| Course | HRM-8030 Seminar in Human Resource Leadership |
|---|---|
| Module | Module 3 |
| Paper type | Module 3 written assignment: talent management systems |
| Length | About 567 words, 5 pages |
| Format | APA 7 student paper |
| School | Thomas Edison State University |
| Program | Doctor of Business Administration |
| Updated | October 2026 |
Free sample paper for HRM 8030 Module 3
Seeing the Talent You Have: A Talent Management System for Monmouth Packaging Group
Student Name
Doctor of Business Administration, Thomas Edison State University
HRM-8030: Seminar in Human Resource Leadership
Mentor Name
Month Day, Year
Seeing the Talent You Have: A Talent Management System for Monmouth Packaging Group
Introduction
Modules 1 and 2 found that Monmouth promotes by seniority and that its workforce needs new skills. Neither problem can be solved without knowing who in the company could fill its most important roles. A talent management system provides that knowledge. Collings and Mellahi (2009) define strategic talent management as identifying the positions that matter most to the organization's success, growing a pool of strong and promising people ready for those positions and building HR practices that keep those positions filled.
Critical Roles
The company identified fourteen roles where poor performance or a vacancy would most affect customers, quality or safety: the three plant managers, the directors of operations, quality and sales, and eight department managers in printing, finishing, maintenance and planning. Within five years, eleven of the fourteen can retire.
Assessing Performance and Potential
The talent review will assess each employee in the pool on two dimensions. Performance is judged from the year's results against goals, using the calibrated ratings introduced across the company. Potential is harder to judge. Monmouth's seniority habit is exactly what Silzer and Church (2009) warn against: treating present performance, or looking like current leaders, as potential; they suggest judging potential by base qualities such as cognitive ability and personality, growth factors such as eagerness to learn and drive, and career dimensions such as leadership and functional skills.
Many companies summarize these assessments on a nine-box grid that plots performance against potential. The grid is useful for discussion, but it can mislead when a single impression places a person in a box that then follows them for years. Monmouth will use the grid only as a summary of evidence discussed in the review, never as a substitute for it.
| Dimension | Evidence used at Monmouth |
|---|---|
| Performance | Results against goals; calibrated rating |
| Learning ability | Speed of mastering new equipment or roles; rotation feedback |
| Leadership | Behavior in leading shifts and projects; peer and team input |
| Motivation | Expressed interest in larger roles; development completed |
| Functional knowledge | Depth in the employee's area and exposure to others |
The Talent Review
Twice a year, the senior leadership team will meet with HR to review everyone in the pool for the fourteen critical roles. Each manager presents evidence for their employees, others challenge it and HR records the agreed assessment and development actions. Because the culture favors familiar people, the review requires evidence for every assessment and includes candidates from all three plants. Schein and Schein (2019) note that leaders reveal what a culture really values through what they pay attention to and reward; a review that visibly rewards evidence of readiness, not length of service, will itself teach the organization what matters now.
Connecting the System
The review drives three other practices. Development actions, rotations, mentoring and certification, follow from each person's gaps. Retention actions target high performers who are flight risks, especially younger employees with digital skills. And selection for critical roles draws first on the pool, with openings still posted so anyone can apply. Without these links, a talent review produces lists that nobody uses.
Conclusion
A talent management system gives Monmouth a way to see the talent it already has, judge potential on evidence rather than seniority and connect development, retention and selection to the roles that matter most. It is the foundation for the succession management system in the final project.
References
Collings, D. G., & Mellahi, K. (2009). Strategic talent management: A review and research agenda. Human Resource Management Review, 19(4), 304-313. https://doi.org/10.1016/j.hrmr.2009.04.001
Schein, E. H., & Schein, P. A. (2019). The corporate culture survival guide (3rd ed.). John Wiley & Sons.
Silzer, R., & Church, A. H. (2009). The pearls and perils of identifying potential. Industrial and Organizational Psychology, 2(4), 377-412. https://doi.org/10.1111/j.1754-9434.2009.01163.x
HRM 8030 Module 3 instructions, in plain terms
The third HRM-8030 written assignment covers talent management systems. Expect to identify the roles that matter most, explain how to assess performance and potential, design a talent review and show how it connects to development, retention and selection. Apply the course text and research on talent management and the identification of potential to the organization you have studied in earlier assignments. The final project builds a succession management system on this foundation, so design the talent system with that use in mind. Use scholarly sources and doctoral-level analysis. Use the organization from the earlier assignments, and state how many roles you consider critical and why. Expect to justify the criteria you use for potential.
How this HRM 8030 Module 3 example is built
The paper defines strategic talent management and names fourteen critical roles with the retirement risk that makes them urgent. An assessment section separates performance from potential and uses research on identifying potential, with a table of evidence for each dimension. A critical paragraph limits the nine-box grid to a summary. The review process is described with safeguards against favoring familiar people. A section connects the review to development, retention and selection, and the conclusion links the system to the final project. Safeguards against favoring familiar people are built into the review because the culture analysis showed that risk. A short section connects the review to the actions that follow it.
HRM 8030 Module 3 rubric: what earns full marks
The rubric looks for correct talent concepts and research, well-chosen critical roles, a defensible way to judge potential and parts that connect. Answers that use research to question common tools, rather than adopting them uncritically, show doctoral-level judgment. Safeguards that address the organization's culture demonstrate practical awareness. Organized headings and research beyond the course text round out the talent paper's mark. Mentors also credit systems that connect the review to development, retention and selection, since a review that changes nothing adds little. A table of evidence for each dimension makes the assessment transparent. Research on identifying potential should guide the criteria. Clear criteria for potential, applied to everyone, show fairness. Systems that explain how potential will be assessed fairly, and by whom, show the rigor expected.
HRM 8030 Module 3 help from the desk
Students lose points by treating every role as critical, by equating potential with current performance or by describing a talent review that produces lists with no consequences. Name the critical roles and why. Define potential with evidence-based criteria. Design the review to require evidence. Connect results to development, retention and selection. A free first sample on your own HRM-8030 Module 3 organization is available on request. Limit the critical roles to those whose loss would most hurt the business, and explain how the review will be run so evidence outweighs familiarity. Use the nine-box grid only as a summary of evidence. Record actions after every review.
Write yours, or have the desk draft it
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HRM 8030 Module 3 questions, answered
Where can I find a free HRM 8030 Module 3 sample paper?
Critical roles, potential assessment and a talent review for Monmouth appear above.
What is a critical role?
A position where poor performance or a vacancy would most affect customers, quality, safety or the organization's strategy.
How is potential different from performance?
Performance reflects current results; potential reflects the capacity to succeed in larger roles, judged from learning ability, leadership, motivation and knowledge.
What is a nine-box grid?
A chart plotting employees by performance and potential, useful as a summary but misleading if it replaces evidence.
What happens in a talent review?
Leaders discuss evidence about each employee in the pool, agree assessments and set development, retention and selection actions.