The Future: Succession Planning, Competencies and Staff Development Amy R. Hurd, Ph.D., CPRPCindy A. Curtis, CPRP Associate ProfessorDirector Illinois

The Future: Succession Planning, Competencies and Staff Development

Amy R. Hurd, Ph.D., CPRP Cindy A. Curtis, CPRP Associate Professor DirectorIllinois State University City of Virginia Beach

Session Objectives• Identify succession planning needs and processes to

implement succession plans into your agency

•Understand and discuss competency progression from entry level practitioners to CEOs

•Examine your own agency and/or profession to determine the viability of successful staff development programs

•Walk away with 3-5 good ideas you can put to work

Succession Planning• Identifying and preparing suitable employees

through training and mentoring to assume key positions within the organization.

•Systematically designed to ensure continued effective performance in the future

•Match current talent to future needed talent

•Right people in the right place at the right time to do the right things

Succession PlanningSuccession Plans Replacement Plans

• Long-term: 12-36 months

•Focus on future leadership

•Develops leaders capable of filling multiple assignments

•Short term: 0-12 months

•Focus on immediate needs

•Develops back-up staff for key positions

The Situation…

•The Boomer Effect▫82.8 million boomers▫1946-1964

▫2009, 80 million ready for retirement

▫Doesn’t account for death, illness, major life changes

60% of all companies don’t know what they are going to do about this

The Situation…

•The Gen X & Y Effect▫53% seek better

compensation and benefits. ▫35% cited dissatisfaction

with potential career development.

▫32% said they were ready for a new experience.

The Situation…

•The Skilled Workforce Effect▫More jobs require

skilled workforce

▫Increased difficulty in filling these jobs

Why Isn’t Succession Planning More Common?

▫Time consuming▫Important, but not urgent▫No immediate results▫Resistance from managers

and directors (threatened)▫Mentality that employees

are short-term

Why SP Should be Common▫Leaders/potential leaders want to work for quality

organizations…basic systems theory▫Provides an opportunity to identify potential leaders

and groom them for advancement▫Helps the organization prepare for the future▫Encourages employee satisfaction and retention▫Organization can effectively function during a search▫Assures continuity and a strong organization

Builds a strong core

Succession Planning Steps Step 1- Understand Development Needs Step 2- Assess Job Demands & Performance Step 3- Build the Talent Pool Step 4- Facilitate Development Opportunities

Step 1- Understand Development Needs

• Map out competencies of organization

• Assess organizational & individual competency gap

• Develop workforce planning document

•Competencies ▫Skills

abilities required to perform the position

▫Knowledge information required for the

position ▫Characteristics

attitudes, personality factors or mental traits needed


Model for Effective Performance

The The individual’s individual’s

competenciescompetencies

The job’s The job’s demandsdemands

The The organizational organizational environmentenvironment

Effective specific Effective specific actions or actions or behaviorsbehaviors

BALANCEBALANCE

Boyatzis (1982)


•Understanding competencies will…▫Clarify effective & efficient performance requirements

now & in the future▫Align skills with strategic direction▫Help organization become “lean & mean”▫Hire right people

Any bad hires? Why???▫Predict success of employees


•Common Competencies▫Communication skills▫Customer service▫ Leadership & management principles▫Creativity & innovation▫Multi-tasking & time management▫Flexible, adaptable, innovative, creative▫Solve problems & make decisions▫Networking▫Comprehensive knowledge of the field

25 common competencies



•End result of step 1:▫Understanding of what competencies are▫Understanding of the competency gaps within the

organization ▫Understanding of the development needs of the

organization▫Understanding of how employees develop by level▫Develop plans for all levels in the organization…only

10% do



•Know where you are before determining where you are going

• Identify:▫Key positions▫Competencies needed for each position▫How individual performance will be appraised

Step 2- Assess Job Demands & Performance

•Key positions…how to identify them▫Consequences of not filling a position

Tasks or decisions put on hold Change in service levels Reduction in efficiency/effectiveness

▫Look at organizational chart What is the unique function of the job? Why is a position so important? Key skills? Can your organization operate without this position?


• Identify competencies for each job▫Job analysis

Outline essential functions, roles, responsibilities What people are expected to do What the person actually does & what others

think they should do Results in a job description & task inventory Example….


• List duties, responsibilities, activities, essential functions in order of importance

1. ____2. ____3. ____4. ____5. ____

• Approximate % of time devoted to each

1. ____%2. ____%3. ____%4. ____%5. ____%


Virginia Beach Parks & Recreation Dept.

Step 2- Assess Job Demands & Performance• Example of competency-based performance criteria

▫Essential function Management▫Core Requirements = Communication

Supervision Leadership Conflict Resolution

▫Specific Responsibilities: CIP and Operating Budget Development Financial Analysis/Budget Monitoring Procurement Personnel Management Policy Development


• Focus on all levels within organizations▫ Laborers through CEO▫FT and PT

• Find your HiPos (High potentials)▫Capable of advancing 2-3 more levels▫Haven’t reached a career plateau▫Exceed minimum job expectations▫Self-actualizing ; committed to personal and professional

improvement

Step 3- Build the Talent Pool

• Assess your HiPos▫Supervisor assessment based on competencies

▫Self assessment

▫360 degree evaluation

▫An example….


