The importance of talent management

OUTSTANDING PERFORMANCE SERIES

The Importance of Talent Management By Peter Rushton

AMiE is ATLâ&#x20AC;&#x2122;s section for leaders in education

AMiE is ATL’s section for leaders in education. We champion our members, influence education policy and provide bespoke expertise. We help members achieve their potential with our career development programme, while our information resources help them to understand how the latest issues impact on their working lives. Our team of legal experts is available to provide confidential advice, guidance and support for members in times of need. If you are interested in joining an organisation that represents leaders and managers, visit our website at www.amie.atl.org.uk/join. There are plenty of good reasons to join, as well as the support, advice and wide selection of publications and CPD – all free or at a reduced rate to members – AMiE also provides up-to-date news and views, discounts and offers on an array of products and services, and a first class website for instant access to a range of advice on workplace issues.

About the authors Peter Rushton is an accredited leadership trainer and an executive coach, as a well as a published author on school and college improvement. He is a leadership consultant at Promoting Excellence and is a former college principal.

Contents

Foreword

1 Introduction: The importance of talent management

2 The leadership crisis

3 The case for talent management

4 Developing others as a leadership quality

5 Creating the right climate and culture

6 Talent spotting

7 Nurturing and developing talent

8 Assessing how well individuals are doing

9 Collaborative ways to develop talent

10 What can we learn from other sectors?

11 Developing your own talent

12 Final thoughts

Appendices

Acknowledgements

Websites

References

Foreword Against the backdrop of an extremely challenging funding environment we are moving inexorably to a time when talent management will be not simply a ‘nice to have’ but an essential part of leading and managing in education. Significant cost pressures can mean difficult change but in leaner organisations there is little other viable option than to ensure that the talent available is optimised so that a natural synergy may begin to offset some of the previous loss of capacity. For many, it will mean a need to work in different ways and a culture change. We need to go forward rather than back, and resist the temptation to return to an old-style command-and-control management approach as a means of ensuring that all of the necessary work is done. Against a backdrop of restricted resources, it is ever more important to strive for both efficiency and effectiveness and this is best achieved by leaders adopting a compensatory, expansive culture centred on identifying and nurturing the talent of all staff, and not just those with evidently high potential. It’s about shaping a culture designed to bring out the best in all staff – in a real sense. Courageous leadership is required to do the right thing in seeking to develop staff to their full potential. Leaders must accept the risk of staff seeking career progression elsewhere and look beyond the sort of short-term wins associated with a command-and-control approach. Sustainability amid reduced resourcing is an issue that is likely to be with us in the long term, so it is crucial that leaders adopt practices geared to long-term success as much as to short-term performance requirements. This booklet provides plenty of insight as to how to set about further developing the talent around you. However, tighter resourcing can easily exacerbate the trend for leaders and managers to neglect the nurture of their own talent. To use a footballing analogy, no matter how successful you may have been in your career to date, the real test is the next match, not the previous ones, and the competition, even the game, is becoming more challenging each year. Make sure you are playing the right game! Mark Wright, assistant director of AMiE (leadership and management)

The Importance of Talent Management

1. The importance of talent management “A key function of leadership is to produce more leaders, not more followers” Ralph Nader

‘Talent management’ is a term that emerged in the 1990s to be popularised by the 2001 McKinsey study The War for Talent. It refers to a systematic process for identifying staff with natural ability and developing them as potential leaders. It involves nurturing skills and talents at all levels of an organisation, so that people can progress and take on key leadership positions. The term is widely used and sounds like something that should be taken for granted and occur naturally. However, it is much more than a straightforward human resource issue. In essence, it is a philosophy of leadership that stresses the importance of having the right staff in the right roles. Talent management should be distinguished from other associated terms and practices, such as succession planning, performance management, appraisal and other HR policies. It is critical to organisational success and is a more fundamental concern than day-to-day human resource management. It is essentially about taking a personalised approach and developing the person, as opposed to a role. It focuses on unlocking potential and building capacity, especially in relationship to leadership. “Management is about arranging and telling. Leadership is about nurturing and enhancing” Thomas J. Peters

Introduction: The importance of talent management

For many years, the education sector has faced recurrent problems in relation to the management of talented staff. These include: • Recruiting and retaining top-quality leaders; • Maintaining or improving the quality of the educational experience; • Recruiting and retaining high-performing staff; • The need for effective succession planning, the process by which organisations identify and nurture leadership in order to fill current and future key strategic roles. Despite recognising the need, many organisations have not put in place effective leadership development programmes and processes. They don’t proactively undertake succession planning for roles central to their vision, mission and ethos. This means they are vulnerable, not only to staff retirement but to key leaders moving elsewhere. This booklet is based on interviews, questionnaires and training programme notes gathered from across the education sector. It will explore the nature of the problems organisations face, highlight excellent practice and identify practical and effective strategies through which individuals and their organisations can successfully develop their talent.

The Importance of Talent Management

2. The leadership crisis Why is there a crisis? Leadership is a key factor behind the success of organisations, yet there is a major shortage of high-quality leaders. The problem is not going away and is, if anything, likely to get worse. Research shows there is little successful and coordinated practice in developing the next generation of leaders. The problem has been characterised as a ‘crisis’ or ‘drought’ for several decades now. Despite this acknowledgement, the problem is ongoing. This means that effective talent management is still of major importance in the sector. A recent study by the Institute of Education (2012) highlighted some of the likely reasons. It is worth quoting at length: Schools have become more complex to lead and manage, especially in terms of budgets, human resources, professional development and administration. This has been the case, particularly from the late 1980s, with the local management of schools and the creation of educational markets which have nearly always led to intensification in the work of school leaders. A combination of demographic pressures and a declining pool of middle leaders attracted by leadership, due in part to workload and accountability pressures, have made recruitment and retention of head teachers in particular more difficult. The diagram on page 3 illustrates the nature of the leadership succession crisis and highlights some of the factors involved.

The leadership crisis

The war for talent

Demographics

Perception of leadership roles

Leadership succession crisis

Traditional career paths

The impact of government policies

A. Demographics – the evidence We have an ageing population: • There are more people over 60 than under 16, according to the 2011 census; • By 2026 more than half of the adult population will be aged 50 or over.

The Importance of Talent Management

The education sector Six facts (source: DFE school workforce census, 2011) 1. Just over a third of all head teachers are aged over 50; 2. Over half of head teachers take early retirement between the ages of 55 and 59; 3. There are more head teachers in their late 50s and 60s than there were a decade ago; 4. Senior leaders are mostly middle-aged, white males; 5. Women and ethnic minorities remain under-represented in senior leadership roles; 6. Male black leaders are the most under-represented group. In areas where black students form the largest ethnic group only 11 per cent of head teachers are black. Six observations 1. Teaching is predominantly a female profession, yet smaller proportions of women move into senior leadership positions; 2. Males are more mobile and more likely to move greater distances for promotion; 3. There is a declining number of deputy head teachers and a low turnover. This produces a â&#x20AC;&#x2DC;bottleneck effectâ&#x20AC;&#x2122; and restricts promotion opportunities for a growing number of assistant head teachers or assistant principals; 4. About 1,500 head teachers retire each year (affecting approximately seven per cent of schools); 5. The dominant factor for education in the next two decades is not going to be funding or technology, it will be demographics; 6. Teaching, in terms of ethnic background, remains a largely white profession.

The leadership crisis

Reflect on... Why is talent management not seen as a priority or given more time and investment? Think about the ABCD approach to clarify this problem: • Always? Is it consistently the same problem or recurring? • Biodegradable? Will it go away or grow? • Curable? Can we fix it/If not ...? • Dummy? Is it a symptom of something else?

Observations • Changing demographics mean this challenge will not go away. • The challenge is to develop leadership capacity rather than technical capacity.

The demographic landscape It is particularly important for leaders to be aware of the demographic landscape of their organisations and the teams within it. It will have significant implications for current and future success and workforce planning. It is now around 50 years since the last ‘baby boomer’ was born and it will be 20 years before the last retires. This means that four-generational workplaces are set to become the norm. The four generations are:

1. Baby boomers

1946–64

2. Generation X

1965–79

3. Generation Y

1980–92

4. Generation Z

1992 onwards

The Importance of Talent Management

Each generation has its own attitudes to and expectations of work. A large-scale research project by Ashridge Business School, Culture Shock: Generation Y and their Managers Around the World (https://www.ashridge. org.uk/faculty-research/research/current-research/research-projects/ culture-shock-generation-y-and-their-managers-arou/), highlights a disconnect between how Generation Y wants to be managed and their managers’ expectations of them. According to Carina Schofield, co-author of the project report, ’Generation Y spoke of wanting a manager who is more like a friend. When asked about their management style, baby boomers thought they were being more like a coach and mentor but Generation Y did not see it that way.’ The research also found that Generation Y graduates look for a varied career and are likely to leave a job quickly if it doesn’t bring enough employee benefits or support their personal ambitions. In the UK, only 57 per cent are planning to stay in their existing organisation for 24 months or more. This insight has implications for retaining young teaching staff and highlights the importance of clear succession paths. The current trend for younger, cheaper staff may not be so cost-effective if retention rates are low. Younger staff are used to the fast pace of social media and tend to prefer instant feedback when it comes to performance management. They do not respond well to waiting months for performance reviews if there is something they need to address more urgently. Increasing instances of Generation Y managing older members of staff mean that good inter-generational communication is more important than ever when it comes to managing these relationships. Task (with permission) • Undertake an age profile analysis of an organisation’s workforce using the four-generations structure. • Ask colleagues in each of the different categories about their main expectations and concerns in the workplace. • What are the main implications for leaders? The Attitude to Work Survey (Appendix 4) can be used to assess the different outlooks that your staff may possess depending on the generation they belong to. The leadership crisis

Conclusion In terms of talent management and developing staff, leaders need to embrace the expectations and concerns of all their staff and appreciate differing generational perspectives. Ethical leadership is essential to generate trust and honesty. Leaders need to be aware, sensitive and supportive in dealing with current concerns about workload and healthy lifestyles if talent management is to be effective.

