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Management College of Southern Africa
INVESTIGATING JUNIOR MANAGEMENTS PERCEPTIONS ON THE
EFFECTIVENESS OF SUCCESSION PLANNING IN ATNS
Annemarie Bezuidenhoudt
MBA
2016
INVESTIGATING JUNIOR MANAGEMENTS PERCEPTIONS ON THE
EFFECTIVENESS OF SUCCESSION PLANNING IN ATNS
By
Annemarie Bezuidenhoudt
Dissertation submitted in partial fulfilment
of the requirement for the degree of
Masters of Business Administration in the
Department of Business Studies
Management College of Southern Africa (MANCOSA)
Supervisor: Louise Niemand
2016
ii
DECLARATION
“I, Annemarie Bezuidenhoudt, do hereby declare that the dissertation submitted for the
degree, Masters of Business Administration, is the result of my investigation and research
and that this has not been submitted in part or full for any degree or for any other degree to
any other University.
------------------------------- ---------------------------
A.BEZUIDENHOUDT Date
iii
ACKNOWLEDGEMENTS
I wish to thank my supervisor, Louise Niemand for her diligent guidance and encouragement.
I thank you for making this a very interesting and enjoyable experience.
My appreciation also goes to my employer, the Air Traffic and Navigational Services
Company for providing me with all the necessary support throughout this journey. To all the
participants in the study, Thank you.
Most of all, I thank God for giving me this opportunity and the strength to complete it.
iv
DEDICATION
I wish to thank my husband Andre, for his love and support throughout this journey. Thank
you for believing in me and for pushing me to do better. Without your understanding and
support none of this would have been possible.
To my parents Johan and Martie Laubscher, thank you for you encouragement and
inspiration.
v
ABSTRACT
The available literature identified succession planning as a tool to describe management
positions in order to provide maximum flexibility and to ensure individuals achieve greater
seniority. Simply put having the right person with the right competencies and skills when
needed.
The data collection instrument used for the study was an interview guide. Managers from
both senior and junior management were approached to partake in the interview. Semi-
structured interviews were used to collect data. Questions’ probing the perceptions with
regards to succession planning from both junior and senior management was asked. The
interview guide was used because of its’ versatility. Probes were also used in order to invite
the interviewee to elaborate on an answer.
Qualitative approach was followed throughout the study, as this study will explore people’s
feelings, thoughts and experiences. This approached was followed because it reflected on
perceptions in order to gain an understanding of social and human activities the study will be
conducted within the qualitative paradigm.
The study findings revealed that succession planning is not part of ATNS’s culture. However
there is a willingness amongst interviewees to change this perception.
vi
TABLE OF CONTENTS
TITLE........................................................................................................................................i
DECLARATION....................................................................................................................iii
ACKNOWLEDGEMENTS....................................................................................................iv
DEDICATION..........................................................................................................................v
ABSTRACT.............................................................................................................................vi
TABLE OF CONTENTS......................................................................................................vii
LIST OF FIGURES.................................................................................................................x
LIST OF TABLES..................................................................................................................xi
LIST OF ABBREVIATIONS...............................................................................................xii
CHAPTER 1: INTRODUCTION..........................................................................................1
1.1 INTRODUCTION.................................................................................................................1
1.2 BACKGROUND TO THE PROBLEM.................................................................................1
1.2.1 Motivation for the study.........................................................................................................2
1.3 PROBLEM STATEMENT....................................................................................................3
1.4 AIM OF THE STUDY..........................................................................................................3
1.5 OBJECTIVES OF THE STUDY...........................................................................................3
1.6 RESEARCH QUESTIONS...................................................................................................3
1.7 SIGNIFICANCE OF THE STUDY.......................................................................................4
1.8 FORMAT OF THE STUDY..................................................................................................5
1.9 CONCLUSION.....................................................................................................................5
CHAPTER 2: LITERATURE REVIEW..............................................................................6
2.1 INTRODUCTION.................................................................................................................6
2.2 DEFINING SUCCESSION PLANNING..............................................................................6
2.3 TALENT MANAGEMENT VERSUS SUCCESSION PLANNING....................................7
2.4 DIFFERENT ELEMENTS TO SUCCESSION PLANNING................................................9
2.5 SUCCESSION PLANNING MODELS...............................................................................11
2.6 GOAL OF SUCCESSION PLANNING..............................................................................15
vii
2.7 ROLE OF MANAGEMENT IN SUCCESSION PLANNING............................................17
2.8 ADVANTAGES OF SUCCESSION PLANNING..............................................................19
2.9 CHALLENGES OF SUCCESSION PLANNING...............................................................20
2.10 MEASURING SUCCESSION PLANNING.......................................................................22
2.11 LEADERSHIP DEVELOPMENT PROGRAMS................................................................23
2.12 CONCLUSION...................................................................................................................28
CHAPTER 3: RESEARCH METHODOLOGY................................................................29
3.1 INTRODUCTION...............................................................................................................29
3.2 RESEARCH METHODOLOGY.........................................................................................29
3.3 RESEARCH DESIGN.........................................................................................................30
3.4 POPULATION AND SAMPLING......................................................................................32
3.5 DATA GATHERING TECHNIQUE...................................................................................36
3.5.1 Questionnaire.......................................................................................................................37
3.5.2 Interviews.............................................................................................................................37
3.6 PILOT STUDY....................................................................................................................38
3.7 PILOT STUDY FINDINGS................................................................................................38
3.8 DATA ANALYSIS.............................................................................................................39
3.9 SCIENTIFIC RIGOUR........................................................................................................40
3.10 ETHICS...............................................................................................................................43
3.10.1Informed consent..................................................................................................................43
3.10.2Right to privacy....................................................................................................................44
3.10.3Confidentiality......................................................................................................................44
3.10.4Honesty with professional colleagues...................................................................................44
3.11 CONCLUSION...................................................................................................................45
CHAPTER 4: RESULTS, DISCUSSIONS AND INTERPRETATION OF FINDINGS
..................................................................................................................................................46
4.1 INTRODUCTION...............................................................................................................46
4.2 SAMPLE SIZE....................................................................................................................46
4.3 BIOGRAPHICAL PROFILES OF RESPONDENTS..........................................................46
4.3.1 Gender..................................................................................................................................46
4.3.2 Age of respondents...............................................................................................................46
4.3.3 Highest qualification............................................................................................................46
4.3.4 Work experience as a manager in ATNS operational department........................................47
viii
4.4 RESEARCH FINDINGS.....................................................................................................47
4.4.1 Training and development....................................................................................................47
4.4.2 Communication....................................................................................................................51
4.4.3 Decision making...................................................................................................................52
4.4.4 Company commitment towards succession planning...........................................................54
4.5 CONCLUSION...................................................................................................................56
CHAPTER 5: CONCLUSION AND RECOMMENDATIONS.......................................57
5.1 INTRODUCTION...............................................................................................................57
5.2 FINDINGS FROM THE STUDY........................................................................................57
5.2.1 Findings from the literature review......................................................................................57
5.2.2 Findings from primary research...........................................................................................59
5.2.2.1 Problem areas in the current succession planning process...........................................59
5.2.2.2 The process followed to identify possible successors in the company.........................60
5.2.2.3 Assistance provided by senior management to assist junior managers with their succession plans.............................................................................................................................60
5.2.3 Conclusions on the findings.................................................................................................61
5.3 RECOMMENDATIONS.....................................................................................................62
5.4 LIMITATIONS TO THE STUDY.......................................................................................63
5.5 SUGGESTIONS FOR FUTURE RESEARCH....................................................................63
5.6 FINAL CONCLUSION.......................................................................................................64
LIST OF REFERNCES.........................................................................................................66
APPENDICES........................................................................................................................70
Appendix A: Invitation Letter.........................................................................................................70
Appendix B: Informed consent form..............................................................................................73
Appendix C: Interview schedule for senior managers....................................................................75
Appendix D: Interview schedule for junior managers....................................................................78
ix
LIST OF FIGURES
PAGE
Figure 2.1: Succession planning model 13
x
LIST OF TABLES
PAGE
Table 2.1: Leadership development best practices 25
Table 3.1: Research paradigms 30
Table 3.2: Probability against non-probability sampling 34
Table 3.3: Rigor in positivist research 42
xi
LIST OF ABBREVIATIONS
ATNS Air Traffic and Navigation Services
CEO Chief Executive Officer
HR Human Resources
HC Human Capital
IDP Individual development plan
xii
CHAPTER 1: INTRODUCTION
1.1 INTRODUCTION
Jack Welch, former Chief Executor Officer of General Electric (cited in Flanagan and Finger,
2013:335), stated the following ten years before his actual retirement, “From now on,
choosing my successor is the most important decision I’ll make. It occupies a considerable
amount of thought almost every day.”
Every time an individual is given a work assignment by his/her managers, he or she is being
prepared for the future. By giving employees an opportunity to improving their abilities,
competence is built by the exposure to different kinds of work experiences. Simply stated,
the process of developing talent from within the company to meet future needs is referred to
as succession planning (Rothwell, 2007:35).
In chapter one the reader is provided with the background and motivation for the study. The
research problem, aims and objectives, question and sub-questions are identified. Relevant
concepts applicable to the study are introduced and used throughout the chapter to ensure
mutual comprehension. A conclusion to the study is also provided within this chapter.
1.2 BACKGROUND TO THE PROBLEM
Nardoni, (cited in Rothwell, 2010:378) stated that succession planning used to mean that a
company’s Chief Executive Officer (CEO) hoped his eldest child will join the company and
eventually take over the business when he retires. Today however succession planning
means knowing people’s strengths, experience, and career goals as well as where
development is needed, therefore it is also called workforce planning or progression planning.
Nardoni, (cited in Rothwell, 2010:378) is also noted for saying, “Succession planning means
having the right person in the right place at the right time.”
As early as the 1850’s, Henri Fayol (cited in Rothwell, 2010:6) recognised the need for
organisations to plan for talent to assume leadership positions. Fayol (cited in Rothwell,
2010:6) believed that if a need is ignored, a key position would end up being filled by people
that is ill-prepared. Succession planning emphasises the importance of organisations to
develop internal talent to meet future organisational needs. In organisations succession
planning is focussed on continued daily efforts to build talent from within and may include
1
efforts like mentoring and coaching, giving feedback and helping individuals realise their
potential.
Many middle and upper level managers are of the “baby boom” generation and approaching
retirement age over the next few years. In the 1990’s the business environment changed and
succession planning lost some of its momentum. However, with skills shortages becoming
more apparent in the last few years a conscious effort is now made to revive succession
planning (Grainge, 2007:30).
1.2.1 Motivation for the study
In the past, people would move up to specific, often specialised jobs. Now the focus is on
identifying and developing groups, or pools of talented people, these groups will normally be
larger than the amount of posts available. These talent pools are aimed at the development of
members who can adapt and have the capability to fill a number of roles, which in turn will
enable higher management to identify potential successors for a variety of roles (Grainge,
2007:32).
People, who find themselves in the operational side of the Air Traffic and Navigation
Services Company (ATNS), train extensively in their primary job as Air Traffic Controllers,
or supporting staff. Very little planning is done surrounding succession planning and to
acquire essential skills as a team leader and manager.
When a junior managerial position becomes vacant at a station, it appears that a candidate is
appointed with only consideration given to operational experience; little consideration is
given to a candidate’s suitability to the managerial position. ATNS is put at risk due to poor
decisions made by the individual appointed and employees are frustrated by the individual’s
inability to manage certain circumstance, or in some cases the inability to make decisions due
to limited knowledge in the field of management.
Rothwell (2005:30) points out that management of succession planning, describes the process
for preparing individuals to assume higher-level management responsibility and it’s focused
on promotability. Experienced workers possess institutional memory. Institutional memory
refers to special knowledge about the way past decisions have been made and why. But
when succession planning is focused on transferring knowledge from more experienced
workers to less experienced workers, it’s called technical succession planning.
2
The focus of this study will be on management succession planning within ATNS. All
members are qualified in the operational field, but it appears that there is a lack in
transferring institutional memory as well as preparing individuals for higher-level
management position.
It is clear that in order for companies to remain competitive, succession planning needs to be
mastered in order to ensure that talent is retained which will position the company favourably
for future long-term growth in workforce performance (Lockwood, 2006:9).
1.3 PROBLEM STATEMENT
The study will be conducted in the operational department of ATNS to identify the different
perceptions on the subject of succession planning and it effectiveness, within ATNS from
both junior and senior management perspectives. It doesn’t appear as if there are clear and
documented guidelines as to the succession planning of junior managers within ATNS.
Individuals get appointed and the question arises as to the succession planning process that is
followed as well as the effectiveness and efficiency of newly appointed managers. Succession
planning in ATNS will be investigated to ensure that it is to the benefit of the organisation as
a whole.
1.4 AIM OF THE STUDY
In this study the aim is to identify different perceptions from both senior management and
junior management as to the effectiveness of succession planning within ATNS.
1.5 OBJECTIVES OF THE STUDY
The objectives for the research study are as follows:
• to identify what process is followed to identify possible successors in the company;
• to identify problem areas in the current succession planning process;
• to identify what assistance is provided by senior management to assist junior
management with their succession plans;
• to provide recommendations for the improvement of the succession planning process
within the operational field.
1.6 RESEARCH QUESTIONS
The research questions for the study are as follows:
3
• What problem areas are identified in the current succession planning process;
• What process is followed to identify possible successors in the company?
• What assistance is provided by senior management to assist junior management with
their succession plans?
• What recommendations can be made to improve the succession planning process in
within the operational field?
1.7 SIGNIFICANCE OF THE STUDY
Bassi and McMurrer (2007:2) states that managers are very fond of the maxim “Employees
are our most important asset.” Yet, too many managers still regard and manage employees as
costs. Managing employees as costs is very dangerous because, for many companies, their
employees are their only source of long term competitive advantage. This is specifically true
for the service industry, where employees are extensively trained to render a specialised
service to customers (Bassi and McMurrer, 2007:2).
In this study the aim is to clarify some of the perceptions out in the operational field
concerning the succession planning process and training of junior management. The support
given by senior management, as well as their interaction with junior managers, if any, will
become evident in the study.
