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…to clearly defne and communicate

our succession planning approach as

“identifying and accelerating the development

of pools of people who can competitively

apply for open leadership positions.”

CONCLUSION REFERENCES
Succession planning adapted to the higher education Betts, K., Urias, D., Chavez, J., & Betts, K. (2009). Higher education
environment can be very effective in achieving needed results. and shifing U.S. demographics: Need for visible administrative career
Through broad consultation, the Minnesota State Colleges paths, professional development, succession planning & commitment
and Universities developed a succession planning framework to diversity. Academic Leadership, Te Online Journal, 7(2).
and used it to address a critical need to build the executive Kirkpatrick, D. L. (1998). Evaluating training programs: Te four levels
talent pipeline. (2nd ed.). San Francisco, CA: Berrett-Koehler Publishers.
Following the frst pilot efort, I recommended to senior Lombardo, M. M., & Eichinger, R. W. (1996). Te career architect
leadership that we start a second cohort in 2013-2014, based development planner. (1st ed.). Minneapolis, MN: Lominger.
upon our continuing need to strengthen the leadership pipeline McCarthy, D. (2009). How to score leadership potential. Retrieved at:
in the face of anticipated retirements. In 2015, a third cohort http://www.greatleadershipbydan.com/2009/02/how-to-score-leadership-
was introduced. Because the program requires signifcant potential-when.html
funding and staf time, we assess both the organizational need MnSCU Human Resources. (2013). MnSCU leadership competencies.
and the readiness of the potential participants in the leadership Retrieved from: http://www.hr.mnscu.edu/talent_management/
pipeline prior to recommending a new cohort. SP_toolkit/Sp_toolkit_docs/Leader_Comp.pdf
As of fall 2015, 61% of participants from the frst two cohorts MnSCU Human Resources. (2010). Luoma leadership academy action
learning team six report. Retrieved from: http://www.hr.mnscu.
were promoted to a higher-level position. In addition, 50% of edu/training_and_development/Leadership_Academy/documents/
the frst cohort and 9% of the second cohort were promoted Team_6_Final_Report.pdf
into a presidential position. Out of 41 program graduates, 25
have been promoted, with 11 moving to presidential positions. MnSCU Human Resources. (n.d.). Succession planning toolkit.
Retrieved from: http://www.hr.mnscu.edu/talent_management/SP_
In my experience as a learning and development professional, toolkit/SP_Toolkit.html
the results compare favorably to other succession planning or Rothwell, W. J. (2010). Efective succession planning: Ensuring leadership
leadership development eforts. As one presidential sponsor continuity and building talent from within. New York, NY: AMACOM.
aptly put it, “Tis program contributed to developing the labor
pool of talented presidents from which the system [MnSCU] can Anita Rios serves as the System Director of Talent
select an appropriate ft.” Management and Organizational Effectiveness for the
Minnesota State Colleges and Universities (MnSCU).
While I am sometimes still amazed at the results, I She guides and supports system-wide efforts to attract,
acknowledge that they would not be possible without the strong retain, and develop employees within MnSCU and
executive support that was demonstrated by MnSCU’s Board of oversees leadership development and training efforts
Trustees, chancellor, Chancellor’s Cabinet, and 31 presidents. for the 17,000 faculty and staff employed throughout
Most importantly, presidential succession planning was given the state colleges and universities. Anita is a co-author
high visibility and priority by the Vice Chancellor for Human of HigherEDge, a blog for leaders in higher education.
Resources who championed and helped launch the efort. (https://higheredgeblog.com/ )
MnSCU is the ffth largest system of public colleges and universities in the
country. It consists of 31 institutions with 54 campuses across the state and
serves more than 410,000 students each year.

30 LEADERSHIP Vol. 22.1 Spring/Summer 2016

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