B. The war for talent Talent is defined as ‘a person’s natural ability’. “The War for Talent never ended. Executives must constantly rethink their company’s plans to attract, motivate and retain employees” The McKinsey Quarterly Number 1, 2008

Recruiting and retaining talented individuals is a problem that faces most organisations in the education sector. Many governing bodies experience difficulties in headship recruitment, while head teachers struggle to find suitable candidates for senior leadership roles. The picture in further education is similar. These problems are compounded in that many middle leaders are either not prepared for or motivated by senior leadership roles and responsibilities. Similarly, recruitment for leadership roles, such as heads of faculty or department, is often very difficult, especially in ‘shortage’ subjects such as maths and science. The problem is global and not restricted to education. Consequently, there is a scramble for people with the right leadership qualities.

The Importance of Talent Management

Observation We are all in the same boat… The problem is not going to go away… Lessons that still need to be learned include: • Organisations that are not developing their own leaders will be forced to recruit from outside with extra costs. • There is an ever-shrinking pool of talent, and organisations need to be aware of this. • Cultivating a leader takes time and patience. • Individuals need to take responsibility to develop their own skills and talent.

Preparing to battle for talent Appendices 2, 3 and 4 include questions that organisations and individuals can use to assess their approach and attitudes in developing their talent. Here are seven initial pieces of advice, which will be further developed in forthcoming chapters 1. Grow your own Organisations with the best-quality leadership concentrate on developing their own talent. 2. Identifying talent Have a formal process for identifying individuals likely to assume leadership roles in the future (see Chapter 6 and the performance/potential matrix in Appendix 5). 3. Provide career tracks Focus on individuals with high performance and potential and those who make distinct contributions to the ’core business’. 4. Provide opportunities Especially for leadership training and development for all staff at all levels.

The leadership crisis

5. Develop and encourage a research and improvement culture Sponsor and support action research projects to benefit the organisation and support individual performance improvement. 6. Explore job rotation Where possible, take staff with potential out of their comfort zones, giving them appropriate support in order to create mutually agreed ‘stretch’ opportunities. 7. Promote from within Create a work environment that motivates staff and make leadership development a top priority, providing training and coaching to help unlock potential.

C. Perception of leadership roles The culture and climate within which many schools and colleges currently operate is not attractive to many leaders or to many people with the potential to lead. Negative perceptions • Enormous pressures to deliver results, and be ready for inspections. • Loss of control. • Cuts in funding and pressure to do ’more for less’. • New initiatives with no additional funding. • Increased accountability, ‘unintelligent accountability’. • Increasing bureaucracy and administrative demands. • Increased competition, less incentive to collaborate. • Workload/work life balance of senior leaders ‘more trouble than it is worth’. • Day-to-day observations – ‘they look stressed, tired, unhealthy…’ • Lack of job security: ‘Being a head teacher or principal is similar to being a football manager in the Premier League; people are sacked as a result of a short-term dip in results.’

The Importance of Talent Management

Aspiring for leadership – inspired or put off? Best boss

Worst boss

• Caring/understanding

• Egotistical/enjoys power

• Good listener

• Demanding

• Fair

• Distant

• Sets high expectations

• No empathy

• Develops others

• No recognition of effort/ achievement

• Trusting

• Bullying/controlling

• Leads by example

• Unrealistic expectations

• Approachable

• Blinkered

• Inspirational

• Claimed ideas as their own

The functions which influence staff in aspiring to leadership roles appear to fall into three categories, determined by the impact of: 1. People encountered on the way; 2. Personal characteristics – which will be outlined in Chapter 4; 3. The climate of the workplace in which experience is gained – which will be explored in more detail in Chapter 5. The impact of people encountered on the way “Example is not the main thing in influencing people. It is the only thing” Albert Schweitzer

The leadership crisis

Appropriate role models One of the most important factors in leadership development is that of the role model. The opportunity to observe and learn from excellent role models, whether they are line managers or head teachers/principals, is often stressed, with some middle leaders citing characteristics such as the ability to cope well under pressure as particularly important. Other factors critical to aspirations to lead include the need to maintain a sensible work/life balance. Many potential leaders feel that the extra stress, and isolation from colleagues, which they observe in leaders, is not a price worth paying. A good role model, on the other hand, can enthuse and inspire colleagues and make the possibilities of leadership seem worth striving for. Leaders whose actions are consistent with their values and the values of the organisation are of particular importance, and can make a big difference to students. Role models able to maintain and focus on the needs of learners have a particularly significant impact on emerging leaders and are seen as acting with professional integrity. One possible qualification to the impact of the inspirational leader as role model is that staff may well be led to ask, ‘Who can follow him/her?’ Inappropriate role models By contract, an inappropriate role model can provoke one of two reactions: 1. EITHER – The bad boss can put people off and demotivate them from aspiring to leadership. 2. OR – The experience of bad management can make staff determined to do better. These observations and experiences can vary and change throughout a person’s career. However, it is a curious phenomenon that some people can be inspired by outstanding leadership, while some are inspired by poor examples of leadership.

The Importance of Talent Management

Common barriers that deter people from moving up the ladder • Lack of appropriate role models – particularly from under-represented groups such as ethnic minorities and women. • Under-representation – the perception of ceilings, for example, the ‘reinforced concrete ceiling’ (a black middle manager) or the ‘stained-glass ceiling’ (a woman’s view of the role of women in the church). • Institutional barriers – micro-politics and informal attitudes that are difficult to challenge. One black principal put it this way: “One way of looking at it is that women and black people are relatively more unusual in senior management positions. Therefore, when a woman or black person is emerging as a strong candidate in a selection process, governors may subconsciously review these candidates more rigorously than to white males. This isn’t to say they are behaving in a blatantly sexist or racist manner, but they haven’t adjusted their expectations sufficiently” Another common view is that: ’Staff appointment panels tend to choose people who are like themselves and this militates against black and female’. Gender-specific obstacles • Marital status and family responsibilities • Lack of career planning • Lack of self-confidence • The perception that women have to work harder to achieve promotion • Lack of flexibility and family-sensitive policies Janet Nevin, 2000

The leadership crisis

D. The impact of government policies â&#x20AC;&#x153;The UK education systems have experienced policy turbulence on an unprecedented scale since the implementation of the first national curriculum in 1988â&#x20AC;? Peter Pendle, October 2014

Change is the norm in the education sector in the UK and reform a constant. The impact of this on teachers and leaders has been very largely negative, undermining professionalism while increasing stress and workload. At a minimum, constant change makes leadership much more challenging and demanding. The effects of Ofsted inspections alone on the lives of educational professionals are considerable. There is a prevailing atmosphere of mistrust, fear and trepidation. Although many politicians talk about the benefits of freedom and autonomy, it is essentially about central control.

E. Traditional career paths Progression to senior roles in education is overwhelmingly via academic and teaching routes. There is a strong perception among staff and governors that the top role must be filled by someone who has a background in education. There is a reluctance even to consider that the role of the most senior person within an organisation is to inspire and lead, drawing on personal qualities rather than an in-depth knowledge of curriculum and teaching issues. This remains, of course, a matter to discuss and debate and there are various opinions. What are your views? However, by stipulating this requirement, leaders within the sector are restricting the pool of talented individuals from which to recruit for senior positions. Consequently, this contributes to the leadership succession crisis.

The Importance of Talent Management

3. The case for talent management With all the current pressures and demands on leaders why should talent management be a priority?

Driving forces

Force field analysis

Restraining forces

The case for

The case against

1. The business case:

1. Leadership practices in individual organisations which do not engage or motivate potential leaders

• Falling budgets and continued success • ‘More for Less’ • Maximising the main resources 2. Succession planning and distributed leadership 3. Retaining high-performing staff 4. The moral and ethical case

2. A short-term approach, essentially reactive rather than proactive, to succession planning and talent management 3. Talent management not seen as priority by leaders and the governing body 4. No long-term view of the leadership qualities to deliver future success 5. Lack of integration of local, regional and national HR strategies to ensure there are enough talented individuals with the right leadership qualities to address current and future demands

The case for talent management

This chapter will focus on the driving forces and the reasons and rationale for effective talent management. It will explore different cases and highlight good practice.

1. The business case “Grow a leader – grow the organisation” John Maxwell

Leaders in education are very familiar with falling budgets and the requirement to do ‘more for less’. This is particularly prevalent during economic recession. The situation is particularly severe at the present time. Consider this pending ‘perfect’ financial storm. A perfect financial storm The next five years are particularly challenging for many organisations in the sector. Consider these probabilities and think what you would recommend your organisation could do to protect the quality of the learning experience of your students and the professional development of staff: • An overall funding reduction, e.g. adult education massively cut back. • Compulsory extra courses, e.g. English and maths for 16–18 year olds. • Removal of any protected funding guarantees. • Negative demographics in some areas. • Increased competition. • Funding for apprenticeships to move to employers from colleges. • Increase in national insurance and pension contributions. • An anticipated unfunded one per cent per annum pay-rise for forthcoming years with implications for staff morale. As a result, many leaders understand that they must strive to maximise their resources, especially staffing, to maintain or improve the quality of education for their students.

The Importance of Talent Management

2. Succession planning and distributed leadership It is widely accepted that the most important resource an organisation in the education sector has is its staff. “The phrase ‘our people are our greatest asset’ may sound like a platitude but evidence strongly suggests that this is true” The World’s Most Admired Companies Hay Group 2007

In some ways succession planning can be considered a deliberate and systematic effort to: • project leadership requirements; • identify a pool of high-potential staff; • develop leadership skills in those people through planned learning experiences; and • then to select leaders from the pool of potential. This is often described as a leadership pipeline. However, organisations should also acknowledge the importance of having alternative routes outside the organisation for career development for some staff. The Leadership Pipeline Model

Manage self

Manage others

Manage managers

Manage functions

Manage organisation

The case for talent management

“The systematic development of leadership development is the only strategy to secure the requisite leadership pipeline for the future” Growing Tomorrow’s School Leaders, Hay Group 2006

Reflect on... Has your organisation or team got people with potential and aspiration to rise to future leadership roles? Like a good plumbing system, the pipes need to be cleaned and regularly maintained. The flow needs to be flexible and fast moving to accommodate the requirements of leaders at successively more demanding levels. The balance is key… Aspirations of staff Aspirations of organisation

Summary of best practice A. It is not a one-size-fits-all approach Associated features: • A fluid leadership talent pool is critical in shaping an organisation’s culture. • Focusing on a broad range of attributes linked to strategic objectives. • Developing home-grown leaders. • A culture which enables those with the greatest potential to be fully engaged and motivated.

