Trish Frick, 2007

Trish Frick, 2007

* Boomers – vinyl, calculators, briefcases > live to work

* Gen X - CDs, computers, backpacks > work to live

* Gen Y / Z – iPods, PDAs, pockets > work to play

Trish Frick, 2007

1. Wealth and health > security and lifestyle

2. Talent and experience > support and recognition

3. Work / life balance > opportunity and flexibility

Trish Frick, 2007

Young or not-so-youngAnglo or IndigenousRural or cityWar-torn village or suburbiaTertiary or tradeSingle or coupled

Trish Frick, 2007

1. Changing nature of ‘work’ – industrial flexibility and the “hyphenated worker”

2. Changing working population – ageing; generations; skills shortages; work / life balance

3. Changing employer responses – ‘employer of choice’ >; ‘talent’ attraction and retention

4. Changing career pathways – “patchwork”; transferable skills

Trish Frick, 2007

1. Customised qualifications

2. Scholarships and sponsorships

3. Training and coaching

4. More roles at all levels

Trish Frick, 2007

* Focus on experienced staff?* Permanency?* Learning and development? * Flexible working conditions?* Multiple career options in-house?* Talent management?* Learning is work?

Trish Frick, 2007

1. If work in the 21st Century is unstable – how can job mobility and flexibility create stability?

2. If everyone has unique needs and career goals – how can service standards be achieved with multiple career customisation?

3. If everyone has strengths and potential – how can basic competencies be improved with talent management?

4. If career pathways are ever-changing – how does workforce planning support career changes?

Trish Frick, 2007

Organisational Goals

Individual Goals

Organisations – responsible for organisational development – structure and culture > career-friendly and supportive managers collaborating with staff

talent management – competency and potential > ‘basics’ training and developing strengths

workforce management – planning for today and tomorrow > developing learning and career strategies in response to both service and individual needs

Trish Frick, 2007

Organisational Goals

Individual Goals

Individuals – responsible forindividual development - developing job, learning and career skills

talent development – reflecting and engaging in strengthening and improving those skills

individual planning - developing individual learning and career plans

Trish Frick, 2007

1. Attraction + retention – improve manager’s skills/tools

2. Individual + organisational needs - build organisational ‘resilience’ and capability as much as the individual’s

3. Competence + potential – here and now performance and building career readiness

4. Job + career – multiple pathways

5. Day-to-day + planning for the future – problem solving current and future workforce issues

Trish Frick, 2007

Consolidation

Competency & Capability

Careers

Learning

Talent & Potential

Standards

Customisation

Transition

Pre-Employment

Foundation

Trish Frick, 2007

Consolidation

Competencies – can I do this job?

Capability – do I want to do this job?

•stages

•transferable

Learning and career development are competencies in their own right.

Transition

Pre-Employment

Foundation

Trish Frick, 2007

Consolidation

Careers –

•phases

•direction

•movement

•cross boundaries

Careers can be cyclical as one ‘trys on’ various roles and jobs.

Transition

Pre-Employment

Foundation

Trish Frick, 2007

Consolidation

Learning –

•blended

•preferences

•lifelong

•action / experiential

Certain modes of learning may be best suited to particular career phases and development stages.

Transition

Pre-Employment

Foundation

Trish Frick, 2007

Consolidation

Talent – today

•excellence

•passion

Potential – the future

•‘job fit’

•willingness to develop

‘Career readiness’ is a more accurate and inclusive approach to managing talent and potential.Transition

Pre-Employment

Foundation

Trish Frick, 2007

Consolidation

Standards –

•Performance

•satisfactory: ‘job ready’

•excellence: ‘job success’

•transitioning: ‘career ready’

•Learning

•who, when, what, how

Set for excellence as well as minimum competency. Transition

Pre-Employment

Foundation

Trish Frick, 2007

Consolidation

Customisation –

•learning options

•working conditions

•leave

•careers

Not always programming for individuals, but individualising programs.

Transition

Pre-Employment

Foundation

Trish Frick, 2007

Mobility is inevitable –

planning for and managing talent ‘flow’ is

the key!

Trish Frick, 2007

What licence do I need? (qualifications; skills)What roads do I take? (pathways)Is there a map to guide me? (guidance; planning)What car do I need? (systems)What fuel do I use? (culture; resourcing)Who can help me if I break down? (coaches; support)Are there detours if the road is blocked? (customisation)Where are the rest stops? (life balance; career breaks)Where are the ‘off ramps’? (exits; retirement)

Trish Frick, 2007

Organisation

IndividualPlanning (goals > data)

Talent (pathways >succession)

Learning (opportunities > flexible)

Standards (performance > capability)

Systems (values > culture)

Goals (aspirations)

Pathways (choice)

Opportunities (potential)

Performance (rewards)

Values (passion)

Trish Frick, 2007

1. Policy2. People

3. Programs4. Resources

5. Customisation

Trish Frick, 2007

1. Policy – communication > learning options and tools in all career phases

2. People – contribution > education partnerships

3. Programs – collaboration > targeted qualifications; dynamic pathways

4. Resources - co-ordination > cross-agency / industry 5. Customisation – consultation > accessibility

Trish Frick, 2007