(Disruptive?) Talent Management

Number-crunching was the game during 1970s-1980s (EQ and Experience), 80s-90s witnessed more on quality and numbers (Skill Sets). With the advent of IT majors WICT [Wipro, Infosysis, CTS, TCS, Satyam] over 1970s-1990s in India, more specific and defined Skill Sets [Competency Sets, Technical, Supervisory, Professional Skills, Leadership Skills] led the revolution in Skills and Competences; knowledge is this field of practice was just emerging, but no books.

Professional education remained almost static. Technical, technological and professional skills was getting re-refined. A new breed of professional colleges in the Self-Finannce Colleges ran competition for BTechs, MBAs. MCAs, ad MSc (Life Sciences). Whereas few of them had the visionary thinking that Faculty member determines the outcomes, only handful of them could afford to engage highly professional and competitive Faculty members.

People number "migrated" to "human resources" in the 1970s-1990s, Talent through the 2000s (Mercer 1999). Decades-old research across contiennets by Gallup revolutionised disruptive thinking in HR; published in their book:"First Change The Rules".

I was in Manufacturing, first in Electronics (mid-1970s through mid-1990s) in Kerala, India. Fast-changing and sweeping technologies, eroded knowledge under the shoes of our Enginners. Our industry suggested syllabus in late-1970s for ITIs, Polytechnics, and Engineering colleges through Director of Employment & Training, Government of Kerala on "semiconductors" (instead of "valve" technologies taught in ITI "Mechanic Radio & Television" and "Electronics" trades). Rudder, propellor blades and horsepower had to be changed faster during 1980s: nornal soldering machine was replaced with "wave soldering machines" afer advised by ISRO, Trivandrum. After one-week intensive Workshop of 7-8 employees as Master Trainers, all the assembly line, inspection, QC, testing employees were trained, on-the-job and class room sessions. This reduced rejections and call-from-market by about 16-18% besides on the material bills. It took another 5-8 years for ITIs and Polytehnics to adopt. In fact, our people offered training to ITIs and Polytechnics. Teaching of technology "LAGS BEHIND" by 8-11 years.

I was baffled whether, what and how much % of Talent is determined by fast-changing-technologies in Electronics (where the change happens in "quadruples" and "geometricals" Alwyn Toffler) was felt, observed by me. The need for proactive action for revising sylalbus for the new technologies (both theory and practicals) was another experience.

Quality and content are observed by me as inseparable entities (under 'knowledge' of Talent). Skill is the art of applying new knowledge. Technique is the step-by-step activity, whereas Tool is the use of appropriate tool. These changed in lighting speed; say in every 1 year, later every 6 months, and as time went by, in 3 months. Behavioral Competency dictionary got added, in no time came to thforefront as No:1. New algorithm: Behavioral Competency Sets, New Knowledge Sets, New Skill Sets, New Competence Sets.

My second assignment with a state-of-the-art-technology-process-control-plant smelter (chemicals) took the way ahead, "the new age" Talent I used to sense while assessing, testing, appriasal sessios etc. We cross-trained Plant Managers into HR and vice versa. Here we went to teach in ITIs and Polyechnics and Engineering Colleges to get our ready-to-start-work on Day-1. Guided Study Missions, Internships, live problemes -base Project Work etc fro ITIs, Polyetechnics, Engineering and B-Schools changed story. These new HR Interventions sharpened our Managerial personnel too, on Knowledge an Skill. They were Plant Managers and Plant HRs. Incentivised relevant-field higher education. More and more people took to higher courses/stuidies. (Peter Senge: "Learnig Orgnaisation"). Measured process waste, time, quality, all by 9-11% on bottomline, for ISO purposes: we aligned HR Processes and LTD Process Outcomes.

Similar one was followed in the other two sectors I spent: Non Banking Finance and Professional Education.

Thus, a highly dynamic Talent Management System (pre-Acquisition, Acquisition, Spotting, Mentoring/Coaching, Nurturing, Grooming, Development) was originally conceived, developed, trialled & errored/experimented, installed, operated, sustained and took it a level of 'maturity'.

This is my short description of "Leadership Journey" in Talent Management during my career (1970s-2014s)