The Importance of Talent Management

B. It needs a clearly defined framework of leadership qualities Associated features: • A clear and shared view of what is important • An expectation that the leadership attributes and values required are modelled by those in existing leadership positions • A level of clarity which helps individuals to make well-informed personal development career decisions • Integral to other key processes such as performance management, and selection and recruitment C. There must be an emphasis on flexibility Associated features: • An accurate awareness of what motivates and engages talented staff • A positive and open approach to work, i.e. balance and flexible working • With the increasing pace and volume of change the need for individuals to develop a broad range of attributes to cope with a wide range of demands and be successful D. Leadership talent pools need to be regularly reviewed and re-evaluated Associated features: • A possible need to be successful in different roles and different times • Some staff can be outstanding in some positions and not so good in others • Performance and motivation in individuals can change quickly due to different circumstances affecting them • Good leaders need to be constantly aware of how their staff are doing and feeling

The case for talent management

Reflect on... How would you keep your talent pool fresh and oxygenated?

Top tips • Regular opportunities for formal and informal career discussion • Objective and constructive feedback for individuals • 360° feedback and other diagnostics (not linked to performance pay) • Accurate data is well used and interpreted • Change the water regularly (review and evaluate regularly) • Involve team leaders and empower others in the team

E. Effective leadership success starts with personal development Associated features: • Coaching and mentoring programme • Give people opportunities with some degree of risk attached. Ideally, this should be a cross-organisation responsibility which broadens and enriches their experience • Personal or small-group action research projects which encourage and incentivise • Review and improve projects

The Importance of Talent Management

Case study Emerging Leaders Programme In this North West general further education college there is an emphasis on growing their own talent and leaders. Talent spotting is encouraged and valued. There is recognition that resources are limited, and staff development budgets must be deployed efficiently. And there is a combination of external and in-house training, as well as significant crossfertilisation between teaching and support staff at all levels. The Emerging Leaders Programme, and prior work with all curriculum and service managers, stemmed from the realisation that the college had untapped talent that needed to be nurtured. There was a desire to help individuals move to the next level of their potential, whether within the college or elsewhere. Essential elements of the programme • 360° appraisal

• Authentic leadership

• College values and expectations

• Managing performance and coaching skill development

• Action research projects

The college has a strategic and flexible view of talent management and succession planning. Key aims • Adequate cover for management absence allowing others to gain new experiences • Teams working together to understand each other’s roles • Ongoing talent spotting and exploring gaps for someone to grow • Linking training to current and future needs • Creative out-of-the-box thinking to fill gaps and create opportunities Impact • Healthy staff turnover for positive progression, indicating that the college is developing staff that other organisations also want • A core of staff who stay and thrive • Achievement of college targets and improved inspection grade • Staff changes being dealt with positively and with resilience The case for talent management

Succession planning and distributed leadership are about identifying: • The key roles which require pro-active strategies to fill in the future; • The roles likely to act as a pipeline to fill these key roles; • The people who are potential successors to the key roles; • Having the leadership capacity at different levels to sustain the success of the organisation. Talent management is about identifying: • Pools of talent at different levels within an organisation; • The development needs of staff within these pools, with a view to preparing them to take on key leadership positions. “Leaders are not born, they are made” Peter Drucker

Although there is considerable overlap between succession planning and talent management, and they are often used synonymously, their differences parallel another approach which is of great benefit at a time of constant change and financial stringency: distributed leadership. Schools and colleges can sustain improvement through capacity building and equipping staff at all levels to innovate and develop. Essentially, to sustain improvement requires the leadership of the many rather than the few. Everyone is a potential leader. Enabling factors

Empowering others to lead

Developing increasing pools of leadership skills

The sharing of common values, expectations and behaviours

Standing back and reflecting on developing your staff

The Importance of Talent Management

“The best executive is the one who has the sense enough to pick good people to do what he wants done and self-restraint enough to keep from meddling with them while they do it” Theodore Roosevelt

Top tips • Determine the most appropriate leadership qualities for your organisation • Consider developing a ‘leadership qualities framework’ for your organisation (see case study below) • Identify current and potential leaders • Identify leadership gaps and leadership capabilities • Develop succession plans for critical roles • Develop career planning for potential leaders • Develop a skills roadmap for future leaders • Develop retention programmes for current and future leaders

The case for talent management

Case study Values-driven leadership In 2010, a sixth form college commissioned a project to develop a ‘leadership qualities framework’ based on the values and ambitions of the college. These values were agreed through consultation with staff, students and the governing body. The key areas identified were: • Learning and enjoyment of learning • Individual needs and aspirations • Achievements and success, both personal and academic • Effort and endeavours to maximise a person’s full potential • Partnership, based on respect and equality The framework defined the actions and leadership qualities needed to support these values. The leadership qualities framework now underpins college systems, selection and recruitment processes, and performance management (including 360° appraisal) and many other aspects of CPD. It is also considered helpful in supporting the college’s talent management programme.

Summary Succession planning in many organisations concentrates on preparing for present management roles. It is therefore more inclined toward maintaining the status quo. However, where there is a constant churn, there is no status quo. Consequently, for succession planning to be effective it also has to be flexible and future-orientated.

The Importance of Talent Management

The road to building future talent Reflect on... Reflect on these questions in terms of developing a roadmap for your organisation:

1 • What are the strategic challenges we will face in the next five years? • Is talent management embedded in our organisational strategy? If not, why not?

2 • How do we equip our managers to manage talent well? • What does high potential look like? • What does good performance look like? • What tools, processes and data do we need to do talent management and succession planning well? • How will we know we are doing this well? • How can our existing partnerships with other learning providers and organisations add value to how we manage and develop talent? • What are the obstacles and disadvantages of working collaboratively?

3 • How do we recruit effective talent?

The case for talent management

3. Retaining high-performing staff Only 62 per cent of teachers are still in teaching a year after achieving qualified teacher status. “In addition to the exodus of newly qualified staff – serving professionals are also leaving ‘before their health is broken’. A 60-hour working week can only lead to exhaustion, stress and burnout” Mary Bousted

Why do staff leave? • Stress and ill-health • More money • Lack of promotion opportunities • Lack of challenge and opportunity to be creative • Partner moves elsewhere • Clash of personalities • New challenge and promotion elsewhere • Taking early retirement linked to quality of life issues • Change in family circumstances • Removal of role, due to cuts/restructuring (‘efficiency gains’) • Career change • Harassment and bullying The education sector is facing a considerable challenge because of the age profile of its leaders. It is also becoming increasingly difficult to retain talented people. Talent management involves attracting the right people, motivating them to use their talents to ‘do the right things’ and retaining the right people. Talented and skilled staff give organisations a competitive advantage. Talent management should be a strategic priority and, where possible, protected from cuts.

The Importance of Talent Management

Yet, consider these quotes, which are not untypical: We, as senior leaders and governors and other managers, fail to give talent management enough time and attention. Chair of governors, FE college

We are unprepared for the challenge of motivating and retaining key staff. We know itâ&#x20AC;&#x2122;s importance but day-to-day pressures and worries about budgets often get in the way. Secondary head teacher

A knee-jerk reaction of many organisations when expenditure has to be reduced is to attack the weak target of staff development. Reflect on...â&#x20AC;&#x201A; What do you think? Have you experienced this? Retaining talented people is a challenge across the education sector. Talking to staff across all types of organisations, working at a variety of levels and in a broad range of roles, it would seem that skilled and committed colleagues want a culture based on values-driven leadership which provides them with self-fulfilment, a sense of achievement and fun. Emotional attachment, in which self-esteem and enjoyment are nurtured, is a critical factor highly valued by many people.

The case for talent management

Recipes for holding on to talent “With fewer high calibre recruits, firms need to nurture the good staff they have” Mary Braid

Top tips • Invest in talent management • Place talent mangement at the heart of the culture of the organisation • Work hard on engagement, deployment and retention strategies for high-value people • Focus on all levels of management • Ensure all leaders in the organisation know how important you consider talent management to be (as part of your project management system?) • Be brave and consider challenging development opportunities, sabbaticals, action research projects, etc. • Make people want to stay with you • Be prepared to make a lasting commitment and investment • Reward loyalty, long-term professionalism and goodwill • Grow tatent in a way that is transparent and open

“Leadership is very much about doing the right things” Peter Drucker

The Importance of Talent Management

In schools and colleges leadership is very much people-centered and entails ethical and moral responsibilities. This is particularly the case where values are proclaimed as key to the vision, mission and ethos off an organisation. Leaders have a duty to develop their staff and provide opportunities for their personal growth. This is a moral responsibility. Consequently, it should be part of the job description and performance management of every leader. Reflect on... Should the question ‘What have you done to develop your staff?’ be included in the appraisal process? However, there is a health warning: ‘You can take a horse to water but you can’t make it drink’. Similarly, a leader can create opportunities for staff development but whether individuals take advantage of this, is their personal responsibility.

