"Exploring Key Dimensions of Talent Management"Presentation Transcript
Talent Management 9th October 2009 Workshop Professor Brent Davies [email_address]
(Clever - Cynics) (Wise Leaders)
(Gave up on leading) (Naïve Newcomers)
Talent management is about identifying and developing outstanding individuals for key leadership roles in a school.
This is particularly important for schools facing the challenge of developing innovative and imaginative leaders to meet the needs of learning transformation.
Talent management is different from simple succession planning and filling existing hierarchical leadership roles that exist today, as it is a process of providing able and talented people who will create new and different leadership roles in the future.
How do we both find and develop enough talented leaders to meet the challenge of providing outstanding education within academies?
All organisations have:
A: outstanding individuals
B: very good individuals
C: solid performers: backbone of the
school but will not drive change
D: mission incompatibles
How do we get more A’s and B’s?
Talent is considered as a complex mix of:
and potential .
Talent Management requires an understanding of:
How you define talent
Who you regard as ‘talented’
The difference between technical ability & leadership potential.
Performance in one role is not necessarily a good predictor of ability in another.
Excellent teachers do not always make good leaders, senior leaders or Headteachers!
Important to separate idea of performance from the notion of potential.
HayGroup believe that:
‘ being a top performer in current job,
or expressing personal ambition and drive are not particularly good predictors of long term potential.’
(Rush to the Top: 2008)
1. Talent Identification
2. Talent Development
3. Talent Culture
1. Talent Identification
Identifying Talented Individuals
What characteristics would you include in the identification of ‘potential’?
i. How a person thinks
Understand big picture
Look for challenge
ii. How a person works with others
The ability to ‘create with’ rather than ‘deliver to’
Care and concern for others
Able to learn from others
A passion to make a difference
iii. How a person is
Knows how to finish the task
Endures confusion ~ embraces ambiguity
Head teachers identified ‘early warning signs’ of leadership as:
Confidence and credibility
The ability to see the big picture, make connections & think of the whole school
Mastering the basics of their role quickly and looking for more
Getting involved (doesn’t look the other way or walk past incidents)
Initiative and self motivation ( the sort of people you can’t stop from leading)
Intellectual curiosity and capacity ( sees the common threads)
Resilience and empathy ( to survive the pace of acceleration and learn from others)
(HayGroup – Rush to the top)
2. Talent Development
What is in place for the development of all staff?
Where does talent enablement fit in?
Where does talent prioritisation fit in?
High performing organisations will have a well established process for professional learning of all staff, which is connected with performance management and talent management
A clearly defined structure of leadership
roles which grow in size and impact.
Clarity about the characteristics associated
with success at each level.
A steady flow of people through leadership
Open and honest communication about
assessments of their potential.
Leaders should check on progress regularly.
How a person thinks strategically
Describes a person who has a strategic view, who thinks through problems from a fresh point of view and is able to explain their thinking to others. A person who is curious, has a passion for ideas and likes to solve problems.
How a person works with others
Describes a person who knows themselves well, who learns from experiences, treats others constructively, inspires others to perform effectively and exhibits a presence which builds confidence in others.
How a person displays leadership characteristics
Describes a person who achieves results even under tough conditions, who is resilient under the pressure of changes and who works in a moral and ethical way.
How a person interprets and reflects the schools’ values
Describes a person who ‘fits’ with the culture of the organisation.
Honest observation: 360˚
Individual work project
Which professional learning activities would you include to develop an individual with talent?
3. Talent Culture
In becoming a talent focused organisation
it is important to consider what factors help you to be described as
‘ employer of choice’?
Establishing a Talent Management Culture
Commitment from all leaders in the school to talent development
Define and create shared understanding of what good leadership is.
Multiple methods for judging leadership potential and development
Formulate future requirements and align with talent development
In a talent culture there are processes which enable the talented individual to answer…
What do I do really well?
What would I like to be better?
Who listens and will inspire me to achieve my
What opportunities will help me realise my
aspirations for advancement?
Old mindset about people New talent mindset Vague notion people most important asset A deep conviction that better talent leads to better performance HR responsible for people management All managers are accountable for strengthening their talent pool We have a two day succession planning exercise once a year Talent management is an essential part of how we run I work with the people I inherit I take bold actions to build the talent pool I need
Among those organisations rated most highly by their peers for leadership, there are a number of common themes.
They attach a strong, public and symbolic importance to leadership; in the best companies CEO spent as much as 50% of their time developing other leaders
They are clear about what effective leadership looks like, and which roles are most critical to organisational success
They are clear about which people have the most potential to advances as leaders
They ruthlessly prioritise their resources toward the
roles & people who will make the most difference
They use a portfolio of different techniques for leadership development, including extensive on-the-job support, rather than relying on external programmes exclusively
They measure the impact of development and hold people accountable for developing other leaders and make use of the training they receive
They are committed for the long term, seeing this as an essential and enduring part of their strategy.
Hay Group: Rush to the Top - 2008
The Challenge for Schools
What is an effective grouping for schools to operate a talent management approach?
Three or four schools in the same geographical region with shared values and interests.
This allows joint development framework and activities and planned leadership experiences and moves.
Does each grouping of 3/4 schools need an joint or executive head?
A Staged Process:
Defining values and strategy
Rigorous performance evaluation
Rewards to match performance?
Establish powerful professional learning
Identify longer term needs
Identify pedagogic & leadership talent
Become a talent developer and engager
Integrate TM into whole school processes
Establish a talent management culture
To share your good practice and insights please send any ideas to Brent Davies: