Talent Management Definitive guide

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TALENT MANAGEMENT
2009-2010
The Definitive Guide
With resources and Best Case Practices from:
AUSTRALIA
AUSTRIA
BELGIUM
BRAZIL
COLOMBIA
EGYPT
FINLAND
GERMANY
HONG KONG
POLAND
PUERTO RICO
PORTUGAL
ROMANIA
SERBIA
SPAIN
Prepared by Kay Willmore
MCVP TM + Communications
AIESEC in Bahrain
kay.willmore@gmail.com

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Talent Management
Contents:
Talent Development Programs .....................................................................................4
1. Learning Environment Management.......................................................................4
2. Leadership Development Programs .......................................................................5
3. Managing and delivering Partnerships that support TM area .................................5
The Processes of Talent Management.........................................................................6
1. Talent Planning .....................................................................................................7
3. Talent Selection ....................................................................................................9
4. Talent Induction ..................................................................................................11
5. Talent Goal Setting & Orientation .....................................................................13
6. Talent Allocation.................................................................................................14
7. Talent Training & Education ..............................................................................15
What is the Global Competency Model (GCM)?...................................................16
What is a Member Education Cycle (MEC)? ........................................................17
8. Talent Coaching..................................................................................................19
9. Talent Tracking and Pipeline Management ......................................................20
10. Succession Planning and Transition..............................................................22
11. Talent Performance Appraisal/Assessments and Talent Review ................24
12. Talent Motivation (Rewards & Recognition) ..................................................27
Ongoing Talent Management activities .....................................................................28
1. Exchange component ........................................................................................28
2. Development activities.......................................................................................29
3. Exit/H4TF interviews...........................................................................................29

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Talent Management
What is Talent Management?
Talent Management is based on the idea of Human Resources, that is, managing
people, giving them development opportunities and tracking this development.
What does Talent Management mean in AIESEC?
History:
2004 Human Resources
2005-2006 People Development – aimed at giving people the opportunity to develop
2007 - 2010 Talent Management – aimed at the whole process of people within an
organization. It therefore includes stages from HR planning, recruitment, allocation,
training and coaching to goal setting.
Managing the processes that are used in the organization to enhance competencies
development, motivation, and leadership of members as well as to manage our human
capital. A conscious, deliberate approach undertaken to attract, develop and retain
people with the aptitude and abilities to meet current and future organizational needs.
What does it constitute?
Talent Management Subsystem is comprised of:
1. Talent Development Programs – refer page 4-6
2. Talent Management Processes – refer page 6-29
What are these?
Talent Development Programs – the way by which we provide opportunities to members
Talent Processes – these are all the things we do in the job.
They are:
1. Talent Planning
2. Talent Marketing
3. Talent Selection
4. Talent Induction
5. Talent Goal Setting & Orientation (including Career Planning)
6. Talent Allocation
7. Talent Education & Training
8. Talent Coaching
9. Talent Tracking & Pipeline Management
10. Talent Transition
11. Talent Performance Management
12. Talent Motivation – Rewards & Recognition

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Talent Development Programs
Another part of the Talent Management Subsystem
The way by which we provide these opportunities is by our “Talent Development
Programs” which includes:
1. Learning Environment Management
2. Leadership Development Programs
3. Managing and Delivering Partnerships that support TM area
1. Learning Environment Management
The “Global Learning Environment” consists of 6 elements
This is the platform for our members to support their personal and professional
growth in AIESEC. A strong and powerful learning environment contributes to the
individual being more self-aware and developing further from the opportunities we can
provide them with. The Learning Environment works best when it is integrated with
Talent Processes.
For more information on learning environment elements see:
Global Virtual Learning Environment Wiki Campaign April 2009
http://www.aiesec.net/content/viewwiki.do?contentid=10062719
Coaching and Mentoring (output from ITC 2009)
http://www.myaiesec.net/content/viewfile.do?contentid=10076088
Mentoring presentation http://www.myaiesec.net/content/viewfile.do?contentid=10079392 and Wiki
http://myaiesec.net/content/viewwiki.do?contentid=10010131
Learning Circles/Discussion Groups Wiki http://www.aiesec.net/content/viewwiki.do?contentid=10008117
Individual Discovery & Reflection http://myaiesec.net/content/viewwiki.do?contentid=10007986
Team Experiences http://myaiesec.net/content/viewwiki.do?contentid=10007958
Conferences & Seminars http://myaiesec.net/content/viewwiki.do?contentid=10007811
Mentorship http://myaiesec.net/content/viewwiki.do?contentid=10007810
Virtual Spaces http://myaiesec.net/content/viewwiki.do?contentid=10007546

2. Leadership Development Programs
A leadership development program ensures that we deliver a high quality leadership
experience to our members.
People develop leadership competencies in a number of different ways including:
leading a team, individual learning plans, succession plans, mentoring and coaching.
Keep this in mind when developing programs that can support the further growth of
leadership competencies and skills in your members and then manage and deliver
partnerships that will support this area.
Remember that you can use partners in conferences, events and on a more strategic
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level to provide direction and inputs for your tasks.
How do we track people’s development?
We use something called the Global Competency Model. This is a model with a list of
development opportunities and competencies that members can develop at different
stages of their AIESEC Experience. These days we can also track the development of
the competencies using the Competency Assessment Tool and the new TM statistics
section on myaiesec.net. In the TM statistics section you are easily able to find out
which competencies are lacking on the national and global level. By doing so you can
create curriculum designed to improve these competencies in your members.
Check it out at http://www.myaiesec.net/adminStaticContent.do?operation=statistics and
follow the links on the right to > Competency Report > Select your Country and hey
presto you have your data! Also see Section 9 Talent Tracking.
For more information on Leadership Development see:
PDU Leadership Development Campaign http://www.myaiesec.net/content/viewfile.do?contentid=18945
TMU Campaign http://www.myaiesec.net/content/viewwiki.do?contentid=10008627
3. Managing and delivering Partnerships that support TM area
These can be learning partnerships or content partnerships. The essential part of having
partnerships that support the Talent Management subsystem is to partner with
companies and people that can provide support in terms of running sessions and
workshops on topics and areas that will develop the skills and competencies of
members as well as helping develop the leadership capacity of AIESEC.
Benefits for AIESEC:
 External support for workshops
 Sponsors to run events
 Knowledge of how things work outside of AIESEC
Benefits to the Company:
 Access to Top Talent – ability to recruit from AIESEC
 Talent Development – able to help build talent in youth in their country
 Insight into Youth Ideas
 Employer Branding
See: Learning Based Partnerships http://www.myaiesec.net/content/viewfile.do?contentid=10001872
Learning Partnerships Content and Management
Developing Learning Network Partnerships http://www.myaiesec.net/content/viewfile.do?contentid=18296