The case for talent management

Some advice Dos

Don’ts

• Make it known that talent management and leadership development are priorities

• Consider talent management as an add-on and not a major part of your development or strategic plan

• Give the impression that you • Ensure personal growth have cliques and/or favourites opportunities are open to all who get preferential treatment for staff and the process involved in staff development selection is transparent, consistent and fair • Give the impression that opportunities for learning and • Constantly look for opportunities personal growth are options only for to develop staff, even though you some members of staff may not be able to guarantee a final reward • Make it clear that developing others is an expectation of all in any leadership and management role • Beware of any clash of personalities and tensions in your team and work hard to resolve them

“The growth and development of people is the highest calling of leadership” John Maxwell

The Importance of Talent Management

Observation – In many schools and colleges we are seeing a downward spiral • Increasing obsession with short-term performance • Saving short-term costs by cutting discretionary spending on people development • A lack of talent creates additional performance pressure that diverts attention to short-term thinking • Constant and long-term ‘inspection alert’! Leadership development building blocks

Top management Middle management Frontline management Staff/ employees

Reflect on these four questions before making a case for talent management: 1. How far does talent management spread in your organisation? 2. How much do you invest in each of these layers – total and per head? 3. Have you a strategy for the ‘vital many’? 4. How inclusive is your approach? Does it genuinely include all staff?

The case for talent management

Task Establishing a case for talent management Financial drivers: The business case

Succession planning

Ethical leadership: The moral case

Recruiting and retaining high-performing staff

Distributed leadership

Capacity building

= Talent management Draft an executive report for your governing body (no more than two sides of A4). Highlight the major challenges facing the organisation over the next three years. Include specific recommendations making the case for a talent management strategy.

“Talent management can’t work if leaders, including governors, don’t think it is important and a key priority” Secondary school head teacher

The Importance of Talent Management

Summary The case for strategic talent management is based on six propositions: 1. Leadership makes a significant difference to success, however this is defined. Constant change means more is asked of leaders, so building leadership capacity and quality are critical priorities. 2. Preparation for top leadership positions takes time, investment and sustained support and development opportunities. 3. Effective talent management improves the quality of teaching and learning. 4. It is unrealistic and far too costly to heavily rely on external recruitment. â&#x20AC;&#x2DC;Growing your ownâ&#x20AC;&#x2122; is a major and vital part of a viable and sustainable talent management strategy. 5. Investment in leadership development opportunities for personal growth should be transparent, well planned and future orientated â&#x20AC;&#x201C; talented people prefer to work where there is investment in their development. 6. Senior leaders supported by the governing body must ensure there is a positive climate which encourages and enables engagement of staff to take on more leadership responsibilities, with greater autonomy.

The case for talent management

4. Developing others as a leadership quality Almost all leadership qualities frameworks include â&#x20AC;&#x2DC;developing othersâ&#x20AC;&#x2122; as a key leadership quality.

What is developing others? Essentially, it involves sensing othersâ&#x20AC;&#x2122; development needs and bolstering their ambitions.

Why is it important? Emotionally intelligent leaders take every opportunity to provide long-term support for others in order to enhance the collective capability of their staff and to support individuals in performing better and achieving more. Nurturing potential not only improves performance but also creates a climate of opportunity and success.

The Importance of Talent Management

Developing others To become effective

To become excellent

• Regularly take time to talk to

• Hold regular meetings with staff to

individuals about their aspirations, things they want to do better, and things they would like to try out. Do not restrict these discussions to appraisal/review time.

• Maintain a development file for each member of your team to track their progress. Use this information to identify development needs and associated suggestions for action.

• Prepare your own development plan and share it with staff to create a culture of openness about the development.

• Tell people you expect them to excel and do their best. Be sure to congratulate people on the improvements you observe.

• When providing support to others for assignments or regular job responsibilities, give them an opportunity to think and act on their own by providing them with the overall objective and letting them determine how to carry it out.

discuss their development. Distinguish between short-, medium- and longterm development objectives. Focus on each in turn and provide specific objectives for each. Review progress against the plan at subsequent meetings. Ensure each member of staff takes ownership for this development plan. Only intervene if they do not take this responsibility.

• As you observe your staff in action (Tip ‘CTBG’: Catch them being good) note specific examples of things they did well and areas where they could develop further. Practise giving specific, behavioural, non-evaluative feedback focusing on the evidence you have gathered. Offer support to help them develop their capability further.

• Provide developmental challenges as often as possible. Look for challenging assignments that will provide them with greater exposure in the organisation as well as opportunities to develop their management skills and abilities.

• Nominate a person to undertake your role if you are to be away for any significant period of time. Try to ensure a degree of decision-making autonomy so that the delegation of your role represents a real development challenge

• Prioritise staff from black and minority-ethnic backgrounds with clear leadership potential.

Developing others as a leadership quality

An essential management skill in developing others is that of empowerment and delegation.

Empowerment and delegation Empowerment is simply delegation done properly “It is the ability to delegate, which, more than anything else, separates the good managers from the bad ones” Mark H. McCormack, What They Don’t Teach You at Harvard Business School: Notes from A Street-Smart Executive (1986)

Delegation is… “The process of building people up, then letting go of a responsibility. It sounds easy, but almost never is. Egos get in the way. People would rather be perceived as the authority than support the authority of expertise of the people who work for them” Mark H. McCormack (1986)

The Importance of Talent Management

Effective delegation involves:

Ineffective delegation involves:

• Clearly defined and understood parameters

• Too little support and direction – which can cause frustration

• Clearly specified outcomes/goals • Agreed timescales for completion

• Too much support and direction – which can cause resentment

• Appropriate levels of support and monitoring of progress (by delegator)

• Too much interfering by the delegator (reluctance to relinquish control)

• ‘Dumping’ selected tasks/ responsibilities on someone • ‘Ownership’ by person empowered else(abrogation of responsibility) • Scope to do things differently • Blaming person empowered for • Adequate resourcing

• Freedom to fail/make mistakes

any mistakes • Failing to provide feedback to person empowered

Reflect on... Why are people reluctant to delegate? What are the barriers to effective delegation – i.e. why do people NOT delegate? Try to think of 10 reasons. Which of them apply to you and your organisation?

Developing others as a leadership quality

Task 1 Delegation checklist (see Appendix 1) • Complete the delegation checklist and add up your scores • Complete the personal analysis sheet • Identify the area/s on which you need to work, and make a note of them

Task 2 Delegation in practice • What would be the benefit for your area of improved delegation? • What would it look like? Who would do what? Who would be responsible? • How would you ensure accountability? • What are the key learning points?

Messages conveyed through effective delegation • ‘I believe in you and your potential’ • ‘I trust you to achieve the agreed goals’ • ‘I value the contribution you make’ • ‘I know you will act responsibly’ • ‘You deserve an opportunity to show what you can do’

The Importance of Talent Management

5. Creating the right climate and culture At the end of Chapter 3 we concluded that creating the right climate and culture is essential to leadership development and growth. “Growing people is a broad concept; it is the creation and cultivation of a climate throughout the organisation in which people are actively given the opportunity to try out their talents and skills, are deliberately exposed to challenges, are given training and study opportunities that broaden their perspectives and abilities and perhaps most importantly of all they are given management and leadership responsibilities that permit them and the organisation to learn” George W Webber Growing Tomorrow’s Leaders, 1996

There is overwhelming evidence of a chronic leadership crisis with too few good leaders to meet demand and not enough leaders wanting to take on extra leadership responsibilities. The question for all top leaders and governing bodies is obvious. What can you do to develop future leaders? Reflect on... Top leaders and governors • Have you considered the duration and sustainability of leadership in your school/college over time? • Have you considered continuity and stability, as well as change? • Are you helping senior leaders plan for their own professional obsolescence? • Have you considered how strong your distributed leadership capacity is? • Have you considered the leadership skills and qualities that will sustain leaders in the future, rather than merely helping them manage and survive the present?

Creating the right climate and culture

We place a high priority on the development of our leadership talent

We have a policy in place for identifying and managing talent

We routinely solicit staff input about their career aspirations

Individual action plans are tangible and rigorously tracked

Action plans are based on a thorough assessment of on-the-job performance and development needs

We identify critical leadership behaviours and competences for different roles

We provide opportunities for staff to receive objective feedback on these competences

We send clear signals to our team leaders that developing talent is a priority

We are clear with individuals regarding our view of their potential

10 We actively manage the careers of talented individuals within the organisation and provide opportunities for important projects to challenge them and maintain their interest

11 We ensure appropriate rewards and recognition for all our staff

12 Talented staff are offered ongoing support in their development, e.g. coaching, mentoring, action learning sets, etc. to supplement any formal leadership development programmes

The Importance of Talent Management

Rarely

Occasionally

Leadership talent development 12-point checklist

Consistently

Taskâ&#x20AC;&#x201A; Try this 12-point checklist to assess your current situation

In this and following chapters we suggest practical steps organisations can take to â&#x20AC;&#x2DC;grow their own talentâ&#x20AC;&#x2122;. We have developed a four-step approach:

Step

Creating the climate and culture for growth

Step

Identifying talent

Step

Nuturing and developing talent

Step

Assessing how well individuals are doing

Step

Creating the climate and culture for growth

The climate of an organisation or team, or even of a classroom, is its atmosphere, what it feels like to work there. Climate is not permanent and as a leader you have a major impact on it. A positive climate will support staff morale and motivation and be a significant enabling factor in encouraging colleagues to personally develop and take on more responsibility. The importance of leadership styles Leadership styles impact on staff performance and motivation by creating the environment in which staff work, which in turn influences their discretionary effort. Creating the right climate and culture

“Extensive research shows that if you change the top leader in an organisation you will change the climate by somewhere between 50 per cent and 70 per cent” Hay Group

Climate is ‘how it feels right now’: • People’s feelings, expectations and impressions of what it is like to work in a particular place at a particular time. Culture is ‘the way we do things around here’: • The set of spoken and unspoken rules and values that form over time and guide organisational behaviour. When considering talent management, a leader’s influence on such aspects of climate as responsibility, autonomy and accountability are particularly critical. Reflect on... • How do you know your staff feel supported and that their talent is nurtured? • How do you encourage staff to develop professionally? • How do you ensure that coaching and mentoring are available for staff? • How do you gain feedback on your staff’s views on the effectiveness of coaching and mentoring? Empowerment and delegation are explored further in Chapter 4. Essential to their success is the creation of a positive climate within which staff are willing to take on extra responsibilities.

