Strategic employee development for slide share

Strategic Employee
Development
Craig S. Juengling, PCC
TheE2Coach.com
JuenglingC@juengling.us
301-502-5005 cell
225-757-1559 office
1

Strategic Employee
Development (SED)
Agenda
Why… beyond the obvious
Identifying the Gaps
Goal Setting
Strategies and
Tactics of SED
Drafting the IDP
Copyright Juengling & Associates, LLC 2014;
All rights reserved
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Why, beyond the obvious…
Compelling megatrends and population shifts
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Succession planning imperatives
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Employee engagement*
•Management sincerely interested in employee
well-being
•Organization’s reputation in the community
•Improved my skills and capabilities over
the last year
•Appropriate amount of decision-making authority
to do my job well
•Organization quickly resolves external customers’
concerns
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*Towers Watson

Absenteeism -37% Customer +10%
High Turnover Org -25% Productivity +21%
Low Turnover Org -65% PROFITS +22%
Shrinkage -28%
Safety/Incidents -48%
Pt. Safety Incidents -41%
Quality (Defects) -41%
Difference between Top
and Bottom Quartile
Gallup Consulting: State of the American Workplace 2012
Engagement Critical Outcomes
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Employee engagement
Safety, regulations and compliance
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Employee engagement
Safety, regulations and compliance
Improved outcomes
and results
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Strategic Employee Development (SED)
70 - 20 - 10 Rule*
*Centers for Creative Leadership The Lessons of Experience
70% on the job
20% relationships + feedback (boss)
10% formal training opportunities
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70 - 20 - 10 Rule*
Where do you invest?
Formal
Feedback
On the Job
OR
Formal
Feedback
On the Job
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70 - 20 - 10 Rule*
*Centers for Creative Leadership The lessons of Experience
Where and how
should you invest?
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STRATEGIC EMPLOYEE DEVELOPMENT
Create the Path
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Create the Path
Alice: Would you tell me, please, which way I ought to go from here?
The Cat: That depends a good deal on where you want to get to
Alice: I don't much care where.
The Cat: Then it doesn't much matter which way you go.
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Identify the Gaps
Evaluation against core competencies
Tools to use
Tomorrow’s leaders: spend wisely –
use the 9 Box
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Core Competencies*
Individual Contributor
Manager
Leader/Executive
*Lominger, CCL, Employee Development by H. Azulay
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Individual Contributor
Initiative and action
oriented
Creativity
Decision quality
Functional/Technical
skills
Team capability
Influencing
Peer relationships
Task Management
Problem Solving
Drive for results
Following direction
Learning capacity
Organizing and planning
Standing Alone
*Lominger, CCL, Profiles, etc
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Manager
Initiative and action
oriented
Command skills
Conflict management
Creativity and innovation
Decision quality and
timeliness
Customer orientation
Functional/Technical skills
Influencing
Systems thinking
Integrity and Trust
Team capability and
leadership
Drive for results
Managerial Courage
Organizing, planning and
time management
Self-development +
learning
Motivating others
Boss and peer
relationships
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Leader and Executive
 Initiative and action oriented
 Command skills
 Conflict management
 Creativity, innovation and change
 Decision quality and timeliness
 Customer orientation
 Functional/Technical skills
 Influencing
 Systems thinking and business
acumen
 Dealing with ambiguity
 Strategic thinking
 Setting organizational priorities
 Inspiring; Vision and Purpose
 Developing Others
 Integrity and Trust
 Team capability and leadership
 Drive for results
 Managerial Courage
 Organizing, planning and time
management
 Self-development + learning
 Motivating others
 Boss and peer relationships
 Negotiating
 Political Savvy and organizational
awareness
 Listening and communication
 Goal setting; stretch
BOLD = HBR; Are the Best People Promoted?
Underline= additions from Manager’s competencies 18

Tools to Measure the Gap
Self Assessment
Performance evaluations… maybe?
Assessments
o Hogan  Emotional Intelligence
o DISC  Etc.
o Birkman
360 evaluations...
but done correctly
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Why 9 Box?
Tool to focus development discussion
Often used in group setting; dynamic discussion
of candidates
Axis may vary slightly
Part of a larger process
Can be used by individual
managers
Can reduce subjectivity and
bias… used correctly
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9 Box Definitions*
3 2 1
Enigma
High potential to advance
although underperforming
Growth Employees
Demonstrates high potential
to advance; valued talent
Future Leaders
Highest Potentials; Ready
for next level assignment or
more responsibility
A
Dilemma
Currently underperforming
but puts in great effort
Core Employees
Delivers predictable and
valued results
High Impact
Performers
Demonstrates strong
performance skills; Has
future potential for more
responsibility
B
Under Performers
Has reached job potential
and is underperforming
Effective
Performers
Specialized or expert talent
Specialists
Expert Talent in functional
area of expertise
C
Culture
Performance
Shaping the
culture
Cultural
Norm
Culturally
holding us
back
*Stuller, Inc.21

