Contributions to Practice – Managerial Implications

Firstly, the main contribution to practice of my research is the framework for defining talent, which allows each organization, business unit/area, function, or department to define talent in a flexible and dynamic manner to respond to specific needs. It seems justified to suggest that potential is an important element of talent, which can be included in the way talent is defined.

Secondly, the present research contributes to management practice by providing a framework for talent management. My research suggests that it is important to look at different parts or components of talent management, and group them into categories that require different approaches and produce diverse outcomes. The role of strategy as a feeder to and recipient of information from talent management is essential in this framework, as it contributes to a higher level of maturity in talent management in general.

The contributions to practice can also be examined through the sub- questions of my research, the first two of them being as follows:

1. Does the humanitarian aid context impact the way ‘talent’ is

defined, identified, recruited, developed, deployed, and retained?

2. Are competency frameworks a sufficient tool for managing

talent in this context?

As stated above, the framework for defining talent can be argued to reflect different contexts, as it entails the organization’s own strategy and related strategic competencies together with the job descriptions, values and mission included in the definition. Thus, I posit that like any other context, the humanitarian aid context impacts the way ‘talent’ is defined, identified, recruited, developed, deployed, and retained.

The introduced talent management framework is built around the strategy of the organization – in other words, the strategy feeds to talent management. The framework suggests that organizations should look at talent and employees in general with a wider focus than task-related competencies and competency frameworks seem to allow. In my view, the

competency frameworks used by the IFRC are not sufficient for managing talent: firstly, they pay almost no attention to potential; and secondly, they are not flexible or dynamic enough to reflect changes in the environment, such as the increasing complexity of emergencies.

The process of developing talent in a relatively systematic and concrete manner as carried out by the IFRC in regards to D-HEOps is also introduced as a managerial implication, which justifies answering ‘yes’ to the third research sub-question:

Are there processes and mechanisms in use in managing talent in the humanitarian aid context that could be beneficial for for-profit organizations?

The D-HEOps application, selection, and development processes can be argued to be a combination of solid, carefully designed activities related to assessment, evaluation, and observation, hence laying a solid foundation for both feedback and mentoring sessions as well as personal development plans. Deployments to emergency operations are a key component in the development program, which require the D-HEOps to be exposed to real-life challenges. These are not simulations or experiments in ‘safe’ environments, such as a simulation in a training program, and can be argued to equip the talent with skills and competencies that are invaluable in view of his or her future career. Corporations can arguably benefit from a similar approach, although genuine experiences that require the same speed in decision-making and involve such crucial decisions (life or death) can be challenging to arrange.

One of the pivotal tasks of the HEOps is working as a mentor for the D-HEOps. This task is reflected in both the required competencies for the HEOps and in their job description. The mentoring skills of the HEOps are enhanced as a part of the development activities. The HEOps are also actively involved in the design and implementation of the development program for the D-HEOps. In addition, they serve as facilitators in workshops and participate in the assessment and selection process. Mentorship provided by the HEOps for one or more D-HEOps involves working together in real- life situations; deployments to operations are required from D-HEOps before they can be certified and accepted for the roster. From the point of view of the D-HEOps, this involves more than just ‘shadowing’; the HEOps and D-HEOps work as a team in the operation, the D-HEOps taking a great deal of responsibility and needing to attain set targets.

Close involvement of the HEOps in the development of the ‘high potential’ pool, i.e. the D-HEOps, can be argued to be effective and to have an impact on the possibilities of the D-HEOps to succeed. The role of the HEOps as a mentor is also highly appreciated by the D-HEOps themselves. In my view, this is one of the aspects that corporations could benefit from. Managers should engage strongly in the development, assessment, and evaluation of talent in their teams. Mentoring (and coaching) skills should

be a prerequisite for all managers, and actual mentoring a regular part of their agenda. Furthermore, managers should be involved in planning development activities relating to talent, and they should regularly participate in providing the development possibilities to the talent of the whole organization, not only the selected talent of their own teams.

As stated above, even after the entire application, assessment and development process, a D-HEOps is not automatically approved as a HEOps. In addition to the requirement of fulfilling the development plan, i.e. implementing the development activities and initiatives in the plan, the D-HEOps needs to go through a certification process and be approved as ‘HEOps ready’ by a panel95_{. The D-HEOps certification process can been}

seen to be similar to a very robust talent review in corporations.

8.3 Limitations and Future Avenues for Talent