What is Talent Management? What do we mean by talent? NHS Leadership - - PowerPoint PPT Presentation

Knowledge for Healthcare: What is Talent Management?

What do we mean by ‘talent’?

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NHS Leadership Academy Chartered Institute of Personnel Development (CIPD)

• Right people in the right roles with

the right values

• With access to the right
• pportunities, exposure, stretch

and development to reach their potential

• Whether this be in their current role
• r for a future role.
• Systematic attraction,

identification, development, engagement, retention and deployment of those individuals who are of particular value to an

• rganisation either in view of their

‘high potential’ for the future or because they are fulfilling business/operation critical roles.

So what is talent management?

‘Talent management’ is about ensuring

• rganisations maximise their talent, whether that

be through recruiting the right people into the right roles, developing existing employees to enable them to realise their potential or making sure individuals who are identified as having talent are motivated to stay with an

• rganisation, a sector or a profession in the

longer term.

Knowledge for Healthcare

‘For library and information professionals working in the NHS, talent management may extend beyond organisational boundaries into

• ur professional structures both within the

health sector and beyond’.

Nurturing individual talent and building a strategic approach

Talent management is crucial at both a strategic and at an individual level. According to the Ashridge Business School, ‘leading

• rganisations view talent management as a

strategic priority and an important long-term investment’.

Developing our talent

Talent management is about the value every individual brings to their organisation; it’s about understanding people’s unique contributions and ensuring they receive the development they need to have the maximum impact in their current or future roles.

Knowledge for Healthcare: Hosting a talent conversation

Holding the talent conversation

• A talent conversation will often take place between a

talented individual and their manager

• It may be that a professional lead may host for a

talent conversation which may be instigated by the individual themselves or by the senior librarian or knowledge specialist

Preparation for the conversation

• Give sufficient notice so both parties have

time to plan the meeting and reflect on performance

• Find venue that is private and without the

possibility of being interrupted

• Consider the time of day when you will have

the discussion

• Make sure you allow enough time
• Read through your documentation beforehand

Know your frameworks

• Bring competency and behavioural

frameworks helpful for the individual to consider e.g. – Talent grid (within this toolkit) – Healthcare Leadership Model – Healthcare Professional Skills and Knowledge Base – Knowledge and Skills Framework

Be clear about the process

• Ensure the librarian or knowledge specialist

knows what to expect from the conversation – no surprises

• Ensure you both have relevant documentation
• Be clear about the purpose of the

conversation

• What are each of your responsibilities?

Manager’s responsibilities

• Allow enough time and space for the conversation.
• Identify where the conversation fits - locally, regionally

and nationally

• Identify, develop and, where possible, retain talent
• Conduct personal development planning
• Facilitate the development of high-potential individuals
• Monitor development, achievement and progress
• Act as a coach and mentor
• Be a role model for your organisation’s/professional

body’s values and ethics.

Preparing for the conversation

Interviewee Interviewer

• Consider the venue and how you will get

there.

• Ensure you have allowed sufficient time

for a meaningful conversation.

• Be clear what you want to discuss.
• Research possible development
• pportunities.
• Read through documentation and

prepare for the discussion.

• Bring any additional competency or

behavioural frameworks.

• Act as a positive role-model.
• Give sufficient notice for both parties to

have enough time to plan the meeting and reflect on their performance.

• Find a mutually convenient venue that is

private and without the possibility of being interrupted.

• Consider the time of day when you will

have the discussion.

• Plan enough time for the discussion.
• Read through documentation and

prepare for the discussion.

• Bring any additional competency or

behavioural frameworks helpful for the individual.

A framework for the conversation

Questions to consider

• How is the employee performing against agreed
• bjectives?
• What evidence do you have to support your view of

their performance?

• What is your rationale for identifying their

performance as exceptional?

• What are the individual’s strengths and areas for

development?

Feedback and support

• What feedback do you plan to give at the meeting?
• What support will you be giving to help the individual

in the talent management process?

• Who else may be able to help?

Concluding the conversation

• Keep the momentum
• Agree next steps for both parties and make sure they

are recorded and shared

• Ensure actions follow the SMART principles found in

the toolkit

• Decide when you will meet again to review progress
• Thank the interviewee for their time

Knowledge for Healthcare: 60 Ways to Develop

Learning and development

• Be aware of your learning style. This can help you

understand which types of opportunity work best for you.

• You can explore your own learning style by using the

resources identified in the ‘development’ section of the Talent Management toolkit.

Where to find opportunities

• Tap into opportunities available through:

– Your employer – Your professional networks – The Chartered Institute of Library and Information Professionals (CILIP).

• Further information can be found in the Talent

Management Toolkit.

Training is not just courses

• Formal training events and workshops are
• nly one way to learn. There are many other
• pportunities to learn new skills and

knowledge…..

On-the-job learning

• Sit-by-Pat – the most traditional way to learn a new skill
• r task is to sit with a person who currently does it and

learn through doing it

• Delegation – undertake a task your manager may
• rdinarily do
• Mentoring – a mentor provides feedback and guidance,

acting as a trusted adviser

• Job enlargement – undertaking an extra activity in

addition to current duties. The additional activity generally involves a higher level of responsibility.

On-the-job learning (continued)

• Coaching – another member of staff acts as “coach”

encouraging the development of new skills or knowledge and providing constructive feedback

• Shadowing – attachment to another member of staff
• r department for a set period of time in order to learn

from them

• Observation – learning from watching others in action

Work experience

For example:

• Secondment
• Job
• Assistant to – an individual is seconded to work for a

senior manager for a set period of time.

• Job share
• A temporary job move e.g. to cover for absence
• Temporary promotion or “acting up”
• Work experience in another organisation
• Job transfer

Group or team activities

We gain knowledge and skills from others in group

• settings. While this is at the core of many training courses,

it can take a variety of different forms such as:

• Task forces and working parties
• Quality Circles
• Team building exercises and management games
• Problem solving
• Brainstorming and Action learning groups
• Workshops and discussion groups
• Simulation exercises

Self-development

Self-development activities can improve job satisfaction and long-term career prospects. Examples include:

• Adult education classes
• Co-coaching and buddy systems
• Study leave
• Special projects and research
• E-Learning and other skills packages
• Personal testing programmes
• Distance and open learning
• Reading lists

Face-to-face courses

• This form of training is likely to remain popular and is

an effective method of learning. Examples include:

• Short courses and modular courses
• Refresher
• Professional skills training
• Training programmes
• Part-time
• Taster or awareness courses
• Residential courses
• Seminars and conferences

60 ways to develop

• Learning can be undertaken in a large number of

different ways. Taking the time to identify opportunities which complement your learning style and fit with your ways of working, organisational and professional approaches and personal circumstances, will enable you to fully realise your potential

Conclusion

• Talent management is about the systematic attraction,

identification, development, engagement, retention and deployment of talented individuals who are of particular value to an organisation and professional practice

• It takes place at a strategic and individual level
• To be successful, planning is essential
• Talent management provides individuals with access

to the right opportunities, exposure, stretch and development to reach their potential, whether this be in their current role or for a future role.

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