Talent Management
In an effort to attract, select, engage, develop and retain top performing employees, Talent Management and Organization Development (TMOD) is taking a more holistic approach to develop integrated personnel policies and practices. The Talent Management model illustrates key talent management processes that are being designed and developed within JHU. They include the following:
- Workforce Planning
- The intentional and strategic process for ensuring an organization has access to a supply of individuals with the skills, knowledge, and behaviors essential for successful individual performance and the achievement of the university’s strategic objectives or demands.
- Recruiting
- The ability to successfully attract and hire key talent for current and future organizational needs through competency-based advertising and interviewing efforts. Click here to learn more about Recruiting.
- Onboarding
- A systematic and comprehensive approach of ensuring new employees quickly feel welcomed, valued, and prepared to become productive members of the organization.
- Competencies
- Characteristics such as behavior, motivation, and knowledge/skills that an individual must demonstrate to be effective in a job. Click here to learn more about Competencies
- Performance Management
- Ongoing cycle of goal-setting and evaluation that optimizes an individual’s progress towards organizational goals. Click here to learn more about Performance Management
- Employee Development
- Process of establishing training goals and plans which link to individual goal attainment, career planning and possible succession planning. Click here to learn more about Employee Development
- Succession Management
- A systematic approach to ensuring that an organization has a steady, reliable, “just-in-time” pipeline of talent that will meet its future needs in leadership and other key and critical roles. Click here to learn more about Succession Management
- Career Management
- An individual’s ongoing process of assessing and understanding his or her interests, skills, personality, and values as they relate to career choice and progression throughout the career life cycle. Click here to learn more about Career Management
While these new processes are still being developed, several pilot programs are already being implemented across the university. If you are a leader or manager and are interested in learning more about these services or to pilot a talent management process please contact:
- Pamela Somers at
443-997-8687 for the School of Nursing, School of Public Health or School of Medicine
- Heather Mason Williams at 443-997-4083 for all other location contact
Check back frequently to see updates on the status of this new Talent Management initiative.
Workforce Planning
More Information Coming Soon!
Recruiting
Recruiting is housed within HR. The JHUjobs website provides links to the most current applicant information and is the convenient and sole method for submitting an application to join the Hopkins Team. Click here to access the JHUjobs website.
Onboarding
More Information Coming Soon!
Competencies
Competencies help to lay the infrastructure to hire, develop and promote the next generation of top performing employees. Competency characteristics include:
- Job-relevant behavior
- what a person says or does that results in good or poor performance
- Motivation
- how a person feels about a job, organization, or geographic location
- Technical knowledge/skills
- what a person knows/demonstrates regarding facts, technologies, a profession, procedures, a job, an organization, etc.
Competencies provide employees with the agility, flexibility and adaptability to meet the current and future strategic needs of the organization.
University Core Competencies
University leadership has identified five core competencies that are crucial to every position within the university. These competencies were established to ensure that all employees can effectively work together to develop innovative solutions to current and future challenges, thus meeting the mission and goals of the university in a way that maintains excellent customer service.
The university core competencies include:
- Equity, civility and respect
- Exhibits integrity, respect, civility, and ethical behaviors in all interactions on the job; supports cultural diversity, equity, and fairness in the workplace.
- Managing change
- Adapts to change and shifting priorities, works effectively in ambiguous situations, and constructively influences others to build and maintain resilience.
- Innovation and problem solving
- Demonstrates an appreciation for new ideas and methods that challenge the existing reality to prepare the organization for the future.
- Mission/service excellence
- Understands and articulates the link between the job and the university’s commitment to quality and outstanding customer service to all clients.
- Relationships and teaming
- Develops effective working relationships with others; cultivates networks across the university; demonstrates attitudes and behaviors that contribute to the well-being of the university.
In the future, role-specific competencies will be identified and developed for positions within JHU; these competencies will be used to recruit, hire, and develop employees, as well as assist in developing career paths.
Performance Management
When people hear the words performance management, the annual review may be their first thought. However, an effective performance management process involves much more than just the annual review.
TMOD has established a comprehensive process to managing employee performance. Effective performance management starts with aligning goals and competencies, where the employee and supervisor develop goals together that align directly with the department, school and University’s goals.
Development Planning
Professional development is not just about classes and can be thought of using a guideline of 70, 20, and 10%.
- 70% - On the job experience, on the job or stretch assignments or expanding professional networks
- 20% - Coaching and feedback from others concerning specific task/goals or future career direction
- 10% - Training on technical, interpersonal or leadership skills development (formal or informal)
That is, 70% of the professional development should include on the job experience, stretch assignments or expanding the employee’s network. This can have a huge impact on building skills. These experiences allow employees to do things they have never done before, try out new areas to see how they like them, or see how well they do them. This will require some delegation from the supervisor and some negotiation with the employee. The key is that employees should not be given stretch assignments until they have demonstrated mastery of their current job and role.
