Day 36: Consulting & Business Partnering, Cont'd

Covering Two Skills

• ​3.2.C Skill in partnering with other organizational units to provide guidance on departmental or organizational talent requirements. 
• 3.2.D Skill in identifying, minimizing, and overcoming organizational barriers to implementing talent development solutions and/or strategies

• The goal is to identify opportunities for partnering through needs assessment
  
• Use Interpersonal skills to establish partnering relationship
• Work across department (boundary-spanning)
• Align talent management to organizational talent requirement through:
  • systems thinking
  • strategic thinking
  • critical thinking
  • collaboration (Guerra-Lopez and Hicks 2015).
  • Writing a workforce plan

Key:
Organizational requirements to support boundary spanning include:

• defining boundaries to create safety
• creating understanding of boundaries to foster respect
• connecting to suspend boundaries and build trust
• reframing the boundaries to develop community
• interlacing the boundaries to advance interdependence
• cross-cutting boundaries to enable reinvention (Ernst and Chrobot-Mason 2011).

Systems thinking is based upon the belief that the component parts of a system can be best understood by examining relationships with one another and with other systems, rather than in isolation. The holistic view is important to change initiatives because small changes to any part of a system affects the whole system based on the level of interconnectedness.)

Workforce Plan
Workforce plan is a design that identifies the skill and knowledge gaps between today's talent and the needs of the future, as well as the actions required to meet the needs. The workforce plan emanates from the organization's strategic plan and offers managers a framework for staffing decisions that is based on the mission, strategic plan, budget, and desired competencies.

Identifying & Overcoming Barriers

• Before even suggesting a solution, TD professionals should ensure that it is aligned with the organization’s needs, and understand that they may collide with other higher-priority organizational needs.

• Anticipate objections and include them in the presentation or be prepared when they arise (Scharlatt 2008).
• Demonstrate alignment to organizational needs.

Useful Article on overcoming resistance through non-confrontive approach (this is for trainees, but still interesting): https://www.td.org/magazines/td-archive/1989/overcoming-resistance-to-training-a-nonconfrontive-approach

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