It must be kept in mind that an organisation’s performance is directly linked to the quality of
their future leaders. The better the future leaders are prepared the better the corporate image
of the organisation (Kunkle, cited in Flanagan and Finger, 2013:333).
The above is specifically true for ATNS, as ATNS render services to a vast amount of
customers, these including government and private entities. Therefore the manager that has
to present the company needs to be of a very high standard in order to uphold the company
image. With this study ATNS will receive a document that sheds light on the gaps in the
current succession planning process and recommendation as to how to deal with these
challenges.
Perceptions from both junior and senior management concerning succession planning will be
highlighted in the study. Findings and recommendations will be presented to top
management in order to enhance current and future succession planning models within the
4
company, thereby developing junior management to ultimately enhance company and
customer/employee satisfaction.
1.8 FORMAT OF THE STUDY
The research study is organised in the following manner:
• Chapter 1: Introduction
This chapter will provide an introduction and background to the study. The aim,
objectives and significance of the research and lastly the research questions are also
formatted in chapter one. The chapter will conclude with an outline of the chapters.
• Chapter 2: Literature review
The literature review will include definitions and detailed discussions on succession
planning and the implementation thereof on junior management. Models of
succession planning will also be discussed in chapter two.
• Chapter 3: Research methodology
The study follows a qualitative research approach. Other issues to be discussed in this
chapter include the sampling method and data-gathering technique used for the study.
• Chapter 4: Results, Discussion and Interpretation of Findings
Discussion on quantitative data analysis through thematic analysis, as well as the
interpretation of the findings will form part of chapter four.
• Chapter 5: Conclusions and Recommendations
This chapter will include recommendations and draw the final conclusions taking into
consideration the research aims, objectives and questions of the research study.
1.9 CONCLUSION
In this chapter the topic of the study is introduced namely an investigation into junior and
senior managements perceptions on the effectiveness of succession planning in the Air
Traffic and Navigational Service Company.
In this chapter the significance of succession planning was highlighted and was followed by
the outline of the problem to be investigated. A broad overview of the chapters to follow was
discussed. In chapter two relevant literature will be introduced and discussed. Different
definitions will be highlighted while different perspectives on succession planning will be
discussed.
5
CHAPTER 2: LITERATURE REVIEW
2.1 INTRODUCTION
During the literature review the aim is to first find out what has been done previously in this
specific field of study. Numerous literature sources will be quoted to investigate the research
problem and to see how other scholars have reviewed the available body of knowledge
(Mouton, 2005:87).
The literature review includes definitions and relevant information about succession
planning; the goals, advantages, challenges of succession planning as well as models to
support the strategic value of succession planning. The reader will be left with a basic
understanding of succession planning in the broader organisational context.
2.2 DEFINING SUCCESSION PLANNING
Succession planning establishes a process where high-potential individuals are identified as
prospective successors for key positions in a company. With the position in mind these
individuals are given appropriate training to prepare them to fill future management and
leadership needs. The continued success of a business rely on training and retaining high
potential employees, most companies recognise that planning ahead for the inevitable
turnover in staffing is a worthwhile investment of time and resources (Hammer, 2004:30).
Rothwell (2010:6) agrees that succession planning is a means of identifying critical
management positions. Succession planning is also used as a tool to describe management
positions. Thereby providing maximum flexibility in order to ensure individuals achieve
greater seniority. Management skills will broaden as these individuals become more aware of
total organisational objectives rather than purely departmental objectives.
Swanepoel, Erasmus, Van Wyk and Schenk (2007:244) points out that succession planning is
one of two techniques to forecast internal labour supply. Succession planning is defined as
being a flexible, long term method, which focuses on identifying and developing managers or
leaders. While the second technique called replacement planning is a short-term technique
which uses replacements charts which shows the names of individuals currently in positions
and their likely replacements. Replacements charts make it very easy to identify where
potential vacancies may occur, based on the performance levels of the employees in the
current jobs.
6
Dough (2014:35) agrees with Hammer (2004:30) and Rothwell (2010:6) that succession
planning is the identification and development of key leaders and further emphasises that it is
done with the specific purpose to increase engagement and retain talented individuals by
providing a career ladder and a talent development culture that nurtures individual strengths
and develops competencies that drive organisational results.
Schein (cited in Caruso, Groehler and Perry, 2005:34) supports the notion and defines
succession planning and management as “…purposeful, systematic efforts made by
organisations to ensure leadership continuity, to retain and develop knowledge and
intellectual capital for the future, and encourage individual employee growth and
development”.
Rothwell (2010:6) and Dough’s (2014:35) definition of succession planning will be used for
this study as it enforces the need to identify talent and the importance to develop talent to
benefit the organisation’s aim to have successful succession In order for succession planning
to be successful it must be a purposeful long term effort to engage and develop individuals in
order to obtain maximum benefit for the individual and the organisation.
Succession planning, if correctly implemented can be of huge advantage to the organisation
and the individuals who partake in it. In most of the definitions of succession planning a
huge emphasis is placed on talent identification and talent management. Next the underlying
connection between talent management and succession planning will be presented as well as
the impact it has on succession planning.
2.3 TALENT MANAGEMENT VERSUS SUCCESSION PLANNING
As identified above succession planning has a bias towards satisfying organisational
requirements by means of identifying posts that are critical to the future success of the
business and by developing strategies to determine the optimum mix of internal and external
recruitment needs (Cannon and McGee, 2011: xi). According to Rothwell (2010:13) talent
management is often used loosely or interchangeable with terms such as succession planning,
resource planning, employee performance and human capital management. In some
organisations talent management is seen as all efforts devoted to the upper 1 to 10 percent of
the best-in-class talent. Talent management is also known to refer to investing resources
where the returns are likely to be the greatest – that is, on high-performing, highly
knowledgeable, or high-potential talent at any organisational level. All of the above are
efforts to strategically align talent in order to benefit the organisation’s future. Therefore
7
succession planning should be seen as a subset of talent management. Succession planning
can only be successful if both the company and the individual know what is at stake.
Cannon and McGee (2011: x) simplifies the difference between succession planning and
talent management and states that talent management focuses on the individual. Talent
management process is aimed at identifying, managing and developing its people now and for
the future. Talent management is concerned with:
• developing a strategy to determine what demands needs to be met present and future;
• establish processes to measure competence, those required and that which are
available to the organisation
• creating a range of developmental tools and processes, tailor-made to the individual
needs of the employees
• identify ways to obtain and retain individuals critical for the future success of the
organisation
• establishing suitable exit strategies to deal with individuals who no longer fit the
organisation’s requirements
• measuring what impact the above strategies has on the organisation and continually
adapt the organisation’s strategic vision to ensure long term success (Cannon and
McGee (2011: x).
Talent management is based on the assumption that there is potential in each and every
individual, and all approaches should be aimed at unleashing that potential. There are key
competencies an organisation requires in order to be sustainable. Talent management is
aimed at identifying, retaining and nurturing its competitive advantage – which is its people
(Cannon and McGee’s, 2011: xi).
Rothwell (2010:30) supports Cannon and McGee’s (2011: xi) view that great emphasis must
be put on having the right person for the job. Therefore it is important to establish what is
involved with finding the right person. Noyes, McNally, Tourville and Robinson (cited in
Fibuck and Van Way, 2012:45) supports Rothwell’s (2010:30) view that succession planning
supports individual careers, but points out that succession planning is also an essential
component for talent management and overall organisational effectiveness.
8
Lockwood (2006:2) agrees that talent management is more involved with the individual; it is
defined as the implementation of strategies or systems to increase the productivity in the
workplace by developing, training and utilizing people with the required skills and aptitude to
meet current and future organisational needs. Contributions from everyone in the
organisation will move the organisation from where it is to where it wants to be in the future.
Under the talent management umbrella, succession planning and leadership development are
important organisational business strategies in order to develop and retain talented
individuals.
Robbins and Judge (2007:82) have done a study to investigate whether organisational
business strategies, which develop and retain talent, have any effect on an individual’s
involvement and satisfaction with and enthusiasm for the work they do. The study found that
employee engagement and customer satisfaction went hand in hand. These individuals were
more productive, achieved higher profit levels and even the levels of turnover and accidents
were noticeably lower.
An earlier study done by the Society of Human Resource Management (cited in Lockwood,
2006:4) agrees with Robbins and Judge (2007:82) that employee engagement has a
substantial impact on the productivity of the individual and talent retention. In this study it
was found that employees who are most committed perform 20% better and 87% less likely
to resign. Proof was also found that the role of a manager is one of the most important
enablers of employee commitment to the job and the organisation.
From the above it is clear that the term talent management cannot be used without it having
an impact on the broader succession planning of an organisation. Next the different elements
to succession planning will be discussed.
2.4 DIFFERENT ELEMENTS TO SUCCESSION PLANNING
Noyes et al. (cited in Fibuck and Van Way, 2012:44) identifies two components to succession
planning, namely; development of an overall organisational strategy, with reference to
specific roles and skill sets and the creation and implementation of personalised plans for
each targeted individual and group.
Succession planning must be a major component of the strategic process of the organisation
not only to identify skills needed but also the knowledge that needs to be developed. Linking
succession planning with the strategic planning processes of the organisation ensures that an
9
adequate supply of leaders will be available for the future to meet organisational needs. Once
these future needs are identified, the high potential individuals can be identified and timelines
for readiness can be identified (Noyes et al., cited in Fibuck and Van Way, 2012:44).
Large companies tend to integrate their succession planning with the company’s annual
performance management process. Human resource personnel collaborate with the line
manager in order to identify high potential candidates. In this process the exact skills that is
required is listed and development opportunities are provided through mentoring and
coaching to ensure the individual have what it takes to succeed in their next position (Hills,
2009:4). Collins and Collins (2007:320) agree that organisational needs, staff competencies
and mechanisms to identify and manage talent through employee assessments as elements to
succession planning are of utmost importance.
Rothwell (2010: 31,192) describe the lack of adequately trained key position personnel as an
uproar because real time decisions cannot be made, customers’ needs cannot be satisfied and
all other important activities are placed on hold. Delays can prove costly, placing the
organisation at risk. Loss of market share, loss of customers and damage to organisations
reputations is just some of the effects from ineffective succession planning. When
experienced personnel leave an organisation, they take with them more than a pair of hands
or leadership skills. Experienced workers possess highly specialised knowledge about the
organisations products and services.
In the ATNS Directive (HC Dir 28/2011, dated 1 April 2011) succession planning is
discussed, but little evidence is found to support the company’s commitment towards the
implementation of succession planning with regards to junior management. Newly appointed
managers, after being appointed are not adequately exposed or supported to obtain the
necessary skills, by means of mentoring or coaching. There is no link between succession
planning and the company’s performance management process. The human resource
department is not involved with the identification of high potential individuals; the human
resource department’s only involvement with succession planning is the validating of
curriculum vitae’s received.
During succession planning the organisation needs to realise that the individual need to agree
and commit to the overall goals of ATNS. During the process of succession planning the
company will not only invest time, money and effort into the individual but the individual
10
obtains necessary skills for self-development and ultimately the realisation of company and
personal goals.
In order to better understand what succession planning entails and how the different elements
flow into each other a few succession planning models will be discussed. Amongst them the
effective change model of Bitting (2006:10-14). The next section will focus on succession
planning models and how these can be adapted to assist the company in forming a roadmap
for the future.
2.5 SUCCESSION PLANNING MODELS
A succession planning model is a visual representation of the succession planning process
and helps to identify the practical steps to be followed in the succession planning process.
Most companies have a succession planning model in place, but the question remains if it will
work for the organisation. A few succession planning models will now be discussed in order
to shine some light on this issue.
“Succession planning models is developed specifically for the industries in which it is used.”
Grainge (2007:30-32) hereby agrees that a succession planning model needs to be industry
and company specific. During the 1990’s succession planning lost some of its momentum,
but due to changing business environments and skills shortages it has been revived.
Succession planning processes has changed to an informal, less rigid approach. Grainge
(2007:30-32) divides succession planning into two models: short term which works almost
like a risk audit, where senior managers identify possible successors who might replace them
in one or two years’ time. While the long term model involves schemes that aims to design
jobs in a way as to allow growth over a number of years, during which performance is
measured and talent managed and tracked for five years, with the intention to retain high
potential individuals.
Poorkiani, Beheshtifar and Moghadam (2010:507-513) agree that there are no succession
planning tool that can successfully be used for all organisations. Poorkiani et al. (2010:507-
513) believes that the best succession planning models are based on competency. A
competency-based succession planning model identifies a combination of skills, knowledge
and behaviours and must be closely connected with the occupational activities of an
individual. Competency-based succession planning models aims to align an organisations
main competencies to job features; identifying talented individuals and enables an
organisation to clearly specified what capabilities an organisation require in the present and
11
the future in order to be successful. Competency-based succession planning models can act as
a basis for performance management or individual improvement programs which can assist
an organisation to developed and a list of competencies to determine how individuals could
be prepared for the future.
Rothwell (2010:88-90) further clarifies that competency-based succession planning models
are essential building blocks on which to base succession planning and management.
Competency models can also be seen to provide a blue print for each level or functional area
for building competencies for the present and the future. Competency models provide a norm
or criteria against which to measure individuals and this is specifically important if the
company commits to the development of talent pools. Rothwell (2010:88-89) stated that
without these building blocks, it will be difficult to:
• link and align organisations core competencies to job competencies in order to
establish how individuals might be developed for the future.
• establish clear work expectations for present and future.
• create full circle assessments that are tailored made to the unique requirements for
specific corporate culture.
• formulate individual development plans to help individuals to narrow the
development gap between competencies needed and those they already possess
• establish competency inventories that will describe unique talents possessed by
individuals (Rothwell, 2010:88-89).
Hollenbeck, McCall and Silzer (2006:398-413) warns that although competency-based
succession planning models are used as a basis for strategic workforce planning and talent
management activities it does not provide the instruction for effective leadership. It is only
an attempt to capture the experiences, thoughts and knowledge of experienced leaders in
order to provide a framework for the organisation. Measures and Bagshaw (2009:355-362)
confirms that competency-based models were specifically developed as a basis for succession
planning programs but can also be useful in identifying strengths and gaps within the
organisation.