The Importance of Talent Management

What is ‘responsibility’? In terms of climate, responsibility concerns colleagues’ sense of autonomy, the feeling that they have authority delegated to them and that they can do their jobs and be fully accountable for the outcomes without constant managerial oversight. It has two main elements: 1. Autonomy – the freedom to decide on how best to get the job done 2. Risk-taking – the degree to which staff feel encouraged to take calculated risks Many leaders find it difficult to come to terms with giving responsibility to others. Often this stems from a feeling that they must prove themselves by doing everything or that giving responsibility to others is a sign of weakness. This is not good practice, especially considering the importance of talent management and developing the people in your teams. An effective leader develops people by giving them responsibility with autonomy. It has many potential benefits: • The job is done better • Colleagues feels valued and confidence grows • New skills are developed within the team Reflect on... • How do you balance autonomy with accountability? • How are individuals within your team held accountable for their performance? Many leaders look back on the occasion when they were first given responsibility and held accountable for the outcomes of their work as a key confidence-building moment. A common reflection is ‘they had faith in me’. It is important that you offer the same opportunity to others.

Creating the right climate and culture

Top tips • Delegate responsibility rather than tasks • Create a climate where mistakes can be made (albeit not too often) and these form an integral part of the learning and growth process • Encourage resilience – learning from setbacks • Ensure the balance between autonomy and accountability is right

“Current failure can provide the feedback for future success” Jim Fogarty

Summary It is vital to create a positive climate in which all staff willingly share information and engage in collaborative learning. There must be a high degree of trust, participation and challenge. This enabling climate will create the expectation that everyone has a leadership role. “Taking on a leadership role should be built into the culture and ethos of the school” Primary school head teacher

The Importance of Talent Management

Top tips Some health warnings about your climate and culture! • Be aware of the importance of inspirational role models and their positive influence • Be aware of poor role models who may deter others • Be aware of not investing in CPD, even in time of funding cuts • Be aware that ‘softer’ people skills are often more important than technical skills • Be aware that minority ethnic groups are treated fairly, transparently and in strict accordance with the espoused values of the organisation • Be aware that overly rigid and inflexible structures can militate against talent management opportunities for many staff, such as those with family and caring responsibilities • Be aware that micro-political structures can sometimes negate the progress and can be a demoralising factor to aspiring leaders from under-represented groups

A motivating work climate “Developing a successful leadership climate requires organisations to intervene at the individual, team and organisational level. It is no good expecting individuals to make a difference if there is no support for them” Hay Group The War for Leaders, 2007

Creating the right climate and culture

6. Talent spotting Step

Identifying talent

The most commonly cited skills for future leaders are ‘people skills’, including interpersonal skills, empathy and the ability to manage people successfully. This chapter will summarise relevant research as to the key skills and attributes involved in spotting talent. Drive, determination and clarity of vision are highly valued, while personal skills are seen as necessary to underpin them. Enthusiasm, passion and conviction are also valued, with communication skills seen as especially important. “Good leaders are people who can put in a nutshell what everybody else is struggling with” Head of department, general FE college

Before examining in more detail the different views on this issue, it is worth noting two other qualities that are often stressed, particularly in the education sector: optimism and moral purpose. These are well illustrated by the following quotes. “I take it as read that four dispositions for future leaders are: • Unwarranted optimism • Regarding crisis as a norm and complexity as fun • An endless supply of intellectual curiosity • An absence of paranoia and self-pity” Professor Sir Tim Brighouse

The Importance of Talent Management

“This seems particularly appropriate at a time of turbulent change and uncertainty. Having a deep moral purpose with a passion for what you want to do. Wanting intensely to make a difference is very important and using that passion to create a vision. Optimism and energy, and having a love of learning and wanting to share it are vital” Primary school teacher

What is best practice? – Identifying your stars “There are character traits that enable people to take best advantage of long-term development opportunities. If organisations take advantage of these ‘personality’ factors they are more likely to get a better and more accurate return on their investment in leadership development” Hay Group

Talent spotting

What are these personality features? 1

Personality feature

Signs/traits to look for….

Thinking beyond the boundaries

• Ability to think strategically and see a wider picture • A fresh and creative way of thinking about strategic questions and problems

• Ability to make complex issues straightforward and ground them in reality

Natural curiosity and an eagerness to learn

• Displaying curiosity and willingness to learn beyond the expectations of their current role

• Willingness to take on new responsibilities that are

challenging to them, embracing some risk in trying something new

Social understanding and empathy

• A good listener who can ask clarifying questions and not jump to conclusions

• Motivated to understand others • Treats others with respect and sees people’s

strengths more than their faults or shortcomings

• Consistently brings out the best in others

Emotional balance

• Possess a realistic optimism and calm demeanour • Can lead under stressful circumstances and keep others positive and motivated

• Can learn from setbacks and mistakes, is resilient • Seeks out and can take constructive criticism • Always focuses on what is best for the learner or organisation as a whole

The Importance of Talent Management

Warning signs

Add more…

• Narrow and

operationally focused

• Only interested in current job role

• Talks more than they listen

• Negative and

often stressed

Talent spotting

What do you look for in potential leaders Taskâ&#x20AC;&#x201A; Compare your observations with other sources

McCall 2004

Hay Group 2007

Maxwell 1995

They seek opportunities to learn

Confidence

Has influence

Act with integrity

Credibility

Self-disciplined and calm

Are committed to making a difference

Can see bigger picture

Good track record

Bring out the best in people

Empathetic

Good problem solver

Are insightful

Resilient

Has integrity

Have the courage to take risks

Intellectual curiosity

Takes initiative

Seek and use feedback Gets involved, takes well responsibility

Respect of others

Learn from mistakes

Has initiative

Ability to develop others

Open to criticism

Self-motivated

Desire to keep learning

Adapt to cultural difference

Masters the basics quickly

Willing to make change

The Importance of Talent Management

What are your top 10?

Talent spotting

Views of current practitioners – 30 recent comments E = Essential

D = Desirable

Comments Rate these as: “Being ahead of the game” “Ability to switch off” “Drive with analytical skills” “Enthusiasm with vision and a passion for the job” “Optimism with confidence” “Ability to operate under pressure” “Resilience with reliability” “Ability to interpret the wind of change” “Able to influence people” “Finding time to reflect and see the bigger picture” “Telling the uncomfortable truth” “Ability to get the best out of people” “Excellent interpersonal skills” “Communication…communication…” “Emotional Intelligence”

The Importance of Talent Management

NI = Not that important E

NI Self-rating

Strength or an area for development

Comments Rate these as:

NI Self-rating

Strength or an area for development

“Awareness of how people’s feelings affect performance” “Ability to simplify the complex” “Street cred with staff” “Fair but firm” “Motivation – it rubs off on others” “Strong sense of values” “A good team member and leader” “Innovative – willing to try new things” “Keeps sense of perspective” “Ability to deal with conflict professionally” “Readiness to behave as a leader” “Works hard and can make decisions” “Capacity to learn from experience” “Part of the solution, not the problem” “Calm under pressure”

Talent spotting

Reflect on... • In your organisation, what methods are used to spot talent objectively? • What do you need to work on to unlock your potential?

Identifying talent can often be done in an informal way, by leaders sharing perspectives and observations about colleagues’ behaviours, attitudes, potential and performance. An effective leader finds ways to ensure they have an accurate and up-to-date awareness of their staff. Having established an accurate and objective view, the leader must consider a range of strategies to bring out the best in colleagues. One-to-one discussions should be held on a regular basis to explore both performance and potential. Skill

Motivation

Task • Where do your staff fit on this matrix? • How many staff do you have in each sector?

The Importance of Talent Management

A key aim of leaders should be to move staff in to the highly skilled and highly motivated box! • How could you do this? Ask yourself… • How are staff who are new to roles coping? • What type of support do they have? • How are your ‘stars’ doing? • What are the best ways to maintain their high performance and retain them? • Have you got colleagues who are competent and skilled but lacking motivation? • How might you re-motivate them? “The first step in nurturing talent is to have sound knowledge of your colleagues” Developing Aspiring Leaders

Talent Spotting “It is the way they solve problems, their ability to weigh up and make a considered judgement. Also, the way they handle people. They need to be more than task orientated and can contribute to a discussion of how the college will look in three years’ time. They can generate ideas in others, or spark them off, an appreciation of where the organisation fits into the bigger picture. They can operate within different frames of reference; talk comfortably with a variety of people” FE college principal

Talent spotting

7. Nurturing and developing talent “Nurturing has the ability to transform people’s lives” John Maxwell

Good leaders can learn a lot from good parenting. Similarly, good organisations can learn a lot from strong families. Children grow and develop when their parents show belief in them, encourage them and show them how to behave – colleagues at work are likely to do the same. Families are strong where there is support, trust and secure and lasting bonds. Staff members, like family members, will thrive in an environment where there are strong emotional ties.

Step

Nuturing and developing talent

Step 3a. Nurturing talent What are the main things a leader should do? Ten Tips: 1. Building trust Trust is a two-way process and it takes time. It requires consistency.

