Reinventing Leadership Priorities: Succession Planning and Sponsorship

Jo CampbellHigher Education Administration Doctoral StudentBowling Green State University

Ken BorlandProfessor, Higher Education & Student AffairsBowling Green State University

Elaine TurnerDirector, Residence LifeElon University

Learning objectives By attending this session, participants will be able to:• identify the constructs of sponsorship and succession planning• learn how to apply sponsorship and succession planning to their individual career and/or student affairs unit• elicit ideas from colleagues at other institutions to explore how they have established sponsorship and plan to develop a succession plan

Introductions • Background and experience• Interest in Leadership

Succession Planning Sponsorship

What is “succession planning” and “sponsorship”?

“Succession” an orderly assumption of a predecessor’s officeorderly act or process of following in order, in sequence, displacing another

assumption act or process of one person's taking the place of another in the enjoyment of or liability for rights or duties or both, becoming beneficially entitled to a property, interest, mantle of authority, office

continuity continuance of corporate personality to sustain, respond to, and modify the environment

accepted mode of responsibility transfer for organization’s good

succession planning systematic approach to build a leadership pipeline/pool to ensure mission critical leadership continuity; develop potential successors/candidates in ways that best fit their strengths; concentrate resource investment on talent recognition, development, and retention

Assisted by http://www.merriam-webster.com/dictionary/succession as well ashttps://www.opm.gov/policy-data-oversight/human-capital-management/reference-materials/

leadership-knowledge-management/successionplanning.pdf

“Sponsor” one who brings another along to move them forwardfaith tradition roots one who presents a candidate for baptism or confirmation and undertakes responsibility for the person's religious education or spiritual welfare

responsibility for another one who assumes responsibility for some other person or thing, a person or an organization that pays for or plans and carries out a project or activity

a dedicated champion of another person’s successAssisted by http://www.merriam-webster.com/dictionary/sponsor

HIED Professional Development “Sponsorships”• enhance leadership skills, professional competency, career progression, &/or keep

employees abreast of workplace practices and technology

• foster leadership, career development, and advancement for employees

• facilitate learning opportunities and professional development via workshops, conferences, seminars, or academic/online courses

See institutional web pages

“Sponsor” and Sheryl Sandberg powerfully positioned champion helps employees escape the middle slice of management where so many driven and talented women languish.

mentor weaker cousin (loose relationship); a sounding board/shoulder to cry on; offers advice as needed and support and guidance as requested; expects very little in return

vested in their protégés offers guidance and critical feedback because they believe in them; advocates on protégés’ behalf, connecting them to important players and assignments; goes out on a limb, so expects stellar performance and loyalty; leans in on a woman’s behalf, apprising others of her exceptional performance and keeping her on the fast track; in her corner

result a woman is more likely to ask for a big opportunity, to seek a raise and to be satisfied with her rate of advancement.

New York Times

(Forget a Mentor) FIND A SPONSOR:The New Way to Fast-Track Your Career

Sylvia A. Hewlett (Center for Talent Innovation)

Sponsors Deliver High-Octane Support

Sponsors are senior leaders who, at a minimum: • Believes in me and goes out on a limb on my behalf • Advocates for my next promotion • Provides air cover

Sponsors come through on at least two: • Expands my perception of what I can do • Makes connections to senior leaders • Promotes my visibility • Provides stretch opportunities • Gives advice on “presentation of self” • Makes connections to clients/ customers • Gives honest/critical feedback on skill gaps

Case Study for Small GroupsWork in small groups to share whether you have or act as a sponsor and what you and your institution gained from these relationships. If you do not have or act as a sponsor, create an ideal scenario.

Has anyone served as a sponsor for you? If yes, what things did they do for your career? Have you continued the relationship?

Have you sponsored one of your staff or a student? If so, how did you choose that person, or did they ask you? What have you done for this person personally and professionally that constitutes sponsorship?

The Hidden Brain Drain• Why do many highly qualified underrepresented

professionals leave their jobs or stay, but languish on the sidelines?

• Inadequate Flexibility

• Work/Life Conflicts

• Hidden Biases

• Diminished Loyalty, Trust and Engagement

The Hidden Brain Drain

How do we retain and promote top underrepresented talent in Student Affairs?

• Coaching• Sponsoring• Training and Development• Invest in your Employees• Succession Planning• Work Relationships• Stressors/Well-being in the work place

Succession Planning StepsU.S. Office of Personnel Management

https://www.opm.gov/policy-data-oversight/human-capital-management/reference-materials/leadership-knowledge-management/successionplanning.pdf

Step 1: Link Strategic and Workforce Planning DecisionsIdentify long-term vision and directionAnalyze future requirements for products and servicesUse data already collectedConnect succession planning to the values of the organizationConnect succession planning to the needs and interests of senior leaders.

Step 2: Analyze GapsIdentify core competencies and technical competency requirementsDetermine current supply and anticipated demandDetermine talents needed for the long termIdentify “real” continuity issuesDevelop a business plan based on long-term talent needs, not on position replacement.

Step 3: Identify Talent PoolsUse pools of candidates vs. development of positionsIdentify talent with critical competencies from multiple levels—early in careers and oftenassessing competency and skill levels of current workforce, using assessment instrument(s)Use 360° feedback for development purposesAnalyze external sources of talent.