Byham, Smith and Paese (cited in De Rue and Wellamn, 2009:859-870) agrees that a major
benefit of establishing the competency-based succession planning model for supervisors and
12
management level jobs is that it allows open communication about the competencies needed
for the jobs. Anyone aspiring to higher-level jobs can see where they need to focus their
development on. Normally the intensity required for this development is far more than can
be expected from an individual alone, therefore additional organisational support is crucial to
the success of said program.
Bitting (2006:14) incorporated the competency model as a step in his succession planning for
effective change model. This model depicts the steps to follow to ensure fair and equitable
succession planning in the workplace. The succession planning model from Bitting
(2006:14) is presented in Figure 2.1, below:
Figure 2.1: Succession planning model
Source: Bitting (2006:14)
13
SUCCESSION PLANNING
MODEL
1Communicate
possible opportunities
2Identify who is
interested
3Assess
competency readyness
4Prepare
development plans
5Provide
development opportunities
6Formalise eligibility
The model consists of six steps, which will be discussed in more detail below:
Step 1 – Communicate possible opportunities
Employees need to be informed of possible job opportunities, indicating which jobs will
become available over the next three to five years. With specific reference to the jobs, key
competencies requirements, as well as the required level of demonstrated skills and
knowledge. Furthermore employees need to be informed as to which succession planning
process the organisation will make use of (Bitting, 2006:14).
Step 2 - Identify who is interested
Employees need to be given the opportunity to indicate their interest in possible job openings
with the understanding that participation in succession planning is not a guarantee of
advancement, but it will increase one’s chances of success. Employees must state their
willingness and commitment to participate in succession planning activities (Bitting,
2006:14).
Step 3 – Assess competency readiness
Interested employee’s needs to be assessed in order to establish their readiness to assume a
post for which they have shown interest in. If an employee’s competency levels are not
suitable for a position, an assessment must be made of the employee’s competency levels by
engaging both the manager and the individual (Bitting, 2006:14).
Step 4 –Preparing development plans
An individual development plan outlining specific competencies need to be developed with
input from both the line manager and the employee. This development plan must outline
specific competencies that need to be developed, as well as milestones for the assessing the
progress made. Each member involved in succession planning must have an Individual
Development Plan (IDP) in which the activities together with a timetable for each milestone
must be reflected. It is suggested; complementary to the Individual Development Plan there
should be a group development plan applicable to core competencies for a particular
occupation level. Individual and group development plans should be done in conjunction
with the personnel or training and development departments (Bitting, 2006:14).
14
Step 5 – Provide development opportunities
Provide employees with training options and realistic timeframes in which to participate in
training opportunities. Employees must be encouraged to take personal responsibility to seek
out opportunities to develop target competencies. This display of initiative and follow
through will assist management in determining which individuals are serious about
succession. It is of utmost importance that management supports individuals in their training
endeavours (Bitting, 2006:14).
Management must realise that developing key competencies, need not be costly to the
organisation. The advantages of mentoring, coaching, job shadowing, job rotation and
committee participation far outweigh the cost (Bitting, 2006:14).
Step 6 – Formalise eligibility
Manager’s needs to ensure that for general service/hourly positions, employees must get on
the appropriate job register to be formally eligible. There is a number of ways in which to
increase flexibility and to formalise the process, these include: moving away from minimum
qualifications and focussing on desired qualifications; streamline selection procedures, using
competency based classification structures and lastly make full use of the “in-training”
program, meaning automatic advancement of an employee taken in at a lower level, when
competent and ready (Bitting, 2006:14).
The succession planning process recognises that some jobs provide the competitive
advantage for the organisation and therefore is too critical to be left vacant or to be filled by
any person but the best. Effectively done, succession planning and the process which it
follows, is critical to organisational success and creates an effective process for recognising,
developing and retaining top leadership talent (Davila and Pina-Ramirez, 2014:38-39).
Successful succession planning depends largely on setting clear goals of what one wants to
achieve. Next the goal of succession planning will be discussed.
2.6 GOAL OF SUCCESSION PLANNING
Forecasting the strategic needs of the organisation is the first step in effective succession
planning. During this forecasting of the needs the financial implications involved with the
implementation and development are identified as well as the skill level present in the
organisation. A sense of loyalty and belonging is evident between employees and the
15
organisation when a talent management approach is adopted. Therefore the success rate of
internally developed candidates is much higher than that of externally recruited candidates
(Blouin, McDonagh, Neistadt and Helfand, 2006:328).
Karaevli and Hall (cited in Davis, 2008:97) states the goal of succession planning as having,
“the right person in the right place at the right time”, for this to be true the following practices
are of utmost importance:
• the organisation must move away from developing a few key individuals and focus on
developing large talent pools
• develop leadership development programs and promotional programs in order to
support the Human Resources (HR) system, this will aid in keeping track of
individual and group performance
• involve employees in the process of succession planning, the implementation thereof
and encourage feedback to improve process
• expose individuals to broader development programs, this could include job rotation
to other functional areas, coaching and mentorship program, to mention but a few
• identifying and evaluating individual performance in order to align development
programs to suite each individual
• top-down approach. There needs to be visible support from top management,
ownership by line management and accountability at individual level in order to make
succession planning a success (Karaevli and Hall cited in Davis, 2008:97).
Rothwell (2010:19) emphasises that the above list is not extensive and adds the following to
it:
• the organisation needs to ensure that they have full access to the intellectual capital
of their employees. Intellectual capital will prove to be the competitive advantage of
the organisation and will contribute to ongoing business success.
• succession planning aims to improve the morale and commitment of employees as
well as to encourage the development and advancement of diverse groups of
people, specific reference to talented women, a group often neglected in
organisations.
16
ATNS started with a development program specifically for women early in 2009. This
program required all women in the organisation to register themselves on a training program
according to what skills they wanted to enhance or require. This program was supported by
top management, but during the yearly skills development update it was found that very few
individuals actually attended these interventions. The main reason for this was sighted as
operational requirements that took preference (HC Dir 28/2011, dated 1 April 2011).
Although the above mentioned only refers to women, there are a single course called:
“Induction to Management” for newly appointed line managers but there are no guidelines as
to who can attend. The company directives clearly stipulate that each individual is
responsible for their own career (HC Dir 28/2011, dated 1 April 2011). No evidence could be
found to proof middle and senior management’s support towards the development of junior
management or their commitment to succession planning within ATNS.
2.7 ROLE OF MANAGEMENT IN SUCCESSION PLANNING
Rothwell (2010:124), while investigating company performance with regards to succession
planning, found that most Fortune 500 companies are well-known for their effective
succession planning and management practices. One of the prominent factors found in all
these companies, are the top management involvement and the extensive work that is done to
ensure that there is competent talent pool available, when needed.
Succession planning and management is important for several reasons:
• the survival of the organisation depends on having the right person in the right post
when needed (Rothwell, 2010:41);
• it must be kept in mind that due to recent economic restructuring fewer people is
available to advance to the top ranks from within the company (Rothwell, 2010:41);
• diversity and multiculturism must be encouraged through succession planning and
management (Rothwell, 2010:41);
• succession forms the basis for communication, concerning career paths.
Communication presents an opportunity for more comprehensive human resource
planning, thereby involving training and development plans, establishing career paths
and individual job moves. Communication upward and laterally in the organisation
must be unrestricted and open (Rothwell, 2010:41).
17
Cohn, Khurana and Reeves (2005:2) emphasises that managers need to help individuals to
cultivate new skills, provide them with opportunities for professional development and
personal growth. This might at times entail push high potential individuals out of their
comfort zone into new functional areas and business units. Emerging leaders must be
mentored in order to pass on important knowledge and provide helpful evaluations and
constructive feedback. Executing talent development initiatives must become a line manager
function, while ownership of the overall system should be assumed by the board of
executives or senior management.
With the fast-paced changing work environment and the increase of diversity in the
workplace, mentoring and coaching have become essential components for managers and
leaders. "Coaching subordinates isn't an addition to a manager's job; it's an integral part of it."
(Zemke, as cited in Bell, 2006:102).
Hicks and McCracken (2010:68-70) points out that a manager need to assume the role of
coach, mentor and teacher. As a coach, the objective should be to guide an individual’s self-
discovery in order for him/her to do realise what needs to be done differently going forward
to deal with similar situations. As a mentor management needs to share their knowledge and
experiences with others in order to enhance their understanding and effectiveness. Teaching
encourages learning and understanding from an objective body, not necessarily from one’s
own experiences. As a teacher the manager provides the logic behind a decision which leads
to suggested action, referring to proven knowledge or models for corroboration.
Byham et al. (cited in De Rue and Wellamn, 2009:860-862) agrees that implementing a
succession planning program, more than any other human resource initiative requires
intensive and continuous support from the organisations upper management team. The
following is evidence of the above statement:
• a succession planning program will require a significant time commitment from the
leadership team. The leadership team will be involved with the planning of the
program, selecting participants and will also act as mentors and coaches (Byham et
al., cited in De Rue and Wellamn, 2009:860-862).
• members of the leadership team will have to be replaced and therein is the .the
purpose of a succession planning program (Byham et al., cited in De Rue and
Wellamn, 2009:860-862).
18
• a good succession program must be flexible in order to accommodate the over and
above requirements put on the leadership team of the organisation. In order to attend
development activities, participants may be required to spend some time away from
their regular assignments, perhaps for lengthy periods. This may cause disruption
which must be managed by the leadership team (Byham et al., cited in De Rue and
Wellamn, 2009:860-862).
Succession planning is a tool to be used by management in order to guide and lead
individuals and ultimately the organisation in order to meet their strategic goals. The
involvement of management can be a huge advantage to the organisation and should not be
underestimated. Next other advantages of succession planning will be discussed.
2.8 ADVANTAGES OF SUCCESSION PLANNING
Rothwell (2005:102) emphasises that succession planning is essential to keep the
organisation moving in the right direction even when staff retires, resign or move on for other
reasons. Many companies will suffer due to their short sightedness in not planning to retain
their best employees to eventually take over strategic roles in the organisations, therefore the
following advantages of succession planning is highlighted:
Preparedness
Employees leave organisation due to very diverse reasons, but management with the help of
the succession plan will be able to quickly identify a successor in order for business to
continue as per normal (Rothwell, 2005:102).
Less time and money
Identifying internal talent will save the company an enormous amount of money, which if
there is no successor internally, will have to seek a competent individual outside the
organisation. Recruitment and induction training may well cost the company more money
than if an internal candidate was identified and adequately trained to fill the post (Rothwell,
2005:102).
Weakness is uncovered
Identifying future leaders not only reveals the strengths within the workforce, but it will also
uncover any weaknesses in the company. With this additional knowledge steps can be taken
19
to improve the individual’s knowledge and skills, by means of leadership development
programs (Rothwell, 2005:103).
Get a bird’s eye view
Evaluating the workforce in preparation for succession planning will enable the manager to
get a greater perspective of the talent in the organisation. Drafting a plan as to who will fill
specific positions not only for senior managers but also middle managers in order to be ready
and equipped when the time comes will be the difference between the success, or failure of
the organisation (Rothwell, 2005:103).
Carter, as cited in Gitlow, Melnyck and Levine (2015:40) agrees with the advantages noted
by Rothwell (2005:103) but believes that the best person to identify a possible successor is
the person who is doing the job. This believe has the advantage that it is the least costly and
quickest way and thereby provides a big advantage above other methods, but it must be kept
in mind that it leaves a big gap for cloning. Favouritism and choosing someone for
succession with the same ideas as you is known as cloning, and this could seriously harm an
organisation. Putting a succession plan on paper commits both the organisation and the
individual. Succession planning must be open and transparent, which in turn ensures a high
level of trust.
Grainge (2007:31) agrees with Rothwell (2005:103) that the success of the future
organisation will depend on the “corporate resources”. These include development of
identified individuals and long term successors. Other benefits of succession planning
include improved job appointments, auditing of talent and building a strong corporate culture.
Being prepared for future is the bi product of succession planning. It provides the
organisation with options with which to handle any challenges that may arise in the industry.
But succession planning in itself is not without challenges. Next the focus will move to the
challenges that organisations may experience when involved with succession planning.
2.9 CHALLENGES OF SUCCESSION PLANNING
Rothwell (2010:71) identified a few challenges during the implementation phase of
succession planning:
20
the lack of support from HR and senior managers can seriously harm the implementation
of succession planning. Senior managers need to be aware of the work-related problems
arising from not having a successor to fill an important vacancy when it occurs.
organisations need to be vigilant of corporate politics, decision makers must be totally
objective when evaluating work requirements, assessing performance or evaluating
individual potential.
there is no quick fix to succession planning. Leadership matters and in order to cultivate
great leaders time must be sacrificed.
succession planning must be made a highly visible issue. Top management support and
leadership must be visible and it must enjoy the support of all workers at all levels.
managers need to know that there is substantial paperwork involved with succession
planning, but in order to find, cultivate and assess the right individual this is a task that
must be done with the utmost care.
due to the constantly changing environment managers must make use of all the
technology at their disposal to keep abreast of changes and to adapt more quickly to
changes in their environment.
Grainge (2007:31) stated that succession plans are of little use to a company unless they
influence job appointments and employee development. The chosen succession planning
program must be to the benefit of the organisations wider strategy and, it must have the full
backing from the executives.
Carter, as cited in Gitlow et al. (2015:59) notes that one of the major challenges when
designing an effective succession plan is to identify what the key positions are in the context
of a changing business environment. Carter, as cited in Gitlow et al. (2015:59) further warns
that the program must result in equitable outcomes; with specific reference to the risk of
“cloning” existing managers, the management cadre task with identifying individuals for
succession must not be influenced by the perceived popularity of an individual in the
organisation, by doing this they risk overlooking quiet achievers. Lastly care must be taken
to ensure the process of identifying high potential employees is as objective as possible, or
else there is the risk that employees might become demoralised and de-motivating if they
perceive the process as unfair or tainted. A succession plan should not be implemented if
21
there is doubt as to the overall commitment to its continuation. After a minimum of two
years the company would be able to assess whether the implementation of the succession plan
as well as the change in the culture was a success (Carter, as cited in Gitlow et al. 2015:59).