Talent Management- 9 Box Grid Assessment
3 2 1
Enigma Growth
Employees
Future Leaders
A
Dilemma Core Employees High Impact
Performers
B
Under
Performers
Effective
Performers
Specialists
C
Performance
Culture(ValuesandBehaviors)
Highest
Potential-
“Leaders of
Tomorrow”
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9 Box- Potential Actions/ Outcomes
3 2 1
Enigma
Job assessment- may be in
wrong job; may need
intervention
Growth Employees
Challenge, reward, recognize
and develop
Future Leaders
Reward, recognize,
promote and develop
A
Dilemma
Provide performance
coaching
Core Employees
Motivate, engage and
reward
High Impact
Performers
Challenge, reward, grow
and motivate
B
Under Performers
Performance manage or
exit
Effective
Performers
Engage, focus and motivate
Specialists
Retain, reward and use to
help develop others
C
Performance
Culture
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Goal Setting
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Easy Frame of Reference
“What do I want my resume
to look like in two to five years?
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Goal Setting
Try to make it objective
Goal should be framed as a positive
Narrow the focus and be realistic
Knowledge;
doesn’t know
something
Skill; can’t do
something
Attitude;
doesn’t agree
with something
Personal Trait;
can’t be
something
Which is the hardest to change?
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Development Needs
Knowledge;
doesn’t know
something
Skill; can’t do
something
Attitude;
doesn’t agree
with something
Personal Trait;
can’t be
something
Easiest to
Change
Hardest to
Change
Doesn’t know:
•Strategy
•Culture
•Budget process
Can’t:
•Set priorities
•Handle conflict
•Drive accountability
Won’t:
•Agree w/ strategy
•Company policy
•Values
Can’t:
•Be strategic
•Accept change
•Be EQ
•Be selfless
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Strategies and
Tactics of SED
Formal
Feedback
On the Job
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3 Phases of the Journey
1
• DISCOVERY
• Awareness, Acceptance, Grasping the Impact
2
• DEVELOPMENT
• Desire, Understanding, Capacity, Engaging
3
• DEMONSTRATION
• Practice, Seeking/Accepting Feedback, Exhibit
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10% - Formal Training Opportunities
Formal
Feedback
On the Job
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Conferences, Symposiums, Workshops,
Training, Continuing or Executive Ed, etc.
o Unless practiced, minimal retention in six months
o Ask attendee to present and teach others
o Require routine use of the new
“learning”, i.e. demonstrate
the learning
o Great way to build your network
o Do we overdo it? Why?
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Degrees or Advanced
Degrees; Certifications
oRequested or required?
oHuge time commitment,
including the employer
oFuture executives and leaders
only?
oWho’s buying?
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Formal
Feedback
On the Job
20% Relationships + Feedback
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Mentee; Company Sponsored?
o The Boss? Maybe, maybe not
o Structured
o Training and expectations
o Inside and outside your co.
o Used for various purposes
o Mentees are twice as likely
to get promoted*
*Dr. Ellen F Eland; George Mason University
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Networking
o Collaboration and influence
o Internal networks
o External networks
o Builds visibility
o Relationships matter
o Learning becomes more informal
o Comfortable “push” to new content
o You must be intentional and have a plan
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Coaching
o Internal vs. External?
o Executives need
Executive Coaches
o Documented ROI
o 3 “ingredients” required for success
o Developmental or remedial
o Your speaker’s personal favorite… 
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Educate
Remediate Motivate
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Coaching Client Quadrant
LOW
HIGH
HIGH
Knowledge and Technical Expertise
AbilitytoChangeandGrow
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Top 5 Areas of Improvement
with Executive Coaching
• People Management: 90%*
• Relationships with Other Managers: 79%*
• Goal Setting and Prioritization: 88%*
• Productivity and Engagement: 78%*
• Communications: 68%*
Kombarakaran et al, (2008) Executive Coaching: It works!
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Formal
Feedback
On the Job
70% On The Job and Structured*
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Become a Mentor
o Volunteers only
o Structured
o Training and expectations
are a must
o Willing to commit long term
o Selflessness required
o Confidentiality is crucial
o Not the direct report?
70% On The Job
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Volunteering in the Community
o Givers gain philosophy; be “selfish
and selfless”
o Seek challenges unlike yours at work
o Different business model for your
development and growth