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The Processes of Talent Management

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1. Talent Planning
For me, Talent Planning is the first part of the 6-part Attracting Talents and bringing
them into the organization process.
The MC/LC identify current and future human resources needs for the organization to
achieve its goals. This is the process where the MC/LC can set their leadership and
exchange pipeline and align all their work for the whole year according to the results of
this planning.
Why?
By looking at the current situation of the national and local organization and identifying
the needs of the organization in terms of competencies, skills and numbers based on
the goals for the year (X included) you are able to plan how many and what people to
recruit.
This way, you will target your recruitment efforts (and the remaining processes of
Attracting Talent and Bringing them into the Organization) effectively and efficiently
ensuring that you do meet your goals.
A note on Exchange Planning
Also consider Exchange during Talent Planning. Who said TM doesn’t contribute to X?
Consider your country’s exchange goals for the next year. Consider the global supply
and demand for X at the current point. Consider which profiles are needed in terms of
skill sets and academic backgrounds for different TNs.
Remember, it’s all interlinked in TM!
What does it require?
This process requires the analysis and review of the member needs of the LC for the
following year. It looks at current members, current positions and future positions and
assesses where teams require more members. This is done for each team and the
whole country given each LC’s goals for the year, including exchange goals.
As a result of this analysis, a recruitment/marketing plan is developed and the required
members are recruited.
It is important to perform Talent Planning in collaboration with each team in the LC as
each team will know what their talent needs are for the year so that they can achieve
their goals.
Main driver: VP Talent Management
Results:
• Know how many members are in each stage of the @XP
• Know how many members and of what profiles to recruit
• Know how to segment the university market to attract those profiles
• Know which students to target for X and what their profiles should be

For more information on the Talent Planning Process see:
Talent Planning http://www.myaiesec.net/content/viewfile.do?contentid=14303
Talent Planning and Pipeline Management PPT:
http://www.myaiesec.net/content/viewfile.do?contentid=9600 and
Ecuador’s Talent Planning PPT http://www.myaiesec.net/content/viewfile.do?contentid=10079298
and for an XLS document that’s got it all see
Talent Planning Wiki with Toolkit http://www.myaiesec.net/content/viewWiki.do?contentid=10042155
2. Marketing (Promotion and Recruitment)
Talent Marketing is the way in which the LC promotes and sells AIESEC to the
students in the university in order to attract top talent. It’s about making sure we are
sending out the right messages to the right people that we need to attract and build the
right expectations to ensure proper positioning of AIESEC on the university campus.
It’s about planning, attracting and bringing talent (people) into the organization from
Introduction to AIESEC stage to Taking Responsibility stage of the @XP!
For Belgium’s detailed guide on recruitment see:
Check out the Rock Your Campus Wiki as well:
http://www.myaiesec.net/content/viewWiki.do?contentid=10060444
Recruitment 2009 Wiki: http://www.myaiesec.net/content/viewWiki.do?contentid=10089056
Talent Promotion Wiki http://www.myaiesec.net/content/viewWiki.do?contentid=10032757
Specific Messages for different Profiles
Main driver: VP Talent Management + VP Communications + VP OGX
Why?
Communications are responsible for sending the messages, OGX are responsible for
knowing how many and what EPs they want to recruit and TM are responsible for
knowing how many and what members they want to recruit. All areas need to work
together on this.
Imagine if these areas didn’t collaborate:
TM defines which people we need to attract and Communications doesn’t give the right
messages, people turn up to an information/induction session with the wrong idea.
OGX defines which people they need, Communications doesn’t give the right
messages, people turn up to an information/induction session that are the wrong profile
for the exchanges we currently have on the system.
TM doesn’t define who we need and Communications gives the right messages, people
turn up to an information/induction session and TM doesn’t get the people we need….
What to do:
• Create your message depending on the target market and your Talent Plan
which will tell you the profile of members you need to reach your goals (talk
with the OGX team to make sure you know your X goals)
`Make sure you use a Talent Planning document all the time to remind
yourself of your goals for recruitment and leadership/X pipeline to check if you
are marketing to the right people you want!
• If your LC is running themes/PBoXes or Projects then use these as ‘sellers’ to
target students interested in these areas - this is also a great idea for Short
Term EPs you are recruiting for a specific project like Bridging the Gap, ASK
or Country to Country Partnerships
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• Brand all messages (talk to the Communications team to ensure brand
alignment)
– Up to date website, posters, brochures, mass emails, campus
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publications, external website postings etc.
Here are the guidelines: Global Brand Wiki
• Marketing activities:
- Lecture presentations/ information sessions
- Global Village with presentation
- Articles in campus publications
- Mail lists through the faculty
- Using Web 2.0 (Facebook, Twitter, Youtube)
- Be creative, check these GCPs:
Hong Kong – http://www.myaiesec.net/content/viewWiki.do?contentid=10080334
Australia’s Lecture Bash Scripts – what to say during a lecture
presentation http://www.myaiesec.net/content/viewfile.do?contentid=155719
Spain’s teaser Campaign
Results:
• Clear and consistent brand message getting through to students
• Students aware of the opportunities within AIESEC (including themed/PBoX
issues your LC is working on)
• Building a sustainable X and Leadership pipeline for your LC to reach its
goals
• A good use of resources and effort towards Induction and Selection
3. Talent Selection
Talent Selection is the 5th step of the 6-step Attracting Talents and Bringing them into
the Organization Process.
Talent Selection is often incorporated into Recruitment. This is a way to see if newies
are joining AIESEC or the eXchange program for the right reasons and if they have the
required skills and competencies to meet the LC’s needs (based on the Talent Plan and
keeping in mind whether those recruited meet the competencies your LC needs to be
successful).
Sometimes we do pre-selection, this is like screening people that apply to AIESEC
before we spent the resources inducting them Otherwise, you can induct people and
then once they have the basic knowledge about AIESEC, it’s values and The Way We
Do It etc we can select them.
It’s not about selecting the best people but the best people for AIESEC and your
LC currently. It’s about matching the needs of the organization with the newies skills
and preferences. If you are able to select the right people and allocate them well you will
not only drive more results, but also better retention. Check the picture below.