ATNS is operating in a very dynamic environment. Managers need to be carefully selected,
well developed and informed in order to keep abreast of the changing environment. In order
to ensure the challenges of succession planning has been overcome, one must be able to
measure succession planning.
2.10 MEASURING SUCCESSION PLANNING
The success of any succession planning needs to be measurable in order to attain whether the
individual was indeed the correct fit. Busine and Watt (2005:228) list the following ways in
which succession planning programs can be measured:
Number of internal candidates being promoted from within the company
Number of job-ready individuals to fill management positions if and when they become
available
Cost of internal training against cost of advertising and hiring an external candidate
Cost of demotivated employees due to an external hire
The time spent to advertise, hire and induct external candidate into company
Turnover of external hires
Turnover of identified high potential individual
Kirkpatrick and Kirkpatrick (2006:123) developed the four-level Kirkpatrick training
evaluation hierarchy and suggest the following measurement and evaluation strategies:
Participant satisfaction
By involving participants it is possible to evaluate overall satisfaction. This entails the
satisfaction with all the components of the program; job description, competency models,
performance appraisal processes and satisfaction with individual career plans (Kirkpatrick
and Kirkpatrick, 2006:123).
22
Program progress
This level includes an evaluation on how effective the program was implemented when
compared with the stated objectives and the identified individuals are progressing through
their developmental experiences (Kirkpatrick and Kirkpatrick, 2006:123).
Effective placements
This level identifies the amount of vacancies in key positions. It identifies whether these
vacancies are filled from within, how quickly they are filled and how quickly the individual
are able to perform at the optimal level required for the position (Kirkpatrick and Kirkpatrick,
2006:123).
Organisational results
Determine what strengths or weaknesses in the organisational plan can be attributed to the
succession plan, and whether the envisioned results with regards to changes in the gender and
diversity profile of employees filling key positions were achieved (Kirkpatrick and
Kirkpatrick, 2006:123).
The above measuring tools are all financially linked. This does not necessarily mean that
succession planning was a success and that the above challenges have been met. Measuring
succession planning would be at its most effective if it can be proven that development of the
individuals has taken place. Leadership development programs can be used for this purpose.
2.11 LEADERSHIP DEVELOPMENT PROGRAMS
Rothwell (2010:264) emphasise that senior management plays a very important role in
developing the junior management pool. One of the tools being used by companies to
develop these individuals are leadership development programs. Leadership development
programs are a systematic and visible way in which potential successors are exposed to the
field of management. Leadership development programs may also be used to develop groups
of people thereby creating talent pools. According to Rothwell (2010:264) there are two
basic philosophies that can be followed:
the first philosophy is to make it easy for any individual to take part in the program but
difficult to stay in it. This approach refers to the talent pool approach to succession
planning.
23
the second philosophy is to make it difficult to qualify for the program but easy to stay in
it. This approach is well suited for an approach that integrates employee selection with
development.
Cohn, Khurana and Reeves (2005:6) encourage the exposure of future leaders to the full
range of the company’s operations in order for the leadership development program to be
effective and successful.
Some organisations prefer to use a leadership development program which rewards a
prospective successor with a promotion if he/she is able to withstand being tested at every
turn while in the program (Rothwell, 2010:265).
Collins and Holton (2004:220) found that many organisations lose many of their future
leaders due to a lack of resources, poor or ineffective mentoring, and less than stimulating
developmental opportunities. Table 2.1, below notes some of the best practices, with regards
to leadership development in the industry with a short description as to what it entails.
24
Table 2.1: Leadership development best practices
Leadership development method Description
360-degree feedback All round leadership performance
assessment; organised and presented to
management personnel
Executive coaching Practical, goal-focused one-on –one learning.
Involving a professional coach or a more
senior manager
Mentoring Formal or informal mentoring relationship.
Advising/developmental relationship with a
more senior manager.
Networks Develop connections with other mangers in
differ geographical areas, different functional
areas or workgroups
Job assignments Assignments allocated to the individual in
order to obtain required skills and knowledge
beyond the individual’s capability
Action learning Involving cross-functional teams of high
potential managers, solving current, critical
business problems
Source: Collins and Holton (2004: 220)
Coaching and mentoring is the most prominent methods to be used to enhance learning in a
constantly changing environment. Coaching is used to groom prospective successors by
correcting deficiencies in performance or to build skills from within. Internal development
can also be undertaken in the form of in-house classroom sessions, on-the-job training,
seminars, degree programs and planned job rotation programs (Rothwell, 2010:264).
Meyer and Fourie (2006:5) define coaching as a planned and direct influence of an individual
or group to learn and develop specific skills that are crucial in the workplace. Coaching is
25
usually over a short period of time in which the individual is guided to achieve the
performance outcome agreed upon.
Prospective successors need to be identified and develop in such a manner as to be ready
when needed, but also after being appointed be supplied with the necessary support from
higher management. It is said that coaching is a cost-effective solution that assist career
development. Coaching is also a tool that helps senior management to understand their
leadership role better. While feedback should be an integral part of any management
development program (Anonymous, 2007:41).
Hadden (cited in Cook, 2008:5) describe coaching as "the discussion process between two
partners aimed at exerting a positive influence. Since coaching is a critical part of mentoring,
an effective mentor will have well developed coaching skills".
Rothwell (2010:63) describe a mentor as a teacher. These teachers are not in positions of
authority over the mentee and they do not act as advocates or cheerleaders to the mentee.
Traditionally mentors are chosen by the mentee; therefore most mentoring occurs informally.
Rothwell (2010:63) further states that mentoring occurs when a talented junior person forms
an attachment to a senior person. During these informal communication sessions the junior
person is able to air his/her views with regards to the work environment as well as
interpersonal problems and political issues, the mentee has to have the ability to communicate
to the junior and provides life experience and advice about the challenges experienced.
Conger and Toegel (cited in Sadler-Smith, 2009:290) suggests that there should be ample and
regular opportunities for active and objective feedback from coaches and facilitators. If there
is a lack in the feedback provided individuals may interpret situations out of their own
experience which could lead to the wrong lessons being learned.
Erasmus, Loedolff, Mda and Nel (2009:238) points out that, in order to suggest any kind of
development or intervention the first step need to be that of identifying the individuals,
secondly identifying the broad skills and competencies required and lastly the level of
intervention required.
In ATNS Dir 14/2010 dated 1 Dec 2015, the following is listed as required skills and
competencies of junior managers within the company:
Sound public and interpersonal relationships
26
Judgement/Problem solving
Information monitoring
Initiative
Confidence
Quality orientation
Ability to impart knowledge and concepts
Planning and organising
Teamwork/collaboration
High level of organisational skills
Computer literacy
An active and enquiring mind
Management ability
High energy level
Good communication skills
The above are all skills and competencies that ATNS perceive as being important for a junior
manager to have, however no indication is given as to how one should go about obtaining
these skills if they are lacking.
Erasmus et al. (2009:238) explain once the required skills and competencies are identified it
can be enhanced by properly identified management development interventions. The level of
the role to be filled must also be taken into consideration to determine managerial potential.
Over and above the competencies and skills identified, it must be kept in mind that junior
management would be more operationally and thus content-focused in their task, while senior
management would be required to focus primarily on strategic and visionary issues and
activities.
Strong leadership is essential through this phase of leadership development. Leaders need to
be actively involved with the development and regular feedback to the selected individuals.
27
Within ATNS a few junior managers were exposed to development programs, most only after
they were appointed. No evidence can be found to suggest that support, either in the form of
mentoring, coaching or any other intervention is readily available to individuals.
2.12 CONCLUSION
The next chapter will outline the research methodology which will be followed in conducting
the study. These will include the sampling method used, the data gathering technique
employed, the pilot study and how the qualitative data was analysed.
CHAPTER 3: RESEARCH METHODOLOGY
3.1 INTRODUCTION
Although research is central to both business and academic activities, there is no consensus
on the definition thereof. The primary reason for doing research is to reduce the level of risk
28
of a business decision. A broad definition by Cooper and Schindler (2008,4) defines research
as: “a process of planning, acquiring, analysing, and disseminating relevant data, information
and insights to decision makers in ways that mobilize the organisation to take appropriate
action that in turn will maximize performance.” While there are many definitions of
research, all agree that research is a process of enquiring and investigating the unknown; it is
done systematically and with purpose; ultimately research is done to increase understanding
and knowledge about a subject (Cooper and Schindler, 2008:5).
The methodology to be used in this study will be identified which will provide a rationale for
the chosen approach. Other issues to be discussed in this section will be the sampling
method, data-gathering technique and this chapter will be concluded with the outline of the
pilot study.
3.2 RESEARCH METHODOLOGY
The research strategy to be used can be either an empirical research strategy or the theoretical
research strategy. Theoretical research, as a rule requires intensive textual investigation.
Empirical research on the other hand requires extensive interaction with people (Watkins,
2007:8).
Cooper and Schindler (2010:14) points out that by using empirical research, subjective
beliefs are tested against objective reality and the findings or evidence are open to further
scrutiny and testing. Collins and Hussey (2009:10) points out that by testing an idea or
hypotheses it can be tested for association by deducing logical consequences which can be
tested against empirical evidence. Empirical evidence is data based on observations or
experiences.
The phenomenological methodology (qualitative) focuses on investigating and reflecting on
perceptions about social and human activities in order to have a better understanding
concerning the subject (Watkins, 2007:8). The features of the two main paradigms are listed
in Table 3.1, below:
Table 3.1: Research paradigms
Positivistic paradigm Phenomenological paradigm
Tends to produce quantitative data Tends to produce qualitative data
29
Large samples are used Small samples are used
Testing of hypothesis Theories are generated
Reliability is high due to data being very
specific and precise
Reliability is low, however data is rich but
subjective
Validity is low Validity is high
Location is artificial Location is natural
Generalises from sample to population Generalises from one setting to another
Source: Collins and Hussey (2009:55)
The aim of quantitative paradigm is to uncovering general laws of relationships and/or
causality that apply to all people at all times. The qualitative paradigm is concerned with the
understanding how people perceive social and psychological phenomena. The qualitative
paradigm uses subjective information and the examining of complex questions is possible,
unlike in the quantitative paradigm (Collins and Hussey, 2009: 47-55).
Therefore it is clear that for this study the empirical research strategy with the qualitative
paradigm will be more suited. As this study will explore people’s feelings, thoughts and
experiences, the study will be conducted within the qualitative paradigm. The qualitative
findings will provide explanations for the phenomenon being studied.
3.3 RESEARCH DESIGN
The way in which the research is done is of the utmost importance. According to Watkins
(2007:6) different types of research can be used to collect data: These different research
designs are discussed below;
Exploratory research
Exploratory research approach is used when information about the issue or problem are very
scares due to few or no earlier studies to which one can refer. Exploratory research aims to
search for patterns, ideas or hypotheses, rather than familiarity with the subject area; it is very
open and concentrates on gathering a wide range of data and impressions. Problems or issues
are rarely answered conclusively (Collins and Hussey, 2009:10-11).
30
Descriptive research
Descriptive research describes phenomena as they exist. Descriptive research goes further
than exploratory research, it identifies and obtains information on the characteristics of a
particular problem and aims to ascertain and describe the characteristics of a specific issue
(Collins and Hussey, 2009:11).
Analytical (explanatory) research
Analytical (explanatory) research is linked with explanatory research, aiming to understand
phenomena by discovering and measuring casual relations among them (Watkins, 2007:6).
Collins and Hussey (2009:11) points out that an important element of explanatory research is
to identify and possibly, to control the variables in the research activities. A variable is an
attribute of an entity that can change and take different values which can be observed and/or
measured.
Predictive research
Predictive research predicts certain phenomena on the basis of hypothesised general
relationships (Watkins, 2007:6). Predictive research helps to predict when and in what
situations an event will occur by studying and supplying a plausible explanation for an event
after it has occurred (Watkins, 2007:6).
Applied research
Applied research is designed to apply findings in order to solve a specific or existing problem
(Watkins, 2007:7). Applied research has a practical problem-solving emphasis, but it should
be kept in mind that it isn’t always generated by negative circumstances (Cooper and
Schindler, 2010:14).
Fundamental/basic or pure research
Fundamental/basic or pure research has no emphasis on its immediate application, it is used
when the research problem is not specific and it is done to improve our understanding of
general issues (Watkins, 2007:8).
Deductive research
31
Deductive research is a study in which a conceptual and theoretical structure is developed,
and then tested by empirical observation. It is therefore referred to as moving from the
general to the specific (Collins and Hussey, 2009:15)
Inductive research
Inductive research this is research in which theory is developed from observation of empirical
reality (Watkins, 2007:6). It involves moving from individual observation to general patterns
or laws, thus moving from specific to the general (Collins and Hussey, 2009:15).
In the ATNS operational field there are no evidence found of any previous study conducted
to explain and learn more about succession planning, therefore an exploratory research study
will be the best type of research to use. The research study will start with identifying
individuals who are well informed on the topic of succession planning in order to collect
primary data. Primary data or original data is data that is collected for the first time, first
hand from a source. Primary data is obtained in a situation which is not controlled and when
asked questions or observing individuals the researcher get the honest and uncontrolled
response from individuals (Collins and Hussey, 2009:160).
Next the population for the research study as well as the sample will be identified. Different
types of sampling will be discussed and the advantage of the chosen sampling technique will
be highlighted.
3.4 POPULATION AND SAMPLING
The research study is limited to the management cadre within the operational department of
ATNS. The total number of managers in the operational field is forty, and this includes staff
members within the junior, senior and top management levels. From this population the
chosen sample will be ten junior managers and ten senior managers, or until saturation is
reached.
