideringquantitativedata,directobservationandinterview/focusgroupinput

• Madegood-faithefforttoaddressconflictbetweenbuildingcontractorandschoolsitecouncilchairoverconstructionnoise,eventhoughtheissuewasnotresolvedinatimelymanner

• Highlyresponsivetoconstructivefeedbackonworkingstyle;quicktoincorporatenewapproachesandtechniques

• Spearheadeddiversityoutreacheffortsininternshiprecruiting

Identifydevelopmentareasdemonstratedineacharea• Couldbemoreproactivein

communicatingcaseforchangeforkeyinitiativessuchasnewfoodservicecontracts

• Couldbettersupportentry-leveldirectreportsbyprovidingmorestructureanddirectionindeliverables

• Couldbemoreintentionalinfosteringproductiveteamenvironment;styleattimesfeelstootransactional

• Couldtakeamorepragmaticlensinworkandthinkcriticallyaboutwhethersolutionsproposedarerealistic

• Couldmoreexplicitlyconsider/prioritizestudentoutcomesindecision-making(forexample,asalensforrecommendingapproachestoreduceutilitycosts)

3. Assessyourdirectreport’sexpressedaspirationforfurtherleadershippositions.Baseyourjudgmentonconversationsyouhavehadwithyourdirectreport.Aspirationisatermthatcapturestheintensityofanindividual’sdesireforadvancementwithintheorganizationandpersonalmotivationtoimprove

LeadershipAspiration:Moderate–Workshardandexpressessomeenthusiasmabouttakingonmoreresponsibilitywithintheorganization.However,onlyseldomgoes“aboveandbeyond”toachievebestresults,anddoesnotseemparticularlypassionateabouttheeducationsector.

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4. Afterthinkingthrougheachofthecompetencysets,makeaholisticassessmentaboutdemonstratedleadershippotential:Overall,isthispersonintherightrole?Readytostepupimmediately?Orunlikelytobeagoodfitformoreseniorroles?

5. Completethe“summarymessage”basedonyourassessment.

Summarymessage

6. PlaceyourdirectreportonthePerformance/PotentialMatrix,basedonyourholisticassessmentsonbothaxes.Confirmthatthedescriptionintheboxfeelsrightforyourdirectreport

DEMONSTRATEDLEADERSHIPCOMPETENCIES

� Currentroledoesnotprovideanidealfit;notlikelytobeastrongcandidateformoreseniorroles

� Currentroleprovidesagoodfit;maybereadytoassumeroleswithlargerscopeandresponsibilityinthefuture

� Eagerandabletoassumeroleswithlargerscopeandresponsibility

• [Name]hasperformeduptoexpectationsinhisrole,showingexceptionalanalyticalabilityandsomeemergingstrengthsinprojectmanagement.Heiseagertolearn,buthassignificantopportunitiestoimproveinchampioningchangeinitiativesandengagingwithhisteamandwithbroadergroupsofstakeholders.

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Summaryassessmentdocument

Nameofsupervisor:Nameofsupervisee: Role: Tenureincurrentrole: Reviewperiod:Keyresponsibilitiesduringreviewperiod:

Summarymessage

Demonstratedperformance

Functionalcompetency#1:____________________________________

Functionalcompetency#2:____________________________________

Functionalcompetency#3:____________________________________

Identifystrengthsdemonstratedineacharea•

• •

Identifydevelopmentareasdemonstratedineacharea• • •

•

•

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Leadershippotential

Strategicmanagement Effectiveteaming Self-management LeadershipvaluesIdentifystrengthsdemonstratedineacharea

• • • •

Identifydevelopmentareasdemonstratedineacharea• • • •

LeadershipAspiration:

Overallassessment

DEMONSTRATEDJOBPERFORMANCE

� Inconsistentlydeliversworkuptorequiredstandards

� Consistentlydoeswhatwouldbeexpectedfromsomeoneinthisrole

� Consistentlydeliversoutstandingwork.Oneofthestrongestprofessionalsinthisroleyouhaveworkedwith

DEMONSTRATEDLEADERSHIPCOMPETENCIES

� Currentroledoesnotprovideanidealfit;notlikelytobeastrongcandidateformoreseniorroles

� Currentroleprovidesagoodfit;maybereadytoassumeroleswithlargerscopeandresponsibilityinthefuture

� Eagerandabletoassumeroleswithlargerscopeandresponsibility

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PositiononPerformance/PotentialMatrix