1. Talent Management & Succession Planning

5. A Sample Replacement Chart

10. DEVELOP A STRATEGY Q. What is the objective of the strategy? Possible Answer: To have one or more qualified internal candidates prepared to assume each key leadership position.

11. Possible Answer: The number of qualified internal candidates prepared to assume each leadership position by December 2010. HOW WILL YOU MEASURE SUCCESS?

12. Possible Answer: Mid-Level, Senior, & Executive Management . What Critical Positions In The Succession Plan Are Affected By This Process?

15. 4. Organization Knowledge Functions, processes, systems, products, services, or technologies of your organization that a manager must understand. For example, a candidate might be assessed in terms of his or her knowledge of company products, how the R&D process operates, or the function of the Quality Department. 5. Job Challenges Kinds of situations that someone entering management should have experienced or at least been exposed to. Examples include carrying a key functional assignment through from beginning to end; being heavily involved with a merger, acquisition, strategic alliance, or partnership opportunity; implementing plans to cut costs or control inventories; negotiating agreements with external organizations; operating in high-pressure or high-visibility situations. 6. Executive De-railers Personality traits that might cause an otherwise effective senior leader to fail on-the-job. These would include being approval dependent, argumentative (defensive), arrogant, attention-seeking (self-promoting), avoidant (procrastinator), addresses issues covertly, eccentric, imperceptive, impulsive, perfectionist, (micromanager), risk-averse, and volatile. Identifying Competencies (Cont’d)

26. Development Grid LOW RESULTS HIGH “ C” Players Provide Feedback to Participants Encourage self directed growth & development Provide coach to help achieve better results Identify smaller role in assignments or special projects at current level. Provide opportunities for development or training Cell 3 “A” Player Actively Develop For Next Level Of Leadership Identify active role (but not leader) within key assignments. Stretch at a different pace than participants in cell #’s 1 & 2. Engage participants to function at greater level of scope (than current position). Provide coach to help achieve better results For example: Serve as a subcommittee chair on a multi-functional team Cell 1 “A” Player Actively Develop For Next Leadership Level Identify lead roles within key assignments (typically there are only a select few of these ) to engage participants in functioning at greater level of scope (i.e., magnitude, time & complexity) than current position. For example: job rotations, action learning, task force leader, committee chair Cell 2 “A” Player Actively Develop For Next Leadership Level Identify active role (but not leader) within key assignments. Stretch at a different pace than participants in cell #1. Engage participants to function at greater level of scope (than current position). Provide coach to help achieve results and mentor to improve proficiency levels of competencies “ B” Players Provide Feedback to Participants Encourage self directed growth & development. Identify a coach to help achieve results & mentor to improve proficiency levels of competencies. Identify assignments, special projects with broader/bigger role than current level. Provide other development opportunities Keep Motivated “ C” Players Provide Feedback to Participants Encourage self directed growth & development • Coach to help achieve better results • Identify smaller role in assignments or special projects at current level. Encourage participant to find a mentor to improve proficiency levels of competencies “ C” Players Provide Feedback to Participants Encourage self directed growth & development. Mentor & train to improve proficiency levels of competencies. Provide additional learning/ development opportunities at current level (e.g., seminars, workshops). Provide opportunities for involvement in special projects “ B” Players Provide Feedback to Participants Encourage self directed growth & development Mentor & train to improve proficiency levels of competencies. Provide additional learning/ development opportunities at current level (e.g., seminars, workshops) Provide opportunities for involvement in special projects Keep Motivated “ B” Players Provide Feedback to Participants Encourage self directed growth & development • Mentor & train to improve proficiency levels of competencies. Provide additional learning/ development opportunities at current level (e.g., seminars, workshops) Provide opportunities for involvement in special projects Keep Motivated HIGH POTENT IAL LOW

29. The number of pools may reflect how a company is organized. For example, a Pool in your organization may be established to fill Single Business Unit management positions, while a pool of mid-level managers might be designated to fill a range of corporate positions. SBU I SBU II SBU II CORPORATE

32. MANUFACTURERS’ ASSOCIATION OF SOUTH CENTRAL PENNSYLVANIA 160 Roosevelt Ave York Pa 17401 www.mascpa.org JIM BAKER SR CONSULTANT TALENT MANAGEMENT 717-781-4070