o Choose different industry
o Be very active on a Board
o Great way to build external network
70% On The Job
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 “Field Trips”
o “Similar” companies, competitors or “themes”
o “Plagiarize” ruthlessly? Learn from their learning
o Position yourself to learn and “ask advice”
o Set agenda before; what do
you want to learn from them?
o Explore their mistakes too
o Candidate to report back
o Build your network!
70% On The Job
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Company Sponsored Training
o Use staff as faculty, carefully
o Be deliberate with your executives;
teaching not chest beating
o Your “real world” vs.
outsider’s view/perspective
o Do you have sufficient internal
experts?
o No company propaganda
o Powerful potential tie to
Mission, Vision and Values
70% On The Job
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Job Shadowing
o Rounding someone out;
not preparing for that job
o More than just watching
o Time limited; hours or days?
o Determine desired learning
o Structured with goals
o “Shadowed” employee must
buy-in and be prepared
70% On The Job
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Reading/Book Study Groups
o Led by a credible source
schooled in facilitating
o Intentional; how are books
chosen?
o Intentional; what is desired
learning from the book?
o Must be a safe environment to talk
o What about the hard discussions?
70% On The Job
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Cross Functional Teams
o Be intentional; what is the desired
skill to be learned?
o Tactical or strategic?
o Usually temporary; ad hoc
o Improved problem solving skills
or expanding knowledge base
o Collaboration/network building
o Visibility
o One of the most powerful
tools in your tool box
70% On The Job
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Stretch Assignments
o Early in career is better
o Not in isolation; don’t leave them alone
o Longer term, not ad hoc teams and not
always a new job
o If well done: confidence building
o Demonstration of skill, not just
awareness
o Be intentional; what is
desired outcome?
o Not for everyone
70% On The Job
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Lateral strategic job moves
o Different from stretch assignments
o Manage the message; this is not
up or down
o Round ‘em out
o Easier w/ large employers
o Regenerating/rejuvenating
o Usually part of a longer journey
70% On The Job
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Games/Contests and Competitive Events
o Creative and interactive
o Board games, computer simulation, cards, puzzles
o Convey just about anything; what’s the desired
learning?
o Collateral benefits: team building and
collaboration
o Make it FUN!
o Not volleyball
70% On The Job
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The Future is Now
e Learning or Social
Learning
oRequested or required?
oSelf-disciplined learners
oNot just for millennials
anymore
oRemote learning
oSynchronous or asynchronous
oNumerous “venues”
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e Learning
Linear Learning
o Computer based, self-paced
o Assessments at conclusion to test learning
o Basic to stimulating
o Very costly to customize
o Little human interaction
o Additive to other options
o Best for static process
learning
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e Learning
Collaborative Learning
o aka “e Learning 2.0”
o Multiple participants possible
o Can be highly interactive
o Classroom 2.0 – connect
multiple locations
o Intranets and company blogs
o Generational challenges?
o Appropriate for workplace?
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3 Phases of the Journey
1
• DISCOVERY
• Awareness, Acceptance, Grasping the Impact
2
• DEVELOPMENT
• Desire, Understanding, Capacity, Engaging
3
• DEMONSTRATION
• Practice, Seeking/Accepting Feedback, Exhibit
All rights reserved
55

Drafting the IDP
Action Items (lots of overlap):
o How to change or adopt a behavior
Patience, Composure, Approachability, Motivating
Others, Listening, Professionalism, Trustworthiness
o How to understand and learn a process
Conflict Management, Problem Solving, Fairness,
Confronting Direct Reports
o How to gain knowledge AND demonstrate it
Decision Making, Building Effective Teams, Time
Management, Managing Change
*Example CompetenciesCopyright Juengling & Associates, LLC 2014;
All rights reserved
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Drafting the IDP
Support and Resources
o Review the Strategies and Tactics of SED
o HR buy-in and support
o Budget
o Supervisor sign off
o Colleagues, peers and direct reports
o Internet, blogs, Harvard Business Review, etc
o Books
EMPLOYEES MUST TAKE
RESPONSIBILITY AND ACCEPT
ACCOUNTABILITY FOR THEIR IDP
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Thank You!
Craig S. Juengling, PCC
TheE2Coach.com
JuenglingC@juengling.us
301-502-5005 cell
225-757-1559 office
58

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