Talent development and workforce plan

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Talent development workforce plan

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Google's Jolly Good Fellow Tyler, Kathryn . HRMagazine ; Alexandria Vol. 58, Iss. 11, (Nov 2013): 30-31. ProQuest document link ABSTRACT In an interview, Chade-Meng Tan, Google Fellow, talked about emotional intelligence. Tan said the goal of the Search Inside Yourself program is to create the conditions for world peace in his lifetime. He figures that if they have inner peace, inner joy and compassion on a global scale, it will create the conditions that lead to world peace. The three main steps are: 1. attention training, 2. self-knowledge and self-mastery, and 3. pro-social mental habits. Once attention is trained, you will concentrate better. You develop the ability to calm the mind on command. In a crisis situation where everyone else is panicking and you alone can calm down enough to think, you will be perceived as a leader. HR professionals can teach mindfulness to employees first and foremost, by example. If you don't set that example, no matter what you teach them, it won't stick. FULL TEXT Headnote Calm your mind for more-effective relationships and better leadership. As one of the first engineers at Google, Chade-Meng Tan, like other engineers, had the generic job title of "software engineer." Then, as the company grew, the job title for the highest-ranking engineers became "Google Fellow." Tan made a joke of it: "Why be a Google Fellow when you can be a Jolly Good Fellow?" The joke stuck, and his business cards now reflect his quirky title. It is befitting of a man whose current job description at Google is to help others learn about emotional intelligence or, as Tan puts it, "to enlighten minds, open hearts and create world peace." Tan, author of the book Search Inside Yourself (HarperOne, 2012) and founder of the Search Inside Yourself Leadership Institute, teaches individuals how calming the mind can lead to more-effective relationships and better leadership. What is the goal of the Search Inside Yourself program? To create the conditions for world peace in my lifetime. I figure that if we have inner peace, inner joy and compassion on a global scale, it will create the conditions that lead to world peace. To do that, we need to align those qualities with the success of individuals and companies. If you teach people to be successful and profitable, inner peace, inner joy and compassion are the necessary and unavoidable side effects, and those three qualities will spread. The way to achieve that is emotional intelligence. What are the main components of the program? The three main steps are: PDF GENERATED BY SEARCH.PROQUEST.COM Page 1 of 4 * Attention training. Attention training is the basis of all higher cognitive and emotional abilities. Specifically, the idea is to train attention to create a quality of mind that is calm and clear. That forms the foundation for emotional intelligence. * Self-knowledge and self-mastery. Sharpened attention results in an ability to observe one's thoughts and emotions clearly and objectively from a thirdperson perspective. That creates a deep self-knowledge that eventually enables self-mastery. * Pro-social mental habits. Qualities such as kindness and compassion can be created as mental habits. For instance, imagine whenever you meet anybody, your habitual, instinctive first thought is, "I wish for this person to be happy." How can an individual become more mindful? Practice mindfulness meditation. Mindfulness requires training. It's like doing a bicep curl; with meditation, you're strengthening muscles to increase the quality of attention. Try sitting with no agenda for one to two minutes. Once you are able to attend to the present moment, you can bring that state of alert relaxation to any situation. In a society where cellphones and computers constantly vie for our attention, this sounds difficult. How does mindfulness fit in? You're right. We have continuous partial attention. Attention training is the antidote to that problem. Once attention is trained, you will concentrate better. You develop the ability to calm the mind on command. In a crisis situation where everyone else is panicking and you alone can calm down enough to think, you will be perceived as a leader. It's a useful skill. When your attention no longer wanders so much, you find clarity. Emotional intelligence is highly trainable for almost everybody within seven weeks to a degree that is life-changing, if you practice daily. How can mindfulness improve an employee's effectiveness? One aspect is the ability to think clearly. That alone is extremely valuable. Creativity is another aspect. If you are able to calm your mind, that helps in creative problem-solving. The third is empathy. If you are more empathetic to a coworker, you are a better team player. And if you are able to understand and empathize with your boss-"What is my boss's priority?"-you are able to better serve your boss. Calming the mind makes a difference in a career. How does mindfulness and self-knowledge improve leadership? You become reliable. You become a center of stability for the team. There's nothing anyone can say to you that will trigger you. They trust you to listen and not blow up. They trust you not to make bad decisions because you can stay calm. More important, you can become the type of leader who turns good organizations into great ones. Jim Collins, author of Good to Great [Harper Business, 2001], calls them "Level 5 Leaders." These leaders have two important qualities: humility and ambition. But the ambition is toward creating greater good, not toward inflating their own PDF GENERATED BY SEARCH.PROQUEST.COM Page 2 of 4 egos. There are meditative practices that can be used as part of the training for Level 5 Leaders that trains all three dimensions of compassion: the affective dimension ("I feel for you"), the cognitive dimension ("I understand you") and the motivational dimension ("I want to help you.") The first two dimensions create the conditions for humility, and the last creates ambition for greater good in the world. How can HR professionals teach mindfulness to employees? First and foremost, by example. People don't remember what you tell them. They remember how you make them feel and your character. If you go to Search Inside Yourself training and you are calm and nice, people notice. Why does she radiate so much goodness? They want to know. If you don't set that example, no matter what you teach them, it won't stick. Sidebar ONLINE RESOURCES For more information on Tan's work, including a link to his TED Talk, see the online version of this article at www.shrm. org/1113-Tan-mindfulness. AuthorAffiliation Kathryn Tyler is a freelance writer and former HR generalist and trainer in Wixom, Mich. DETAILS Subject: Emotional intelligence; Leadership; Effectiveness Location: United States--US