Developing Top Talents

SES 4-5
Target Learning and Development
efforts
oEarly days criticism
oPotential but inconsistent, unrecognized, time-consuming and costly
oToday’s T&D
oJust-in-time, specific and focused that will
oachieve the organization’s strategic goals
obuild deep levels of expertise that differentiates the organization from its
competitors
odevelop leadership expertise in high-potential employees, the
Superkeepers

TM SES 4-6 L. GANDHI, SDMIMD

Responsibilities of T&D
oTarget Learning and Development efforts
oManage content development and administration
oDeliver learning content efficiently
oAssess the value proportion of T&D Efforts

TM SES 4-6 L. GANDHI, SDMIMD

Manage content development and
administration
oLearning Content Management System (LCMS)
o Centralized on-line repository of training content
o Collaboratively developed, stored, reused and distributed on-line
o T&D professionals will search and reuse the content
o If not available then they will create new content
o Advantages
o Learning objects are stored in one place
o Challenges
o Consistent creation of data
o Learning new software

TM SES 4-6 L. GANDHI, SDMIMD

Deliver learning content efficiently
oT&D professionals integrate the knowledge about the following
oTrainees and training tools
oLearning and performance research
oChannels of delivering training
o Formal- Instructor-led training
o Informal- learning from experiences and resources
o On-the-job training/Off-the-job training

TM SES 4-6 L. GANDHI, SDMIMD

Assess the value proportion of T&D
Efforts
oT&D leaders rely on data
oTo ensure that their efforts achieve their intended
results
oSupport other talent management efforts
oDashboards- easy-to-use visual displays
oData summary for leaders

TM SES 4-6 L. GANDHI, SDMIMD

Developing top talent
oCEO makes business case for top talent development
o Development works evolves best when initiated by CEO

o Partnership between CEO and Senior HR Officer

oConveyance of executive wisdom

oConvey the lessons learned (turning point)

TM SES 4-6 L. GANDHI, SDMIMD

Will-Skill Matrix

TM SES 4-6 L. GANDHI, SDMIMD

International Recruitment Policy
According to Tung and Foster
◦ There are three ways of hiring executives

◦Ethnocentrism
◦Polycentrism
◦Geocentrism

TM SES 4-6 L. GANDHI, SDMIMD

Ethnocentrism
To regard one’s own culture as superior to others
Sending home country executives abroad- thinking
that they will be able to deliver the goods
Desired to have unified corporate culture
Lack of qualified host country managerial talent

TM SES 4-6 L. GANDHI, SDMIMD

Polycentrism

Conscious belief that only host country

managers can ever really understand the
culture and behavior of the host country
market
The foreign subsidiary should be managed by
local people

TM SES 4-6 L. GANDHI, SDMIMD

Geocentrism

Assumes that Managerial candidates should

be searched on a global basis without favoring
anyone
It seeks best people for the top position

TM SES 4-6 L. GANDHI, SDMIMD

International Selection criteria
International postings are complex and carry a lot of in-
built pressures
It would be erroneous to assume that the job requires
same set of skills in different locations
The local dynamics might be different

TM SES 4-6 L. GANDHI, SDMIMD

Criteria for selection
General and Technical criteria
◦ Heavy reliance on technical skills
◦ Should have communication skills, maturity, emotional stability etc.,

Language skills
◦ Knowledge of host country’s language

Cross cultural stability

◦ Translate technical and managerial skills into meaningful action plans
◦ Get along with the host country local people easily without upsetting the customs and
traditions

TM SES 4-6 L. GANDHI, SDMIMD

Motivation for a foreign assignment
◦ Managers must believe the importance of foreign assignments
◦ Applicants who are not happy with the current situations and looking to
get away, rarely succeed as overseas managers
Family Situations
◦ Adaptability of the spouse and family
◦ Spouse’s positive opinion
◦ Willingness of spouse to live abroad

TM SES 4-6 L. GANDHI, SDMIMD

Trainees and training tools- Instructional architectures

o Receptive architecture
o Little opportunity for participant interaction
o Creating awareness and briefings

oDirective architecture
o Short lessons with corrective feedback and avoidance of errors

oDirected discovery architecture

o Problem-centered tasks where learners have an opportunity to learn from mistakes
o Used to learn problem-solving skills

oExploratory architecture
o Learning new concepts
o Applying expertise based on situation demands

TM SES 4-6 L. GANDHI, SDMIMD

Integrating T&D with TM
Counseling
Coaching
Managing underperformers

TM SES 4-6 L. GANDHI, SDMIMD

Counseling
“Counseling is a set of techniques, skills and
attitudes to help people manage their own
problems using their own resources”

TM SES 4-6 L. GANDHI, SDMIMD

Need for counseling
When an employee is
◦ Not able to bind and mobilize strength
◦ Not able to perform in the expected manner
◦ Not able to solve the problems
◦ Acting disobediently
◦ Not responding to superiors
◦ Not able to make decision
◦ Developing a negative attitude
◦ Hindering the work of the other employees
◦ Not able to cope up with any change

TM SES 4-6 L. GANDHI, SDMIMD

Process of performance counseling
Effective communication
◦ Effective listening
◦ Responding to questions
◦ feedback
Influencing the behavior
◦ Identification process
◦ Autonomy
◦ Positive reinforcement
Helping the employees
◦ Concern and empathy
◦ Mutuality of relationship
◦ Identifying developmental needs

TM SES 4-6 L. GANDHI, SDMIMD

Coaching

The term coaching typically refers to methods of helping others to improve,

develop, learn new skills, find personal success and to manage life change
and personal challenges.
Aims of coaching
To help people become more conscious
To delegate new tasks
Help the people to learn and develop

TM SES 4-6 L. GANDHI, SDMIMD

Key areas in coaching
1. Identifying organizational readiness for coaching
◦ Identify people who will be responsible for coaching
◦ Determine where coaching fits in people strategy

2. Identifying potential coaches

◦ Line managers as coaches
◦ External coaches

3. Clarifying the role of the coach

◦ Make a difference
◦ Should not be frustrated
◦ Know the difference between coaching and counseling

TM SES 4-6 L. GANDHI, SDMIMD

4. Equipping the coaches (Right Attitude, Skills and
Knowledge)
5. Using coaching to support TM process
6. Experiential learning and sharing the wisdom

TM SES 4-6 L. GANDHI, SDMIMD

Managing underperformers
Identification of the problem
Ascertaining the reasons for underperformance
Deciding the required action
Executing the action
Monitoring and providing feedback

TM SES 4-6 L. GANDHI, SDMIMD

Power of influence
Leadership is
influence
Influence: The
Psychology of
persuasion
(Robert B Cialdini)
-6 weapons

TM SES 4-6 L. GANDHI, SDMIMD

Art of public speaking
Speaking to repel
Research Director’s speech
Example 101
Speaking to Attract
“Eloquence charms the hearer and fills
with longing those who have not
heard”

TM SES 4-6 L. GANDHI, SDMIMD

Negotiation
• Phase One –
Exchanging
Information
• Phase Two –
Bargaining
• Phase Three –
Closing

TM SES 4-6 L. GANDHI, SDMIMD