MB703

Revision
By Tessa Oksanen BA(Hons) MA MBA

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Today:

v Revision
v Assignment tips
v Talent management

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Assignment tips

Please use these slides as supporting document when

writing an assignment. The content of the slides is
suggestive, however not exhaustive – please use your
own initiative.

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FTSE 100 company

v Introduction to you FTSE 100 company - The

nature of the business, goods and services it
produces, no of employees, the number of
subsidiaries, how many countries it is in. The
companies purpose ect.
v FTSE 100 companies are the largest 100 biggest
businesses by market capitalisation on the London
Stock Exchange
v https://www.londonstockexchange.com/indices/ftse-
100/constituents/table

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FTSE 100 company (cont.)
Add an explanations of

v Talent Management
v Inclusive and Exclusive Talent Management
v Talent segmentation

Gather information from the annual report about the

company's HR / people / TM / strategy

If UK-based company, see https://www.gov.uk/get-

information-about-a-company

Annual reports can be obtained online under ‘investor’

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Task 1
1. Critically evaluate the importance and effectiveness of
sustainability and Inclusion, Diversity and Equity IDE
strategies to people in relation to

a) Talent Management practices

b) Performance management and reward systems

In a FTSE 100 company. Recommend how to implement

appropriate strategies to address these within your chosen
company. (LO1, LO3)

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What is Talent
Management?

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Talent management seeks to attract, identify, develop, engage,
retain and deploy individuals who are considered particularly
valuable to an organisation.

To be effective, talent management needs to align with

strategic business objectives. By managing talent strategically,
organisations can build a high-performance workplace, foster a
learning climate, add value to their employer brand, and
improve diversity management.

CIPD, 2022

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Three elements of the CIPD’s definition of TM
11. TM seeks to
§ attract
§ identify
§ develop
§ engage
§ retain and
§ deploy
individuals
who are considered particularly valuable to an organisation
Three elements of the CIPD’s definition of TM
22. To be effective TM needs to align with strategic business objectives
Examples of Business strategies
Our Purpose (Bunzl, 2022)
To deliver essential business solutions around the world and
create long term sustainable value for the benefit of all our stakeholders

Our strategic ambitions (Thames Water, 2022)

• Deliver brilliant customer engagement
• Invest in resilient systems and assets
• Generate public value

Strategic Priorities (Barclays, 2022)

• Deliver next-generation, digitized consumer financial services
• Deliver sustainable growth in the CIB*
• Capture opportunities as we transition to the low carbon economy
*Commercial and Investment Banking
Three elements of the CIPD’s definition of TM

33. By managing talent strategically, organisations can

v build a high-performance workplace,

v foster a learning climate,
v add value to their employer brand, and
v improve diversity management.
Other ways of looking at talent

Talent can be considered as a complex amalgam of employees’ skills,

knowledge, cognitive ability and potential (CIPD, 2006)

Talent = competence + commitment + contribution (Ulrich, 2007)

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1.1
Concepts and
approaches of
talent
management PAGE
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What is talent?
For many people Talent is associated with:

v Skills
v Experience
v Qualifications
v Education
v Training
v Personality
v Intelligence

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Talent and Bloom’s (1956) Learning domains
Three learning domains

1 Cognitive (mental skills)

I.2 Psychomotor (manual or physical skills)

3
II. Affective (feeling and emotions, attitude and self)

Often described as
Knowledge, Skills, Abilities - KSA Framework

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 Talent and Bloom’s (1956) Learning domains

1 2 3
Affective –
Cognitive – Psychomotor –
Growth in
Mental skills and Manual and
emotional areas,
knowledge physical skills
attitude and self

Head Hands Heart

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 Hierarchy of skills in each learning domain

Cognitive Psychomotor Affective

Competency

v Involves the acquisition of knowledge and skills

v relates to performance in specific contexts
v Specific competences may be outlined required for
an individual to carry out a role or for an organisation
to reach particular strategic objectives
v E.g. European sustainability competence framework

https://joint-research-centre.ec.europa.eu/greencomp-
european-sustainability-competence-framework_en

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Competency

GreenComp responds to the growing need for

people to improve and develop the knowledge,
skills and attitudes to live, work and act in a
sustainable manner.

https://joint-research-centre.ec.europa.eu/greencomp-
european-sustainability-competence-framework_en

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Green comp 12 competences
Embodying Envisioning
sustainability values sustainable futures
v valuing sustainability v futures literacy
v supporting fairness v adaptability
v promoting nature v exploratory thinking

Embracing Acting for

complexity sustainability
v systems thinking v political agency
v critical thinking v collective action
v problem framing v individual initiative

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Measuring Talent
Talent measurement is defined broadly here as the practice of applying
specific measurement methodologies to employees in order to
determine their potential current and longer-term competencies and
contribution to the organisation, for the purposes of facilitating talent
management.
Lee (2018)

