succession planning developing talent planning for today and tomorrow presented by: ranjit nair 1
TRANSCRIPT
Succession Planning
Developing Talent
Planning for Today and TomorrowPresented by: Ranjit Nair
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What is Succession Planning?
Having the right people in the right place at the right time
An ongoing process of identifying and developing talent as well as future leaders
An opportunity to create standards for qualifications and competencies for future leaders
Providing understanding to members of the potential developmental/leadership paths available as well as development needs
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Building the Talent for the Future Organizational Readiness Developing the Incumbents Assessing Potential Developing Leaders
Why is Succession Planning Important?
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Public Schools have become larger, more complex, and more challenging to manage
Fragmented staff with different and varying level of skills, experience, backgrounds, functions
Heightened focus on student achievement Demand for more scrutiny
As school districts increase in size, intricacy, and accountability, they must invest more in the human capital that drives almost all
of the services they deliver.
The Drivers
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Others Perspectives
Succession planning goes beyond the basic question of selecting replacements for positions – “Replacement Planning”)
Whereas replacement planning finds backups to fill vacancies on an organizational chart, succession planning grooms talent for the future.
Succession planning should encompass a dialogue about leadership in the public school district-what characteristics define it, who displays it, who has the potential to display it, and how to transition from the former to the latter.
The planning should elicit the opinions of all stakeholders in the district. It should inspire a culture of vision and motivation that aligns with the district's strategic objectives and that infuses the work of all school officials.
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8 Steps to Effective Succession Planning
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Be Purpose Driven (1)
Plan for Future (2)
Assess Current Needs (3)
Develop Individual Plans (7)
Fill in the Gaps (6)
Assess Mobility (5)
Conduct Effective Assessments (4)
(Re)Assess Program (8)
Succession Planning
Invest in planning and setting the stage. Articulate the purpose, goals, and expectations of
succession planning Write a mission statement that captures the urgency
of succession planning. Ensure that stakeholder groups, such as the current
leadership team are on board Firmly establish expectations about process
duration and intensity
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Step 1: Define Purpose
The succession planning (SP) process should not be designed to address today's organizational challenges, but those of the future – the needs of an evolving organization.
SP should be deliberately proactive (growing the district's talent pool.)
It should be used a process for reflecting on the district's future. endogenous factors (organizational changes, board priorities,
curricular approaches, decentralization, etc.) exogenous factors (demographics, economy, state and federal
legislature, etc.)
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Step 2: Plan for the Future
Examine the role of leadership in enacting the vision. Assess the characteristics necessary for leadership in the district. Build a "leadership code" that explains leadership characteristics and
behaviors that drive success in the district. Certain skills should transcend an organization and unite all of its
leaders by using a "leadership code" - a consolidated viewpoint of what matters as leaders progress up the organization.
For example, Jim Collins' popular "Good to Great" model traces a progression from capable management, the ability to make productive contributions, through effective leadership, the vigorous pursuit of a clear and compelling vision, and, finally, to enduring executive (Principal; Asst. Principal) greatness.
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Step 3: Assess Current Leadership Needs
Leadership Hierarchy
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Level 5ExecutiveBuilds enduring greatness through a paradoxicalcombination of personal humility plus professional will.Level 4Effective LeaderCatalyzes commitment to and vigorous pursuit of a clear andcompelling vision; stimulates the group to high performance standards.Level 3Competent ManagerOrganizes people and resources toward the effectiveand efficient pursuit of predetermined objectives.Level 2Contributing Team MemberContributes to the achievement of group objectives;works effectively with others in a group setting.Level 1Highly Capable IndividualMakes productive contributions through talent,knowledge, skills, and good work habits.
Source: Jim Collins; Good to Great
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Leadership Hierarchy – What Characteristics Matter in your District? (Sample)
Vision, Strategy, Systems Thinking
Ability to PrioritizeAbility to allocate resources
Process-centricMeasurement-focus
Brilliant CommunicatorGains “Buy-in”
Lon
g t
erm
Lon
g t
erm
Sh
ort
term
Sh
ort
term
Subject Matter ExpertiseTeam Player
Good CommunicatorCustomer Service Orientation
Proactive Problem SolverResults Oriented
Delivers against high expectations
VIS
ION &
VIS
ION &
STR
ATEG
Y
STR
ATEG
Y
CHAN
GE
CHANGE
MAN
AGEM
ENT
MANAGEM
ENT
HIG
H
HIG
H
PER
FORM
ANCE
PER
FORM
ANCE
LEVEL
2
LEVEL
2
LEVEL
3
LEVEL
3
LEVEL
1
LEVEL
1
Leaders need to demonstrate these
qualities to be effective in our district
Ensure open and honest feedback about an emerging leader's performance.
Without an honest discourse about an individual's strengths and weaknesses, proactive development opportunities cannot be deliberately pursued.
A district should evaluate its current and emerging leaders against its leadership code through development and use of a formal evaluation rubric.
To provide a relative view of these emerging leaders, districts can evaluate leadership candidates on a matrix that serves as a function of both past performance and future potential.
One purpose of such a matrix is to identify the district's "high-potential" leaders, commonly referred to as “HiPo's".