People: Tan, Chade-Meng Classification: 9190: United States; 2200: Managerial skills Publication title: HRMagazine; Alexandria Volume: 58 Issue: 11 Pages: 30-31 Number of pages: 2 Publication year: 2013 Publication date: Nov 2013 PDF GENERATED BY SEARCH.PROQUEST.COM Page 3 of 4 Section: Q &A Publisher: Society for Human Resource Management Place of publication: Alexandria Country of publication: United States, Alexandria Publication subject: Business And Economics--Management ISSN: 10473149 Source type: Trade Journals Language of publication: English Document type: Interview Document feature: Photographs ProQuest document ID: 1459697749 Document URL: http://ezproxy.snhu.edu/login?url=https://search.proquest.com/docview/14596977 49?accountid=3783 Copyright: Reprinted with the permission of Society for Human Resource Management (www.shrm.org), Alexandria, VA. Last updated: 2017-11-20 Database: ProQuest Central LINKS Request this item through ILL, Check Full Text Finder for Full Text Database copyright © 2018 ProQuest LLC. All rights reserved. Terms and Conditions Contact ProQuest PDF GENERATED BY SEARCH.PROQUEST.COM Page 4 of 4 Keep Calm and Lead On Slade, Ashley T + D; Feb 2014; 68, 2; ProQuest Central pg. 14 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Virtual Instructor-Led Training: Powerful, not PowerPoint Hall, Sue O T + D; Jul 2010; 64, 7; ProQuest Central pg. 72 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. OL 655 Case Study Two: The CEO Institute Focused on Meaningful Leadership Experiences Guidelines and Rubric Overview This course includes two case studies. These exercises are designed to actively involve you in human resource management decision making and help you apply the concepts covered in the course to complex real-world situations. The case studies provide practice reading and give experience analyzing employee competencies, planning strategic talent development strategies, and forecasting workforce needs. These exercises also provide practice communicating your reasoning in a professional manner. Case Study According to Nancy Reardon (2011), senior vice president and chief human resources and communications officer at Campbell Soup Company, the goal the company’s CEO Institute is to “create the most meaningful leadership experience participants have ever had” (p. 46). The two-year residential programs are capped at 20-24 participants, and include members from across the company, representing a wide variety of positions, physical locations, and departments. Participants begin by hand-writing a letter to the CEO of the company, affirming their commitment to the program. They are then are instructed and supported through a five-module program, consisting of intensive multi-day workshops with homework and reflective activities between each meeting. The modules begin with fundamentals, then work through exemplary leadership across the field and participants’ internal reasons for leading. Finally, modules four and five focus on inspiring others, coaching, and “paying it forward” (p. 48). References: Reardon, N. (2011). Making Leadership Personal. T+D, 65(3), 44-49. (Permalink) Prompt To answer the prompt below, use the following readings: “Leadership-the rest of the story”: http://ezproxy.snhu.edu/login?url=http://search.proquest.com/docview/1507294864?accountid=3783 “Virtual Instructor-Led Training: Powerful, not PowerPoint”: http://ezproxy.snhu.edu/login?url=http://search.proquest.com/docview/608039093?accountid=3783 “Keep Calm and Lead On”: http://ezproxy.snhu.edu/login?url=http://search.proquest.com/docview/1500362303?accountid=3783 “Google's Jolly Good Fellow”: http://ezproxy.snhu.edu/login?url=http://search.proquest.com/docview/1459697749?accountid=3783 “Chade-Meng Tan: Everyday compassion at Google”: http://www.youtube.com/watch?v=yTR4sAD_4qM This week’s textbook reading: Chapter Five from Employee Training and Development Based on the case study above, imagine you are the Vice President of Learning at the CEO Institute: Evaluate the design elements that help ensure that participants learn about leadership and put it into practice Analyze how these design elements encourage learning and transfer Articulation of Response Learning and Transfer Design Elements Critical Elements Elements for Leadership and Practice Exemplary (100%) Submission meets “Proficient” and extends explanation to include additional leadership and its practice Submission meets “Proficient” and extends explanation to include learning and transfer design elements specific to leadership and its practice Submission is free of errors related to grammar, spelling, syntax, and organization and is presented in a professional and easy-to-read format Submission has no major errors related to grammar, spelling, syntax, or organization Analyzes design elements that encourage learning and transfer of leadership practices by the participants Proficient (90%) Evaluates the design elements of leadership and ensures it is put into practice Rubric Attempts to analyze design elements that encourage learning and transfer of leadership practices by the participants Submission has major errors related to grammar, spelling, syntax, or organization that negatively impact readability and articulation of main idea Needs Improvement (70%) Attempts to evaluate design elements of leadership and ensures it is put into practice Total Submission has critical errors related to grammar, spelling, syntax, or organization that prevent understanding of ideas Does not include any design elements related to learning and transfer of leadership practices by the participants Not Evident (0%) Does not identify design elements of leadership and its practice 100% 20 40 Value 40 Guidelines for Submission: Case Study Two must follow these formatting guidelines: double spacing, 12-point Times New Roman font, one-inch margins, and APA citations. Page length requirements: 2–3 pages, not including cover page and references.
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Title: Talent Development and Workforce Plan
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TALENT DEVELOPMENT AND WORKFORCE PLAN

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Talent Development and Workforce Plan
Introduction
At Campbell Soup Company, we have the CEO institute where I serve as the Vice
President of Learning. The primary objective of the institute is to help the learners acquire the
most meaningful experience in leadership that they ever had (Reardon, 2011). To achieve that
objective we need to have active design elements that will help the learners to get acquire the
knowledge and practice what they learn. We should also gain an insight on how the design
elements will encourage the learning process.
Design elements of leadership learning
To make the learning more effective and thus make better leaders out of the program,
some features need to be considered. One...


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