Transcript Slide 1

Talent Management Issues
Ian H Black
MA MBA
Sheila Gupta
MBE MA DMS
Director of Human Resources
The University of Glasgow
Director of Human Resources
The University of Edinburgh
Sheila will look at Talent Management in the competitive world of Higher
Education, and ways to enhance that key resource – People
I will look at attracting People and some aspects of engagement with them
Glasgow University
2nd oldest University in Scotland, 4th oldest in the UK
One of the top 100 Universities in the world
A major research powerhouse, with our annual research contract income in
the top ten of UK universities
Our teaching quality has been independently rated as among the top ten in
the UK
15,000 Undergraduate students, and 4,700 Postgraduates
5,800 staff, including 2450 academic and research staff
And
located in one of the world’s most exciting cities, named as one of the
world’s top ten ‘must-see’ destinations by Frommer’s Guides 2006
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Who knows about Scotland, and what its two leading
Universities have to offer?
What image do you have of us in the UK?
What do people outside the UK think about Scotland?
Positioning
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The challenge is to ensure potential applicants know the
reality of our University and city
This is harder if you are in a smaller country, and perhaps
more so if you are not the capital city
League table positions are critical – they contain elements
of objectivity
Image of the Institution is also critical – even if they are
more selective than objective!
Recruitment
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Competitive salaries
Quality of academic departments
Other aspects of the employment contract
An efficient process
Good description of the facilities which are available
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Now re-examining the way we support new arrivals and
their families
Developing a new welcome pack
But there is nothing like hearing what it is like from those
who have moved there…..
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http://proof.jobs.ac.uk/videos/glasgow/
“The noblest prospect which a Scotchman ever sees, is the
high road that leads him to England” - Samuel Johnson
Its not true!
Market Supplements
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UK Universities have recently undertaken a major Pay and
Grading exercise to address, amongst other things, equal pay
But some staff do command a premium, at least for some of
the time
How can we preserve the integrity of pay and grading and yet
address the pay premium issue?
How do they work?
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Needs reliable evidence base
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UCEA or Hay data, and/or
Labour turnover
Repeated failure to recruit
Require 2 types of data
Choice of a one off payment to attract a person, or
A specific market supplement payment for X time, with a
clear review date.
Median market rate will normally be used when calculating
supplement payments.
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Expressly inform person of review date and no guarantee of
renewal.
Normally a maximum of 20%, tied, if possible to incremental
system, and based on the median of the market data
Signed off by HR Director & Dean
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Low usage so far, e.g.
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– Professionals in Estates and Buildings
– Limited use to date in Academic area – unless a specific award
is attached to an appointment
Employee attitude Surveys
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Not a new concept – have used them in the past
But this time we have divided them by:
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4 job families
Gender
Ethnicity
Faculty/Service section
Detailed feedback to faculties
Overall 22% response rate
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Feeding back to Faculty/Service Section management to
give them evidence about work culture in specific areas,
and plan action appropriate to the area.
Themes:
– Feedback, praise and using staff’s knowledge about best way
to work
– Communications – within department, within the faculty, and
across the University
– Satisfaction with the University as an employer
qc01c:how often discuss with mgr how to improve practices (GU=987/5531 M=445/2615 F=538/2916)
GU F, 25%
Weekly
GU M, 30%
All GU, 27%
GU F, 34%
few mths
GU M, 31%
All GU, 33%
GU F, 14%
GU M, 16%
Annually
All GU, 15%
GU F, 27%
Never
GU M, 22%
All GU, 25%
0%
5%
10%
15%
20%
25%
30%
35%
40%
qc02a:How good are Comms within own dept-div (GU=1024/5531 R&T=453/2159 MPA=398/1570
Tec=106/588 Ops=44/990)
Ope, 20%
Tec, 13%
VG
R&T, 20%
MPA, 22%
All GU, 20%
Ope, 30%
Tec, 33%
R&T, 34%
MPA, 34%
All GU, 34%
G
Ope, 18%
Sat
Tec, 24%
R&T, 26%
MPA, 20%
All GU, 23%
Ope, 18%
Tec, 18%
P
R&T, 14%
MPA, 16%
All GU, 16%
VP
R&T, 7%
MPA, 7%
All GU, 7%
0%
5%
10%
Ope, 14%
Tec, 12%
15%
20%
25%
30%
35%
40%
qd01a:I enjoy working in GU (GU=1029/5531 R&T=453/2159 MPA=405/1570 Tec=104/588 Ops=43/990)
Ope, 42%
Tec, 38%
R&T, 40%
MPA, 41%
All GU, 41%
SAg
Ope, 42%
Tec, 44%
R&T, 45%
MPA, 46%
All GU, 45%
A
Ope, 5%
Tec, 6%
R&T, 9%
MPA, 8%
All GU, 8%
NS
Ope, 5%
Tec, 9%
D
R&T, 2%
MPA, 3%
All GU, 3%
Ope, 7%
Tec, 3%
R&T, 3%
MPA, 2%
All GU, 3%
SD
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
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Managing talent involves both “soft” and well defined issues.
An appropriate working culture to allow staff to thrive and
give of their best needs to be identified and positive
elements reinforced
Attitude survey evidence is crucial to start a debate with
managers
Responses vary
– Denial
– Questioning validity of sample
– Accepting that changes can be made
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Tied to re-emphasis on Performance and Development
Review
Training managers
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Managers need help to address the people issues, including
those arising from the attitude survey
Many Heads of Department did not join Academia to
become managers
Developed an in house programme for managers
– Originally only for Academic managers, but now extended to
Services
– Now available at start of HoDs’ term of office
– Considering Succession Planning approach and training before
appointment
– May also use course to address gender imbalance
Course contents
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Sessions include
– Structured workshops with Principal and Senior team
– Workshops with former HoDs “what I wish I had known
then…”
– Specialist sessions – Finance, Budget process, Diversity,
Managing People
– Self awareness and self development
– Action learning sets
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8 days spread throughout the year in addition to action
learning sets
2 cohorts of 15 persons
And we don’t forget the supervisors/junior managers – they
are now training on Institute of Leadership and Management
(ILM) accredited courses