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Step 4: Conduct Effective Assessments
Understanding your District’s HIPO LeadersThe Performance-Potential Grid
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Workhorse or Keepers
Stars or Growers
Underperformer or Deadwood
Question Marks
Perf
orm
an
ce
Perf
orm
an
ce
Future PotentialFuture Potential
HIGH
LOW HIGH
How can we move people between groups?Where do the non-performers fit in the organization? Should they be forced out?Are our resources allocated properly?
Understanding your District’s HIPO LeadersThe Talent Matrix
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“Diamond in the rough”
- Loose Cannon- Problem Child
“Consistent Star”Fully DevelopedExcellent in role
Need new opportunities
Doin
g t
he R
igh
t Th
ing
sD
oin
g t
he R
igh
t Th
ing
s
Getting the Right ResultsGetting the Right Results
“Future All-round Star”
“Future Utility Player”
“Future Utility Player”
Solid CitizenSolid in Role
“Utility Pro”Fully Competent in Role
Still DevelopingNearly ready for more
responsibility
“Take Action Now”Not developingNot competent
No potentialIn wrong job
Move out
“Future Pro”Still Developing
Not yet exceptional in roleHas potential to improve
Monitor development
“Technical Pro”Fully competent in role
Reached potential
Further analysis is needed to evaluate the district's "bench strength" and leadership mobility within the organization.
Districts should force themselves to complete a deep bench strength analysis, which yields measures concerning the depth of leadership talent within the organization.
Compute this measure by listing potential successors for each major position and assigning successors a ranking to denote:
Level 1-Successor ready to lead within one year Level 2-Successor ready in one to two years Level 3-No successor ready within a five-year period
A Level 3 ranking presents an organizational "hole." The lower the percentage of holes relative to key positions, the greater the organization's bench strength.
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Step 5: Assess Mobility
The basic bench strength measure serves as a foundation on which to calculate several other metrics of an organization's human capital inventory, such as:
Average number of candidates "ready now" for key positions Number of vacant key positions Percentage of positions open without "ready now" candidates Total number of high-potential leaders in the succession pool per key position
Armed with this data, districts can make targeted investment in readying internal candidates or proactively recruiting external candidates where succession risk is present.
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Step 5: Assess Mobility
Each participant in leadership training programs should be the subject of an individualized development plan (an "IDP").
The plan should ask such questions as: For what key position should this person be prepared? What kinds of competencies should be developed? What are the individual's career objectives? What learning objectives should guide the individual's development? By what methods or strategies may the objectives be met?
Generally, the most productive lever for leadership development is on-the-job opportunities that widen the scope, increase the depth, and vary the routine of responsibilities.
Examples of assignments that satisfy these three areas could take the form of re-launching or revamping a failing service, launching a new service, managing a turnaround situation, handling a rapidly expanding service, preparing a strategic proposal for leadership
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Step 6: Fill in the Gaps
In addition to on-the-job opportunities, organizations may be able to invest in expert leadership coaching and mentoring with good results.
Through a "360 degree" evaluation, expert coaches help leaders to understand all their areas of strength and weakness and to grow their emotional intelligence.
Best practice coaching structures follow a sequence of enrolling the individual, building a relationship, fact-finding based on existing and new assessment data, collaborating to create a development plan, coaching to the development plan, evaluating the process relative to stated objectives, and planning next steps.
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Step 6: Fill in the Gaps
To facilitate a smooth transition, districts should structure plans that outline the process of orienting new leaders.
Transition plans have been used by new superintendents for some time, but enormous variance exists in design and approach
Transition plans can be applied to a broad variety of senior leadership positions
The product is a results-oriented plan around specific desired outcomes in managerial and organizational performance and district accomplishment. E.g.:
“Goals-based” – a new superintendent reads, "Develop a plan to decentralize the organizational structure in order to be more responsive to the needs of principals, schools and the public."
“Activities-based approach" - focuses on what the new leader will do, but does little to focus the leader on why they are doing it.
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Step 7: Develop Individual Transition Plans
Succession planning is a fluid and continual process, subject to regular assessment and adjustment.
Evaluation should signify bench strength by measuring the number of well-qualified internal candidates for each key position, the record of promotions, and the retention of high performers.
Evaluation should also capture more subjective human capital metrics, including the perceptions of fairness, transparency, morale, confidence, and competence.
Ultimately, a successful succession planning program will be a tailored, systematic, and clear process that enjoys dedicated organizational support and that emphasizes long-term leadership development.
Best practice is to do a “Succession Planning” immediately after performance evaluations and then conduct a follow-up session to gauge progress against actions generated
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Step 8: (Re) Assess the Program
Circle of Leadership
Assess the Present
Make Commitment to Leadership Continuity
Evaluate & Reward
Identify & Develop Individual Talent
Establish a Succession Planning Program
Assess the Future Needs
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Succession Planning is a Process
The purpose and need for succession planning
Timeframe and commitment involved
Resources available
Vision and mission
How it will support the strategic plan of the association
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Pitfalls to Avoid
Lack of leadershipLack of communicationLack of transparencyLack of understandingMaking assumptions about future
growthLack of follow upNot institutionalized
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Mentoring – a Cousin of SP What is it?
Structured, trusting relationship
What do mentors do? Provide individuals with
Support Counsel Friendship Reinforcement Constructive Example
Are good listeners who want to help individuals develop
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Thank you!