Talent Selection should be done considering the Global Competency Model to ensure
that if you need members with for example a high level of Communication Skills then
you are ensuring through your selection process to put an emphasis on this competency
to ensure those selected meet your needs.
We implement Competency Based Selection because:
• It is easier for us to assess the student more objectively and precisely
• It helps us track member development from the very beginning as we know
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what competencies they possess when they are recruited
• It lets us make the connection between personal and organizational goals
• It makes it easier to identify the attributes of the candidates and see if our
opportunities match them
Talent Selection can be done by interviews and group dynamics sessions/assessment
centre. For more resources on how to conduct interviews to select the right members,
how to develop and run group dynamics sessions to see how members work and
interact in team situations see:
Role of the group activity http://aiesec.net/content/viewfile.do?contentid=10009427 and an example group
activity http://www.myaiesec.net/content/viewfile.do?opern=next&contentid=10062153
For GCPs on Talent Selection interviews see: Portugal
Bahrain’s Competency Based Selection Tool http://www.myaiesec.net/content/viewfile.do?contentid=10101141
Poland’s Great Guide http://www.myaiesec.net/content/viewfile.do?contentid=10004417
Talent Selection Colombia http://www.myaiesec.net/content/viewfile.do?contentid=10005244
Competency Based Questions http://www.myaiesec.net/content/viewfile.do?contentid=20820
External Site http://www.job-application-and-interview-advice.com/competency_based_interview.html
Things to consider when conducting interviews and assessment centres:
 Are the questions I’m asking going to get me the answers I need?
 Am I asking questions that will allow the student to show their competencies
and skills? Ie - ‘Describe a situation where you have been challenged and how
did you overcome this?’ vs ‘What are you like with challenges?’
 Try not to be intimidating, make the candidate feel comfortable, they will open
up and you will find out more about them
 Always take the time to give feedback if requested and contact each candidate
personally about their ‘result’

 Try not to intervene in Assessment Centres, let the group figure things out on
their own - remember you are assessing their competencies and skills
especially how they interact in a group as AIESEC is all about team work!
 Find an external partner that can support the selection process and give you
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key tips how to run selection
Results:
• The members you select are the right profile needed for your team and display
competencies you need
• Improve new members’ self commitment to the organization & activities
• Introduce newies to the current roles and positions available in the LC
• Set the right expectations right at the beginning for everyone
• Selecting the right people contributes a long way towards success of your LC -
so take your time and prepare well!
4. Talent Induction
The 4th and most important element in a successful Attracting Talents and
Bringing them Into the Organization process! This is the time where the EB can
transmit their knowledge to the newies and ensure they have the necessary knowledge
and right motivation to continue their AIESEC experience.
There are four elements creating the framework for Induction:
1. Getting to know what AIESEC is
2. Challenging Your World View (opening newies eyes to the problems/issues in
the world)
3. Personal Goal Setting (understanding yourself is the key to being productive in
your role and creating a road map of what you want to get from AIESEC and
how it contributes to your personal development as well as allowing you to
further develop towards a career choice)
4. Joining the AIESEC network
Induction is a key process in the Introduction to AIESEC stage of the @XP. Why?
• Providing basic information about AIESEC
• Supporting new members to being exploring and discovering their leadership
potential as well as their own role in the world
• Helping new members understand the specific opportunities offered
• Motivating newies to take on responsibility and move forward in AIESEC
Which part is Talent Induction?
The time after an individual decides to take part in AIESEC (after Recruitment) and
before they are allocated. Usually there is a pre-selection into AIESEC after Recruitment
and before Induction to ensure we are spending our efforts effectively.
It should last between 2 and 6 weeks.

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Benefits of common induction:
• Ensure everyone gets the same picture of AIESEC
• Set the basic expectations about the way we work
• Build excitement/ interest/ curiosity about AIESEC
• Allows new members to join the AIESEC network
IMPORTANT:
All VP TMs should contact MC for the resources you need to run an induction. There
are common PPTs and other things prepared and ready for your common induction
days!!
Materials for a common induction include:
What you would present in your induction sessions:
• AIESEC History – Use the PPT here:
http://www.myaiesec.net/content/viewfile.do?opern=next&contentid=10110242
• AIESEC identity
• Activity Calendar
• Positions available in the LC at the moment
• Conference promotion
• Exchange opportunities
• PBoXes available at local level, how to take part etc
• EP promotions based on Projects you are running like ASK or Bridging the
Gap as well as Country to Country X partnerships….
All newies must submit an application for AIESEC!!! This is a REQUIREMENT and
needs to be communicated from the beginning of involvement in AIESEC! You can do
online applications too:
I’ve found Zoho creator to be quite good for this, www.zohocreator.com
For an example application see: http://www.myaiesec.net/content/viewfile.do?contentid=10006332
And a note on Issue Based Induction:
Issue based Induction is not different from any other induction process. The unique
quality is that it is connected to the issues your LC is currently working on. It allows
members to understand the importance of our place in the world, the issues we are
concerned about and why AIESEC is working with these issues.
Check this link out:
And some ideas for easier induction: (from the Wiki
• Buddy system
Have an experienced member buddied up with a newie or two, this way they share their
learning, develop themselves and the newies have someone to chat to - it improves the
retention rate significantly
• Coaching - Learning by Doing
Give basic induction in the first week - then start setting tasks for the newies to complete
and provide an experienced member to coach them through the task.
• OC structure
By having an OC working on Recruitment and Induction this relieves the stress on the
TM and Communications teams, so they can continue their day-to-day work with

learning and other tasks. This also provides a short-term leadership role in the LC and a
great stepping-stone for members considering a LR position in the next term.
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5. Talent Goal Setting & Orientation
“If you’re not following your heart you’re living someone else’s dream”
Lyn Christian
What is Talent Goal Setting?
Talent goal setting is all about having members set their goals in their personal lives and
in AIESEC and have them relate the two. They not only set goals but also review these
goals on a regular basis to ensure that members are constantly aware of their
progress towards achieving their goals (tracking). The members set their personal
goals and their goals in AIESEC and, with the help of a facilitator (EB member), will
come to the realization that AIESEC can help them achieve their personal goals.
To see a very good package that does this see:
Now with the Competency Assessment Tool we can easily identify what areas we need
to work on in terms of Competency Development and set our goals. Once you have
generated a competency report you are easily able to see your development options
and suggestions for this development. Also through www.myaiesec.net there is a goal
setting function. Myaiesec.net > Profile > My Development > Personal Goals.
Remember that goals are often based on personal views of things, which relate to a
person’s values. So in order to define these, we may first need to consider values.
Here is a very good document that does so:
It is important that members set goals at each stage of their AIESEC experience as well.
In this way, they are constantly striving for higher things. Goal setting is a very personal
exercise and should be driven by the VP TM, coaches and mentors.
Main driver: VPs Talent Management
Why do we have Talent Goal Setting?
 Members are more self-aware of their current values and skills as well of their
development areas
 Members are more motivated to achieve their goals and have a clear plan
 Creates synergy between personal and organizational goals
 LC members’ goals are the basis for all learning events of the LC
For AIESEC International’s comprehensive guide for Talent Goal Setting see:
There are sooo many goal setting resources on www.myaiesec.net and elsewhere, here
are some of my favorites:
Matthias Lehman’s (TMU Chair 0708) Wonderful Guide
Serbia’s Self Discovery Tool http://www.myaiesec.net/content/viewWiki.do?contentid=10101929

