BH3601 TALENT DEVELOPMENT & MANAGEMENT

SEMINAR 3: TALENT MANAGEMENT II CP Tham MSc, MBA, IHRP-SP, SHRM-SCP, FCIPD, CPTD
 ** IMPORTANT MUST USE **

THE TALENT 9-BOX GRID YELLOW = DEVELOP THE INDIVIDUAL AS A POTENTIAL.

RED = RECONSIDER
GREEN = KEEP
Performance and potential axis in interchangeable.

will be kept alive firm should invest more in • First created by McKinsey for GE
but will be monitored the green sections

• Evolved to be used in identifying leaders,

talents and performance appraisal
• Using Performance and Potential to
differentiate between those who are not
anything in red
will be killed
performing, performing and can perform
more what causes a person to be in high performance to be low performance?
- change in boss (subjectivity in appraisal)
potential = ability to grow? - tech advancement
can this person do more? - job rotation
contribute more to the future of org?
can be a leader?
Revenue is the main important thing for most business instead of profitability.
See revenue like the blood of your body. Use revenue to pay interest + part of
the capital to increase credit rating of the firm.
business making money
Top Line - refers to revenue
looks at the current performance Bottom Line - profit (can be forecasted)
ASSESSING PERFORMANCE
OKR more frequent than performance management system

• Commonly known as “Performance Management System” or OKR (Objectives & Key

Results) in organisation”
• System is based on PERFORMANCE MGMT SYSTEM IS A PROCESS THAT IS RUN BY SUB-PROCESSES. GOAL:
ACCURATELY ASSESS TE PEROFRMANCE OF THE INDIVIDUAL

• Goal Setting
• Performance Monitoring
• Feedback and Coaching
• Appraisal (quarterly, half-yearly, yearly)
• Rewards & Recognition

(SHRM, 2015)
 Crucial to have an end in mind because we need to have goals set at the begining to know what factors are we evaluating employees on so that we can determine
the performance of the employee .
Goal consist of objective & key results.
Objective (specific)

GOAL SETTING – BE SMART

- Goal of customer service experience - provide enjoyable experience

Key result: (measurable)

How to know if I have achieved smth meaningful?
- Obtain NPS score of 9 and above for e.g

using too many metrics/KPI may result in

drawbacks.

timebound has been shortening

achievable = look at past data and resource

provided for employees/department.

relevant = must be impactful to business.

we measure what matters. we want to measure
things that will make mgmt see us as valuable.

Time-bound: how often you appraise the

employee

quantifiable

https://fitsmallbusiness.com/smart-goals-examples/
 need alot of support and enegry. need ppl who can coach, employees who are coachable, training materials

WHAT IS COACHING? Person Centred Theraphy - Carl Rogers.

Ask
uses questions to come up with their own solutions
using qns to help them internalise/accept their problem
intent: find out more about problem or work out solution
Ask approach or tell approach
Couselling:
focus on employee to find out the problem. not maanger. focus more on problem or solution
ppl reject feedback because they dont see it as a problem to begin with. or ask or tell first?
Counselling Coaching
Coaching focus on solution;problem is known so we want
to move on the find solution. Manager is just facilitating the solution.
Employee give solution through the help of manager

coaching increase the sense of ownership of solution to

to employees
Problem Solution
if got problem, managers will tell employee the
problem on what is wrong.
no ownership of solution.
Consulting Instructing need keep tab on employee to make sure that
they are doing.

if keep instructing, managers wont be able to cope.

When not enough time, last thing is for employee to keep

asking questions.Hence if not enough time, instructing em

instructing maybe more relevant also when employees are new.

Tell Managers need slowly wean off to move more onto coaching.
COACHING VS INSTRUCTING

https://www.youtube.com/watch?v=Ncb1jjRZyNU
chroconological sequence
- coaching spend alot of time asking qns rather than telling them wht to do

THE GROW MODEL FOR COACHING

https://www.youtube.com/watch?v=iyCroYn3Zr8
 THE GROW MODEL FOR COACHING
responsibility of manager to grow employee. Growth itself will require person to change. Behavioural change is extremely difficult.

Why do you want this?

Why is this important for you?

