Session Title: For delivery during EI Days, Feb. 20-21, 2014, plan on session spanning 0 !inutes "el#o!

e and Session $vervie% &suitable 'or !ar(eting)--esti!ated * !inutes This session is the first in a series of six sessions that will make up a course on Talent Management. In this session, participants will learn about human capital, gain an understanding of their organizations human capital capacity, and contextualize the importance of human capital to their teams and organizations success. They will have the opportunity to evaluate themselves as leaders and learn how their leadership can best support their team. inally, participants will evaluate their team and learn how to maximize their human capital. $b+e#tives -esti!ated , !inutes !y the end of this session, learners will be able to" #articipants will understand that human capital is their companys greatest asset. #articipants will understand that effective leadership will result in the best use of their talent. #articipants will learn how to understand their own leadership style and how to use it to manage their team. #articipants will learn how to evaluate their teams strengths and weaknesses.

-e#ture./resentation &esti!ated ,0 !inutes) Show PowerPoint Here $verview of %uman &apital o 'nsure that participants have a broad view of human capital to include remote employees, contractors, school staff and other volunteer partners. %ave participants generate responses regarding who and where their human capital is. o (our team is more important than what you are doing because you need a strong team to succeed and accomplish your goals. )se *im &ollins bus analogy to demonstrate that the team should come before developing goals and strategies. $verview of Talent Management o + holistic approach to optimizing human capital, which enables an organization to drive short and long,term results by building culture, engagement, capability, and capacity through integrated talent ac-uisition, development, and deployment processes that are aligned to business goals. , Talent Management #ractices and $pportunities .+/T0 12234 o In other words" 5the collection of things companies do that help employees do the best they can each and every day in support of their own and the companys goals and ob6ectives.7.Israelite4 The importance of humble leadership

o 8eaders set tone, facilitate, support, hold accountable and encourage. They do not dominate. /how video of an 5ineffective meeting7. %ave participants analyze what is wrong with the meeting to set up the next slides. 9hat does an ineffective team look like: o 8ack of unified purpose The team is not committed to common ob6ectives. o 8ack of motivation The goal.s4 are not meaningful to each individual on the team. /ingle goal, but differentiated motivators. !uy,in. o The team has not taken the time to discuss its own maintenance and needs. The team has not explicitly discussed group process ,, how the group will function to achieve its ob6ectives. The group does not have a clear, mutually agreed,upon approach" mechanics, norms, expectations, rules, accountability measures, etc. Individuals or small groups discuss what went wrong and why after a meeting, but this is seldom discussed within the meeting itself. o The team is splintered into 5camps7 with their own agendas. /egments of the team do not share in all of the teams goals and develop coalitions to promote their own agenda. o The team has a plan but has ambiguous .or non,existent4 performance goals for itself. It has not defined concrete milestones against which it measures itself. It has not developed an accountability plan to ensure that all of the goals are met or reevaluated along the way. o !ad atmosphere at meetings There are lots of side conversations, whispering,, boredom, or tension. The group is not genuinely engaged in the process. o + few people tend to dominate #eople do not really listen to each other. Ideas are ignored or overridden. /ometimes some of the dominant peoples contributions are way off the point, but little is done by anyone in the group to keep the group clearly on track. &onversations after group meetings reveal that people failed to express their ideas or feelings. This can be particularly damaging if it is the team leader. o + dominant figure seeks to gain and retain power on the team. The individuals focus is not on the goals of the team, but on ac-uiring;maintaining power. o #ersonal feelings are hidden. Team members do not share their feeling with the group. 'motions and grudges need to be expressed and addressed in order for the team to function cohesively and successfully. o 0isagreements are not dealt with effectively by the team.