Experiences of where trust was not achieved

Experiences of where trust is built and strengthened

“They never keep their promises” “They are two-faced” “They talk about people behind their backs” “They are indiscreet”

“They take time to listen and show an interest in me” “They show and earn respect” “They are sensitive to others’ feelings” “They give encouragement – consistent support” “They make me feel valued”

The Importance of Talent Management

2. Being honest and open Recognisable traits include leaders taking responsibility for their own actions, admitting mistakes, showing humility and striving hard to avoid blaming others. These leaders act in congruence with their own values, are trustworthy and conscientious. 3. Giving time “Time spent with potential leaders is an investment” John Maxwell

Give time to your colleagues, both formally and informally. Prioritise one-toone discussions, check how things are going and offer support if appropriate. Giving time demonstrates a generous attitude. 4. Believing in staff When you believe in people, you motivate them and release their potential. Colleagues can sense when someone genuinely believes in them. It promotes self-esteem and self-worth. 5. Giving encouragement Staff feel valued when their boss is supportive and gives praise and encouragement. This means giving sincere thanks, not taking people for granted, and generally adopting a positive attitude to work. 6. Giving hope Hope can lift morale, improve self-esteem and re-energise people. This is a leader’s responsibility. “There are no hopeless situations; there are only men who have grown hopeless about them” Marshall Foch

Nurturing and developing talent

7. Stressing the importance of making a difference Emphasise to staff that they are part of something worthwhile. Ensure they know that their effort has impact on students’ lives. Teaching is a great vocation – it really does matter. 8. Showing consistency Consistency is a crucial part of nurturing talent. People can learn to trust. They are able to grow and develop because they have clear expectations. Consistent support and encouragement strengthens people intrinsically as well as in their resolve to do a good job and have high aspirations. 9. Rewarding good performance Where genuine praise and recognition is apparent, a broad range of staff will feel valued. Leaders wanting to take care of their best staff must show good judgement in rewarding them rather than those who don’t give their best. An approach to rewards that is not differentiated will cause frustration and impede ambition and motivation. 10. Providing reassurance The ability to give reassurance and security is the cornerstone of good mentoring. It allows people to grow and develop because they feel safe and are more likely to try out new ways of doing things, take risks and succeed. Summary Getting the best out of people… Emotional support

Training

Potential leaders need... An excellent coach and/ or mentor

The Importance of Talent Management

A regular review and needs analysis

“When you nurture the people around you, everyone wins” Ralph Waldo Emerson

Step 3b. Developing talent Before looking at particular strategies to develop talent, it is worth emphasising the essential features of effective professional development, as illustrated below. What makes for effective CPD?

Support from leadership

Balancing capacity with accountability Professional research and networking

Appropriate needs analysis

What makes for effective CPD?

Coaching and mentoring

Collaborative development Staff learning linked with student learning

Evidence and expertise used effectively

How effective is your CPD programme? AMiE’s Mark Wright highlights the need to review CPD on a regular basis in a 2014 article in Education Leader and Manager. He uses the expansiverestrictive framework devised by Alison Fuller and Lorna Unwin of the Institute of Education, University College London. Nurturing and developing talent

Taskâ&#x20AC;&#x201A; Assess your organisationâ&#x20AC;&#x2122;s approach to CPD Expansive-restrictive framework [adapted] Main characteristics [authorâ&#x20AC;&#x2122;s emphasis and interpretation added]

Expansive

Restrictive

Aligned to individuals and organisational needs

Matches individual capability to organisational need

Focus on personal career development rather than immediate job requirements

Focus on immediate job requirements

Encourages reflective practice

Very systematic and practical approach

Focus on personal growth and development

Focus on improving performance in current role

Professional networking encouraged

Focus on knowledge and skills required for immediate job

Collaboration and creativity seen as positive outcomes

Limited expectation of new ideas and approaches

Accreditation and progression to next level valued

Task focused, no value placed on further qualifications

Value of additional research and off-the-job training recognised

Little value placed on unlocking the potential of individuals

Quality mentoring with regular feedback seen as critical

Good mentoring not seen as a priority. Progress monitored against targets.

The Importance of Talent Management

Compare and contrast your organisationâ&#x20AC;&#x2122;s approach. What you would you change?

Nurturing and developing talent

“The expansive approach is as much about ethos and outlook as anything else. Expansive does not necessarily mean expensive, as training certainly can be at times. It is really about valuing staff and entrusting them with the professional responsibility to develop and grow” Mark Wright ELM 2014

Developing individuals: Specific strategies Here is an a la carte menu, suitable for organisations, teams and individuals. Starters • Staff who have been mentored act as mentors for all new staff • Coaching is used to develop potential and organisational effectiveness, supported and role-modelled by senior staff • Leadership roles are rotated periodically • Pairing of experienced and less experienced staff to fulfil temporary or permanent leadership roles • Temporary incentive allowances to support staff with skills and enthusiasm to champion new initiatives • Tasks matched to abilities and skills, not to seniority • Mentoring and coaching offered to support Main courses • The outcomes of performance management reviews are closely linked to professional development opportunities. Team leaders have profiles of their individual team members’ strengths and areas for development • Floating experiences are used to encourage motivated staff to gain more knowledge and understanding of leadership • Temporary teams are created which take a lead on changes and new initiatives. Membership is drawn from right across the organisation and assigned to a member of the senior leadership team • All team leaders, including the head teacher or principal, undertake a triannual 360° appraisal linked to their performance reviews 62

The Importance of Talent Management

• All teams leaders’ appraisals include a review of how effective they have been in developing their staff • Job shadowing, to observe and work closely with senior leaders, is offered • Staff with potential are given opportunities to engage in wholeorganisation initiatives Desserts • Provide opportunities for colleagues to lead and manage others • Encourage calculated risk taking in testing out new ideas • Encourage everyone to see the organisation holistically – beyond the classroom and offices, etc. • Give staff a chance to lead on whole-organisational issues and priorities, e.g. ungraded lesson observations, peer coaching and maintaining enrichment programmes Reflect on... • What would represent a balanced diet for your organisation? • Can you pick from the menu the choices that would have the most benefit for individuals and the institution?

The importance of well-planned and relevant leadership development programmes Well-considered and strategically planned leadership development programmes can have positive and sustainable benefits for the organisation, individuals and the teams they work in. It’s important to take a longer-term and holistic view of leadership development, considering the needs of a wide range of staff. It is perhaps worth considering a series of pathways or a ‘ladder’ approach to leadership development for your organisation, possibly with other local or regional institutions. This would allow for progression, avoid duplication and ensure a cohesive experience.

Nurturing and developing talent

Example of a leadership ladder

Notional level

Possible title

Possible content

New to school

• Setting expectations • Importance of relationships • National Teacher Standards • Putting students first • Understanding ethos and mission • Anything else?

First steps in leadership

• Self-awareness and understanding • Key leadership skills, e.g. coaching and mentoring • Managing meetings • Time management and prioritisation • Delegation and empowerment • Managing performance • Anything else?

Developing aspiring leaders

• Strategic awareness and thinking • Leading change • Advanced coaching and mentoring skills • 360° personal feedback • Situational leadership • Outstanding teams • Anything else?

Moving into a top leadership role

• Transformational/transactional leadership • Authentic leadership • Team and organisational climates • Working with governors • Influencing strategies • Role-modelling behaviours • Anything else?

The Importance of Talent Management

Suitable for...

Would this meet a need? Your comments?

• NQTs • RQTs • Staff new to the school

• Support staff • Pastoral staff • Those new to

leadership roles

• Those with potential

• Established leaders • Aspiring leaders • Successful curriculum leaders

• Potential senior leaders

• Senior leaders

seeking promotion

• Successful and experienced middle leaders

• Support and

pastoral staff

Nurturing and developing talent

8. Assessing how well individuals are doing Step

Assessing how well individuals are doing

Once talented staff have been spotted, nurtured and given developmental opportunities, it is important that their leaders monitor how well they are doing. This needs to be done on a regular basis and in a variety of informal and formal ways to ensure objectivity and accuracy of judgements.

Methods of assessment Organisations adopt different approaches to assessing leadership talent. The ‘audit’ needs to be systematic, but not overly bureaucratic, and include a variety of elements. Staff development and assessment should be closely linked. The benefits of 360° appraisal are a good starting point in reviewing strengths and areas for development. Review and evaluation is closely linked to good mentoring. The framework below could be used to help with assessing individual progress and growth. Knowledge about the organisation

Job challenges

• What should they know?

• What kind of experiences and

• What do they know?

responsibilities should a potential senior leader have had?

• What have they done? Personal characteristics

Potential de-railers

• What are the critical skills and

• What personality traits are causes for

behaviours required by leaders to make this organisation successful?

• What do they have?

concern in the organisation?

• What evidence is there of individual traits and attitudes? Adapted from Byham 2003

The Importance of Talent Management

Task Use this framework to assess your organisation and how well it monitors the progress and growth of individuals.

Reflect on... • What have you learned about your organisation’s talent management strategy? • Are there any critical gaps? • What have you learned about the individuals assessed, in terms of strengths and areas for development?

Talent management reviews Talent management reviews can be less formal than performance management reviews, but are no less important. They involve the assessment of talent pools to accelerate the development of groups of potential leaders. Keys to success here are transparency, shared responsibility, the avoidance of cliques and prejudices and regular re-evaluation. In working with individual colleagues to assess and develop their career paths, this six-step approach might prove useful.

Nurturing and developing talent

Talent management reviews: Suggested framework

6 1

Set new goals if necessary

Assessment of current performance against agreed goals

Review progress to agreed goals

Discuss and assess current behaviours

4 3

Jointly consider the performance/ potential matrix

Discuss range and depth of experiences

Some concluding tips In this chapter, various techniques and diagnostics have been suggested for supporting awareness of how your colleagues are doing. ‘Doing’ often involves a range of connotations, such as the rational, the political and the emotional. With this in mind, the leader responsible should not lose touch with their basic instincts: • Being Interested and caring • Being empathetic and intuitive • Being insightful and constructive Again it comes back to the quality of leadership!

The Importance of Talent Management

9. Collaborative ways to develop talent Working in collaboration requires a different mind-set and particular leadership qualities, such as a willingness to learn from others, a commitment to sharing and an ability to build effective external relationships. In terms of developing talent, working in partnership with others has many advantages: â&#x20AC;˘ Practitioners can learn from others working in different organisations, with different experiences, and from colleagues working in different phases â&#x20AC;˘ Within specific areas, pools of talent can be identified and, through collaboration and cooperation, these can be developed through reciprocal arrangements such as shared resources, short-term consultancies, workshadowing and joint research â&#x20AC;˘ Joint staff development is often more cost effective This chapter focus on two case studies in order to explore different approaches, pros and cons, and to consider how individuals can be given challenging opportunities to grow and develop by working in partnership with other organisations.