Many coaches assume that employee want higher pay, more promotion opportunities. Assume employee want to become
like the manager. a successful manager is one that can be replaced tomorrow or ystd. Managers comes with preconcienved notion
on what the employee wants. However not every employee wants to be promoted.
No interactions at all between manager and employee
To mat: Learning = Performance. Unfortunately learning is not always about performance. Hence as a HR Professional it is crucial to ensure
L&D $$ are not wasted.
Conversation was vague and non-confrontational.

AN APPRAISAL CONVERSATION

https://www.youtube.com/watch?v=SVFfHq2giFo&t=10s
lack of differentiation: look at performing and non performing. Why managers dont want to classify them? Because they are afraid to differentiate due to confrontation.
they may give non performing employees an average rating as they are afraid of the agressiveness of the employees. Hence these employees stay. Non performers
should not even last till the year. Do appraisal frequently and if employees still the same, then company should take action. for those who are performing, managers needs
to give justification/validate as to why they are good. alot of pressure on manager shoulder. Furthermore because more bonus will be directed to these performers.
Regular checking will allow you to differentiate between performers and non performers.

COMMON PITFALLS
•Lack of differentiation. Because raters often lack the confidence to defend their ratings or are reluctant to
pass judgment, they may rate everyone pretty much the same. This approach can take the form of leniency
(everyone gets high ratings), severity (everyone gets low ratings) or a universal feeling that everyone is
doing just fine (and everyone gets rated in the middle). A reluctance to differentiate can often be
attributed to poor training or the failure of an organization to clarify that performance-based judgments
are a critical part of the managerial role.
•Recency effect. When managers are not diligent in continuously measuring performance, providing
feedback and documenting results, they often cannot remember the earlier part of the performance
period. As a result, they weigh the most recent events too heavily.
management/culture of the organisation affect whether managers spend time to monitor employees
•Halo/horns effect. The "halo" and "horns" effects occur when an employee is highly competent or
incompetent in one area, respectively, and the supervisor rates the employee correspondingly high or low
in all areas. For example managers who are more outspoken may give employees who are more outspoken higher rating and vice-versa.
•Personal bias/favoritism. Some managers may allow their impressions of employees or their personal
feelings about them to dominate the performance rating process.
•Inaccurate information/preparation. Managers sometimes fail to take the time to solicit relevant
information about the employee's actual performance from those who work most directly with the
employee, resulting in an inaccurate assessment.
potential is harder to measure than performance because performance is based on current and potential is not.
potential is for future senior role, if u wan to promote a person to a future senior manager, u cannot 100% guanratee that the person is gg to be a good manager.
Hence potential is the hardest to measure,

ASSESSING POTENTIAL / POTENTIALITY

• Aspiration. Desire to take on more
senior roles. self-lead learning
• Ability. Effective in positions with more
responsibilities and seniority
• Engagement. Committed to the future of
the organisation overseas assignments to developing countries

assess aspiration and engagement using mentorship.

Mentor and mentee usually have no direct reporting line.

expose this grp of ppl with potential to more senior roles and to more people.
Then observe these ppl to see if they have what it takes.
ASPIRATION & ENGAGEMENT
• Based on what Aspiration and Engagement mean when assessing Potential, what are
the different ways for HR to gather information for each factor? Who do we need to
involve? What resources do we need to have?
PREDICTING ABILITY
• Using current performance only to predict the ability of an individual in the future
could be flawed if
• the current and future roles are different
• circumstances surrounding the individual change
• needs and wants could be different

• What should remain consistent is the individual’s personality

• Mapping the individual’s personality to the competencies required to assess “fit”
 personality link to competencies:

demonstrate behaviours enough for ppl to identify you as someone with the competencies.

A GOOD FIT? preference --> pattern of behaviour

• Download the sample Competency Report from Paradigm Personality Lab

• Assume that is the profile of an internal high-performing Marketing Manager
• Refer to the JD for the Marketing Director
• Select the five most relevant competencies in the Competency Report
• Is the Marketing Manager a good fit for the role of Marketing Director?
Crucial to have an end in mind because we need to have goals to know what factors are we evaluating employees o
onfn

CAREER DEVELOPMENT – LINK TO PSYCHOLOGY

• Five disciplines in Psychology
• Differential Psychology- interested in work and occupations
• Personality- view individuals as an organizer of their own experiences
• Sociology- focus on occupational mobility
• Developmental Psychology- concerned with the “life course”
• Positive Psychology – related to how positive emotions are related to one’s career choice