Egypt’s Tool http://www.myaiesec.net/content/viewfile.do?contentid=10084716
Australia http://www.myaiesec.net/content/viewfile.do?contentid=58801
Brazil’s TMU Guide http://www.myaiesec.net/content/viewfile.do?contentid=10009188
And Puerto Rico’s awesome Wiki http://www.myaiesec.net/content/viewWiki.do?contentid=10018521
6. Talent Allocation
This is the strategic process where the VP TM along with the entire EB makes sure that
every new member is allocated into a role and that it matches their expectations and
interests for joining AIESEC as well as the Talent needs of the LC.
It is based on the Talent Plan which feeds into Talent Promotion and Talent Selection
and ensures that members have a job where they can use their best skills and where
they can develop as they wish.
Here you can start to bring in the Competency Assessment Tool as well as the Global
Competency Model to see the competencies they have and need to develop when
allocating them into a Taking Responsibility Role.
What you must do:
 Have interviews with all the candidates/members to be allocated see this for
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an example:
 Consider their preferences and skills as well as LC needs
 Get together with the EB and look at all the members you have decided to
allocate as well as looking at the structure of the LC and the Talent Plan
 Talk the process through with the people who interviewed the new members
and ask them their personal opinion
 Take the tough decision to allocate and consider allocating people into their
2nd preference. Discuss it with the member and point out the relevant points
and why you would consider them for a different position
 After allocation is done, take the time to personally inform all candidates of
the decision, whether or not they have been allocated and consider that they
may also ask for points of feedback or for improvement. This is a difficult task
but will develop your HR skills in the process!
Why have Talent Allocation? What are the benefits?
 It shortens the time it takes for members to start working and increases the
retention rate by providing clear goals and activities
 It increases the personal development of the individual by clearly showing the
fields which can be developed
 It makes sure the right person is doing the right job

Brazil’s great Wiki on Talent Allocation
Columbia’s Talent Allocation Guide http://www.myaiesec.net/content/viewfile.do?contentid=10014481
Bahrain’s Competency Based Allocation Guide and Tool
http://www.myaiesec.net/content/viewWiki.do?contentid=10101703 and
Australia’s Talent Allocation Wiki http://www.myaiesec.net/content/viewWiki.do?contentid=10042162
Portugal’s PPT http://www.myaiesec.net/content/viewfile.do?contentid=10081723
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It starts with considering questions like (based on the Talent Plan):
? What roles need to be created to work on the strategies in my LC?
? What roles need to be created and filled to guarantee the achievement of my LC
goals?
? What role will best allow this person to develop individually as well as effectively
contributing to the organizational goals on a local and national level
7. Talent Training & Education
This process increases the skills and knowledge of our members through a mix of
theoretical and experience based learning. The EB contributes to the learning of
members as they train members on-the-job for their role in the functional team.
Why do we use theoretical and experience based learning?
It has been proven that 70% of what is learnt is learnt on the job, 20% is learned
through coaching and feedback and only 10% in formal learning. So, if you want your
members to learn fast, give them some basic knowledge, coach them along the way
and let them do it themselves! This doesn’t mean you have to just give one training per
semester and let people work, it means that when your members have received a
training, they need to have opportunities to test what they are learning.
Why have Training and Education?
 Increase retention rate of newly recruited members
• How does this work? Well, if members get the skills they want and need
through training and education in the LC, they are more motivated to
perform their role, they understand what they are doing and how to do it.
Thus they are happier in their role, they will perform more and understand
how their involvement in AIESEC develops them as people and leaders
and will remain in AIESEC longer!
 Increase members’ knowledge so that they can perform
 Deliver on promises to provide opportunities for members to gain knowledge,
skills and competencies in AIESEC
 It’s all about what AIESEC offers - the opportunity to explore and develop
leadership potential - by providing development opportunities through training
and education we actively contribute to the development of our members’ skills

and competencies producing more Change Agents leaving AIESEC having a
positive impact on society
 Further more if you engage externals for relevant training sessions:
presentation skills, selling skills, networking, effective communication, working
with a team and project management etc members will receive high quality
training that will equip them with the skills needed to perform their roles and we
get externals involved in the LC more!
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How do we provide training and education in the LC?
Many countries create a Member Education Cycle based on the Global
Competency Model
So first:
What is the Global Competency Model (GCM)?
The Global Competency model is a model which explains 11 competencies that are
important for members to develop during their AIESEC Experience. Competencies
aren’t knowledge,
“They are attitudes, behaviors motives or other personal characteristics that are
essential to perform a role, or more importantly improve the performance and personal
development from superior to solid”
The GCM serves two purposes for AIESEC:
1. It is a development tool
It helps drive self-driven learning in our membership
2. It is a management tool
It helps manage training, learning and performance of our membership
The 11 competencies have been developed as part of the framework for ‘creating
agents of positive change’ AIESEC’s 2010 vision. The four characteristics of agents of
positive change are:
2. Culturally Sensitive
3. Entrepreneurial
4. Socially Responsible
5. Active Learner
To remember these easily think ALSEC (similar to AIESEC!) Active Learner, Socially
Responsible, Entrepreneurial and Culturally Sensitive
The 11 competencies in the GCM are categorized either into critical competencies or
supporting competencies for each characteristic of an agent of positive change. A
critical competency is required to develop a certain Change Agent Characteristic and do
not overlap between the 4 Characteristics whereas supporting competencies help the
development of a Characteristic and contribute to the development of more than one
Characteristic.