Assessing how well individuals are doing

Case study Collaborative talent management This successful and growing sixth form college has a number of centres, each with its own issues and challenges. The principal and senior leadership team introduced a cross-college leadership programme to further embed the college vision and ethos and promote high standards across the different centres. The programme, which includes both teaching and support staff, is now in its third year and is highly valued by all, including the governing body. Essential elements • The vision and support of the principal and governors • Inclusive nature and high-profile within the college • Action research undertaken by practitioners, valued and used by the college • A mixture of established staff and those new to roles • A course leader within the college and superb mentoring arrangements • Celebration event and a review of impact at the conclusion of the programme Impact • A growing whole-college spirit and harmony of approach across the different centres • A new research and staff development centre has been established by the college • A growth in leadership capability and capacity across the college • More effective and confident ways of sharing good practice and experiences

The Importance of Talent Management

Case study Developing your Talent The Developing your Talent leadership programme has been running for two years and involves a number of secondary and primary schools spanning five counties. The original impetus came from the head teacher who saw the benefits of collaboration and the lack of good-quality regional training provision. Essential elements • Sharing of cross-phase experience • 360° appraisal and individual coaching • Mentoring support within the schools • Action research projects with high expectations • Practical, relevant and interactive activities where participants learn from each other Impact • A growing number of schools wishing to be involved in the leadership collaboration • More joint working between secondary schools and their primary clusters • Emerging action research that has a positive impact on student transition and progress • Staff completing the programme are more confident and motivated to take on new challenges

Collaborative ways to develop talent

Practical steps Collaboration may be a small scale venture between local schools, colleges or clusters wishing to work together to provide leadership development opportunities. The scale and type of provision varies according to local need, capacity and, in particular, the vision and commitment top leaders have for partnership working. This is particularly important at a time when competition between organisations is increasing.

Ten key recommendations 1. Benchmark individuals at the start and end of the development activity so the impact on their skills, attitudes and aspirations can be evaluated 2. Encourage participants to keep a thinking log or diary, so there is a strong reflective element in personal development 3. Mentoring by a respected colleague should be included 4. Ensure there is a core focus on practical leadership and management skills and extending participants’ knowledge and understanding 5. Enable joint activities to enhance the programme , such as work shadowing, peer referencing visits and/or job swaps/internships 6. Create a collaborative approach that is valued and well publicised in the region or locality 7. Ensure the programme is tailored to meet current and future organisational needs 8. Other opportunities to hear and learn from current role-model practitioners with varied experiences and viewpoints should feature 9. Include action research and project management aspects, such as ‘review and improve’. If the experience of the programme is directly related to individual roles and responsibilities it is much easier to apply it back for both personal and organisational benefit. 10. Recognise the importance of identifying key groups for whom collaborative programmes will help their talent management and their organisations’ succession planning. Ensure inclusion fairly represents a diverse workforce

The Importance of Talent Management

10. What can we learn from other sectors? In reviewing talent management practices outside the education sector, this chapter emphasises organisations which have a positive visible approach to talent management. The focus is on the world’s most successful and admired companies, as highlighted in Hay Group and Fortune magazine research.

Global best practice For nearly two decades the Hay Group and Fortune have conducted research into ‘the world’s most admired companies’. The research evaluates, among other things, the attraction and retention of talent and leadership development. A key differentiator of the most admired companies is their consistent focus on achieving success through people.

What are the key learning points? The ability to make strategy happen

Structures and procedures that sustain performance over time

Four cornerstones

Achieving success through people

Placing a high value on leadership and talent

Collaborative ways to develop talent

The four cornerstones and their associated characteristics 1. The ability to make strategy happen • Alignment of organisations and their people with key goals and objectives • A focus on growth even in difficult times • Structures that are fit for purpose and constantly evaluated against strategic priorities • Strong and positive cultures aligned with strategy • Leaders are clear about the attributes which are used to encourage, support and reward • Promotion of teamwork and individual initiative • Drive for innovation and loyalty are both strong • There is a consistent and shared understanding of their company’s present culture and the direction it should take in the future 2. Structures and procedures that sustain performance over time • Capture and disseminate ideas about best practice • Innovate in areas of current strength • Practically address potential problems before they occur • Emphasise new technologies and creative approaches to improving effectiveness • Promote alignment around a clear leadership vision • Recognise the importance of having the right people in the right environment as essential for the development of new ideas • Avoid the distraction of frequent strategic changes • High-potential employees are identified and developed with a series of planned assignments • Quick to find and exploit new opportunities 3. Achieving success through people • Go to great lengths to create the right conditions for people to thrive • Understand that personal motivation, development and positive climates are key assets 74

The Importance of Talent Management

• Big investment in employee engagement, even in tough times • One-to-one coaching is very common • Planned career assignments are used a great deal • Expectation that line managers will take responsibility for employee encouragement • Employee engagements recognised as a major driver of business performance and reduced costs, e.g. lower staff turnover • Address work/life balance issues • Address frustrations over work conditions that inhibit success – simple work processes • Respond to the needs of different generations of the workforce (see chapter 4) • Encourage and enable employees to be part of the solution • There is focus on a leadership pipeline • Well-established succession plans including emergency succession plans • More likely to hire a new chief executive from inside the organisation 4. Placing a high value on leadership and talent • Rigorous selection procedures • Strong emphasis on growth and development opportunities • Close linkage of pay and performance • Recognise the need for more flexible working • Respond well to the needs of diverse of cultures • Place more value on leadership development • Use competency model and development programmes more frequently when choosing and promoting leaders • Less tolerant of ‘inappropriate behaviour’ • Have leaders who demonstrate more emotional intelligence • Are significantly more satisfied with the quality and breadth of senior leadership

What can we learn from other sectors?

Getting ‘more for less’ This is a major challenge right across the education sector. What are the successful practices of these top companies? 1. Ensure the staff reward system is aligned with strategy and culture and these are stable and consistent 2. Promote a total reward approach and include intangible elements such as flexible working as well as monetary rewards 3. Ensure line managers have a key role in the reward process with high expectations of coaching and of performance management 4. Communicate reward strategies effectively and explain the rationale and philosophy 5. Ensure the reward strategy is practical and implemented rather than theoretical 6. Link reward to performance

Learning from the best Reflect on... • What have you learned in this chapter about successful talent management strategies from outside the education sector? • How does your team or organisation compare? • If introduced, what practices would you prioritise for your organisation to ensure the most positive impact?

The Importance of Talent Management

11. Developing your own talent Leaders have a key role to play in nurturing the talent of those below them. However, there are still too many leaders in schools and colleges who focus on this to the detriment of their own development. Those at the top of the organisation must seek ways of continuing to realise their own potential.

Real self

Gaps Real v Ideal

Reflect, learn, get feedback

Be positive and

Strengths Real v Ideal

Ideal self

futu reo rie n

Get support of a c ritic al f r ien d

of focus should be 80% on

Set new goals if necessary

d te ta

Focus on wha t yo ua re

at od go

str en gt h

Self-directed change model

What can we learn from other sectors?

The self-directed change model emphasises: 1. In order to change and develop personally, you should build mainly on your strengths 2. If you want to change and develop, you must take personal responsibility and recognise and own the need to change These clear principles again stress the underpinning quality of selfawareness. This is the first step in developing you own talent. â&#x20AC;&#x153;There is nothing you can do about your early life now, except to understand it. You can, however, do everything about the rest of your lifeâ&#x20AC;? Bennis

Reflect on...â&#x20AC;&#x201A; 1. Do I possess appropriate personal qualities that would be respected by many colleagues? 2. Am I credible, and do I have a good track record? 3. What are my main personal strengths that would influence my colleagues to think that I am a good leader? 4. What have I done to help colleagues develop their skills and talents? 5. What can I do to further unlock my potential?

The Importance of Talent Management

Two examples â&#x20AC;&#x201C; Developing your own Talent 1. Jason, senior leader in a further education college It was my hobby, music technology, that helped me move into teaching and, ultimately, into leadership and management in education. After teaching for two years, I realised that regular restructures occur in FE and saw them as opportunities not threats. I was a course leader by 2002 and curriculum manager by 2003. Between 2000 and 2003 I became qualified as a teacher and started an MDip in education technology. By 2006 I had completed the MDip and also a MCert in leadership and management. I did not progress to college or university after leaving school and didnâ&#x20AC;&#x2122;t even do well at school, but when I found something I enjoyed I found it easy to excel. And when the internet became more popular in 1998 I found that I was able to actualise more information through its use, helping me develop my learning tenfold. By 2007 I had become the centre manager for a college campus that focused on visual and performing arts. I managed 50 staff and was responsible for over 500 learners. In 2013 I moved to my current post, which was a personal and strategic career decision which resulted in a significant pay decrease. I could see many opportunities in this position that were not related to pay. The ability to learn from like-minded people in diverse cultures was one of the foremost goals. Individual factors which helped my development â&#x20AC;˘ I regularly develop and chase big goals and with big goals come big setbacks. Regular setbacks mean high levels of resilience to achieve the goals. Maintaining my enthusiasm despite setbacks has been a trait that has been developed throughout my career

Developing your own talent

Organisational/personal support for my development • Productive working relationships that are mutually beneficial and uplifting were developed in my leadership management course. I’m still in touch and link with like-minded people 10 years on. • Through mentorship I was supported to constantly invent new ways of organising human effort and creativity, aligning to the organisational goals, positively affecting productivity. Through indirect mentorship (line management) I observed how core values and a core purpose are permanent, but people, practices and strategies constantly vary to adapt to the changing world Advice from Jason: Allow creativity; allow a forum to make mistakes. Talent of the future will have the opportunity to experiment with ideas that support the organisation’s ideology whilst being tech-savvy, entrepreneurial and emotionally literate. 2. Chris, assistant head teacher, secondary school I am currently in my twelfth year of teaching. During this time, I have taught in three secondary schools, holding various positions of responsibility. Following my first year of teaching, I was appointed assistant head of year. At the end of my second year, I was appointed head of boys, a position I held for two years. After four years of teaching, I was appointed head of PE, a role I held for three years. Alongside this role, I was appointed progress leader for Year 9, as part of the Leading Edge initiative. After three years in the above roles, I was appointed head of year. I held this role for four years before becoming assistant head teacher at the start of this academic year. I was a member of the school improvement team for two years prior to my latest appointment. Individual factors which helped my development • As you may see from the responsibilities I have had over the past 12 years, I have never been happy to just stick at a particular role and coast along. Once I feel that I have demonstrated a track record, I always seem to be looking ahead at the next step and looking at how to develop further. • Without doubt, I see every opportunity as a chance to learn and develop new skills. I have learned and developed through every opportunity I have been given.