Lee, G.J. (2018). Talent measurement: A holistic model and routes forward. SA Journal of
Human Resource Management, 16(0), https://journals.co.za/doi/10.4102/sajhrm.v16i0.990
Talent and TM -
units of analysis
Individuals
q Measure and manage talent from Roles
§ micro level (individual) Groups & Teams
up to the Sections & departments
§ macro – level (the organisation)
Subsidiaries
q Also look at talent outside the The entire organisation
organisation upon which it draws. Near environment
§ “You’re only as good as your • Suppliers
suppliers” • Contractors
• Customers
§ Amazon and YouTube rely on reviews
and content by customers/viewers Labour Market
The Flexible Organisation (Atkinson, 1984)

The organisation draws upon a

diverse range of labour to meet its
needs giving it flexibility
• financial
• numerical CORE GROUP
Primary Labour Market
• functional Functional Flexibility
• temporal
• geographical

NB
Zero hour
https://www.stonebridge.uk.com/uploads/courses/566.pdf
contracts, the gig
Atkinson (1 economy
What is talent for? (beware of over- generalizing)
PRIVATE SECTOR
Shareholder theory
To maximise shareholder returns i.e. profit maximisation associated with
• Managerialism
• Ignoring externalities and other costs

Triple Bottom line (TBL)

Instead of one bottom line (Profits) there should be three:
• profit
• people
• planet
Also added - future generations
What is talent for?
Public Sector
• To provide services that are considered essential for the well-being of
society.
• Complying with the three Es. The economy, efficiency and effectiveness
• Accountability

Third Sector
• To pursue specific social, environmental, or cultural goals and objectives.
• They are values-driven
• E.g. CIPD, Trade Unions, Greenpeace, British Heart Foundation, Harrow
school, Tax Payers Alliance
 Pluralism and the stakeholder approach

External Stakeholders
Shareholders Customers Suppliers Creditors Society Government

The Company

Employees Management Owners

Internal Stakeholders

Talent is to be utilised for the benefit of all stakeholders

A political process involving negotiation
 The Talent Pyramid and Choices
1: C-Suite executives:
Succession, Customized Experiences,
and Modelling

2: Leadership Cadre: !

3: High Potentials:
4: All
10-15% of People
Employees
10-15% of time
Personal Development Plan

Source: Ulrich & Smallwood 2012

 TM as ‘architecture’
• Difficult to replace • Difficult to replace
DIFFICULT • Low value added • High value added

Consult them,
Find it, nurture it
REPLACEABILITY tap their knowledge
Labour market factor
(training time, skills • Easy to replace • Easy to replace
shortages) • Low value added • High value added

Automate, outsource Redesign, outsource

EASY
LOW VALUE ADDED: HIGH
customer facing factor
(direct and indirect)

Lorry drivers Top football player (Zuboff, 1988)

 Talent Segmentation
When citizens of one
PWD – people with
country are sent to
disabilities EXECUTIVE

I/PW N
work in another country
PDI - Professional TALENT

Ds)
r PD ATIO
while retaining their

EXP
Development (GM+ global talent) citizenship, they are

enio FORM
Initiative

ATS
called “expatriates,”
from the Latin terms ex
NEXT GENERATION

AND
S
(out of) and patria
RAN
LEADERS (country), but over time

REP
(Level 2&3 successors) term has changed to
(Wo TEGIC T
&S
“expats.” Repats are

ATS
men

EXPERTS expats who return

HIGH home after an
A

(Technical
STR

POTENTIALS international work

Specialists) assignment

EMERGING TALENT
(Generation Z)
 Articles from Practitioners
1

q Professional Bodies
• e.g. CIPD, SHRM
• Online articles, Factsheets, magazines, research reports, books and publications and
training
• Concerned with professional standards, lobbying, education and raising revenue

q HR and TM Consultancy Firms

Online articles, blogs, research reports, publications, training, lobbying, providing
services to business and government. Need to display their expertise and range of
products and services. Seek to maximise shareholder returns.
Examples:
§ Largest: PwC, Deloitte, KPMG, EY, McKinsey,
§ Smaller and specialist consultants
§ Individual Consultants
§ Blogs, smaller sites
Environmental, Social and
Governance (ESG) issues
Environmental, Social and Governance (ESG) issues
now sit at the heart of good business practice, and
for some companies have become a central
strategic pillar. As a result, many companies around
the world are linking executive pay to ESG goals -
whether reducing emissions, customer welfare or
workforce diversity.

https://www.pwc.co.uk/services/human-resource-
services/insights/environmental-social-governance-exec-pay-report.html
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Environmental, Social and Governance (ESG) issues

https://www.pwc.co.uk/services/human-resource-
services/insights/environmental-social-governance-exec-pay-report.html
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Your turn! Workforce issues - PwC

v Culture change Please

v Inclusive leadership development research
v Pay fairness also:
v Diversity, Equity and inclusion CIPD
v Wellbeing Deloitte
KPMG
v Technology & data EY
v Green pension benefit design McKinsey
v Sustainable transactions Others

https://www.pwc.co.uk/services/human-resource-
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1.2
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2. Critically examine the challenges of designing,
implementing, and evaluating leadership development
practices of IDE. Design, implement and evaluate IDE
development practices for teams and individuals. (LO2,
LO4)

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Development Explained
q Improving existing skills, and competencies, more standardized
q Developing capabilities, preparing for future roles - focuses more on the learner

Training
q An instructor-led, content-based intervention designed to lead to a skills or behavioural change.
q Often a short-term view, it looks at providing employees with the knowledge and skills needed
for their present jobs.

