Resourcing and Talent Management - Essay Example

 Resourcing & Talent Management Introduction Call centres represent incoming as well as outgoing telecommunications that are conducted by telemarketers or customer service agents and technicians (Holman, 2013). The above are two differing call modes as outgoing calls can be scheduled in terms of flow as long as quotas are maintained. In the instance of incoming calls, the agents are there to answer inquiries that can build up in terms of call waiting times which leaves basically no time for interruptions regarding their schedules. As the above is a key variable, I have determined that post-call activity time will represent when I will conduct the recruitment and talent management aspects. This approach has been selected since it permits me to schedule one-on-one time that will be introduced in a post-work 5-minute communication before the staff heads home. This is when I will make the broad announcement that there are a resourcing and talent management selection process the company is conducting over a couple of months. My reasoning is that it is best to ensure all staff members get the basic message at the same time prior to the upcoming one-on-one meetings. This is a general introductory communication technique that Windahl et al (2008) recommends as a means to inform groups. It is also an important aspect of the agent-principle theory where I as the company agent (supervisor) I can tend to be seen as working for or on behalf of the interests of the company rather than the principal (staff) (Laffont and Martimort, 2009). These are aspects I am using to instill trust (Anantatmula, 2010) as the new supervisor for the department. My purpose is to create anticipation and communication among the group as a means to generate initial interest in the process where they will learn more in the individual sessions. Preparations The above aspects provided background on how the recruitment and talent management process will be introduced and conducted. Although it was listed as the opening, it actually is the second part of the process after my personal preparations. This consists of research, notes and a schedule of processes as well as conversational areas to be prepared before the general and individual meetings with my staff (Certo, 2018). This is deemed as essential in order to present a professional as well as organised framework for employees as I have found it is wise not to underestimate their perceptions as well as intelligence (Goleman et al, 2013). Preparation Considerations, Approaches and Follow Up In order to have my staff become enthusiastic regarding the process, I understand that after the first one-on-one discussion, the rest of the group will become aware of exactly what is transpiring (Bontis et al, 2011). Since there is not sufficient time to do a drawn out introductory meeting with the entire group during working hours due to the busy nature of the call centre, I am using this individual radiation aspect (staff communicating with themselves) as a means to build interest levels and heighten involvement. My first concern represents ethical and legal aspects. In terms of ethical areas, each one-on-one session must convey the exact same message (Bello, 2012). This will be done by worksheet notes I will use to guide the sessions to ensure each employee is provided with the same information and message that will include a question and answer segment at the end. This provides the staff with the opportunity to ask questions to help them to understand the reasons, purpose, and rationale for the recruitment and talent management process (Mann and Grimshaw, 2011). This should minimise any potential resistance or negative buzz within the group and help to create a unified sense of direction (Harris and Ogbonna, 2012). Each staff member will also be informed that the outcomes will be communicated by the HR department and that the recruitment and talent analysis aspect can represent a number of potential positions based on their availability. This will be explained as there will be some instances where one or some individuals might be selected earlier than others, but this does not mean that they are rejected or not under consideration for other opportunities. This is a highly important precursor to minimise potential disenchantment later, retain group harmony and continued department working condition commitment. Legal Considerations The one-on-one sessions will emphasize that the process will fully comply with UK Equality Act 2010 legislation regarding discrimination based on age, gender, marital status, race, religion, and sexual orientation (Legislation.gov.uk, 2018). This represents a part of my pre-session research, along with ethical issues and personnel files. One-on-one Sessions The sessions will be timed to last 15 minutes (not counting staff questions). This is done to minimise potential boredom as well as ensure that not too much information is conveyed so that the purpose is diluted or provides so many points it is impossible to remember (Cohen et al, 2011). In addition, the terms recruitment and talent management will be explained to the staff to ensure they have an understanding of the process. Individual Follow Up Meetings As an ongoing process, I will schedule a series of follow up meetings every two weeks. Considering the size of the staff, this means that the buzz from these sessions will be maintained, as well as understanding that too long a waiting period might potentially cause staff interest to wane. These sessions will also bring forth key performance indicators (KPI) that will be utilised in the process (Parmenter, 2015). The explanation of KPIs such as call handling rating areas, call volume handled, call resolution, assisting co-workers, and allied aspects (Parmenter, 2015) represents a means to understand that the process is based on metrics the staff understands have been in place all along. Group Meetings Once a month, I will schedule a meeting with the entire group after work to last 5 minutes. The purpose is to communicate my thanks for their cooperation and conduct a brief question and answer session. These meetings will also serve to reinvigorate group interest (Mishra and Mishra, 2013). Conclusion The preceding discussion and exploration of the implementation of a recruitment and talent management process are based on me employing a supervisor and a collaborative series of sessions. The supervisory aspect entails my research and preparations for the meetings and varied element areas as a basis to maintain organisational professionalism as well as information delivery. The method entails setting forth the process in a clear, concise, informative yet easily understood framework to ensure understanding. The collaborative aspect represents the use of question and answer sessions at the end of each session. This serves to provide me with direct and immediate feedback on how the meeting was perceived and if my presentation of points was clear. This represents a means to make adjustments in these sessions to improve my delivery as well as enlist more input from the staff to cause this to be more of a two-way process. References Anantatmula, V. (2010) Project manager leadership role in improving project performance. Engineering Management Journal. 22(1), pp. 13-22. Bello, S. (2012) Impact of Ethical Leadership on Employee Job Performance. International Journal of Business and Social Scoence. 3(11), pp. 228-236. Bontis, N., Richards, D., Serenko, A. (2011) Improving service delivery: Investigating the role of information sharing, job characteristics, and employee satisfaction. Learning Organization. 18(3), pp. 239-250. Certo, S. (2018) Supervision: Concepts and skill-building. New York: Mcgraw Hill Education. Cohen, M., Rogelberg, S., Allen, J. (2011) Meeting design characteristics and attendee perceptions of staff/team meeting quality. Group Dynamics: Theory, Research, and Practice. 15(1), pp. 90-104. Goleman, D., Boyatzis, R., McKee, A. (2013) Primal leadership: Unleashing the power of emotional intelligence. Boston: Harvard Business Review Press. Harris, L., Ogbonna, E. (2012) Forms of employee negative word-of-mouth: a study of front-line workers. Employee Relations. 35(1), pp.39-60. Holman, D. (2013) An explanation of cross-national variation in call centre job quality using institutional theory. Work, Employment and Society. February, pp. 33-45. Laffont, J., Martimort, D. (2009) The theory of incentives: the principal-agent model. Princeton: Princeton University Press. Legislation.gov.uk (2018) Equality Act 2010. (online) Available at (Accessed on 31 May 2018) Mann, T., Grimshaw, J. (2011) Organizational Communication. In Doorley, J., Garcia, K. Reputational Management. London: Taylor and Francis Group. Mishra, A., Mishra, K. (2013) Becoming a trustworthy leader: Psychology and practice. New York: Routledge. Parmenter, D. (2015) Key performance indicators: developing, implementing, and using winning KPIs. New York: Wiley & Sons. Windahl, S., Signitzer, B., Olsen, J. (2008) Using communication theory: An introduction to planned communication. 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