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The 11 competencies are:
Self Awareness
Personal Effectiveness
Resilience
Awareness of Others
Inclusiveness
Effective Communication
Developing Others
Stakeholder Focus
Flexible Thinking
Innovation
Commitment to Results
For a more detailed view on the GCM see:
http://www.myaiesec.net/content/viewfile.do?contentid=20567 and how to integrate it into your TM
Processes http://www.myaiesec.net/content/viewWiki.do?contentid=10050536
Two great Wikis explaining the GCM http://www.myaiesec.net/content/viewWiki.do?contentid=10050529
and http://www.myaiesec.net/content/viewWiki.do?contentid=10005803
Perhaps it is easier for some to look at this graphically :)
And:
What is a Member Education Cycle (MEC)?
A MEC is a structured set of learning events that are provided to members during their
AIESEC Experience. It involves an understanding of what kind of education the
members need at what point of their time in AIESEC.
For a PPT description of the MEC and how it ties in with a Structured Learning Process (SLP) see:
http://myaiesec.net/content/viewfile.do?contentid=10006335
The TM team looks at needs and competencies of the member base each semester and
is open to input from all members. They then evaluate these needs and decide on
events and sessions that can be run to ensure that the semester is productive and
provides some events to equip the LC with the skills, behaviors and competencies to
develop through their AIESEC Experience.
Where needed, contact external parties to help run events to better equip our members
with that skill set.

When you have a partnership with an external (or company representative) for these
learning events this is then called a Learning Based Partnership.
If you wish to learn more about setting up LBPs and the benefits for both AIESEC and
the person/company then see this guide and proposal:
The role of the GCM and Performance Assessments:
The Global Competency Model and Performance Assessments are critical inputs for
designing the Education and Training Cycle in AIESEC on a Local Committee level and
on a national level. At the LC level you can run trainings, sessions, workshops and
involve external guests to provide their expertise. On the national and international level
AIESEC runs over 450 conferences each year aimed at connecting members, improving
knowledge an developing leaders as well as challenging our mindset.
Hint: consider the following before building a MEC:
 When do your members change stages of the @XP - ie when do they need
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what knowledge?
 Base the sessions you run on the output from Performance Assessments, use
the PA’s as a tool to discover which skills and competencies your members still
need to build and then use the MEC to deliver these strategic sessions.
 What is the kind of experience they will have gone through in their own learning
during the MEC (and hence when would you put certain sessions)
 Which elements of the Global Learning Environment can you use to provide
these trainings?
 Create the environment for people to want to learn more by using all areas of
the learning environment: individual discovery and reflection; team experiences;
learning circles on specific topics; virtual spaces, forums, blogs and resource
sharing; mentoring; and conferences/seminars.
Ed note: I remember once running a really effective time management training session 2 weeks
before exams, our members were just about to start studying for exams and found the timing of
the session in the MEC absolutely perfect to help them allocate their time efficiently and study
the most effectively for their exams...what could you do like this?
After you have an idea of how your MEC will look consider:
• What results do we want from these trainings?
• What level of attendance do we measure as successful?
• How have members developed as a result and how have their competencies
been developed?
Here is where the Global Competency Model, Performance Assessments and
Competency Assessment Tool come in! You can use PAs, CAT and GCM to consider
what skills and knowledge members need as well as using them each 3 months in the
LC to see how the competencies of your members are developing during the course of
the MEC.
For a great document that considers how Performance Assessments can be used strategically to provide
relevant and timely learning sessions for members see:

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8. Talent Coaching
"Coaching is a conversation, a dialogue, whereby the coach and the individual interact
in a dynamic exchange to achieve goals, enhance performance and move the individual
forward to greater success.”
A coach helps their ‘coachee’ to find their own solutions, by asking questions that give
them insight into their situations. A coach holds them accountable, so if they agree to a
plan to achieve a goal, a coach will help motivate them to complete their plan.
Why do we coach in AIESEC?
If we have a coach to help us achieve our goals, we can accomplish much more. We
are held accountable to the goals we create and are motivated along the way to
complete what we set out to do and find our own solutions to any challenges in our way.
Overall, it is a method to see great results, but with the added benefit of personal
learning and motivation along the way.
What is the difference between a coach and a mentor?
A coach aims to help the person achieve his/her best performance. They try and direct
a person to an end result without telling them what to do.
Here is a simple tool to use for coaching:
Reality – what is the reality that the Coachee faces? What are their current problems? If
you ask them what this is and then wait till they’ve finished talking and then say, “From
what I understand, you face the current situation, “……”, right?” If they say ‘yes’, then
you can move on to the next stage.
Objectives – ask the Coachee what they want to achieve to change their reality. Again
follow with the question, “So from what I understand, you want to achieve, “…..”, right?”
If they say ‘yes’, then you can move on to the next stage.
Solutions – ask the Coachee what solutions they can think of to meet these objectives.
Again follow with the question, “So to achieve your objectives you have come up with,
“….” Solutions, right?” If they say ‘yes’, then you can move on to the next stage. You get
the idea :P
Action Plan – now for the action plan. What actions, big and small can the Coachee
take to reach their solutions.
In this model, ROSA, you only ask questions, the Coach doesn’t provide advice and
yes, it does work! If you’re coaching someone who is self aware and knows their own
strengths and weaknesses they will often come up with the solutions themselves,
people just need to talk things through!
A mentor is a sounding board, they can give advice but it is up to the mentee to do
something or choose which advice to follow. A mentor is usually someone who has
done what the mentee wants to do or achieve in the future. A mentor can be someone
from the profession the mentee wants to get into in the future and someone the mentee
looks up to.
In a coaching context there can be specific performance objectives whereas the
objective in the mentoring relationship is one of growth through sharing experiences and
perspectives. Coaching usually has shorter-term objectives where as mentoring
relationship longer-term objectives are set.

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Why do we have Talent Coaching?
 We accomplish more
 We are motivated by others to achieve goals
 Both coach and coachee benefit from the relationship as the coach likely has a
vested interest in the goals and results of the coachee
 Coach learns by teaching and doing
For the 2006/07 People Development Unit’s Talent Coaching Campaign see:
http://www.myaiesec.net/content/viewfile.do?contentid=20622 and their very good guide see:
http://www.aiesec.net/content/viewfile.do?contentid=13162
And for AIESEC Romania’s Best Case Practice (BCP) on Talent Coaching including:
A great guide for all on Goals, Benefits, When to do it, How to do it etc see:
What to do?
• Trainings about the system and how it works
• Discussions about the benefits and the importance of implementing such a
system in the LC
• Offer educational support and info evenings
• Facilitate Selection and Matching of coach and coachee (if internal)
9. Talent Tracking and Pipeline Management
What is Talent Tracking?
Talent tracking is a process that tracks members through their AIESEC XP, it looks at
the competencies, skills and behaviors that members have developed and the
opportunities they have had in each stage as well as their path through AIESEC. This
means, a Performance Appraisal/Assessment and the Competency Assessment Tool
can be used for Talent Tracking in terms of assessing competencies, skills and
behaviors.
*Only online till 31 December 2009*
What is the Competency Assessment Tool? www.netbiog.com
It is an online Performance Assessment that can be done by every member. You
assess your competencies online through a survey and it suggests to you which
competencies need further developing and which you are developing well. You can also
get other members such as your Team Leader or EB to contribute to your assessment,
thus providing a 360 degree view of how you are developing within AIESEC.
After you and your peers fill this out, it provides a detailed report of your profile, gaps in
perception and a personalized development plan for you. You are recommended to re-do
this assessment every time you move stage in the @XP, change roles or every 3-6
months to continue to know yourself and challenge yourself further within AIESEC.
For a WIKI that explains all this and how to use it see:
Talent Tracking can also be used to follow members through their AIESEC XP,
therefore identifying further opportunities for personal and professional development as
well as a good input for the Talent Plan and Talent Pipeline and the Member Education