Training

Development
 The Development Process

Analyse development
needs to meet
organisation needs
Prepare & implement
Controlling development
development interventions
Securing success:
know-how transfer
to work
Foundations of Strategic Human Resource Development (Talent Management) (Harrison,
2009)
1. A reciprocal, mutually enhancing, nature of the relationship between HRD(Talent
Management Strategy). and corporate strategy

2. The creation and development of a learning culture, within which a range of training,
learning and development strategies
§ respond to corporate strategy
§ and also help to shape and influence it.

3. A strategic, systematic approach which is informative and appropriately communicated.

Task 2
Explain the
(i) Design
(ii) Implementation
(iii) Evaluation
Of development practices

Distinguish between training and development

but note the stages are similar (q.v. Leadership development)
 (Generic challenge
Task 2
2. Critically examine the challenges of designing, implementing and evaluating
development practices for remote workers. (750 words)

Challenges
Some may apply to all remote workers, others to just
some remote workers, some challenges may be occasional
others frequent
Designing Lack of training needs analysis. Lack of information of
Training needs analysis to establish skill gaps problems and challenges being experience. Company still
To you have competency frameworks in place? need to understand the nature and extent of problems
Is the company still learning about remote working? and development needs. Lack of experience and
knowhow.
Implementation These may relate to resources, limitations of remote
training, lack of staff, timing issues. Relate to issues of the
transference of learning.
Evaluation During the training and afterwards
Suitability of online evaluation methods
 Positive Transfer of Learning
Knowledge Apply to work
Training Skills in an sustained Desired
Attitudes & effective way outcome

Positive transfer.
The degree to which trainees effectively apply the knowledge skills and attitudes
gained in the training context to the job.

Conditions of transfer.
q Applicability of material from the training environment to the workplace context.
q Maintaining the material learned in training over time.
The problem:
“Some types of intervention can disrupt self directed learning by paying
insufficient attention to the needs of the learner.

In the work context, methods that that rely heavily on the transfer of external
expertise or content to employees carry the highest risk in this regard.

Since their design is often removed from the context in which work is created. As
a result.

It is impossible to meet learning needs adequately.” (Reynolds, 2004)

 Transferring Learning
To tackle this problem.
q Anticipate and deal with any potential transfer difficulty.
q Make the training as relevant and realistic as possible
q Leverage our understanding of theories of learning

Individuals are more likely to apply learning when:

q It is not too difficult
qIndividuals:
§ believe what they have learned is relevant, useful and transferable.
§ are supported by line managers
§ Believe in themselves committed and engaged.
qJust in time training approaches are used and they have time to learn,
reflect and implement the learning
Designing Learning event
In designing a learning event, there are some practical issues that need to be
borne in mind:

Constraints: Time, availability, resource, expertise…

Can we do the real thing or can we only simulate it: fire evacuation
Content:
procedures for example

Method: Which method(s) might be most appropriate

When we break the learning into chunks, in which order should it be

Sequence:
tackled?

Trainer: Who is best placed (ability, availability, cost, credibility…) to deliver it?

Where and when? Take the learning to them or bring them to the
Place, time:
learning? Face-to-face or virtual?
Kirkpatrick’s Four levels of evaluation
Results
Transfer

Learning

Reactions

What are the business Are the Learners

improvements on the satisfied?
bottom line?

4. Results 1. Reaction

3. Transfer 2. Learning

Have the new

skills, knowledge, What has been
attitudes been applied? learned?
Purpose of Evaluation

Learners • To measure to what extent learners’ needs

and learning outcomes have been met
• To establish to what degree learning has
been applied in the workplace
• To identify any further development or
support that’s required

Trainer • To assess the trainer’s skills, quality of content,

and effectiveness of approach
• To improve further training
• To justify current and future spending
1.3
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3. Critically assess your own leadership style using at least
one theory / model and use personal SWOT or Johari
window to assess personal capabilities. Justify and draw
conclusions where your leadership style would fit in the
future working environment. (LO5)

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Please use a theory to analyse your own leadership skills.
Please also do leadership evaluations; could be from the
next page or another kind of assessment. Please add the
results as appendices in the assignment.

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www.humanmetrics.com/personality/type
www.humanmetrics.com/cgi-win/jtypes2.asp
www.truity.com/test/type-finder-personality-test-new
www.truity.com/page/16-personality-types-myers-briggs
www.truity.com/page/personality-type-interactions-
compatibility Goleman – emotional leadership

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Thank you!

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