They may be suppressed by those who fear conflict, or there may be a tyrannical minority in which an individual or sub,group is so aggressive that the ma6ority accedes to their wishes in order to preserve the peace. o +ctions are often taken prematurely before alternatives, opposing views, and threats are considered. + powerful ma6ority is presents a course of action, and the minority is expected to go along. The minority may be resentful and uncommitted. o Inaction paralyzes the team. The team spends too much time on process, alternatives, or threats and is too slow to take action to achieve the goal in time. o There are one or more team members who do not carry their fair share. Individuals fail to meet expectation of other team members. Individuals are disrespectful of the mechanics of the group" arrive late, come unprepared, dont complete agreed upon tasks on time, etc. Individuals are unwilling to accept and complete action steps at an e-ual level to other group members. The story of the plan to transition /marties Tutoring /ervices to /mart/tart 'ducation ways to support areas of growth %ow to support growth and development o Team cohesion Icebreakers, team,building exercises, alternate leadership roles between team members, meet with members of the team individually, short term partnerships .b;n 1 or < members4, explicit process and expectations, e-ual treatment and evaluation for bad behavior. o ollow,through;accountability 0evelop an accountability plan first .before and actual plan4. %ow will goals be developed: %ow is team success measured: %ow is individual success measured: rewarded: 9hat is the timeline: %ow will the process be supported: 9hat happens if benchmarks are not met .both team and individual.s4: 9hat happens if the goal is not achieved .team and individual4: +n overview of a stellar team" o /ets clear ob6ectives for itself Team members have to understand and agree on what success looks like. o /ets clear processes, benchmarks, and supports for achieving goals Team members must agree and buy,in to the process. +ll individuals follow the same standards. 'very individual has the support that they need to accomplish their piece of the goal. o 8eadership checks in on progress regularly and even,handedly. 8eaders pose -uestions that help the group assess its progress" %ow are we performing as a team: 9hat obstacles can we remove: 9hat additional supports do we need: If something is not going according to plan, why: &an we do something or do we need to ad6ust the plan: o =oals and progress are data,drive, not emotion and intuition driven.

'veryone on the team understands and knows why they are doing what they are doing. That knowledge is based on data, not emotion or someones intuition. o 'veryone on the team is in the right roles. >ot only do you need good people on the bus, but they need to be in the right seats to maximize effectiveness. If you dont know where people belong, move them around until you find out. o )se a full arsenal of rewards. $bviously, use tie as much financial compensation to success as possible, but if money is tight" reward team behavior by prominently featuring success, give exposure to senior leadership or mentoring, professional development opportunities, days off, etc. +lso the team, should give itself the stimulus of a continuous series of ?small wins? along the way to larger goals. o The leader knows each member of the team as an individual. + team has a singular goal, but motivation is individual. The leader knows what each individual wants;needs and is able to address those needs to motivate individuals to a common goal. o ocus is on the team, not on individuals /uccesses and failures are discussed collective. !ehaviors, not individuals, are celebrated. o ocus on every member of the team, not 6ust the top. /marties to /mart/tart transition example continued.

0eading.0esour#es-optional 5=ood to =reat7 by *im &ollins http";;www.6imcollins.com;article@topics;articles;good,to,great.html 1roup 2#tivity.Dis#ussion--esti!ated ,3 !inutes .0irections, < mins.4 9e talked about self,reflection as an integral piece of keeping a team running smoothly towards meeting and hopefully exceeding goals. !elow is an exercise in talent management assessment. #lease use the following rubric to evaluate your leadership strengths and areas of growth, and note that you will be splitting up into groups in seven minutes to review results with a partner. .Independent Aubric 9ork, B mins.4 C+t this point we will do a -uick activity to divide the group into groups of three.D .Euick =rouping +ctivity, < mins.4 #lease discuss the following -uestions with your partners =roup /hare .FG mins.4 F. 9hich three items represent your biggest strengths:

1. %ow did you develop strengths in these areas: <. 9hat was your lowest,scoring area: .If tied, select only one to discuss and evaluate further.4 H. 9hat would a score of H or G on that item look like for you;your organization: 9hat steps can you take to get there: %ere well return to a whole,group discussion. #articipants can share responses to -uestion IH with the group. .9hole =roup Aecap, B mins.4 Individual 2#tivity -- Esti!ated 10 !inutes-- to be #o!pleted o'' line-%it4 'eedba#( 'ro! trainer (ou will receive a form to complete as a means of evaluating your team. #lease complete and submit your responses to the survey, and answer the -uestions below. /ubmit the form and your responses to the presenters within seven days. F. #lease describe one result of this exercise which was particularly surprising. 1. &hoose two items for which you selected a score of < or below. 'xplain why you chose the score you did .in <,G sentences per item4. <. >ow that you have identified two areas for growth, describe three strategies you will use to raise those items to a score of H or G. "rap up- esti!ated , !inutes The key takeaways for the session are for participants to develop an understanding of the importance of Talent Management in their organizations. They learn how to evaluate their own abilities and roles as members of their team. urther, they learn to think about and understand their teams strengths and weaknesses, and the develop specific strategies to develop, motivate, support, and evaluate their team. &omplete participant 'valuation orm.