Cycle. As you can see the Performance Assessment and use of the CAT provides
inputs into the MEC and also information on how our members will move through the
AIESEC Experience, in this way it provides useful information and data on managing
the Talent Pipeline and hence how the Talent Plan will need to look like for future Talent
requirements (ie it is all an input to RISA!!!)
What is Talent Pipeline Management?
It is the practice of managing the flows of people between different positions in the LC.
The goal of Talent Pipeline Management is to make sure we have the right people in the
right roles (efficient allocation) at the right time (effective flow).
For a good understanding of what Talent Pipeline Management is see the TMU campaign
and for a PPT see: http://www.myaiesec.net/content/viewfile.do?opern=next&contentid=10110363
What do
they
need?!
What are
their next
steps?
Essentially, the Talent Pipeline is the further use of the Talent Plan to see where the
members come from in the organization and where they will go in the future ie from and
into which roles/stages of the @XP.
The TM team takes input from the Talent Plan, looks at the possible positions available
in the coming months/year, consults with the EB to identify their talent needs and
creates a recruitment and promotion plan based on this input. And you can probably see
that the Global Competency Model comes into play here as you will need to assess
competencies and skills required of members moving into certain roles against the
members you have. (This could then be used to do another recruitment based on these
needs, here you see how all the processes of Talent Management are interlinked).
This results in a plan that shows: the talents that will be needed, when they will be
needed and in what team they will be needed. It will depend on the goals and strategies
of the LC. If you know where your members are in the Pipeline and in the past where
they have been and identify trends in the flow of members through the AIESEC
Experience you can identify possible bottlenecks (ie many members enter the TR stage
of the @XP but not many then pass to X or LR) and come up with possible solutions to
increase the flow of members through the pipeline more efficiently.
The reasons your members get ‘stuck’ in a stage in the Talent Pipeline could be
because of reasons such as:
• Having people of the wrong profile in the LC/role
• Wrong recruitment messages (ie those that don’t increase motivation for
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leadership roles or exchange
• Lack of strategic and structured training to help members develop their
leadership and team competencies and skills to move into LR positions
Understanding
members
How can we
prepare
them for
that?
Talent
Pipeline
Management
Talent
Tracking

For great Wikis from Australia on Talent Pipeline Management see:
Talent Tracking: http://www.myaiesec.net/content/viewWiki.do?contentid=10041279
Talent Review: http://www.myaiesec.net/content/viewWiki.do?contentid=10041283
Identifying Bottlenecks in your LC/Country:
The Talent Pipeline, when implemented in conjunction with Talent Tracking, will
make sure that members’ personal and professional goals and interests are met
by the activities that the LC is running. This will be easily met if there is a MEC in
place that has been created based on the needs and wants of the LC members
and the output of the Performance Assessments.
For a session outline for conferences see:
For a Talent Pipeline tracking document see:
Benefits of Talent Pipeline Management:
 Identify bottlenecks and talent leaks in advance that could stop you from
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achieving your objectives
 You are able to make decisions to increase the capacity of your LC to achieve
its results and more and identify Leadership pipeline bottlenecks and resolve
them by creating external opportunities (recruiting more members)
 Make sure results are sustainable by making sure there are always talents in
the pipeline for the next positions that will be available
 Identify and develop current members that are displaying leadership potential
early and coach them for future LR opportunities, ensuring you have a
competent and full EB at the start of the term!
 Understand what activities (MEC) need to be done now in order to achieve
results in the future (in terms of LR potential management and placement)
What to do?
• Ensure Talent Reviews and Tracking is done
• Ensure your leadership pipeline early in the year  take the time to approach
personally all good candidates; have a session on what it means to be in a
leadership position before the announcement of opening applications and
elections
• Invest trust and give responsibilities to see how people work in a team
environment or if they follow through with their tasks
• Run another Recruitment to recruit the needed skills and competencies to
ensure a good Talent Pipeline for the remainder of the term and the next term
10. Succession Planning and Transition
The Importance of Succession Planning
Succession planning ensures that you have the people to continue your good work and
drive AIESEC further towards reaching its goal of 2010. Succession planning requires
the EB to look at the Talent Pipeline together to determine where people might be
headed in their AIESEC XP and identify people who show leadership qualities, the
passion, desire and motivation to move on to a leadership role. These people must be

approached early to encourage and begin to train them to be ready fro the next
leadership opportunity. This early identification process ensures a sustainable LC for
the following year and will lead into a good Talent Plan for the next year that meets the
strategic needs of the LC.
The TMU has a great campaign on Success Planning. Basically it tells you 4 things:
5. Identify the positions available, their role descriptions and competencies needed
6. Review your members who might be capable of fulfilling the role
7. Empower the people that deserve the role and become a mentor to them!
8. Develop the candidates so that they are ready to step into the role once it is
available, use a Performance Appraisal and the Competency Assessment Tool
to identify their development goals
Check it out: http://www.myaiesec.net/content/viewWiki.do?contentid=10002158 as well as the Job
Description Template from AIESEC Portugal:
http://www.myaiesec.net/content/viewfile.do?contentid=10021030 and a PPT from Finland here:
http://www.myaiesec.net/content/viewWiki.do?contentid=10041283 (this one is based on the Australia
Tracking Wiki
This is a great XLS I found from AIESEC Estonia (it goes through everything from Talent Review and Fast
Track and Succession Planning to Recruitment needs
What to do?
• EB needs to identify and approach members to apply for EB positions
• EB needs to look at their Talent Planning documents and identify people who
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want to and can stay in the LC for leadership opportunities
• EB needs to communicate this timeline and the available positions quite early in
the year
For a more detailed view on Succession Planning see the TMU’s Campaign:
http://www.myaiesec.net/content/viewfile.do?contentid=17008 and the corresponding document that
Serbia created: http://www.myaiesec.net/content/viewfile.do?contentid=10098707
The Importance of Transition
Transition is extremely important in an LC as it is in any company when the role of one
person is handed to another. It ensures that there is as minimal loss of knowledge about
the function, job description and ongoing tasks as possible and is especially important
for the continuity and sustainability of our organization. If there is a substantial loss of
knowledge the hard work of the predecessor is wasted and our results and quality of the
leadership positions we offer are affected
Transition is especially important in AIESEC as our leadership base has almost 100%
turnaround every year, meaning more leadership opportunities but more room for loss of
knowledge. If we don’t do transition effectively each year we take two steps forward and
one back, so let’s change that with effective transition and further drive our organization
to more and more successes!
For the TMU Transition Campaign see:
What to do:
• LCs need to create a structured plan and agenda for transition