Step 4: Develop Succession Strategies• Identify recruitment strategies:

- Recruitment and relocation bonuses- Special programs

• Identify retention strategies:- Retention bonuses- Quality of work life programs

• Identify development/learning strategies:- Planned job assignments- Formal development- Coaching and mentoring- Assessment and feedback- Action learning projects- Communities of practice- Shadowing

Step 5: Implement Succession StrategiesImplement recruitment strategiesImplement retention strategiesImplement development/learning strategiesCommunication planningDetermine and apply measures of successLink succession planning to HR processes

– Performance management– Compensation– Recognition– Recruitment and retention– Workforce planning

Implement strategies for maintaining senior level commitment.

Step 6: Monitor and EvaluateTrack selections from talent poolsListen to leader feedback on success of internal talent and internal hiresAnalyze satisfaction surveys from customers, employees, and stakeholdersAssess response to changing requirements and needs.

1. A small, private liberal arts University in California, with a residential student population of about 3400 students, has a staff of six Master’s level Hall Directors in residence halls and apartments. Each of the Hall Director has a Residence Life Fellow assigned to assist them in their residential neighborhoods. The Residence Life Fellow must be a recent alum of the University, be interested in student affairs and particularly in residence life. They are supervised and mentored by the Hall Director. The Residence Life Fellow assists with residential programming, low level student conduct cases, administrative responsibilities (room checks, room changes, facility checks and work orders etc.) and co-advises the Residence Student Association with their Hall Director.

The Residence Life Fellow is a live-in position, a 10-month appointment, working a 40-hour week, and is expected to take graduate level courses. The Fellow receives tuition reimbursement with the goal of completing a Master’s Program within 3 years. The goal of the Fellow program is to create a talent pool of rising stars and potential leaders who act independently, take responsibility for specific assignments, and hopefully, find a career path in Student Affairs within the institution

What are your thoughts and ideas about this succession plan?

What will make this plan successful? Unsuccessful?

What competency development is needed?

Case Study #1

1. J oan, the Vice President for Instruction and Student Development at a 2-year Community College with a student population of 2600 announced in J une 2013 that she would be retiring on December 31, 2013. J oan served as the Assistant Dean of Students (3 years), the Dean of Campus Life (6 years), and the Vice President for Instruction and Student Development (18 years). She oversaw nine departments with seven deans and two directors reporting to her. Six of the reporting deans have held their positions less than 5 years. J oan was a key senior leader who carried in her head the institutional memory and essential job knowledge of the operations of the division and college. Her position was vital in securing future success of these departments.

In November, it was announced that the national VPISD search had failed, and it was back to the drawing board. By the time the position posted again, it was Thanksgiving, and then December rolled around with final exams, commencement, and the holidays. Before anyone, knew it J oan had retired.

Who is in charge? How will the division function in the absence of this key employee? Temporarily? Permanently?

How could the institutional memory have been preserved?

What strategic and operational challenges are faced?

Case Study #2

1. The Dean of Diversity and Inclusion at a large, public, metropolitan University in the Midwest with a student

population of 28,000 reports to the Vice President of Student Affairs with a dotted line to the Chancellor of the University. The Multicultural Center, the LGBTQ Center, the Women’s Center and the Title IX offices report to the dean, as well as directors of diversity-related programs including such as Upward Bound, Talent Search, and Caesar Chavez. The Dean is responsible for challenging the status quo, and accomplishing large-scale cultural change and inclusion across the university from entry level through senior leadership. What steps should be taken to create a succession plan to facilitate the identification and development of a pool of capable leaders with the practical and emotional skills to step up?

Case Study #3

Q & A» How will you get or

become a sponsor?

» How will you create a succession plan for your unit?

» Questions we can answer for you?

References

Bass, B. M., & Steidlmeier, P. (1999). Ethics, character, and authentic transformational leadership behavior. Leadership Quarterly, 10(2), 181-217. Retrieved from http://dx.doi.org/10.1016/S1048-9843(99)00016-8

Center for Talent Innovation (2013). Research and publications. Retrieved from http://www.worklifepolicy.org/index.php/section/research_pubs#420

Center for Talent Innovation (2006). The hidden brain drain task force: Women and minorities as unrealized assets. Retrieved from http://www.worklifepolicy.org/pdfs/initiatives-taskforce.pdf

Eichler, L. (2011, November 5). Beyond mentoring: Sponsoring. The Globe and Mail. Retrieved from http://www.theglobeandmail.com/

Geller, D. F. (2004). Building talent pools in student affairs: A professional development model for succession planning (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3142543)

Hewlett, S. A. (2013, April 13). Mentors are good. Sponsors are better. New York Times. Retrieved from http://www.nytimes.com

Hewlett, S. A. (2013). Forget a Mentor, Find a Sponsor: The New Way to Fast-Track Your Career. Cambridge: Harvard Business Review Press.

Northouse, P. G. (2013). Leadership: Theory and practice (6th ed.). Thousand Oaks, CA: Sage.

Robertson, T. A. (2012). Factors that impact career and employment preferences in graduate students enrolled in a student affairs program (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3569551)

Wallin, D., Cameron, D. W., & Sharples, K. (2005). Succession planning and targeted leadership development. Community College Journal, 76(1), 24-28. Retrieved from http://www.aacc.nche.edu/