• Career Development Theories

• Trait Factor - Matching personal traits to occupations-Frank Parson’s (1920’s)
• Psychological - Personality types matching work environment- Holland (1980’s)
• Decision - Situational or Sociological- Bandura ( Self Efficacy-1970’s)
• Developmental - Self Concept over life span-Super (1950’s)
• Motivation – Pursuit of activities not based on rewards – Csikszentmihalyi (Theory of Flow – 1970’s)
(NCDA, 2009)
Crucial to have an end in mind because we need to have goals to know what factors are we evaluating employees o n

HOLLAND THEORY OF VOCATIONAL TYPES

• Occupation choice is an expression of personality and not random
• Members of an occupational group have similar personalities
• People in each group will respond to situations and problems similarly
• Occupational achievement, stability and satisfaction depend on congruence between
one’s personality and job environment
Crucial to have an end in mind because we need to have goals to know what factors are we evaluating employees o n
Crucial to have an end in mind because we need to have goals to know what factors are we evaluating employees o n

RIASEC MODEL (HOLLAND CODES)

• Differentiation - the amount of spread
between one’s first and second code
letters; denotes how clear one’s type is.
• Incongruence – lack of fit between
one’s type and work environment.
People leave jobs because of too much
incongruence or because of a chance to
increase their congruence.
• Consistency – closeness on the
hexagon of one’s first and second
choices. The higher one’s consistency, the
more integrated one’s characteristics
(values, interests, traits) and the greater
one’s vocational maturity, persistence
and achievement.
Crucial to have an end in mind because we need to have goals to know what factors are we evaluating employees o n

BANDURA’S SOCIAL COGNITIVE THEORY

• The concept of self-efficacy is the focal point of Bandura’s social cognitive theory
• Self-Efficacy is the belief in one’s capabilities to organize and execute behaviors
necessary to produce specific performance attainments
• The level and strength of self-efficacy will determine
• whether coping behavior will be initiated
• how much effort will result
• how long the effort will be sustained in the face of obstacles
• Four most influential sources where self-efficacy is derived
• Personal Performance - Accomplishments-previous successes or failures (most influential)
• Vicarious Experience - Watching others, modeling, mentoring
• Verbal Persuasion - Verbal encouragement or discouragement
• Physiological and Emotional Factors - Perceptions of stress reactions in the body
 BANDURA’S TRIADIC RECIPROCAL MODEL OF CAUSALITY
• Behaviours – Represents what the
person actually does.
• Environment – Represents the world
around the person. It involves the
physical surroundings but also the
social environment too.
• Person – Represents what the person
(Wood & Bandura, 1989)
brings to the situation. This includes
beliefs and attitudes, cognitive skills
(like math or problem-solving), and
physical attributes.
SUPER’S SELF-CONCEPT & LIFE SPAN THEORY
• Vocational development is the
process of developing and
implementing a self-concept.
• Self-concept changes over time and
develops as a result of experience.
• Also depends on the expectations of
others and the environment based on
the different stages in life.
• As the self-concept becomes more
realistic and stable, so does
vocational choice and behavior
THEORY OF FLOW

https://www.youtube.com/watch?v=oGJi7i1Ife0
THEORY OF FLOW
• Mental state in which a person performing some activity is fully immersed in a feeling
of energized focus, full involvement, and enjoyment in the process of the activity.
• Characterized by the complete absorption in what one does, and a resulting
transformation in one's sense of time.
• The flow state can be entered while performing any activity, although it is more likely
to occur when the task or activity is wholeheartedly engaged for intrinsic purposes.
THEORY OF FLOW
• The activity must have clear goals and
progress. This establishes structure and
direction.
• The task must provide clear and immediate
feedback. This helps to negotiate any
changing demands and allows adjusting
performance to maintain the flow state.
• Good balance is required between the
perceived challenges of the task and one's
perceived skills. Confidence in the ability to
complete the task is required
EVALUATIVE METRICS IN TALENT MANAGEMENT
• Conduct an internet research and come up with 3 metrics in measuring the
effectiveness of talent management.
• Explain how each metric is linked to the business.
• Identify the source of the metrics.
THANK YOU
CP Tham MSc, MBA, IHRP-SP, SHRM-SCP, FCIPD, CPTD