The Importance of Talent Management

Organisational/personal support for my development â&#x20AC;˘ Over the course of my career so far, I have received training in all sorts of things linked to my position of responsibility, however, the best training and support that I have received was being part of the school improvement team. This provided me with first-hand experience and opportunities to lead on whole-school development, whilst being directed (mentored) by an experienced senior management team. Advice from Chris: Develop a structure that provides opportunities for staff to lead at all levels. For example, by creating strategic groups, this would allow and give firsthand experience for approximately eight members of staff to lead/manage a group of staff. By creating a school improvement team, approximately four members of staff (middle leaders) can work alongside the senior management team in order to gain experience and lead on whole-school projects in readiness to applying for senior roles in school.

Developing your own talent

12. Final thoughts Given the major influence leadership has on the quality of education, and the current chronic shortage of good leaders, talent management to develop future leaders should be a formal requirement and a high priority for all organisations in the sector. Talent management is as important as performance management, yet, too often, it is not given the same profile and pre-eminence. In terms of longterm sustainable success, it is more critical than performance management. It is about taking people with you and ensuring that staff feel ownership and responsibility. Done well, it is a win-win-win. It benefits individuals, their teams and the whole organisation. Leaders should take a leaf out of the book of all good parents who, of course, disinterestedly want the best for their children. Good leaders develop the talent of their staff, realising that they may well, eventually, ‘fly the nest’ and work elsewhere for the benefit of other students. “Growing leaders is like growing fruit trees. Other owners may one day have the benefit of your trees, but maybe you will also benefit from other unknown owners of orchards. The best organisations take pride in the fact that they grow more leaders than they need. They are net exporters of leaders” John Adair

And this, in the last analysis, is the ethical underpinning of all good leadership. Nurturing the talent of your staff is simply the ‘right thing’ to do!

The Importance of Talent Management

Scoring

Appendices

70–75 60– 69 50– 59 under 50

Excellent delegator – keep it up! Evidence of good delegations skills Some skills, but need to let go and trust people more Must try harder! It will make your life easier

Appendix 1. Delegation checklist Question

I routinely hand over responsibility to others who work for me

I see delegation as a means of building capacity and skills in others

I see delegation as a means of improving confidence, motivation and self-esteem of others

I delegate interesting and challenging tasks and responsibilities

Before I delegate, I consider the skills, experience and capacity of those I will empower

When I delegate, I provide clear guidance and timescales, then let them get on with it

I offer ongoing support to those I have empowered

I make sure that those I have empowered have adequate resources to complete the work

I let others control the pace and complete the work independently and in their own way

I trust people to do things right and in their own way

If things go wrong, I take responsibility

If things go wrong, I defend the person/people I have empowered

I see mistakes made by those empowered as a learning opportunity

I make sure to provide constructive feedback to those I have empowered

I recognise and praise good work done by those I have empowered

1 Low

5 High

Developing your own talent

Personal review My score... What are your main strengths?

What are your main areas for development?

Action plan

The Importance of Talent Management

How can you address these?

Faculty/team/department review How would you grade delegation in empowerment in your area of responsibility?

Give specific examples of effective delegation

Why was this effective?

Give specific examples of poor/ ineffective delegation

Why was this not effective?

How are you going to further improve delegation in your team?

Appendices

Appendix 2. Questions for management 1. What is the philosophy of the organisation to talent management? • How are resources deployed to develop all staff at all levels? • How do you invest in staff with high performance and high potential? 2. What initiatives has your organisation undertaken to manage the talent of your staff? • How is leadership development seen as an integral part of this? • What compelled your organisation to be more proactive with regard to talent management? 3. What kind of leader would benefit your organisation? • What qualities do you value in a leader? • What would be essential? • What would be desirable? 4. How do you work with other organisations to manage talent? • What has been particularly valuable? • What are your current priorities with regard to CPD? 5. Have you an approach or model for succession planning? • What are its main characteristics? • Is it currently in operation and how is it working? • What would you like to develop in the future? 6. What do you think are the benefits of implementing a talent management strategy? • What do you consider to be the measures of success, both for the individual and the organisation?

The Importance of Talent Management

Appendix 3. Questions for employees 1. What have you done to ensure your talents and skills are fully developed? • What CPD have you undertaken in the last three years? • How effective was it? • What personal change did it help with? 2. What kind of support have you received from your organisation to develop your talent? • What type of training and development opportunities are currently offered? • What further training and support would be helpful to you? 3. What advice would you give... • Firstly, to a colleague wishing to develop their talents and skills? • Secondly, to an organisation willing to introduce a talent management strategy?

Appendices

Appendix 4. Attitude to Work survey Aims • To assist the planning of appropriate CPD in schools and colleges • To raise the awareness of leaders to differing attitudes to work of the different generations Background In nearly all of our schools and colleges there are four generations in the workplace: 1. The baby boomers [1946–64] 2. Generation X [1965–79] 3. Generation Y [1980–92] 4. Generation Z [1992 onwards]

The Importance of Talent Management

Name

Organisation

Role

Generation Circle as appropriate

Questions Briefly describe your personal philosophy to work and your attitude to your current workplace

What are your main expectations?

What are your main concerns?

What changes would you like to see implemented to enable you to adopt a more positive attitude to your work?

Highlight one factor that would make the biggest difference

Thank you Appendices

Acknowledgements Pauline Morris, Promoting Excellence Mark Wright, AMiE India Campbell, Ullswater Community College Salford City College Ullswater Community College Priestley College Christ the King Colleges St. Peterâ&#x20AC;&#x2122;s Catholic High School Wigan Trinity High School Nottingham Aquinas College Sandwell College Joseph Chamberlain College Lancaster and Morecambe College

The Importance of Talent Management

Websites www.brainyquote.com/quotes/authors/t/tom_peters.html www.brainyquote.com/quotes/authors/r/ralph_nader.html www.gov.uk/government/statistics/school-workforce-in-englandnovember-2011 www.brainyquote.com/quotes/quotes/a/albertschw112973.html www.brainyquote.com/quotes/quotes/t/theodorero137797.html www.goodreads.com/author/quotes/12008.Peter_F_Drucker www.brainyquote.com/quotes/quotes/h/harveysfi158289.html www.brainyquote.com/quotes/quotes/k/katharineg126094.html

Appendices

References Hay Group, The Worlds’ Most Admired Companies (2007) AMiE/ATL ELM magazine Developing Aspiring Leaders Promoting Excellence/FENTO (2004) Maxwell, J. C. (1995). Developing the leaders around you: How to help others reach their full potential. Thomas Nelson Inc. Earley et al. Review of the school leadership landscape. NCSL, 2012 Guthridge, M., Komm, A. B., & Lawson, E. (2008). Making talent a strategic priority. McKinsey Quarterly, 1, 48. Hay Group, The War for Leaders, (2007) Janet Nevin (2000) Peter Pendle (October, 2014) Mary Bousted (October 2014) Education Leader and Manager Maxwell, J. C. (2010). The 8 Pillars of Excellence. Struik. Hay Group, Growing Tomorrows School Leaders (2006) Peter Drucker (2001) Fortune Magazine, The World’s 50 Greatest Leaders (2014) ‘Nearly four in ten qualifying teachers quitting the classroom after one year’ The Independent 7th April 2015 Mary Bousted (2015) in The Independent 7th April 2015 Mary Braid, The Sunday Times 27th May 2007 Gordon Ramsay in Talent management Chartered Institute of Personnel and Development’ (2007) Simon Cooper (2008) Brilliant Leader: What the Best Leaders Know, Do and Say: What Brilliant Leaders Know, Do and Say Mark H McCormack (1986) What They Don’t Teach You At Harvard Business School: Notes from A Street- Smart Executive

The Importance of Talent Management

George Webber (1996) Growing Tomorrowâ&#x20AC;&#x2122;s Leaders Promoting Excellence (2014) Jim Fogarty (2009) Tim Brighouse (2001) John Maxwell (1995) Developing the Leaders Around You: How to Help Others Reach Their Full Potential John Maxwell (2003) Leadership Promises for Every Day Mark Wright AMiE (2014) Christopher Cheng, Singapore Airlines (2011) in Lighting the Path to Success Hay Group (2012) Richard Floersch, McDonalds in Lighting the Path to Success Hay Group (2012) David Henderson, PepsiCo (2011) in Lighting the Path to Success Hay Group (2012) Annmarie Neil, Lighting the Path to Success Hay Group (2012) Morgan McCall, High flyers: Developing the next generation of leaders Harvard Business Press, 1998. Warren Bennis in High flyers: Developing the next generation of leaders (1998) John Adair, How to grow leaders (2009)

Appendices

The Outstanding performance series seeks to help leaders and managers raise the performance bar by optimising the effectiveness of their staff and resources. AMiE offers help and guidance to enable leaders and managers drive the performance agenda rather than feel driven by the process of inspection.

35 The Point, Market Harborough, Leicestershire LE16 7QU www.amie.atl.org.uk T: 01858 461 110 F: 01858 461 366 E: amie@atl.org.uk Helpline: 01858 464 171 Product code: ATL/PE46 ISBN: 1 902466 74 8 Date: July 2015 Edition: First Price: ÂŁ10 (non-members)/free (members) www.twitter.com/atl_amie