Strategic Talent Management and Succession Planning ... at

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Employee Engagement and Development
CALGARY POLICE SERVICE

• Strategic Talent Management and Succession
  Planning

CAPB Conference August 18, 2007
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Calgary Police Service Preparing Our People for
the Future
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Agenda

• Introduction
• Talent Management Model
• Competency Development
• Integrating competencies into all processes
• Performance Management
• HRIS software
• Lessons Learned

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Organization Background

• 1650 sworn officers
• 700 civilian support specialists
• Various unions represented
• Relatively little pre-retirement turnover (lt4)
• One career, Unlimited opportunities

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CPS Organizational Values

• CPS members demonstrate integrity and ethics when
  they display
• Honesty
• Respect
• Fairness
• Compassion
• Courage and Commitment

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Recruitment Challenges / Opportunities

• Competitive recruiting environment
• Police recruits bring many transferable
  competencies from previous work experience
• Recruits are taught unique knowledge and skills
  upon hiring
• Civilian support specialists are often hired with
  existing skills and knowledge

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Organizational Brand

• Pathways
• Enhancing
• Assets
• Knowledge
• Skills

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Model Comparison

• Typical Succession Management
• Executive Level

• P.E.A.K.S.
• All Positions
• Talent Management
• Career Planning
• Recruitment to retirement
• Self directed

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Why Talent Management?

• Presently in the midst of a significant
  retirement cycle
• To attract, motivate and retain people through
  professional development opportunities and
  variety of experiences
• Recruits now have higher expectations for
  developmental opportunities

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Why Talent Management?

• Sustain quality service to our citizens by
  developing people at all levels, ensuring the
  right people, are in the right place, at the
  right time
• Integrate leadership and talent development that
  successfully feeds the selection process and
  ensures succession success

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Why Talent Management?

• One of the most effective retention strategies we
  can undertake is to identify, develop, and
  promote positive leaders who have an ability to
  engage their people within the workplace.

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Why Talent Management?

• The CPS does not promote people simply as a
  reward for doing their present job well, but
  rather for displaying the behaviours, skills and
  knowledge required for the next level.

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Why Talent Management?
ENTITLEMENT
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Why Talent Management?

• People leave organizations because of poor
  supervisors and managers. We must prepare and
  promote people who demonstrate the values and
  desired behaviours of the organization.

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What Do We Want to Achieve?

• A strategic gap analysis of talent resources by
  competency and position
• Develop talent pools that ensure qualified
  candidates are available to compete for key
  leadership and expertise positions at all levels
• Enhance employee engagement and satisfaction as a
  retention strategy

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What Do We Want to Achieve?

• Assess staff for readiness for future leadership
  responsibilities
• Support people in setting personal career goals
  and help guide them throughout their careers from
  recruitment to retirement

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What Do We Want to Achieve?

• Strategically provide training, developmental and
  formalized learning opportunities to members,
  based upon their career goals
• Support developmental and training opportunities
  for all staff
• Identify present and future leadership
  requirements at all levels

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What Do We Want to Achieve?

• Desired Mindset every supervisor has a
  responsibility to prepare people for the future
• Predict future retirements more accurately

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Model adapted from IACP Training Bulletin 2004
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The Cornerstone Behavioural Competencies

• Developed in 1996 for each level through in-depth
  consultation / focus groups
• Our people told us which behaviours enabled them
  to be successful in their role
• Recently re-validated with very few changes

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The Cornerstone Behavioural Competencies

• Consultation during development of behaviours
  results in enhanced buy-in from staff
• Ours vs. Theirs
• Behavioural competencies form the basis for all
  promotions and lateral competitions

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Developmental Assessments

• Focus Is on the Member, Not Just the Organization

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Developmental Assessments

• A living developmental process, not simply an
  annual bureaucratic performance review
• On-going dialogue throughout the year between
  supervisor and direct report
• Discussions focus one year in the future vs. the
  year past.
• PEAKS is not MBOs.

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Developmental Assessments

• Honest and candid feedback is VITAL to
  development
• No Strings Attached to feedback
• Competency-based development
• Competency requiring development is identified by
  the supervisor, then discussed jointly with
  member
• Dev. Plan formulated by the individual

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Competency Matrix - Sample
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Competency Rating Scale

• Not Acceptable-Does not demonstrate.
• Acquiring-. Demonstrates on an infrequent basis
• Developing-. Demonstrates with support from
  others
• Applying-Demonstrates on a frequent basis.
• Mastering-Demonstrates on a consistent basis.
• Role Model-Demonstrates on a consistent basis and
  acts on opportunities to assist in developing
  others.

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Developmental Action Plan

• Target Competency (eg. Focus on Results)
• Future Behaviour (How will you display the
  behaviour(s) when the development/improvement is
  complete)
• Current Behaviour (How are you currently
  displaying the behaviour(s) within the
  competency?)
• Actions (What will you do to develop/improve the
  behaviour(s)? Include timelines and completion
  dates for each action)
• Measurement Criteria (How will you measure your
  development/improvement?)

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Developmental Assessment Cycle
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Talent Pools

• Competency-based
• Fairness of process competitions
• Employee self-nomination
• Short and long-term goals
• Motivator to self-development goals

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PEAKS Implementation

• Internal Communication Strategy
• Union Consultation
• Employee Training (2200 people)
• Develop Human Resource Information System (HRIS)
  software
• CEO ownership
• Policy changes Tenure and Transfer

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PEAKS Training

• Every supervisor (500) Full day
• competency assessment, honesty, candor etc
• All non-supervisors (1700) 3-hour awareness
  session to establish common understanding of
  process
• HRIS training Multi-media e-learning

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Human Resource Information System (HRIS)

• Extensive specification development with all
  internal stakeholders
• Extensive RFP process and testing
• Robust and flexible to the needs of the
  organization
• PeopleSoft compatible with interface

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HRIS What are the Benefits?

• Organizational Analysis
• Talent GapsOrganizational/Individual
• Track Talent Pools
• Detailed Employee Information
• Position Profiles
• Individual Competency Profile
• Identifies and tracks supervisor bias
• Member photographs

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HRIS What are the Benefits?

• Employee engagement
• More self-directed career-pathing
• More information at employees disposal
• Web-based access for all users

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Lessons Learned

• Support from CEO and Executive is critical ie.
  regular re-enforcement
• Full-time project team
• Stakeholder consultation dont miss anyone
• Organization-wide training is essential otherwise
  GIGO

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Lessons Learned (Contd)

• Accountability must be built into business
  processes
• Regular updates / status reports at management
  meetings, promotions, competitions etc.
• Involve IT at the ground level their input is
  vital
• Develop training processes to ensure future
  sustainability
• Hiring ahead of attrition

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Realities of ImplementationSounds good.but

• Flavour of the Day?
• This takes too much time.
• Whats in it for me?
• Buy-in from managers
• Will there be follow-up? Accountability!
• What are the consequences?

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Contact Information Inspector Bill Webb (403)
206-8281 bill.webb_at_calgarypolice.ca S/Sgt. Craig
Cuthbert [phone] craig.cuthbert_at_calgarypoli
ce.ca Cst. Pierre Poirier (403)
206-8364 pierre.poirier_at_calgarypolice.ca
Thank You QUESTIONS?