| | | | | It is important to recognise that all the above |
| Talent Management is the process of identifying, | | | | categories of Talent are important to an |
| developing and retaining current employees and | | | | organisation. |
| attracting highly skilled individuals needed by the | | | | Each category can then be defined in terms of |
| organization. Talent management requires the | | | | the characteristics that an individual displays. For |
| organization to be clear about what talent is, who | | | | example an employee who has very high potential |
| they regard as talented and what their typical | | | | will: |
| working background might be. | | | | * Demonstrate superior leadership traits beyond |
| As Talent Management is concerned with the | | | | their current work role. |
| long-term success of the organization, the | | | | * Learn very quickly and have the ability to |
| process has to primarily be the responsibility of | | | | change/modify their behaviour. |
| the organization's leaders. If Talent Management is | | | | * Manage ambiguous circumstances extremely |
| the sole responsibility of HR, it simply will not | | | | effectively. |
| work. | | | | * Have significant impact and influence outside of |
| Clearly talent is a complex combination of an | | | | own work area. |
| employee's skills, knowledge, experience, behavior | | | | * Think strategically across the whole of the |
| as well as other characteristics such as their | | | | business/organisation and not just about their own |
| personal preferences, values, and motivations. But | | | | function |
| how should leaders in an organization define | | | | * Deliver superior performance under first-time, |
| talent? | | | | different, or not repeat situations with limited |
| There are many different definitions of talent. | | | | guidance. |
| However, a simple way of thinking about it is to | | | | Conversely an employee who does not have the |
| consider talent in terms of an individual's potential. | | | | potential to take on more senior roles will: |
| People with potential have by definition not | | | | * Demonstrate adequate leadership traits within |
| reached their full potential. They have an ability to | | | | their current role only. |
| take on more complex, broader or senior roles to | | | | * Find it difficult to learn new skills and |
| the one they are currently in. However, it is | | | | approaches. |
| important to recognize that just because | | | | * Manage similar/repeat situations effectively but |
| someone is currently a high performer they may | | | | will struggle with new or ambiguous situations. |
| or may not have potential. A high performer may | | | | * Have impact and influence within their own |
| consistently deliver results over time in relatively | | | | sphere of work. |
| similar situations, but may struggle to deliver high | | | | * Consistently deliver results over time but in |
| performance under first-time, different, or non | | | | similar situations. They will need significant guidance |
| repeat situations. Such a person is clearly capable | | | | to deal with new/different situations. |
| of fulfilling their current role effectively, but it is | | | | Ultimately the process of Talent Management is |
| unlikely that they have the potential to fulfil a | | | | about minimising the risk to the long term future |
| more complex or demanding role. | | | | of the business/organisation by ensuring that |
| Therefore Talent can be defined in terms of an | | | | there is a pipeline of people with the right skills, |
| employee's potential to | | | | experience and behaviours to fulfil key positions in |
| • Be promoted two (or more) levels above | | | | the future. Talent Management is therefore |
| their current position. | | | | primarily the responsibility of the organisation's |
| • Be promoted to one level above their | | | | leaders. However, for Talent Management to be |
| current position. | | | | successful leaders must first define what Talent is |
| • Take on a broader or more complex role. | | | | before they can identify anyone with it. |
| • Stay at the level they are now. | | | | |