• Each functional area VP/LCP needs to have a transition and takeover plan that
will ensure consistency and fluency in going into the next term this ensures we
keep going forward and don’t reinvent everything every term!
• ALL EB members are required to transition information and knowledge to the
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incoming team.
• The LCP should track overall transition process for all departments together with
VP TM to ensure quality, efficiency, consistency & alignment
Main driver: VP Talent Management and LCP
We need to transition:
 Overall functional area knowledge
 Past and current reality of the team and its place in the LC as well as the current
state of the LC in general
 What the job description is
 Challenges and/or opportunities for the future
 Personal and professional experiences
 Accounts for effective and continuous account management
 Anything you are half-way through that you want to get finished!
For AIESEC Brazil’s Transition GCP see:
http://www.myaiesec.net/content/viewfile.do?contentid=10003400 and the output from ITC 2009 see
http://www.myaiesec.net/content/viewfile.do?contentid=10076045 as well as Germany’s GCP
11. Talent Performance Appraisal/Assessments and Talent Review
Performance Appraisals
What is a Performance Appraisal?
It is a measurement tool based on the Global Competency Model of 11 competencies
that members develop during their AIESEC XP. The Performance Appraisal can be
used to evaluate the development of strengths and weaknesses in different areas of
individuals, therefore allowing members to develop their strengths and work on their
weaknesses. The output is used to reconsider the member’s Personal Learning Plan or
Development Plan to enable further development opportunities to be highlighted and
planned.
Why have Performance Appraisals?
A performance appraisal tracks the development of competencies in members through
the Member Education Cycle in their AIESEC Experience, as we want to develop
members to become Change Agents we must track how they are going on this journey.
The PA will help you do this as well as identify the relevant Learning Environment
opportunities our members need to develop and be effective in their roles.

Here is a graphical look at what the Performance Assessments/Appraisals can be used
Leadership
Pipeline!
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for in other TM processes
Performance
Assessment
Output!
Member
Education
Cycle!
Member
Tracking!
Rewards
and
Recognition!
Talent
Planning!
When should we conduct Performance Appraisals?
They should be done at the beginning of the Taking Responsibility stage of the AIESEC
Experience and every three months following as well as when a member moves roles in
AIESEC or Stages in the @XP.
For more information on Performance Appraisals using the Global Competency Model see:
How do we conduct Performance Appraisals?
Here’s one option:
An easy 3-step process to do this:
Assess (Track and Review) - at least once a quarter arrange a meeting to assess
whether the member is hitting their performance targets and identify key
competencies and skill gaps that need to be developed
Act (Identify and Build) - in the same meeting outline a development ACTION
plan for the member to build their competency gaps, it should include a list of
action steps.
a. Collate the outputs from the meetings with all your members and use as
input to run trainings in your Member Education Cycle using the Global
Learning Environment. This means that your training is strategic (has
inputs, is well timed and relevant)
3. Review - Utilize continuous coaching chats to keep a track on members’ action
points. Set up another meeting in three months and follow up on the development
action points. Start the process again with a new Performance Assessment.
For a great Case Study created by yours truly check out:
http://www.myaiesec.net/content/viewfile.do?contentid=10026125 and how PAs relate to providing
trainings in your GLE http://www.myaiesec.net/content/viewfile.do?contentid=10026128
Here’s another option:
1. Hold Performance Appraisal Meetings with your members
2. Support each member to create a Member Development Plan
3. Use the goals of the members to produce a your Talent Tracking and
Pipeline/Development needs
4. The tools you need are all included in the toolkit below
For an all-inclusive Tool Kit for Performance Assessments including: How to conduct a PA meeting,
Performance Assessment Document and Corresponding Member Development Plan see:

Talent Review
What is it?
A crucial TM tool to leverage your LC/MCs results. It is strongly related to TM
Performance Appraisals as it is a tool that enables you to review your members, their
competencies and leadership development and identify possibilities to improve your
performance as well as increase the retention rate of your LC. It is basically the
combined output of all the Performance Appraisals/Assessments of the LC.
It’s about identifying which members are ‘stars’ and setting them up to succeed in the
next term as leaders.
Check the TMU T-Review Wiki: http://www.myaiesec.net/content/viewWiki.do?contentid=10007831 as
well as information on Stars and Talent Clustering see:
http://www.myaiesec.net/content/viewWiki.do?contentid=10103823 -the Estonian Tool from Pipeline
Mgmt
http://myaiesec.net/content/viewWiki.do?contentid=10006455 and
http://www.myaiesec.net/content/viewWiki.do?contentid=10007831 and for an XLS (same as T-Planning)
from Portugal check out the Fast Track page of this for an example of T-Review
What do I do as VPTM?
Identify your talent grid - this is essentially clustering your members at their current level
of development (competencies) in comparison with their planned vs achieved
performance in their role.
Cluster them based on:
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 Motivation (high, mid, low) and
 Performance (results) (high, mid, low)

