 So once again, I stand in your way of a break. I don't know why I get to be the person that stops you from having a break, so hopefully we'll be able to go through this presentation in a very expeditious fashion so we can get to the break, which is the most important part of the day. So this morning you heard about the ISO standard, which is probably kind of a, the word standard is kind of a misnomer, it's a guide, right, it's a recommendation for those organizations that want to meet the certification of an ISO facility. Many of the nuclear plants in the United States do not pursue the ISO stamp because it's very expensive to get that stamp and maintain all those systems and all the oversight, but many of them follow the processes of ISO through other sort of guidance documents from IAEA, WANO and MPO. So the rest of today, including my presentation and my colleagues who will come behind me are going to be more tactically based about processes that address the overall concept of knowledge management. Knowledge management is not one, two, or three different things, it's a combination of people, programs and processes, I mean people, programs and technology. Remember that one slide I showed you, what are the people programs that you use to manage your knowledge, what are the processes you have in place and what technologies are you using. So you're going to hear today a lot of people conversation and so you're going to say, well how does that relate to knowledge management? Well this presentation about talent management is without people knowledge management doesn't exist effectively well, right, not until we're all machines and computers and humans no longer exist and the class is not here and we have computers running the world. That's supposed to be a joke. You all remember that movie, right, with Arnold Schwarzenegger, you know, and the robot chip in the head, right, you know what was that one, Terminator, right, we may be approaching that pretty soon, right, scary thought. So anyway just want to make sure you understand the stage for the rest of the day. So we're going to be talking about processes at this point, you know, things that you need to have in place to have an effective knowledge management approach and strategy. Now as you're working on your projects, right, each of you have different projects you're working on, you want to use today and tomorrow to some extent to help you understand what tools, what approaches, what solutions we want to look at in order to properly address our projects. So think of today and tomorrow and a little bit of yesterday as feeder information into your projects, okay? So that's the most important piece. And then as you are, if you're in the process of putting a knowledge management program together, then one of the things you want to be thinking about is your talent management programs or succession planning programs, how you're going to measure it through KPIs and you're going to see examples of that throughout the day between myself and my colleagues. The rest of us today presenting are practitioners, right? We've done this in some form or fashion throughout our career. So Taylor will talk about talent management, talk about pipeline programs and what they might include. And this is a typical pipeline program that is, that U.S. and NPP and U.S. might have. They have a summer college internship program. They have an auxiliary operator development program. They'll have a reactor operator training program and maintenance internship programs and engineering development program and an RP and chemistry development program. These are examples of pipeline programs. These, when we talk about managing knowledge, we talk about managing cost as well. These are expensive programs. And so you want to make sure you get the right talent in these programs. You have them well-defined. You have an objective and what you're trying to achieve, what your output of these programs might be on the getting the results that you expect. And so we think about timing, right? And I mentioned yesterday that some organizations are reaching back into their high schools, right, to start to attract talent for the future. So we talked about more than once, Andre and others have talked about multiple generations. These plants will last somewhere between 60 to 100 years, right? So if you think about it, some of the plants that are being constructed today in the other parts of the world, not in the U.S., but China, Abu Dhabi, and other parts of the world, those plants will run 100 years, almost for certain. The older plants that were constructed in the 70s may not run quite 100 years and maybe it'll be 60 years. How many generations out is that, right? Just start thinking generationally here. And so if I'm going to need talent 10 years from now in my organization, and I thought, remember that presentation, I said, you got to look at your workforce analytics, think out how many people are going to need five years out, three years out, eight years out, 10 years out, because, you know, mother nature always wins. Let's just face it. We will all go with the wins with mother nature. That's just the way it is. So I have to plan so I can maintain my knowledge and maintain my competency. So think about it. If I need talent now, they're currently people in adult programs, right? But if I need talent 10 years from now, I'm talking about grade schoolers. So if I'm thinking that my technology is changing and my skills are changing and I want to recruit, and I go down to my local preschool, my local grade school, I see those little kids running around teasing each other, pulling each other's hair. Those are my next workers. Now, you don't think that's scary? And most of those people have phones. They don't even talk anymore. They text each other. I don't even get all of that stuff half the time. I mean, what happened to conversation? Nobody talks on the phone anymore. So think about that. We're talking about reaching out, you know, ready in three to five years or in grades nine through 11. And if I need them six to 10 years from now, those people are in grades four through eight. So when you're thinking about your understanding, your balance, like particularly those countries that are developing countries, you have to have the infrastructure in place in the education system to support the pipeline for talent for the future. And so when we talk about what the rural bank does, the