Conflict Management

5 4 3 2 1

Has adequate skill resolving differences & reaching agreement by maintaining a problem solving attitude

Has high level of skill resolving differences & reaching agreement by maintaining a problem solving attitude

Has little skill resolving differences & reaching agreement by maintaining a problem solving attitude

Communication Skills

5 4 3 2 1

Asks & answers most questions clearly; displays adequate understanding of questions; demeanor is generally professional

Always asks & answers questions clearly; displays good understanding of questions; demeanor is highly professional & friendly

Questions & answers not clearly stated; often does not understand questions; demeanor is often unprofessional & unfriendly

• Individual Development Plans▫Step 1: Identify potential job(s)/job level(s) ee wants▫Step 2: Discuss timeline▫Step 3: Discuss the competency gap▫Step 4: Set measurable learning objectives▫Step 5: Set strategies & ID resources to achieve objectives

Resources: People, $, time, equipment▫Step 6: Est. how evidence of accomplishment is tracked


Programs that Work

E-Map = Employee Mobility Achievement Program

•Advantages of growing your own▫Morale boosting▫Known quantity▫Retain institutional knowledge

•Cautions on growing your own▫No heir apparent▫Talent pools are built to hire from with no

guarantees for promotion▫Monitor internal competition among staff▫Heavy load on training & development



• Think about learning styles…

Step 4 - Facilitate Development Opportunities

Generation Ages Attributes Learning Styles

Training Style

ManagementStyle

Silent Born before 1946 (63+)

Like hierarchy and orderComfortable with direct leadershipWilling to climb the ladder patientlyDifficult to adjust to change

AuditoryDataMonologue

ClassroomFormalQuite

ControlAuthorityThinkers

Baby Boomers 1946- 1964 (45-63)

Believe in value of hard workValue democratic work environmentView work groups as social groupsSeek to change institutions

VisualMetaphorsDialogue

RoundtableRelaxedPlanned

CooperationCompetency Doers

Generation X 1965-1977 (32-44)

Want to be cutting edgeWilling to break the rulesAdaptive to change and new technology

Kinesthetic SensoryStories

UnplannedSpontaneousInteractive

ConsensusCreativityFeelers

Generation Y 1978-1990 (19-31)

Instant GenerationTech SavvyLimited employee loyalty Upward mobility- no waitHigh performance & high maintenanceValue input, feedback and mentoring

Kinesthetic SensoryStories

UnplannedInteractiveFastTechnology

Question othersCollaboratorsChange agentsVirtual problem solvers


• Lunch and Learn▫ Offered to all employees▫ Leadership Topics▫ Job Interview Skills

• Book discussions▫ Good to Great (Collins)▫ Getting to Yes (Fischer & Ury)

• P&R Mgmt University (M-NCPPC)▫ Immerse staff in operational issues▫ Don’t have to have P&R backgrounds

• Trainings…

Golf Coast Leadership Development Institute

•Program Mission▫To provide young and emerging professionals the

knowledge, skills, and abilities necessary to grow and develop to embrace future challenges and leadership positions.

• Key Elements▫ High quality speakers/education▫ Low price-$125▫ All inclusive (food, lodging and sessions)▫ Local▫ Intensive experience ▫ Small size▫ Retreat like atmosphere


• Training▫ Pyxis Online Learning

Center▫ Webinars

• Mentoring Programs


Old Product Oriented Model

• Transfer of knowledge from senior to junior staff member▫ “I will teach what I know”

• Setting up a mentoring program

New Process Oriented Model

• Knowledge acquisition, application & critical reflection▫ “You will learn what you

need to learn”• Supporting mentoring

efforts

Types of mentoring

•One-on-One mentoring▫Traditional relationship

•Reverse mentoring▫Jack Welch (GE)

•Peer mentoring▫Often same level, experience & age

IPRA Young Professionals•Supervisory mentoring

▫Often informal relationship▫Problems???

Types of mentoring

•Group mentoring▫Group of employees learn from 1 mentor▫Learning groups▫Mentor is the facilitator▫Group drives the learning agenda

•Distance mentoring▫Utilize technology to communicate

E-mail, chat room, IM PC/Web camera Discussion boards

Step 4 - Facilitate Development Opportunities•Overview

▫Understand learning styles▫Match learning style to training

opportunities▫Support mentoring programs

Amy R. Hurd, Ph.D., CPRP Cindy A. Curtis, CPRPAssociate Professor DirectorIllinois State University City of Virginia Beach P&RMcCormick Hall 212 2408 Courthouse Drive Normal, IL 61761 Building 21 309-438-5557 Virginia Beach, VA [email protected] 757-385-1125

[email protected]

http://www.castonline.ilstu.edu/hurd/nrpa.htm

Thank you!!!!

Documents

The Future: Succession Planning, Competencies and Staff Development Amy R. Hurd, Ph.D., CPRPCindy A. Curtis, CPRP Associate ProfessorDirector Illinois