For example, if an employee is struggling to perform well in an existing job, the supervisor might hesitate to give a stretch assignment for the employee to grow. What this might mean, is a higher percentage of development would then focus on coaching and feedback. The employee might spend more time getting coaching or feedback in order to improve in the current role. The employee could work with a successful co-worker to figure out what strategies the co-worker uses that lead to success. Maybe it the way the individual organizes the work or day or how the individual double checks that everything has been completed.
The supervisor can help to set up these relationships; this also means the supervisor does not always have to be the one doing the coaching. This is not limited to those individuals who are struggling; everyone can make improvements in some area. This allows employees opportunities to obtain ongoing coaching or feedback, to identify areas for improvement for job specific tasks/goals or even things that will set them up for future career options. This can also serve as a stretch assignment for an older or more experienced employee as a way to start building the skills necessary for supervision or for the knowledge transfer that is necessary in succession planning. So this one assignment can accomplish the development plan for more than one individual.
Lastly, we come to training. After going through on the job experiences and coaching/feedback, then supervisors can help employees think about what else is missing or what kind of class(es) they could take to develop a specific skill required to meet their goals for the year.
The university policy states all faculty, managers, and supervisors should ensure that each non-bargaining unit staff member reporting to them has a minimum of three full days of training per year in areas of knowledge and skill relevant to their job duties and professional aspirations. If allowing employees to take time for training is challenging for a department, supervisors could consider several different options including: on-site training session for their employees, staggered training sessions which allows for continual department coverage, several shorter on-site training sessions, or preplanned training days during slow or non-critical times. Generally, if there are five employees who will be doing the same training, arrangements can be made to have this training completed on-site.
Employee Development
Employee development planning is also an essential component of performance management, because it ensures that employees are getting the skills and tools they need to facilitate successful goal completion.
The most important part of this whole process is that performance conversations, or checkpoint meetings,are happening throughout the year. These checkpoint meetings can be formal or informal, but provide opportunities for the manager to check in with employees to ensure they are on track to meeting goals. If there are problems, the manager can provide support or remove barriers that might be getting in the way of the employee’s successful goal completion. This open and honest feedback sets everyone up for success. When employees are clear about how their individual day-to-day work impacts the overall performance of the department, and they get the development opportunities to support their contributions to the organization as a whole, they will likely be more motivated and engaged in seeing how their work fits into the bigger picture. It will be easier to see the clear line of site from an individual’s job all the way up to the organization’s goals.
With regular performance conversations taking place, there should be no surprises at the annual performance review. It will basically be a summary of the discussions the manager has had with his or her employees throughout the year.
Because staff will have very clear goals and expectations, it will be easier to meet these goals and tie merit increases to actual performance, thus rewarding those individuals who truly are the high performers. In addition, other types of reward and recognition incentives can be established within a department to acknowledge employee performance throughout the year.
Succession Management
Succession Management means having the right people in the right jobs at the right time. In other words, it is a systematic process to identify and develop employees for potential future openings. The process has two phases:
Phase One includes the identification of key positions, assessment of skills and competencies, communication and buy-in, and data collection and analysis. It also includes planning and conducting talent review meetings, identifying and documenting potential talent, and beginning planning. The results of these deliberations link individuals with the appropriate levels of participation in a leadership development program/process for high potentials.
Phase Two includes tracking, monitoring and follow-up of the development plans, identification of two or more qualified candidates for each identified position, achievement of diversity goals, and client satisfaction including those being developed. Over time, measures of promotion, retention and performance will yield success factors for the program.
Career Managment
There are many career activities that are involved in the ongoing pursuit of meaningful careers. The following resources will assist you in exploring career choices.
Career Management Model
Job Transition Guide
The Job Transition Guide is a self-guided tool that can help you manage your own job transition or career change and assist you in every stage of the career management process. Topics include coping with your emotions, self-assessment, job search strategies, resume writing, job search correspondence, effective interviewing skills, developing a portfolio, career development actions plans, and resources for job seekers. Click here to access the Job Transition Guide.
Self Assessment
Understanding your interests, skills,
and values is fundamental to finding
satisfying work. Examine how interests, skills, and
values are inherently tied to career
satisfaction and how they can be
used to help determine your career
path by clicking here to launch the job transition guide, Once the pdf loads click on the self-assessment link on the left.
Monthly Reduction in Force (RIF) Workshops
Current services include monthly Reduction in Force (RIF) workshops that are designed to assist employees, who have been terminated because of a lack of funds or abolishment of position, to find new employment as quickly as possible either inside or outside of Hopkins. Topics covered in the workshop include: dealing with the emotional aspects of job loss, assessing your skills and deciding next steps, developing a winning resume/job search correspondence, job search strategies, developing and using your network, interviewing skills, developing a portfolio, salary negotiation, and using electronic resources in your job search.
If you are interested in registering for this workshop, please contact Jean Washington, our Program Coordinator, at 443-997-4992.
Career Development Courses
As we learn, grow, and develop, we gain a greater awareness of who we are, what we enjoy, and how we want to contribute. For those JHU employees who want greater satisfaction from their jobs, wish to begin their careers, or are ready to make a career change, career development courses can be a very good place to start. Click here to learn more about out Career Develeopment Courses
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