rural bank helps us to make sure that we have the right educational institutions in place so we can have sustainable knowledge and sustainable technologies for the future. And they're talking about, this is why they're talking about building good high schools and grade schools and colleges, right? They're thinking out that far out. So anyway, if you're a developing nation, how have you thought this out? If you're an existing power plant or existing organization, what are you doing to make sure you have a balance between the supply and demand for talent in the industry? So the nuclear industry a few years ago came together and developed an industry competency model. So what does it take to be an effective nuclear worker? These are knowledge workers. And they developed, based off already industry standards of education, personal effectiveness competencies, academic requirements and workplace requirements. These were the basic sort of national career readiness certificates. And then they linked them to the energy sector. So notice on the academics, mathematics, engineering technology and critical thinking, those are STEM type of skills, right? And so that's why STEM is important, science, technology, engineering and math. That's basic foundational knowledge. But look at the personal effectiveness one. One of the things that we've noticed with the young generation coming in is they communicate and they interact differently. We've also noticed a great deal of struggling with writing and the ability to kind of listen effectively well, right? The attention stands are shorter. They don't write effectively well. They don't even write plain English anymore, right? OMG, what the heck is that? But think about that though. We have acronyms in our industry. So if you're a regulator, if you're R&D or if you're an operator, but that doesn't translate effectively well to the English and the slang that's used in today's schools and education. So how do we bridge that? And as knowledge management champions, we have to be thinking about that impact, right? Of how that generation is learning and developing today. What sort of foundational skills are they getting? And the next thing on the higher up, we talk about the specific sort of technical fundamentals in terms of for the energy sector, right? This is more kind of safety and industry principles and quality control principles. And then finally, we've got the two-year degree, which is very specific to the technical skills the individual will have in operations or radiation protection or engineering technicians. But the point that I'm trying to get to is that there's a standard competency model that the United States industry has adopted, and quite frankly, I think it's adopted by a number of other international organizations as well based on these sort of standards. And if you're working with your community colleges already, these are some things that are readily available or a public domain. So we're back to workforce planning, and the reason why I bring this to you is I wanted to show you an example, and the pointer doesn't work, so it's so much for good technology. But this is a company, Entregy Corporation in the United States, and this is how they compare to their workforce age and years to the industry. I'm going to show you a graph either later on today or tomorrow that has a kind of reflection of that. So we are an aging industry, and because of that, we are challenged as an industry to make sure that we have the right tile and pipelines coming in, so we have maintain knowledge preservation. And so we have to have our pipeline programs. And one of the things you have to have at a pipeline program is to make sure you have the right sort of mix of pipeline programs. So this is just an illustration, but if you don't have a pipeline program into your organization, you won't be successful because you can't find the talent that you're going to need with already the requisite skills you're going to have to have. You have to develop that internally. They don't teach it in school. They'll teach the basic fundamental competencies, but Rosatom, EDF, U.S. industries, they all have development pipeline programs. And if you're new to this particular, if you're a newcomer, you have to think about what will my pipeline program be for my regulators, what will my pipeline program be for my R&D. Now we're going to get into talent management and developing talent, improving performance. And so this is a whole sort of discipline in and above itself, and we're not going to go through it in so much detail that you guys are going to die on me, but it's about a cycle, a life cycle, employee life cycles every year, right? How do you develop your employees? How do you identify those that you want to promote and develop and the schedule of rewarding and results? And so this is a model that a U.S. industry uses for developing and improving talent. It's an ongoing sort of process where you set goals, you measure against goals, and then you can provide feedback. I give this to you as illustration purposes, but I noticed I linked it to the CO6.3. That is the performance and objectives criteria for human resources. Okay, there we go. Goes like this. It goes back and forth. All right. I think we have battery challenges today, aren't we? So 6.3 is the performance objectives criteria for human resources that addresses talent performance management, that you have to have these programs in place. And I wanted to at least make sure you understood that linkage. But this is what's really important about what I want to talk about talent management. And we'll go through some things a little bit more, but you've got to have kind of a strategy or methodology to measure ability, desire, and commitment to a particular organization. And HIPO is a high potential program, and you have to have some sort of strategy to monitor it, how you're developing and you're tracking your results. A lot of companies in the United States, all utilities are starting to use people health committees to kind of review and follow that sort of process. So I should give this to you as illustration. Once again, I wanted to reiterate the Palo Verde hiring model because this is really so important. Their strategy is to develop people from within, from the engineering operations and maintenance pipelines through the employee life cycle. And these arrows are people who leave the organization through