Qualitative studies makes for generally much smaller samples than those of quantitative
studies, but it must be large enough to assure that most of the perceptions involved are
uncovered. During the data gathering phase there is a point of diminishing return, where
more data does not mean more or new information. Therefore saturation is reached when
new data does not shed any further light on the issue under investigation (Crouch and
McKenzie, cited in Mason;2010:2).
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There are two broad categories of sampling: these are probability sampling and non-
probability sampling. Saunders, Lewis and Thornhill (2009:213) describes that probability
sampling is based on the concept of random selection, this entails that each element of the
population is given a known chance of selection. Hair, Celsi, Money, Samouel and Page
(2011:175) define non-probability sampling as non-random and not necessarily aimed at
being statistically representative of the population. With non-probability sampling the aim is
to rather use subjective methods such as personal experience, convenience or expert
judgement to select elements in the sample. Therefore the probability of any element of the
population being chosen is not known and careful consideration must be given when
choosing this method as no generalisation of the findings to the target population can be done
with any degree of confidence.
Some of the main differences highlighted by Saunders et al. (2009:220) between probability
and non-probability sampling are listed in Table 3.2, below:
Table 3.2: Probability against non-probability sampling
33
Probability Non-probability
The sample should be representative of the
population from which it is drawn.
Allows the researcher to capture a wide range
of facets.
Random selection of sample from the
population.
Elements from the population are selected in
a deliberate, consciously controlled with
prior design and purpose.
Every element/member in the population has
an equal probability of being chosen once
they are included in the sampling frame.
Not every element/individual in the
population have an equal chance of being
selected from the sampling frame.
Findings can be generalised from the sample
to the population.
This sampling technique does not have
generalisation beyond the sample as a critical
aim.
Probability sampling thus exists within the
quantitative paradigm as it is based on
scientific assumptions of generalised
knowledge about categories and aspects of
reality and not about the individual.
Non-probability sampling exists in the
qualitative paradigm, due to its concentration
on specific cases and in-depth analysis of the
specific.
Source: Saunders et al. (2009:220)
Cant, Strydom, Jooste and du Plessis (2006:173) explains that there are four types of
probability sampling. The different types are discussed below:
Simple Random Sampling
With simple random sampling the same principal applies as taking numbers at random from a
hat. Tables of random numbers are used for this purpose. A detailed listing of the population
is needed, as the sampling units are identified by number. Simple random sampling treats
each element individually (Cant et al., 2006:173).
Cluster Sampling
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The population will be grouped into clusters, some of the groups will be randomly selected
for the study and the rest will be disregarded. Ease or availability will be kept in mind when
grouping is done, it should be heterogeneous within subgroups and externally homogenous
(Cant et al., 2006:173).
Systematic Sampling
Systematic sampling provides the most representative samples of all methods. It randomly
selects a starting point within a list of the population and then respondents are selected in
fixed intervals of random numbers (Cant et al., 2006:173).
Stratified Sampling
This type of sampling is used in cases where the total population can be divided into distinct
exclusive groups which will ensure better representation of each group. During this sampling
the researcher can control the sample, which increases statistical efficiency (Cant et al.,
2006:173).
Wellman and Kruger (2005:63-68) points out that non-probability sampling can also be
simplified further into different types:
Accidental sampling
Accidental sampling is the most convenient and easiest to use, because the researcher are free
to use whoever is available, but it is not a reliable research design. It lacks sound research
ethics and validity (Wellman and Kruger (2005:63-68).
Purposive sampling
Purposive sampling is seen as the most important kind of sampling. It identifies and target
individuals who are believed to be “typical” of the population being studied (Wellman and
Kruger (2005:63-68).
Snowball sampling
With this kind of sampling a few individuals are approached in the relevant population.
These individuals act as informant in identifying other members from the population until
saturation is obtained (Wellman and Kruger (2005:63-68).
Quota sampling
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Quota sampling is when an effort is made to have the same proportions of units of analysis as
the overall population (Wellman and Kruger (2005:63-68).
Purposive non-probability sampling will be used due to the qualitative paradigm being
followed. Durrheim and Painter (2006:139) explain that with purposive non-probability
sampling a statistical principle of randomness does not apply, but the sampling depends on
the availability and willingness of people to participate in the research project. Purposive
non-probability sampling technique was used for the following reasons:
• it is inexpensive, fast and easy to use.
• participants were readily available to participate in the pilot study and they were
willing to participate.
Hair et al. (2011:175) agrees that purposive non-sampling or sometimes called a judgement
sample is used due to its convenience, speed and low cost. But Hair et al. (2011:175) warns
that although elements are chosen because the researcher believes they represent the target
population, this assumption may be false.
Junior managers and their respective senior managers in the operational field were
approached to participate in the study. A broad outline of the study was presented to all the
participants and they were informed of their rights. Participants were asked to sign a consent
form in agreement and were again assured that all information will be strictly confidential
and no indication will be given as to their identity. All participants were asked the same
questions as noted in their respective interview schedules. Interviews were conducted until
saturation was reached. For senior managers saturation was reached at 6, saturation for the
junior mangers was also reached at 6. Next the relevant data gathering techniques will be
investigated and it will become clear why interviews were selected to collect data for the
study.
3.5 DATA GATHERING TECHNIQUE
Cooper and Schindler (2008:82) define data as facts presented to the researcher from the
study’s environment. Gathering of data may range from simple observation to a cumbersome
survey of a multinational corporation at different sites across the world. The method selected
will largely determine how data is collected. Devices to collect raw data includes the:
questionnaires, observation forms, laboratory notes, instrument calibration and standardized
tests.
36
Saunders et al. (2012:288) points out that the decision as to what data collection instrument to
use depends on the type of information required. The major data collection instruments are
discussed below:
3.5.1 Questionnaire
The most used data collection instruments is by far the questionnaire, it can be administered
by mail, fax, computer –delivered or people intercepted via paper with little or no assistance
from the interviewer. Some of the advantages using questionnaires include: often lowest
cost option, requires minimal staff, ensures rapid data collection, more time efficient and
allows contact with otherwise inaccessible respondents (Cooper and Schindler, 2008:313).
Remenyi (2011:99) points out that although questionnaires are used extensively it must not
be assumed that it is always the best option. Questionnaires must be tailor made to fit he
exact requirements and the coding and analysing of questionnaire data may be more
challenging than is often understood. Therefore care should be taken when considering an
alternative approach to data collection.
3.5.2 Interviews
Cooper and Schindler (2010:334) explain that interviews are administered when respondents
are selected and interviewed face-to-face. This approach ensures the respondent’s co-
operation; it also provides the interviewee with the opportunity to probe for answers or to ask
follow-up questions, when necessary. Different types of interviews can be distinguished:
Structured interviews
Prior to the interview the interviewer compiles a collection of questions, known as an
interview schedule in order to ask the respondents and then to record their responses. The
interviewer may not deviate from the interview schedule and is forced to ask questions as
they appear (Cooper and Schindler, 2010:334).
Semi-structured interviews
This type of interview is between structured and unstructured interviews. It is a very versatile
way of collecting data, an interview guide is used and the interviewer uses probes in order to
invite the interviewee to elaborate on an answer (Cooper and Schindler, 2010:335).
Unstructured interviews
37
This type of interviews are used in explorative research to identify important variables and
generate hypotheses for future investigation, therefore an interview schedule is usually
impossible to compile (Cooper and Schindler, 2010:335).
Semi-structured interviews were used to collect data. An interview guide was used for both
junior and senior management. Questions’ probing the perceptions with regards to
succession planning from both junior and senior management was asked. The interview
guides consisted of a section A and a section B. Section A, was concerned with biographical
information of the participants, which was aimed at providing background information on the
participants. Section B, consisted of open questions with regards to succession planning in
ATNS and other issues relating to succession planning in some cases prompts were used to
gain more insight on the perceptions of the participants.
All interviews were recorded and transcripts were made of the interviews. Participants were
made aware of the fact that transcripts could be made available on request. Next the pilot
study, which led to the successful data gathering, will be discussed.
3.6 PILOT STUDY
To improve the efficacy of the research instrument, a pilot study was conducted. The pilot
study ensured that the end users understood the research questions.
Cooper and Schindler (2010:81) confirm that the pilot study is done to detect weaknesses and
aim to ensure success, improve the credibility and quality of the study. During this test the
protocols and procedures designed for data collection should be simulated. Pretesting may be
repeated several times to refine questions.
3.7 PILOT STUDY FINDINGS
Two people, who were easily accessible and have been acting in junior management positions
in the last year, were requested to participate in the pilot study. Both were interviewed and
their comments used to improve the interview schedule. The following comments were
received from the participants in the pilot study:
• the questions were clear and easy to understand.
• questions were seen to be fair and valid.
• One participant suggested that the race should be included in the biographical
information. This suggestion was rejected as it did not relate to the study.
38
With the pilot study complete, the interview guide for both junior and senior managers were
finalised. Next the data analysis method will be discussed and the main challenges
highlighted.
3.8 DATA ANALYSIS
Thematic analysis will be used to analyse the data gathered during the interviewing process.
Thematic analysis represents the study of the social meaning of recorded conversations
(Davies, 2007:31).
Guest, MacQueen and Namey (2011:11) explain that thematic analysis is the most common
form of analysis in qualitative research. Through thematic analysis patterns (or "themes") can
be identified, examined and pinpointed within data. Themes are patterns across data sets that
can describe a phenomenon which can then be linked to a specific research question. The
themes become the categories for analysis. Thematic analysis is performed through the
process of coding in six phases to create meaningful patterns. These phases are:
familiarization with data, generating initial codes, searching for themes among codes,
reviewing themes, defining and naming themes, and producing the final report.
Braun and Clarke (2006:79-81) agrees with the above description by defining thematic
analysis as a qualitative analytic method for identifying, analysing and reporting patterns
within data. Thematic analysis organise and describe data sets in detail, it interprets various
aspects of the research topic thereby offering an accessible and theoretically-flexible
approach to analysing qualitative data. Thematic analysis can benefit a research project due to
its flexibility.
The main challenges of qualitative data analysis are:
• reducing the data – data needs to be summarised in a logical workable system (Collins
and Hussey, 2009:48).
• structuring the data – find the most suitable form for analysing the data collected
(Collins and Hussey, 2009:50).
• detextualising the data – mass text usually presents a problem when analysing data.
Convert text into diagrams and illustrations for easy analysing and presentation
(Collins and Hussey, 2009:50).
The following steps were followed to develop themes:
39
• the data was sorted on an excel spreadsheet.
• in order to become familiar with the content the data was read.
• data was read for a second time to search for themes, while keeping research
questions in mind.
• possible thematic ideas and patterns emanating from the data were noted.
• data was re-read in order to test thematic ideas and explore how themes vary from
one another. During this process of re-reading, the researcher also searched for
negative trends or cases.
• themes were refined to develop the final themes.
• the themes were recorded and presented in chapter four.
All precautions were taken to ensure validity of the research data and themes. No external
person was given the research material, data or themes to validate.
3.9 SCIENTIFIC RIGOUR
A pilot study was conducted with the aim of improving the efficacy of the research
instrument and to enhance the trustworthiness of the questionnaire. Inputs received from
participants in the pilot study were used to improve the interview schedule.
Creswell (cited in Glesne (2011:49)) describes eight procedures that are often used in
qualitative research to contribute to the trustworthiness of the study:
• spending time in the field of study to develop trust, increase understanding of topic
being studied.
• triangulation: refers to the multiple uses of data collection methods, multiple
sources, multiple investigators and multiple theoretical perspectives.
• peer review and debrief: refers to external reflection and input based on the
researcher’s work.
• negative case analysis: refers to the conscious search for negative cases so that the
researcher can refine the working hypotheses.
40
• clarification of researcher bias: refers to the reflection on the researcher’s own
subjectivity and how that will be monitored in the study.
• member checking: refers to the sharing of interview transcripts with research
participants to make sure the researcher represents them and their ideas accurately.
• rich, thick description: refers to the writing that allows the reader to grasp and
understand the research context.
• external audit: allows an outside person to examine the research process and product
through subjecting the researcher’s field notes, research journal, analytical coding and
schemes to auditing.
Glesne (2011:49) indicates that it might be very difficult to attend to all the above steps in
one study, but issues of validity must be considered when embarking on research. Therefore,
in addition to conducting the pilot study to contribute to the trustworthiness of the study, the
following two steps were also followed:
• prolonged engagement and persistent observation: The research was subjected to the
scrutiny of the researcher at least three times in order to highlight the different themes
emanating from the data and to explore how they differ from one another (Glesne,
2011:49).
• negative or deviant case analysis: Involves searching for and discussing elements of
the data that contradict patterns or explanations that are evident from data analysis.
Deviant case analysis is a process for refining an analysis until it can explain or
account for a majority of cases (Glesne, 2011:49).
Anderson (2006:105) points out that there are a few issues concerning rigor when using
positivist research. Table 3.3, below highlights the main issues of concern:
Table 3.3: Rigor in Positivist Research
Issues of Concern Positivist
Representativeness of findings Objectivity: findings are free from research
41
bias
Reproducibility of findings Reliability: the study findings can be
replicated, independently of time, researcher
or context
Rigor of method Internal validity: proof that certain
conditions are associated with other
conditions.
Generalizability of findings External validity: a domain is established in
which findings are generalised.
Source: Anderson (2006:105)
Remenyi (2011:129) emphasise that two of the most important issues relating to measuring
instruments in academic research is reliability and validity. Reliability addresses the question
of whether the instrument, in this case the interview, will produce consistent results if it is re-
used. In business and management studies reliability needs to be seen in terms of the context
in which the interview is used. Validity on the other hand refers to whether the researcher is
actually measuring what he/she has set out to measure. Put differently: “How confident is the
researcher that the informant is interpreting the question in the required way?” A way in
which a researcher can improve his/her claim for validity is to seek supporting sources which
will support the findings of the study.
Jankowicz (2005:111) agrees that in order for research to be valid it must be accurate,
reflecting the information in the data in an unbiased way. This can be established by seeing
whether the information is consistent with other measurement and secondary data.
In order to ensure that the study is valid and unbiased, a pilot study was done to ensure that
the questions were relevant and that it was easily understandable. The interviews were
transcribed and a number was allocated to each interview, to ensure that the interpretation
was done in an unbiased manner.