Then: You’ll see which members are in which cluster. Once you’ve identified your stars
(as pictured above) you’ll be able to effectively coach them to develop further and
provide your next leadership pipeline.
To get your members into these clusters check out the following really useful document:
It’s about identifying top talents meaning you can focus development plans to ensure
members get the most out of AIESEC as well as getting a greater return on investment
(performance on members) and deciding how to deal with underperformers.
Check out Germany’s Talent Review WIKI especially the part on Personal Development Talks (Talent
Reviews/PA’s) with Newies: http://www.myaiesec.net/content/viewWiki.do?contentid=10030928
Results:
 Members recognize what they have learned from being involved in AIESEC
 Members receive feedback regularly and understand what competencies they
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still need to develop and have an action plan to achieve this
 You are aware of your members and their competencies and development
opportunities
 VP TM can track members learning and provide further learning opportunities
 Develop your members with strategic and structured learning events in your
MEC
12. Talent Motivation (Rewards & Recognition)
The purpose of Talent Motivation or Rewards and Recognition (R&R) is to motivate
your members to achieve more and work more and reward and/or recognize those who
have performed. It is essential in any organization, especially volunteer-run
organizations to reward and recognize effort and results. Note that you should also
recognize effort! It promotes the right attitude in the LC, shapes the culture in
organization and links the individual job with the organizational needs.
Check out the TMU’s Wiki on Talent Motivation:
http://www.myaiesec.net/content/viewWiki.do?contentid=10001874 and the following link for ideas on how
to use R&R to increase retention see: http://www.myaiesec.net/content/viewWiki.do?contentid=10005037
A points based R&R system: http://www.myaiesec.net/content/viewWiki.do?contentid=10078347
A short guide to RnR http://www.myaiesec.net/content/viewfile.do?contentid=10006519 and a more
detailed external guide http://www.myaiesec.net/content/viewfile.do?contentid=10006518
How to implement Talent Motivation
• Set clear criteria for the selection, all awards should be promoted for a period
before they are awarded, this way the members can act according to these
criteria
• Set results or examples of behaviors for the criteria you decided and tie these in
with the results you want to achieve in your LC
• Consider the different times of the year when the awards could be presented,
will you do it on an individual basis or on a team basis?
• Decide whether you will be awarding a team or an individual (this will depend on
your LC culture)

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What can you do?
 Awards in your LC meetings
 Notify the MC about these people and have a “Member of the Month” Board
 If your LC has enough in the budget, buy them a small gift, subsidize them to
attend an event/training course or conference (this reinforces development
behaviors)
 Give them a hug
 Have an awards presentation at the end of the year/term
To have a look at the kind of awards you can present see:
http://myaiesec.net/content/viewfile.do?contentid=10006443 as well as this more detailed document:
If you’d like a complete kit on implementing a ‘credit based’ R&R system in your LC where each team has
activities they complete to gain credits and rewards then see:
http://www.myaiesec.net/content/viewfile.do?contentid=10069061 from AIESEC Spain
Main driver: LCP
Main responsible: VP TM with other EB members
Results:
• Increase member motivation, raise competition & excellence bar, shape
organization culture, align global direction with individual behaviours
• Keep it simple and applicable to your LC culture and results that you want to
reach
• Encourage excellence and clear actions that will bring results see TM does
contribute to performance!
Ongoing Talent Management activities
1. Exchange component
Main driver: VP Outgoing Exchange
Assistance from VP Talent Management and VP Communications
• ALL members and EPs (short & long term) should go through the same
selection & induction process for joining AIESEC
• Set professional & objective Assessment Centers & Review Boards
• Help set the right expectations & overview matching processes to ensure
efficiency & urgency for the eXchange process
• Promote, engage and leverage all EPs & current interns in the country
• CEED programs!!!
How is TM involved in the Exchange process?
 Helps with planning how many EPs we need to reach our goals as well as the
backgrounds/skills they should have for recruitment
 Run Induction and Selection for EPs into AIESEC
 Goal Setting for EPs
 Developing members’ competencies throughout their involvement in AIESEC

 Through Talent Review and Pipeline Management we get insights into our X
pipeline
To get the common misconception that TM is about learning and not X out of
your (or other’s) heads:
Check this Wiki for how TM can drive growth:
For an excellent understanding of what TM, X and Communications need to do together for Exchange
(especially for recruitment) check out the Global Recruitment Wiki 2009 at:
Norway’s ‘Power of Three’ Campaign http://www.myaiesec.net/content/viewWiki.do?contentid=10091003
2. Development activities
Check out the section on Training and Education for much more detail on this
Main responsible: every single EB member
• All activities in the LC need to have a goal and a key deliverable; they should
focus on enhancing competences, leveraging on particular interests or desired
results
• Examples: challenge your world view sessions, issues night (HIV/AIDS, Energy,
Education, Corporate Social Responsibility/Sustainability, Entrepreneurship,
Finance etc.), country presentations/sharing sessions from
interns/EPs/returnees
IMPORTANT: all activities should have a strong and comprehensive closure so
members understand the reasoning behind the activity and see the applicability within
their AIESEC career and day to day life.
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3. Exit/H4TF interviews
Why have H4TF?
 Reflect about experience in AIESEC
 Consolidate your learning in AIESEC
 Set goals for next stage of life
 Get to know the opportunities for ongoing involvement in AIESEC
 Learn how to ‘sell’ yourself now you have an AIESEC experience
 Introduce them to the Alumni Network (AIESEConnect)
• Talent Review: 1 on 1 to capture learnings and efficiency of actions
• Exit Interviews: wrap up experiences and understand how to capitalize on
acquired skills and competencies for next steps
• H4TF Interviews: wrapping up AIESEC career and experience, help set the first
steps for career planning; create happy alumni
• Use the talent review/exit/H4TF interviews as a tool to improve the approach
taken for developing and improving competencies and skills within the LC

For some great H4TF documents, ideas on implementing H4TF as a conference track then look at the
following links:
Austria’s DREAM Conference: http://www.myaiesec.net/content/viewfile.do?contentid=10000751
Germany’s H4TF Conference: http://www.myaiesec.net/content/viewfile.do?contentid=17252
Hungary’s H4TF Guide: http://www.myaiesec.net/content/viewfile.do?contentid=10096955
Brazil’s H4TF Guide: http://www.myaiesec.net/content/viewfile.do?contentid=10000757
Poland’s Guide to Exit Interviews: http://www.myaiesec.net/content/viewfile.do?contentid=10010068 and
Canada: http://www.myaiesec.net/content/viewfile.do?contentid=10000758
I hope you’ve found this guide useful, comprehensive and easy to read.
Yes, it is long, but I hope it helped you put the pieces together 
Kay Willmore
AIESEC in Bahrain
MCVP TM + Communications 0910
TMU Live Support Member 0910
kay.willmore@gmail.com
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A final word:
“Only those willing to risk going too far
can possibly find out how far one can go”
T.S. Eliot
Put in everything you’ve got, at the end, you’ll realize you got out of
AIESEC a lot more in experiences, skills, personal qualities and friends
than the hard times you put in!

Talent Management Definitive guide

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Talent Management Definitive guide