different parts of their career. So what is your hiring model? What's your strategy model in your organization? This is just an example of the Palo Verde model. Again, five, 10, 15 years out, what will your organization look like? Now, why is this important? If you wanted to become ISO certified, you have to have the strategy in place. Knowledge management talks about that as well as the HR criteria. It's in there. These are things you have to have. And these are just examples of them. These are tools you can use. Now, this happens to be Palo Verde's sort of future for leaders and how they manage people, but mentoring programs, employee engagement, dynamic learning activities, job rotations, assessments. They have a leadership academy. They have community involvement. They do enterprise risk management, career pathing. We're going to talk about some of those today. So one of the things I want to talk to you about is low-minger competencies. How many of you have heard of low-minger competencies? These are two professors, Lombardo and Iconger. I can't pronounce that correctly. They came up with a book for your improvement, FYI. And they came up with, I think, 80-plus sort of competencies. And they said that we do best if we learn best by on-the-job experiences. And that's where we get most of our experiences. Now, we have peer interactions, which account for about 20%. And formal education is about 10%. I should have probably flipped these around and done formal first. But in the classroom, the message here is simple. In the classroom training gets you only 10% of the way there, guys. You can take all the people in the world, throw them in here, lecture to them like we're doing to you today. And your mind only works as long as your butt is engaged, right? Period, end of story, right? 10, 15 minutes of this, and you're done. You're thinking you're on the phone, you're doing something else. We get it. I'm in your chair, too. It's that on-the-job piece that's important. And it's that peer-to-peer, it's that community of practice. So why it's important to have lecturers and have classroom training, it's most important to get them in the field and get them the experience and get them the opportunity to apply the technology that they're learning in the classroom and elsewhere. Somebody mentioned the other day, distance learning, was it one of you gentlemen mentioned it? I'm with you on that. Distance learning will only get you 10% of the way, maybe 20% of the way there. You've got to find a way to get those people engaged in your organization and out in the field. And I'm going to show you a video a little bit later on about interns and how interns learn and apply standards and expectations. But this is available. You can get the 70, 2010 off the internet. However, to buy the FYI book, it's a couple hundred dollars. It's not cheap. That's how these consultants make their money and buy their big houses and live in Massachusetts. We like to refer to it as tax-it-usus in the United States because they pay very much in taxes as you said earlier. All right. And then this is just an example of how one company, in this case, Palo Verde, breaks their 70, 2010 down in terms of the things that they use to get to that particular point. So let's talk about career ladders. I came from a generation that you went to the progressive sort of linear career pattern. You came in at the bottom. You got coffee for everybody. You did all the grunt work. You got stuck doing all the overtime. You cleaned the bathrooms, and you finally progressed up, right? That's right. That's what interns are good for, right? But what's really most effective, folks, although we love to have our grunts and be included, it's the lattice sort of pathways. It's the non-traditional methods. It's horizontal learning where you're getting experiences in multiple organizations. And so as you are thinking about putting in an internship program or a development program in your organization, don't think of it hierarchical. Think of it horizontally. How do you give those students the opportunity to work in multiple areas with multiple experiences? Because remember, Lomager tells us 70% of our learning is experiential-based, right? And so how do you give that experience? How do you move horizontally and vertically at the same time? So that's what you've got to think about. And this is just an excellent example I pulled off from another particular presentation. So to get to the top 80 more isn't a direct straight up. It is horizontally. You may go from design engineering to mechanical engineering to operations to training to nuclear oversight, right? There's multiple paths in an NPP. And think about that as your career. And as you're new, if you're a new particular person in the organization, you're new to this industry, we have a great opportunity for lattice pathways. It isn't necessarily you have to start in the bathroom, clean the toilets like some of us did, and then move your way up. By the way, there's nothing wrong with that. That was my outage job, right? Everybody has to have an outage job. That was mine. I emptied the trash. All right, 10 steps process for succession planning. I'm not going to go through this in a lot of detail because you can read this stuff on the internet. But here's the most important part. You have to have some way of evaluating people. I'm going to go through kind of a nine block process so you can kind of see how that works. And then you have to have a way to kind of hierarchically create your planned roles for readiness levels. And we typically break them down in the industry between ready now for the next level, ready to one to two years, ready three to five years, and an interim candidate while you're somebody to fill in the role. So this is a standard nine box. Maybe one of these gentlemen can help me out, but I think this came out of GE, right? Back in the day, I think GE came up with the nine box. I can't remember who came up with the nine box. I want to say General Electric, but I could be wrong. But this is assessing potential assessment versus performance assessment, right? This is used throughout the world in assessing people for the next readiness position. You can have great performance, but if you don't have the potential, the desire to move up. And so leaders, you ask leaders to evaluate talent. You say, okay, how's their performance, how's their potential for the next level? And so part