The above section highlighted key points that must be addressed during the study and it was
indicated how this was done. Next the guidelines governing the behaviour towards the
participants in the study will be discussed.
42
3.10 ETHICS
Babbie (2008:438-439) reports on at least two ethical issues that raise special concern in
analysing and reporting of qualitative research. Firstly, because analysis calls on subjective
judgements, there is a real risk of seeing what you want to see or finding what you’re looking
for. This risks increases in projects involving an element of social justice and researcher bias
must be guarded against. Secondly, qualitative research makes protecting subjects’ privacy
particular important. Sometimes details needs to be supressed in order to prevent outsiders
from identifying individuals who participated in the study.
According to Saunders, Lewis and Thornhill (cited in Watkins, 2008:69), ethics “refers to the
appropriateness of your behaviour in relation to the rights of those who become the subject of
your work, or are affected by it”. Babbie (2008:67) very shortly define ethical as
“conforming to the standards of conduct of a given profession or group.” The following
ethical issues will be observed and addressed during the study.
3.10.1 Informed consent
Participants should be informed about the circumstances involving to the study and be given
the opportunity to participate or not. Participation is totally voluntary and any participant
who which to withdraw at any time is free to do so (Watkins, 2008:69).
The consent form will contain the following:
• brief description of the nature of the study
• description and timeframe of activities involved in the study
• statement indicating participation is voluntary and participants can withdraw at any
time without giving a reasons
• the guarantee of confidentiality
• researchers name and contact details
• an offer to provide detailed information about the study (e.g., summary of the
findings) upon its completion
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3.10.2 Right to privacy
Mouton (2005:243) emphasises that extreme care must be taken in respecting a participants
right to privacy. Mouton (2005:243) suggests that the following “rules” must be used as
guidelines:
• participants have the right to refuse to be interviewed
• participants may refrain from answer a questions
• participants should not be interviewed at mealtimes or at night
• interviews should not be set for long periods
3.10.3 Confidentiality
Participants need to be made aware that they have the right to remain anonymous. This right
should be respected, where it has been promised explicitly and also where no clear
understanding to the contrary has been reached. The right to participant’s confidentiality
also extends to the research team who have access to the information (Mouton, 2005:244).
Cooper and Schindler (2010:117) agree that access to information that reveals names, or any
other identifying features must be protected all cost. The researcher can ensure
confidentiality in several ways:
• obtaining signed, nondisclosure documents.
• restricted access to respondents identification.
• revealing respondent information only with written consent.
• restricting access to data instruments where the respondent is identified.
• nondisclosure of data subsets.
3.10.4 Honesty with professional colleagues
Findings must be presented in a complete and honest fashion. Under no circumstances
should data be fabricate to support a particular conclusion, no matter how seemingly “noble”
that conclusion may be (Watkins, 2007:69-70).
The participants of the study were informed of the objectives of the research study. All
participants were informed that their participation will be entirely voluntary and that they
have the right to withdraw at any time without providing a reason. Lastly, participants were
44
informed that the benefit of the research study is, that it will be present to the executive board
of ATNS for further action.
3.11 CONCLUSION
Chapter three focused on the research methodology followed for the study. Qualitative
research approach was adopted and interviews were conducted to gather data from
participants. Chapter four will present the research findings of the study that originated from
the data gathering and analysis processes.
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CHAPTER 4: RESULTS, DISCUSSIONS AND INTERPRETATION OF FINDINGS
4.1 INTRODUCTION
In the data analysis and research findings section of the dissertation the results of the research
will be presented logically using themes identified through a coding process. Only the most
pertinent themes identified, will be discussed in detail.
4.2 SAMPLE SIZE
As indicated in chapter three, junior managers and their respective senior managers was
approached via email to take part in the study. Ten senior managers and nine junior
managers were approached to take part in the study. A broad outline of the study was
provided and they were informed of their right to confidentiality and that there will be no
repercussions if they chose not to participate. Only six senior and six junior managers were
prepared to take part in the semi-structured interview process, due to work commitments and
personal reasons.
4.3 BIOGRAPHICAL PROFILES OF RESPONDENTS
In the first part of the interview the respondents were asked questions pertaining to their
biographical details. These questions were used to get a broad background of the
participants.
4.3.1 Gender
The six senior managers who participated were male, while the junior manager participants
were equally spread between male and females.
4.3.2 Age of respondents
All the junior management’s participants were between the age group 31-40 years, while
senior management participants were spread over the whole spectrum, half were between 31
and 40 years, and the rest were between 41and 55 years of age.
4.3.3 Highest qualification
At junior management level half of the respondents have degree’s, while one has a diploma
and the rest grade 12. At senior management level one respondent has a degree, three has
advanced diplomas in management and the remaining two has grade 12. It can be seen that
respondents have a high level of education.
46
4.3.4 Work experience as a manager in ATNS operational department
This question was introduced in order to see the average years of management experience of
both senior and junior management. All the junior management respondents have between 0
and 5 years’ experience, while at senior management level two respondents have between 0
and 5 years’ experience, two have between 6 and 10 years’ experience and the rest have
management experience beyond 12 years.
As can be seen in the above findings, the company has moved from a male dominated
management cadre to a more equally balanced management team. It is also interesting to
note that junior managers are more educated than senior managers but that senior managers
have twice the amount of experience than junior managers. It was expected that senior
managers will have more experience than junior managers. The fact that junior managers are
more educated showed that this could create a perfect situation where senior managers, with
their vast experience and using development practices, can assist, develop or streamline
junior managers’ embedded knowledge into strong managerial skills.
4.4 RESEARCH FINDINGS
The main themes were identified during the thematic analysis process. Upon completion of
the interviews, the interviews were transcribed into an electronic format to combine
participant’s responses. To ensure the rigor of the analysis three levels of coding was used;
primary level coding, secondary level coding and triangulation as was discussed in chapter
three. The following themes were identified: training and development, communication,
decision making and company commitment. These themes will be discussed below in detail.
4.4.1 Training and development
The training and development theme was very prominent throughout the interview process.
Both junior and senior managers’ interviewed shared their views with regards to current
training being done. Junior and senior managers also shared their thoughts as to how it
should be implemented into the bigger succession planning process. The succession planning
process for most junior managers is seen as a training and development opportunity. A
comment from a junior manager relating to this is:
“Equipping employees so that, should there be a position available the employee are well
equipped to take up the position..”
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Two of the junior managers interviewed stated that they were told that they were identified
and are now part of the succession plan for the organisations. After this communique they
were also expected to sign documentation to be admitted into the program. But this was
also the last communication received with regards to their succession plans. One of the two
individuals was involved in a mentee and mentor program, a theoretical program over a
period of nine months. This program was part of the women development program, which
was aimed at exposing junior female leaders to the management side of ATNS. During this
program a mentor was appointed by senior management to assist and guide an identified
female mentee. The program did not attract the high potential individuals as envisioned or
the support of top management, it came to a very silent and abrupt end. During this nine
month, mentee and mentor program, the individual was exposed to the different theoretical
aspects of management practices, it included: time management, month end reports, financial
aspects, labour law and an overview of the disciplinary code of the company, but there was
no practical phase to this program. The individual wasn’t given the opportunity to practice
the theoretical skills that was acquired. The following statement was made:
“When you work in operations, there is a lot of negativity towards learning or participating
in training that does not benefit operations directly or immediately. Management wants to
see something that benefits operations immediately otherwise it seem like a waste of time to
them.’
There was a feeling amongst the junior managers that they were only chosen for the
management position, because they had been at the station the longest, thereby making them
the most functionally experienced but not necessarily the one with the skills to fill the
position. Except for the two junior managers mentioned above, none of the rest had any
exposure to succession planning.
Two other managers confirmed that they were sent on an internal operations management
course. This course is a basic induction to the junior management position – but it is not seen
as part of a formal succession planning process. The two members were only sent on this
course after they were appointed in the positions. One junior manager however made a
statement that;
“Being trained doesn’t necessarily mean that the employee will get a position that he/she is
equipped for”
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This statement referred to a situation where there were two individuals applying for the same
position and one had a degree in management, the other was at the station longer – the
individual who was at the station the longest was appointed in the position.
While none of the senior managers interviewed were part of any succession planning process
in their careers, they felt very strongly about creating a pool of talent, having appropriately
equipped individuals to fill a gap once it becomes available. There was, however, one
individual who did not agree with succession planning at junior management level;
“…..at executives level, succession planning is required, senior managers as well, but for
pool managers and junior managers we need to be careful not to create expectations for
those people.”
When asked to clarify, the individual explained that the junior managers being trained must
be informed that them being trained is not a guarantee to a position but is only a development
opportunity. It was also mentioned that when an appointment is made it is more often than
not people outside of this training pool that is being appointed. Therefore money and time
being spent to train and develop individuals could be seen as fruitless expenditure. This was
also an area of concern, as mentioned above by junior managers, being trained but not
utilised.
One of the senior managers cited time as a challenge to train individuals. In the operational
field each air traffic control tower has a specific staff compliment which is directly related to
the amount and type of air traffic at the station. The primary task of all members is air traffic
control and when someone is appointed in the management position at a station it is seen as
secondary to their main function. These junior managers are expected to still do operational
duty as operational air traffic controllers for 80% of their time. This then leaves very little
time to do training for a position they already fill. One senior manager commented that:
“When they are first appointed, most don’t even have the basic management training; they
are recruited and put into the position. They hit the floor running and half of them don’t
know what they’re doing.”
Another challenge that came to light was the fact that most of these junior management
positions is seen by senior management as temporary. All the stations that have junior
management positions or “officer in charge” posts as they are also called, is stations that
these stations are seen as the feeding stations for the rest of the company. These stations also
49
called, regional airports have a constant in- and outflow of individuals. Individuals are
selected from these stations and offered functional development opportunities in other parts
of the company. This leads to a very high personnel turnover.
The question that arose from the above was which leadership development practices are used
within the company to assist these junior managers in order to develop them on a managerial
level. It must be kept in mind that these junior management positions is also vital for the
overhaul company health and strategic focus as it is a pre-requisite for higher management
positions.
While one senior manager admitted to not using any one of the leadership development
practices, others confirmed by example that a wide variety of development practices is used
in order to help the junior managers grasp their duties. This was in contrast with the
experience of junior managers with regards to development practices. The leadership
development practices observed by junior managers was mentoring and coaching. But it also
became clear that some individuals were unsure about what is regarded as coaching as well as
what the difference is between mentoring and coaching. One individual acknowledges being
exposed to mentoring and coaching. It was also stated that they are sometimes unsure of
what to do in specific situations and that the manager then takes over and sorts out the
problem – which is neither mentoring nor coaching in action.
All six senior managers interviewed agreed that more needs to be done in order to train and
develop junior managers. It was, however, again stated that, time and proper planning was
reasons why this is not done. In terms of this it was stated;
“No, when they are first appointed most of them don’t even have the basics of management
training… There needs to be a plan with input from both sides, it doesn’t help me making
decisions and the individual is not interested or will not derive any benefit from it.”
In the literature review, section 2.4, Noyes et al. (cited in Fibuck and Van Way, 2012:44-47)
stated that there are different elements to succession planning. It was indicated that in order
for succession planning to be effective, an overall organisational strategy needs to be
developed with specific reference to skill sets for specific positions and there needs to be
personalised plans created and implemented for the chosen individuals. In the interviews it
became very clear that in some instances individuals was informed about their inclusion in a
succession plan, but there was not a properly developed implementation plan for the
50
operational department. There is no evidence to support that skills training was done or that
individuals was prepared for their positions beforehand or even after taking up the junior
management position.
Byham et al. (cited in De Rue and Wellamn, 2009:865-870) stated that the successful
implementation of succession planning requires the broad-based support from the
organisations upper management team. Succession planning requires a significant time
commitment from the leadership team and the proof will be a program which will be flexible
enough to accommodate the stresses of the environment. Development activities may require
individuals to attend development sessions which may take them away from their functional
activities, but a well-developed succession program together with a strong management team
will be able to manage the disruption. Poorkiani et al. (2010:507-513) suggests a competency
based succession planning model which identifies a combination of skills, knowledge and
behaviours and must be closely connected with the occupational activities of the individual.
Furthermore, Cohn et al. (2005:6) stated that there must be opportunities provided to
individuals in order to be exposed to all the company’s operations. Collins and Holton
(2004) also warned that many company’s drive away future leaders due to a lack of
resources, proper mentoring, and development opportunities. Coaching must be used to
groom individuals in order to develop specific skills that are required in the workplace; these
skills have a direct impact on the performance outcomes and can be mastered over a short
period of time. Coaching need not take the individual away from their day to day activities
and is a cost effective solution that assist career development (Meyer and Fourie, 2006). But
in order to have effective coaching and understanding the difficulties that both junior and
senior manager’s face there needs to be communication.
4.4.2 Communication
The next theme that became evident through the coding phase was communication. It was
very encouraging to hear from the senior managers interviewed, that there was weekly if not
daily informal communication between senior and junior management, which indicates that
there is open communication from top to bottom. Additionally to this, there was also a
confirmation that there are formal monthly meetings held with human resources, during
which succession planning was included, as a standing item on the agenda.
The picture changed slightly when junior management was faced with the same question.
Four out of the six junior managers confirmed that they email or talk to their managers on a
51
daily basis, while two stated they only speak to senior management when an unexpected
situation arises.
Although four junior managers confirmed that they speak to their managers daily, two
however felt that it was ineffective. These senior managers were seen to be sympathetic, but
this was not helpful in solving difficult situations. In this regard it was stated that,
“….you are faced with a challenge managers tend to be sympathetic instead of helping you
sort out the problem, no solution is given or offered.”
In the interviews it became clear that junior managers are frustrated by the manner in which
their managers assist them in difficult situations. Three junior managers cited the lack of
clear guidelines as to what he/she is responsible for.
