William J. Rothwell - Effective Succession Planning (2005)(3-e)(en)

398	INDE X

technical positions, 37, 141 technical succession planning, xix technological innovations, 321 technological support, 272–291

applications for, 276

brainstorming worksheet for, 281–282 closing developmental gaps with, 287–288 competency-modeling with, 86

evaluating SP&M program with, 290 formulating policy/procedures/action plans with,

280, 283

future work requirements determination with, 285–286

hierarchy of applications for, 276–282 individual potential assessment with, 287 maintaining talent inventories with, 288–289 for paperwork, 74

performance appraisal with, 284–285 present work requirements assessment with,

283–284

rating form for, 274–276

specialized competencies required for, 290–291 vendors of, 273

temping, 39

temporary replacements, 312 temporary trading of personnel, 38

terminations, 29, 30, 36, 153, see also moving people out of organization

terrorism, 122

Teslik, Sarah, on Disney SP&M, 122 third generation of SP&M, 67–68, 147 third-party consultants, 162

Thomas, Clarence, 255

360-degree assessments, 77, 86, 287, see also fullcircle, multirater assessments

time frame (for IDPs), 235 time resources, 238, 240 timing, 33

Title VII of the Civil Rights Act (1964), 149, 151 Tobias, Randall, 89

‘‘Top 20 Companies for Leaders’’ study, 338 top-down approach, 22, 30

top performers, values clarification of, 90–91 Total Quality Management (TQM), 113, 193 trading personnel temporarily, 38, 313

training, education, and developmental meetings, 75

training on SP&M, 164–171 training support, 290

trait rating approach, 196 Trak-IT HR, 289 transfers, 312

‘‘transformational change,’’ 95 triangulation, 183

trust, 220 turbulence, 346–347

two-in-the-box arrangements, 38

unavoidable turnover, 228

Uniform Guidelines on Employee Selection Procedures, 147

union representation, 148 unions, 148–149

United Kingdom, 318, 319 United States, 318

unplanned job rotation programs, 245, 250

unplanned mentoring programs, 245, 249 unplanned on-the-job training, 245, 248 unsystematic planning, 33

uproar method, 180–181 upward mobility, 36

U.S. Agencies Credit Union, 363–365 U.S. Constitution, 145

U.S. Department of Health and Human Services, 150

U.S. Department of Justice, 152

U.S. Department of Labor (DOL), 148–154, 185 U.S. Masters tournament, 12

U.S. Secretary of Commerce, 16, 67 U.S. General Accounting Office, 17–18

vacancy in key position, 180–181 validation of evidence, 240 values, 47, 87, 89–91, 328 values clarification, 87, 89–91 values statements, 89, 199 verified SP&M, 35

vertical advancement, 195, 199 vertical loading, 37

veterans, 151 videoconferencing, 280, 283

Vietnam Era Veterans’ Readjustment Assistance Act (VEVRAA) (1974), 151

visibility, 73 visual aids, 126

Vizzini, Kelly, on work samples, 224 Vodafone, 15

voluntary suspension programs, 28–29 voluntary turnover, 314

Wage and Hour Division (DOL), 148–150, 152–154 Wagner Act (1947), 148

Warner Electric, 360

Warren Pike Associates, 360–362

Wechsler, Barton, on transition management, 343 Weintraub, Joseph, on coaching, 252

what-based strategies, 244, 250 ‘‘what if’’ scenarios, 126

Whistleblower Protection Statutes (1989), 153 who-based strategies, 244

whole systems transformational change (WSTC), 76

wills, 53

W.M. Steele Co., 360

Worker Adjustment and Retraining Notification Act (WARN) (1988), 153

work/family balance, 323

Workforce Performance Management, 273 workforce planning, xviii, 16, 51 workforce reductions, 29

workhorses, 213–214 workload measurement, 105

workplace learning and performance (WLP), xxiii work portfolios, 222–224

work processes, 204

work requirements meetings, 75 work samples, 223

written policy and procedures, 136–138 written surveys, 101–104

Xerox, 114

A B O U T T H E A U T H O R

William J. Rothwell is Professor-in-Charge of Workforce Education and Development in the Department of Learning and Performance Systems in the College of Education on the University Park campus of The Pennsylvania State University. He leads a graduate emphasis in workplace learning and performance. He is also President of Rothwell & Associates, Inc. (see www.rothwellassociates.com), a full-service private consulting firm that specializes in all facets of succession planning and management and related HR issues.

Rothwell completed a B.A. in English at Illinois State University, an M.A. (and all courses for the doctorate) in English at the University of Illinois at Urbana-Champaign, an M.B.A. at the University of Illinois at Springfield, and a Ph.D. degree with a specialization in employee training at the University of Illinois at Urbana-Champaign. He holds life accreditation as a Senior Professional of Human Resources (SPHR) and was the first U.S. citizen awarded trainer certification (CTDP) by the Canadian Society for Training and Development (CSTD).

Before entering academe in 1993, Rothwell had twenty years of experience as an HR practitioner, serving first as Training Director for the Illinois Office of Auditor General and later as Assistant Vice President and Management Development Director for The Franklin Life Insurance Company, at that time a wholly owned subsidiary of a Fortune 50 multinational company.

Best-known for his extensive and high-profile work in succession management, Rothwell is a frequent speaker or keynoter at conferences and seminars around the world. He has authored, coauthored, edited, or coedited numerous books, book chapters, and articles. Among his most recent publications are Beyond Training and Development, 2nd ed. (AMACOM, 2005), Practicing Organization Development, 2nd ed. (Pfeiffer, 2005), the current ASTD competency study to define the workplace learning and performance field entitled Mapping the Future (with P. Bernthal and others, ASTD, 2004), CompetencyBased Human Resource Management (with D. Dubois, Davies-Black, 2004), Linking Training to Performance (with P. Gerity and E. Gaertner, American Association of Community Colleges, 2004), The Strategic Development of Talent (with H. Kazanas, HRD Press, 2004), Mastering the Instructional Design Process, 3rd ed. (with H. Kazanas, Pfefifer, 2004), Improving On-The-Job Train-

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ing, 2nd ed. (with H. Kazanas, Pfeiffer, 2004), What CEOs Expect from Corporate Training: Building Workplace Learning and Performance Initiatives That Advance Organizational Goals (with J. Lindholm and W. Wallick, AMACOM, 2003), Planning and Managing Human Resources, 2nd ed. (with H.C. Kazanas, HRD Press, 2003), Creating Sales Training and Development Programs: A Competency-Based Approach to Building Sales Ability (with W. Donahue and J. Park, Greenwood Press, 2002), The Workplace Learner: How to Align Training Initiatives with Individual Learning Competencies (AMACOM, 2002), and Building Effective Technical Training: How to Develop Hard Skills Within Organizations (with J. Benkowski, Pfeiffer, 2002).

Rothwell is the U.S. editor of the International Journal of Training and Development (Blackwell’s), an academic journal on which he works with editorial counterparts in Europe and Asia. He is also a book series coeditor, with Roland Sullivan and Kris Quade, of the Wiley/Jossey-Bass/Pfeiffer book series

Practicing Organization Change and Development; a book series coeditor, with Rita Richey and Tim Spannaus, of the Wiley/Jossey-Bass/Pfeiffer book series Using Technology in Training and Learning; and a book series coeditor, with Victoria Marsick and Andrea Ellinger, of the AMACOM book series Adult Learning Theory.