of succession planning is to go through a system process and evaluate people against the nine box. There's a 12 box as well, right? All done in groups of three. And so this is a standard sort of deliverable nine box. So why is this important and why is it part of knowledge management? Because you have to, in order to maintain knowledge preservation, you have to have leaders and individuals who are going to lead the organization who understand those sort of roles or responsibilities. And this will help you make sure you have the right type of leadership for the future. And it doesn't have to be leaders. You can also use this for technical careers as well. This just happens to be kind of the one that you see in the leadership realm. So nine box succession planning, standard stuff has nothing to do with the nuclear industry. You see this everywhere in the world. GE, that's what I thought. Yeah, they were big about ranking people. General Electric, by the way, used to force out every year the bottom 10 or 20% of their workforce every year. If you weren't high contributor performer, the bottom 10 or 12%, they always force rank everybody. I'm not quite sure I agree with this philosophy, but they force rank everybody and that bottom 10% got cut. It is an expensive way to develop talent. So this is career path methodology. And this is a methodology, another tool to use in addition to the nine box where you, I say, okay, if I'm gonna be ready for this next level position, and this would be, let's say, a director level position, where do I come from? Where do I get my talent pulls from? So remember yesterday I showed you that fishbone diagram that says, where do I pull my pipeline program from? This would be something similar to that. Another tool that you can use as you think about how do I get people ready for the next level? Where do they need to come from? If I'm gonna, for instance, I'll go to this one. This is a nuclear insurance director. This is oversight. And what Palo Verde said is that they at least have to have some experiences in the blue box. That's what's required, right? Based on the standards. And then they prefer career path is from engineering, maintenance, operations and within the department. And the alternative career path is through performance improvement, regulatory affairs and work management. Those are different paths. And these are, and then the development is down in this particular box. And they put these together, Palo Verde put these together in an effort in combining with the nine box in order to make sure that the people that are being considered for that particular position have gotten those experiences, right? Back to low major competencies, 70% of experiential. And so if you wanna be considered, and this is great, we also use this to help people get ready for that next level. If you wanna be considered to become the director of oversight, then you have to spend time in engineering, maintenance and operation so you can get those experiences. So when you go into that role, you're ready. You've developed that knowledge base, right? Those experiences. You can't just get that from reading a book or looking at a job description. It's not gonna cut it. So these are kind of career paths that you might be able to use. This is your typical succession planning illustration. This comes from one of the best known products out there called success factors. It's a tool, online tool. And this is what it looks like. It says here are the candidates. Here's where their readiness status is. And here's the successors for them. Just examples of that. This is kind of leader integration and development. And so if you wanna start doing this sort of work, you gotta be thinking about, well, how do I get my people ready? How do I get my leaders ready? What are my assimilation programs for new leaders? Where are my continue education programs for leaders? Who owns these particular programs? Is it human resources? Is it the training department? What's the role of the director and the officers and what are the external sort of initiatives they need to be part of the development? You've gotta put that strategy together on how you develop your talent. This is an illustration of the Palo Verde strategy you can use to kind of help you think through that. So let's talk about the mentoring program. So this is an example of the Palo Verde mentoring program. It's a two-year program and it's designed to take frontline leaders and individual contributors who wanna be emerging leaders. And this is how you go deep into an organization. Remember I showed you on the diagram that we have this kind of mid-career gap in the 40s, we don't have enough people in the 40 to 50 year range. So we have to find a way to take the 30-year-olds and get them ready quicker, faster for leadership roles. Mentoring program is one method to do that. It's, they're nominated by the executives and the directors. Mentors are encouraged to work with their mentors, multiple mentors. They have to take accountability for their mentoring program. And I'll go through a little bit more of that later. The benefits is, is that mentoring programs gives people lower in the organization opportunity to work with people higher in the organization. So they get that experience in a much quicker way. It's back to experiential sort of learning, giving them an opportunity to shadow, be part of that, understand how those leaders work so they're ready for the next level quicker, faster and longer term retention. So conclusions, we are in the people business. You thought we were making nuclear energy, right? You thought that we're here to regulate energy. We're thought we're here to develop new energy. We're thought we're here to operate a power plant. We are in the people business. Without people, until the robots take over, we're not gonna get any of this done. So think about your role in knowledge management as a part of the people business. Even if you're an IT expert and you're talking about IT systems to manage documents and information, it's still about the people business, right? How people are gonna interface. How are we gonna devote our time to hiring selection of people? How are we gonna help people be successful in the long term? So think about it, we are in the people business, not just the energy business. There you go. I got this done in a half hour. Now they gave me 45 minutes, but I knew I'd get it done in a half hour.