In chapter two Cohn et al. (2005:2) emphasised that strong managers and mentors are needed
in order to pass on important knowledge and provide helpful guidance feedback. A statement
made by Zemke (cited in Bell, 2006:102) supports this notion that due to the fast paced
working environment, managers needs to make more effective use of mentoring and
coaching. Zemke (cited in Bell, 2006:102) was quoted as saying “coaching subordinates isn’t
additional to a manager’s job; it’s an integral part of it.”
A major finding in the literature review is that communication is needed for successful
succession planning. Rothwell emphasised that a mentor or coach needs to have the ability to
communicate in order to provide advice to the mentee or coachee. In ATNS’s Directives (HC
Dir 14/2010, dated 1 Dec 2015) good communication skills is noted as one of the key
competencies needed by junior managers. Lockwood (2006:4) admitted that physically
interacting, by means of communication with individuals is still seen as the best way to attain
the individual’s level of engagement and commitment to the goal of succession planning.
4.4.3 Decision making
During the coding phase decision making was identified as another prominent theme, more
specific the ability to make informed decisions as well as to accept responsibility for one’s
actions. One senior manager felt that he/she needed to be consulted by the junior manager
concerning decisions that is made, as he/she remains ultimately responsible for the decisions
made. The rest of the senior managers felt that junior mangers reporting to them must be able
to handle situations as they arise and take responsibility for it. In this regard the senior
manager stated that;
52
“I have a simple philosophy: just make sure whatever decision you make is defendable”
Junior managers however felt that they are expected to perform certain functions which are
not in the job description or the handover list and no guidance or support is provided to
handle out of the ordinary situations which they are faced with. They fear repercussions if a
wrong decision is made. Only two junior managers felt that they are supported by their
managers and they are confident making decisions, knowing that there managers will support
them. There was however a few examples given concerning conflict of interest between
junior managers and their senior managers. The result of senior managers taking over a
situation is that it leaves the junior managers feeling inadequate and does nothing to prepare
him/her to handle similar situations in future, this again refers back to proper mentoring and
coaching that is not done. Some examples of this are the following;
“In this dynamic environment things happen that has never happened before, the manager
will just come and sort it out….. I feel inadequate. You’re just told this has happened, but
what is my role?”
“I experience decision-making as me highlighting a situation/problem and it coming back as
a solution. My manager does not come to me and enlists my opinion of how I think it should
be handled, it comes back as an instruction, “you will do this”. It’s not good because I don’t
learn anything.”
When junior mangers were faced with the question whether or not they feel comfortable in
their current positions, four out of the six junior managers felt they were not adequately
trained for their current positions, which in turn influences their decision making abilities.
They lacked the level of competence expected and therefore did not have the confidence that
is expected to successfully function in the position. Examples of these feelings are presented
below;
“I’m a bit out of my depth, I learn from situation to situation. There are basic things that I
didn’t know and which I had to learn the hard way.”
“Giving somebody a job description is not, according to me seen as training for a
position…”
The remaining two individuals felt that they taught themselves what to do and only became
comfortable in the position due to the time spent in the position. They also cited that a
53
handover checklist was given to them, handed down from a previous junior manager, which
guided them on certain issues with regards to decision making.
“I had the chance to grow in the position and you learn as you go along… there is always a
challenge that you have not experienced before”
In chapter two Rothwell (2010:31) describes the lack of adequately trained personnel as an
uproar because real time decisions cannot be made, customer needs cannot be satisfied and
important activities are placed on hold. Conger and Toegel (2009:290) also suggested that
there should be ample and regular opportunity for active and objective feedback, this needs to
be done in order to ensure that the right lessons are learned.
4.4.4 Company commitment towards succession planning
In chapter two, Byham et al. (2002:44) put great emphasis on the fact that succession
planning can only be effective if implemented correctly and top management is the driving
force behind it. In the responses received it became clear that in ATNS’s case there are two
parts to this statement.
Firstly, respondents overall felt that they see the intention of support from top management in
the form of directives and policies in the company. Respondents also mentioned that
succession planning was identified as one of the company’s critical outcomes for the
financial year 2015/2016. Respondents (both senior and junior and senior managers),
however, mentioned that they have not yet seen succession planning being practically
implemented in ATNS. The following comments relate to the practical implementation of
succession planning;
“I don’t see any succession planning at my level, but to the best of my knowledge the concept
was recently introduced and is still gaining traction, we are yet to see the fruits of it..”
“ ..it looks like people from the top side are being mentored into positions, but I don’t see it
being done for junior or middle management.”
As mentioned earlier two of the junior managers interviewed admitted that they were told that
they were identified and are now part of the succession plan for the organisation. This shows
that a select few of senior managers followed company directives, proving their intent to get
involved with the succession planning process. But the fact that this was also the last
communication received concerning the individuals’ succession plans, is however evidence
54
that there is no committed to the process, there is no follow-up or evaluating of the process.
The said individuals were also not sure how they were chosen for the succession planning
process. There was however the feeling that it was done for the sake of doing something. A
comment relating to this is the following;
“…I was part of mentee/mentor program……. I feel it only happened so that papers could be
filled in confirming that you did the course, you manager can now confirm that you were
involved in training. Only for the sake of ticking a box.”
Although five of the senior managers confirmed that succession planning is crucial for the
company and for the individual, there was only one senior manager that confirmed that he is
actively busy with succession planning. Another senior manager admitted that he has all the
intentions to roll-out his succession plan in the next financial year. One senior manager also
confirmed that in some cases individuals at senior management level had to be kept past
retirement age, because there was no successor trained. This indicates that even at senior
management level succession planning is needed. The senior managers also confirmed that
succession planning is an item on their annual performance management assessment (balance
score card).
“…. If you look at the now- in the workplace there is no proof of succession planning being
actively pursued. All is still in the development phase at top management level. ATNS has
not taken ownership of this issue…..”
The succession planning process is seen as the first line of identifying staff shortages not only
in the operational field but in the managerial field as well. Overall junior managers felt that
by implementing properly developed succession plans, the company can ensure that it can
face the unsure business environment and thereby ensure business continuity.
“….. prepare the employees towards future positions and aspirations, in ATNS it is mostly
done for managers but it can be done for other positions, basically you plan for the future.”
In the literature review section 2.4, Hills (2009:4) stated that large companies tend to
integrate their succession planning with their annual performance management process.
Cohn et al. (2005:2) agreed with this outlook and added that line managers need to be help
personally responsible for talent development initiatives at their level, while the board of
executives should take ownership of the overall system.
55
In ATNS’s case this is true, ATNS do rate their senior managers on their commitment
towards succession planning – but it appears out of the interviews with junior management
that this is only a paper exercise. There is an interruption in the delivery of service due to the
fact that there is no successor trained. Rothwell (2010:124) stated that the prominent factor in
the highly successful companies is their top management involvement in succession planning
– it’s not seen as just a part of their role but rather their reason for being.
4.5 CONCLUSION
In chapter four, a detailed, focused analysis of the research findings was presented. The
research findings revealed that succession planning is not a properly implemented on an
operational level. Junior and senior management however believe that succession planning
can make a huge difference to the organisation as a whole.
The next chapter concludes the study by presenting final conclusions and proposing
recommendations on how succession planning should be addressed in the ATNS operational
department.
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CHAPTER 5: CONCLUSION AND RECOMMENDATIONS
5.1 INTRODUCTION
This chapter concludes the study. In chapter five conclusions are drawn from the data
gathered and the analysis of the data as presented in chapter four. The chapter includes
recommendations, limitations and suggestions for future study. The research aims, objectives
and research questions will be highlighted again in order to attain whether or not the research
questions have been answered.
5.2 FINDINGS FROM THE STUDY
In chapter four the processed data was used to develop prominent themes. The identified
themes were then linked to the literature in chapter two. The main finding that became
evident in chapter four will now be discussed as well as the findings from the literature
review.
5.2.1 Findings from the literature review
In chapter two the following definition for succession planning was adopted: Rothwell
(2010:6) and Dough’s (2014:35) definition as it enforces the need to identify talent and the
importance to develop talent to benefit the organisation’s aim to have successful succession.
This will lead to maximum benefit for the individual and the organisation.
Large companies tend to integrate their succession planning with the company’s annual
performance management process. Human resource personnel collaborate with the line
manager in order to identify high potential candidates. In this process the exact skills that is
required is listed and development opportunities are provided through mentoring and
coaching to ensure the individual have what it takes to succeed in their next position (Hills,
2009:4). Noyes et al. (2004:243) agrees and add that the organisation not only identifies skills
needed but also the knowledge pertaining to the post.
Grainge’s (2007:30-32) believes that a succession planning model needs to be industry and
company specific. Rothwell (2010:88-90) suggests a competency-based succession planning
model. This model can be developed to provide a blue print for each level or functional area
for building competencies for the present and the future. This model will assist the company
in linking and aligning organisations core competencies to job competencies. It will assist in
establishing clear work expectations as to what is needed and it will help the individual in
determining what competencies they already possess.
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Karaevli and Hall (cited in Davis, 2008:97) states that in order to have, “the right person in
the right place at the right time”, the organisation must move away from trying to develop
large talent pools, but should rather focus on a few key individuals. The human resources
department needs to get involved in developing leadership development programs and
promotional programs. Rothwell (2010:19) added that the organisation needs to protect the
intellectual capital of their employees as this is their competitive advantage in the market.
Bitting (2006:14) emphasises that Management must realise that developing key
competencies, need not be costly to the organisation. The advantages of mentoring,
coaching, job shadowing, job rotation and committee participation far outweigh the cost.
Rothwell (2010:124), found that most Fortune 500 companies are successful due to the
extensive work done on the field of effective succession planning and management practices.
Their top management’s involvement is also noteworthy.
Cohn, Khurana and Reeves (2005:2) emphasises that managers must mentor emerging
leaders in order to pass on important knowledge and provide helpful evaluations and
constructive feedback. Line managers must be held responsible for executing talent
development initiatives, while the board of executives or senior management should assume
high-level ownership of the overall system.
During the implementation phase of succession planning, Rothwell (2010:71) identified the
lack of support from HR and senior managers can seriously harm the implementation of
succession planning. Senior managers need to be aware of the work-related problems arising
from not having a successor to fill an important vacancy when it occurs. Organisations need
to be vigilant of corporate politics, decision makers must insist on formal ways to identify
work requirements and assess performance and potential of individuals. Grainge (2007:31)
stated that succession planning must fit in with an organisations wider strategy and if so, it
must have the full backing from the executives.
Collins and Holton (2004: 220) found that many organisations drive away many of their
future leaders through lack of resources, proper mentoring, and developmental opportunities.
Erasmus, Loedolff, Mda and Nel (2009:238) points out that, in order to suggest any kind of
development or intervention the first step need to be that of identifying the individuals,
secondly identifying the broad skills and competencies required and lastly the level of
intervention required.
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The above was the main findings identified in the literature review. Next the findings will be
presented from data gathered in chapter four.
5.2.2 Findings from primary research
In chapter four prominent themes were discussed namely: training and development,
communication, decision making and company commitment towards succession planning.
The results will now be discussed in the light of the research questions:
• What are the problem areas in die current succession planning process?
• What process is followed to identify possible successors in the company?
• What assistance is provided by senior management to assist junior management with
their succession plans?
• What recommendation can be made to improve the succession planning process
within the operational filed?
5.2.2.1 Problem areas in the current succession planning process
During the study it became clear that succession planning and investment in their leaders of
tomorrow is not part of ATNS’s culture. Out of the biographical information it can be seen
that the bigger part of senior managers have been with company for some time and it is very
worrisome to find that succession planning is not one of the main objectives of these
managers although the bigger part of them do believe that it is necessary. Currently there is
no succession planning process in the company, there is however managers that are putting in
a real effort for succession planning at their respective units, but it is still only plans – no
practical implementation of succession plans. Theoretically, there are policies and directives’
giving a very broad and vague idea of what is expected from management with regards to the
succession planning process. But practically there is very little that can be mentioned as
examples of active succession planning taking place.
The company is adhering to the worldwide call for equal distribution between males and
females at management level, unfortunately this is only true for junior management; at senior
management level the company still favours males. A select few junior managers admitted
that they were informed that they were part of a succession plan, but were unsure as to how
they were chosen for said plan. At no stage an indication was given as to the human resource
department’s involvement in the succession planning process.
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5.2.2.2 The process followed to identify possible successors in the company
During the interviews two junior managers admitted to being told that they were part of a
development plan, but this related to a development plan specifically for women within
ATNS and therefore cannot be seen as succession planning for the operational department.
Two other managers confirmed that they were sent on an internal operations management
course, which is a step in the right direction, but the two individuals were only sent on this
course after they were appointed in the positions. Paperwork for member’s involvement was
generated but it was only a paper exercise, no plan for exposure was introduced or assistance
provided to prepare individuals.
The way in which junior managers are selected to fill junior manager posts in ATNS, leaves
much to be desired. Senior managers admitted that they have little influence or insight in the
selection of junior managers
During the study it was found that functional qualification takes precedent over an
individual’s suitability for a position. One would think that the company would invest in
their junior managers in order to ensure that they are well equip if they were to move to
higher level management, but no link could be found to prove that senior management are
using these junior management positions as a breeding ground for future senior managers.
While senior manager’s belief that there is a need for succession planning, they clearly expect
this to be done by somebody else, there is uncertainty as to who’s responsible for succession
planning.
Succession planning in ATNS is seen as an over and above exercise; top management is not
driving succession planning. There is also no indication as to the human resource
department’s involvement in the succession planning process.
5.2.2.3 Assistance provided by senior management to assist junior managers with their
succession plans
Three out of the six senior managers interviewed confirmed that they actively assist junior
managers. It was found that this assistance is directly related to day to day activities and
assistance required for situations out of the ordinary and not related to succession plans. A
few senior managers admitted that more could be done if given more time and possibly more
input as to who gets appointed in the positions.
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Regular communication sessions between both parties is admirable, however junior managers
felt that these were inadequate. A possible reason for this ineffective communication could
be due to senior management’s inability to identify a coaching opportunity.
It was also found that there is limited to no exposure given to junior managers before being
appointed and even less after being appointed. They are expected to “swim”, but actually a
great injustice is done to the individual as well as the company. The individual needs to learn
what is expected of him/her as they go along and the company may suffer financially and lose
credibility with stakeholders and shareholders, due to poor decision making from junior
managers.
There is also a perception that the more functional experience one has, the better manager
he/she will be. Having functional experience gives an individual a better understanding of
what is expected but is does not necessarily mean the person is interested or qualified to be a
manager.
With regards to developmental practices, specifically mentoring and coaching, it became
clear that either senior management doesn’t have the skill to mentor juniors or they don’t see
the benefit of it. Mentoring and coaching was perceived as extra work for which there was
no time. It should be noted that there is confusion as to the difference between mentoring and
coaching on both sides.
5.2.3 Conclusions on the findings
A manager must be a well-balanced individual. Equal time needs to be spent on functional as
well as educational activities, to ensure that managers have the skills to do their functional
tasks as well as the knowledge to make good and informed decisions that will be to the
benefit of the organisation.
Succession planning needs to be a transparent process with clear guidelines of what is
expected of the individual at each stage of the succession planning process.
In the literature review it is strongly recommended that succession planning be driven from
the top down, it must be made part of the company culture. In ATNS managers have not yet
realised the benefits of succession planning, although some have started this process. Next
recommendations will be made to address these challenges.
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5.3 RECOMMENDATIONS
Based on the findings, there are areas in the succession planning process that requires
improvement. The following recommendations are put-forward:
• Firstly the Human Resources Department staff members need to interact more with
the operational department in the selection and appointment of junior managers. The
Human Resources Department needs to ensure that all criteria required for acceptance
into the operational department talent pool is adhered too. This will ensure that all
candidates meet the minimum requirements for the posts, which will include
functional qualifications and managerial competencies. A succession planning
committee, comprising of top management, senior management, human resources and
a succession planning specialist, must develop a succession plan specific for the
operational department. This committee also needs to revise and amend the directives
and policies involving the succession planning process. This will ensure that they
portray the company’s strategic plans and culture.
• Once a succession planning committee is established they need to identify the
required competencies for a junior management position. Only once this is done can
the process start to develop a competency based succession planning model. This
process needs to be driven by the HR Executive. During the quarterly personnel
interviews with their managers, individuals must be made aware of the process to
follow to become part of the succession pool in the operational department.
Individuals who make themselves available for development will then have insight as
to what is expected of them. The IDP’s of the chosen individual’s needs to reflect
their succession training plans and there must be clear guidelines and action dates to
ensure commitment and drive. Adopting a competency-based model will also assist
in identifying strengths and gaps within the organisation.
• By adopting a competency based succession planning model, ATNS will ensure a link
between succession planning and the strategic planning of the organisation, which in
turn will ensure that an adequate supply of leaders will be available for the future to
meet organisational needs. Once these future needs of the organisation are identified,
timelines for readiness can be identified.
• It is suggested that a talent pool be created, which takes all factors which needs to be
considered for appointments, into consideration. Senior managers, in their quarterly
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performance assessments, must be assessed on the progress of junior managers and
successors reporting to them. This will ensure management’s commitment to the
succession planning process and it will ensure that succession planning becomes an
integral part of strategic planning within ATNS.
• With regards to development practices in ATNS, firstly top management needs to
make a decision as to which development practices they prefer managers to use. In
the operational department it is suggested that mentoring and coaching be used. All
managers need to be educated and made aware of the benefits of using development
practices, specifically mentoring and coaching. A one day course at the aviation
training academy will be sufficient. This course must be mandatory for all managers.
Effective coaching will in the long term provide extra time for the senior manager,
because junior managers will need less supervision.
All the above recommendations will amount to nothing if it is not driven by top management.
There needs to be an action plan and target dates in order to monitor and evaluate the
succession planning process.
5.4 LIMITATIONS TO THE STUDY
Due to the fact that the management cadre for the ATNS operational department is very
small, the findings of this study cannot be generalised to present an exact picture of the
perception on the effectiveness of succession planning in ATNS as a whole. The number of
respondents was affected by various factors. These include:
managers not able to take part in the interviews due to work commitments
individuals acting in manager positions, stating that they would not be of any help due
to their limited knowledge of succession planning
a senior manager afraid that his confidentiality could be compromised
However, the findings are still helpful and do give an insight into junior managements
perception on the effectiveness of succession planning within ATNS operational department.
5.5 SUGGESTIONS FOR FUTURE RESEARCH
In chapter 2 succession planning is identified as a process that is too critical too be left to
chance. It was mentioned that most Fortune 500 companies have one thing in common –
effective succession planning and management practices. In the light of the above statement
the following suggestion for future research are put forward:
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It is suggested that a study be conducted focusing only on the implementation of
succession planning in ATNS. During this study the main focus will be on the impact
of succession planning on the company culture and how succession planning has
influences ATNS strategic direction.
Development of a succession planning template, specific for each station.
Focussing more on a human resource study; the impact that succession planning has
on individuals that have gone through the succession planning process and those that
were not part of any formal succession plan.
5.6 FINAL CONCLUSION
The objective of the study was to investigate junior management’s perceptions on the
effectiveness of succession planning in ATNS. Henri Fayol (cited in Rothwell, 2010:6)
recognised the need for organisations to plan for talent to assume leadership positions. The
study was conducted in order to ascertain whether the statement made by Fayol (cited in
Rothwell, 2010:6) is what junior management experience in the operational field. The study
findings revealed that:
There is no formal succession plan for the operational department in ATNS. There
was however a paper exercises done by certain senior managers identifying females
for a succession program. This was however only a paper exercise. Individuals
interviewed were uncertain as to the process that was followed to be included in such
a succession plan.
Based on the study findings there is much work to be done in order to create a
succession pool. ATNS needs to ensure that they not only expose junior management
to the wider field of management, but that they are also training and exposing future
senior managers in ATNS. Individuals need to be identified and then given the
opportunity voice their willingness to participate in a succession plan. The succession
planning process must be transparent and open to scrutiny.
Based on the findings, there are regular communication sessions where junior and
senior managers interact with one another. But junior management felt that these
sessions did not add value to their development. Senior management however
admitted that more need to be done to assist junior management, but that time was the
restraining factor. This could be rectified by introducing a mentoring and coaching
program to all management levels.
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In conclusion the study makes a useful contribution to the perception of succession planning
in ATNS. The study revealed that there is an urgent need for succession planning in the
operational department. Effective succession planning can contribute to the overall success
of ATNS. Recommendations made can help ATNS to meet company and individual
development needs, which will ultimately improve employees’ commitment to ATNS.
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APPENDICES
Appendix A: Invitation Letter
PROJECT TITLE: Investigating junior managements perceptions on the effectiveness
of succession planning in ATNS
Primary investigator: Mrs Annemarie Bezuidenhoudt
Study leader: Louise Niemand
Dear Research participant,
You are invited to participate in an interview that forms part of my formal MBA studies.
Background information
The background of the study contributed the following to the research problem:
• Flanagan and Finger (2013) found that an organisation’s performance is linked
directly to the quality of their rising leaders, which in turns enhances the
organisation’s corporate image.
In this study the aim is to identify different perceptions from both senior management and
junior management as to the effectiveness of succession planning within ATNS.
The objectives of the research study will be to:
• To identify different skills required in order to be considered for a junior management
position.
• To identify what process is followed to identify possible successors in the company
and what assistance is provided by senior management to assist junior management
with their succession plans.
• Provide the recommendations for the improvement of the succession planning process
within the operational field.
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Exclusion criteria
Only members involved in management within ATNS operation department will be eligible
to participate in the study.
Potential and/or foreseeable risks
The focus of the study is on the succession planning within the Operational Department of
ATNS and therefore you will be requested to respond to questions relating to this subject. To
protect the participants, the information provided will be treated with strict confidentiality.
Potential benefits
The results from the interview will not have immediate direct personal benefit to research
participants. However because of this study, an article will be drafted and presented to top
management and as such the findings of the study will be of benefit to the management in
ATNS operational department in the future.
Basic rights of the participant
Your participation in this study is entirely voluntary and anonymous. All the data that you
provide in the interview will be handled confidentially. The information received during the
project will only be used for the research purposes. You have the right to withdraw at any
stage without any penalty or future disadvantage whatsoever. You don’t even have to
provide the reason/s for your decision. Your withdrawal will in no way influence your
continued relationship with the researcher. Note that you are not waiving any legal claims,
rights or remedies because of your participation in this research study. All information
obtained from the questionnaire is strictly confidential.
The formal ethics approval/s
The Management College of Southern Africa (MANCOSA) have approved the formal study
proposal. Also, the Executive Operations of ATNS has granted written approval for the
study. All parts of the study will be conducted according to internationally accepted ethical
principles.
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Contact information for the researcher, study leader and ethics committee
The primary investigator, Annemarie Bezuidenhoudt, can be contacted during office hours at
Tel (012) 543 1402, or on his cellular phone at 071 362 5053. The study leader, Louise
Niemand, can be contacted during office hours at Cell. 083 280 5352.
Declaration of conflict of interest
ATNS has financially support the researcher (primary investigator) for this study.
Word of appreciation
Your participation in the study will be greatly appreciated.
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Appendix B: Informed consent form
Researcher: Mrs Annemarie Bezuidenhoudt
I, ___________________________________________, volunteer to participate in the study
being conducted by the researcher mentioned above. The main purpose of this study is to
investigate junior management’s perceptions on the effectiveness of succession planning in
ATNS. My contribution to this study is extremely important to ensure the success of the
project.
Confidentiality
I understand that the information provided by this study may be used for research purposes.
All individual information will be coded and at no time will my personal identity be revealed.
My results (protocols and reports) will be viewed only by those responsible for the
preparation and delivery of feedback, and for research.
Voluntary participation
The nature and purpose of the research has been explained to me. I understand that
participation in this study is voluntary and refusal to participate will involve no penalty or
loss of benefits to which I am otherwise entitled. I understand that I may withdraw from
participation at any point in the study without being penalised.
Termination of participation
My participation in this research may be terminated without my consent if the researcher(s)
believe that any portion of the study will put me at undue risk. My participation may also be
terminated if I do not adhere to the study protocol.
Benefits of participation
The benefits of participating in this study are that my participation will make a contribution
to further the improvement of succession planning within ATNS. I also take note that I am
entitled to feedback on the results obtained.
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Liability
I have voluntarily agreed to participate in this study. I release all involved researchers and
any other personnel involved in this research project (study) from any liability for any injury
or illness that I may suffer while participating in this research study, or which may
subsequently occur in connection with the study.
Persons to contact with questions
I understand that the researcher in this study is Mrs Annemarie Bezuidenhoudt and that I may
contact her if I have any additional questions (cell: 071 362 5053).
Consent to participate
I certify that I have read all of the above and have received satisfactory answers to any
questions that I asked. I willingly give my consent to participate in this research study.
__________________________ _______________________
Participant name (print) Date
__________________________
Participant signature
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Appendix C: Interview schedule for senior managers
SECTION A: BIOGHRAPHICAL INFORMATION
1. Gender
2. Age
3. Highest Academic Qualification
4. How many years have you been a manager in ATNS?
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SECTION B: OPEN ENDED QUESTIONS
1. What is your understanding with regards to succession planning within ATNS? Do
you think succession planning is necessary in ATNS?
2. How did you become a manager? Were you part of a succession pool or groomed for
the position?
3. Which leadership development practices do you make use of?
(360 degree feedback, coaching, mentoring, job assignments, action learning)?
360-degree
feedback
Multi-source ratings of leadership performance; organised and presented to
management personnel
Mentoring Advising/developmental relationship with a more senior manager; both
formal and informal mentoring relationships
Coaching Direct guidance of an individual or group to develop specific skills that are
applied and implemented in the workplace.
Job
assignments
Providing stretch assignments, often requiring skills and knowledge beyond
the individual’s capability
Action
learning
Directed at current, critical business problems; often involving cross-
functional teams of high potential managers
4. Does the use of these development practices produce the envisioned results? If not
why?
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5. What do you expect from junior managers reporting to you, wrt decision making?
6. How regularly do you communicate with junior managers reporting to you? During
these communication sessions how do you assist him/her with challenges?
7. In your opinion: “Is junior managers adequately trained for the positions they hold?
8. What skills do you feel are crucial for a manager?
9. If a junior manager lacks the necessary skill set, how do you suggest one obtains these
skills?
10. Do you think succession planning in ATNS enjoys the support of top management? If
so in what actions by senior management is this visible? Or If not how do you suggest this
issue be addressed?
77
Appendix D: Interview schedule for junior managers
SECTION A: BIOGHRAPHICAL INFORMATION
1. Gender
2. Age
3. Highest Academic Qualification
4. How many years have you been a manager in ATNS?
78
SECTION B: OPEN ENDED QUESTIONS
1. What is your understanding with regards to succession planning within ATNS?
2. Were you or are you part of a succession pool? Do you think it is necessary to have a
succession planning program in order to be developed for a managerial position?
3. Which leadership development practices have you been exposed to?
(360 degree feedback, coaching, mentoring, job assignments, action learning)?
360-degree
feedback
Multi-source ratings of leadership performance; organised and presented to
management personnel
Mentoring Advising/developmental relationship with a more senior manager; both
formal and informal mentoring relationships
Coaching Direct guidance of an individual or group to develop specific skills that are
applied and implemented in the workplace.
Job
assignments
Providing stretch assignments, often requiring skills and knowledge beyond
the individual’s capability
Action
learning
Directed at current, critical business problems; often involving cross-
functional teams of high potential managers
4. Do you feel adequately trained for your current position?
79
5. What in your opinion do you think is expected from you?
6. How regularly do you communicate with your manager? During these sessions do you
require input from him/her in order to make decisions?
7. How does management assist you when you are faced with work related problems?
8. After being appointed, what support do/did you receive from middle/senior
management? Did they prepare you for what followed?
9. According to your experience, what skills are crucial for a junior manager?
10. If you do not possess a skill, how do you suggest one obtains these skills?
80
11. Do you think succession planning in ATNS enjoys the support of top management? If
so in what actions do you see this? Or If not how do you suggest this issue be addressed?
81
