"Exploring Key Dimensions of Talent Management"

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"Exploring Key Dimensions of Talent Management"

  1. 1. Talent Management 9th October 2009 Workshop Professor Brent Davies [email_address]
  2. 2. Leadership Creatures <ul><li> AWARE </li></ul><ul><li> FOX OWL </li></ul><ul><li> (Clever - Cynics) (Wise Leaders) </li></ul><ul><li>CLOSED OPEN </li></ul><ul><li> DONKEY SHEEP </li></ul><ul><li> (Gave up on leading) (Naïve Newcomers) </li></ul><ul><li> </li></ul><ul><li>UNAWARE </li></ul>
  3. 3. <ul><li>Talent management is about identifying and developing outstanding individuals for key leadership roles in a school. </li></ul><ul><li>This is particularly important for schools facing the challenge of developing innovative and imaginative leaders to meet the needs of learning transformation. </li></ul>
  4. 4. <ul><li>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. </li></ul>
  5. 5. <ul><li>How do we both find and develop enough talented leaders to meet the challenge of providing outstanding education within academies? </li></ul>
  6. 6. <ul><li>All organisations have: </li></ul><ul><li>A: outstanding individuals </li></ul><ul><li>B: very good individuals </li></ul><ul><li>C: solid performers: backbone of the </li></ul><ul><li>school but will not drive change </li></ul><ul><li>D: mission incompatibles </li></ul>
  7. 7.
  8. 8. <ul><li>How do we get more A’s and B’s? </li></ul>
  9. 9. <ul><li>Talent is considered as a complex mix of: </li></ul><ul><li>skills, </li></ul><ul><li>knowledge, </li></ul><ul><li>cognitive ability </li></ul><ul><li>and potential . </li></ul><ul><li>CIPD 2006 </li></ul>
  10. 10. <ul><ul><li>Talent Management requires an understanding of: </li></ul></ul><ul><li>How you define talent </li></ul><ul><li>Who you regard as ‘talented’ </li></ul><ul><li>The difference between technical ability & leadership potential. </li></ul>
  11. 11. <ul><li>Performance in one role is not necessarily a good predictor of ability in another. </li></ul><ul><li>Excellent teachers do not always make good leaders, senior leaders or Headteachers! </li></ul><ul><li>Important to separate idea of performance from the notion of potential. </li></ul>
  12. 12. <ul><li>HayGroup believe that: </li></ul><ul><li>‘ being a top performer in current job, </li></ul><ul><li>or expressing personal ambition and drive are not particularly good predictors of long term potential.’ </li></ul><ul><li>(Rush to the Top: 2008) </li></ul>
  13. 13. <ul><li>1. Talent Identification </li></ul><ul><li>2. Talent Development </li></ul><ul><li>3. Talent Culture </li></ul>
  14. 14. <ul><li>1. Talent Identification </li></ul>
  15. 15. <ul><li>Identifying Talented Individuals </li></ul><ul><li>What characteristics would you include in the identification of ‘potential’? </li></ul>
  16. 16. <ul><li>i. How a person thinks </li></ul><ul><li>Ability to: </li></ul><ul><ul><li>Make connections </li></ul></ul><ul><ul><li>Understand big picture </li></ul></ul><ul><ul><li>Look for challenge </li></ul></ul><ul><ul><li>Take initiative </li></ul></ul><ul><ul><li>Intellectual curiosity </li></ul></ul><ul><ul><li>Problem solve </li></ul></ul>
  17. 17. <ul><li>ii. How a person works with others </li></ul><ul><li>The ability to ‘create with’ rather than ‘deliver to’ </li></ul><ul><li>Self confidence </li></ul><ul><li>Credibility </li></ul><ul><li>Inspire others </li></ul><ul><li>Care and concern for others </li></ul><ul><li>Empathy </li></ul><ul><li>Able to learn from others </li></ul><ul><li>A passion to make a difference </li></ul>
  18. 18. <ul><li>iii. How a person is </li></ul><ul><li>Resilient </li></ul><ul><li>Knows how to finish the task </li></ul><ul><li>Craves action </li></ul><ul><li>Endures confusion ~ embraces ambiguity </li></ul><ul><li>Grasps opportunities </li></ul>
  19. 19. <ul><li>Head teachers identified ‘early warning signs’ of leadership as: </li></ul><ul><li>Confidence and credibility </li></ul><ul><li>The ability to see the big picture, make connections & think of the whole school </li></ul><ul><li>Mastering the basics of their role quickly and looking for more </li></ul>
  20. 20. <ul><li>Getting involved (doesn’t look the other way or walk past incidents) </li></ul><ul><li>Initiative and self motivation ( the sort of people you can’t stop from leading) </li></ul><ul><li>Intellectual curiosity and capacity ( sees the common threads) </li></ul><ul><li>Resilience and empathy ( to survive the pace of acceleration and learn from others) </li></ul><ul><li>(HayGroup – Rush to the top) </li></ul>
  21. 21. <ul><li>2. Talent Development </li></ul>
  22. 22. <ul><li>Organisational Dimension </li></ul><ul><li>What is in place for the development of all staff? </li></ul><ul><li>Where does talent enablement fit in? </li></ul><ul><li>Where does talent prioritisation fit in? </li></ul>
  23. 23. <ul><li>High performing organisations will have a well established process for professional learning of all staff, which is connected with performance management and talent management </li></ul>
  24. 24. <ul><li>Talent Development </li></ul><ul><li>A clearly defined structure of leadership </li></ul><ul><li>roles which grow in size and impact. </li></ul><ul><li>Clarity about the characteristics associated </li></ul><ul><li>with success at each level. </li></ul><ul><li>A steady flow of people through leadership </li></ul><ul><li>roles. </li></ul><ul><li>Open and honest communication about </li></ul><ul><li>assessments of their potential. </li></ul><ul><li>Leaders should check on progress regularly. </li></ul><ul><li>  </li></ul>
  25. 25. <ul><li>How a person thinks strategically </li></ul><ul><li>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. </li></ul><ul><li>How a person works with others </li></ul><ul><li>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. </li></ul><ul><li>How a person displays leadership characteristics </li></ul><ul><li>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. </li></ul><ul><li>How a person interprets and reflects the schools’ values </li></ul><ul><li>Describes a person who ‘fits’ with the culture of the organisation. </li></ul>
  26. 26. <ul><li>Mentor </li></ul><ul><li>Coach </li></ul><ul><li>Sabbatical </li></ul><ul><li>Teaching others </li></ul><ul><li>Higher qualification </li></ul><ul><li>International visit </li></ul><ul><li>External Course </li></ul><ul><li>Honest observation: 360˚ </li></ul><ul><li>Individual work project </li></ul><ul><li>Educational writing </li></ul><ul><li>Research project </li></ul><ul><li>Guided reading </li></ul><ul><li>Job rotation </li></ul><ul><li>Work shadow </li></ul><ul><li>Action learning </li></ul><ul><li>Job swap </li></ul><ul><li>Planned moves </li></ul><ul><li>Other? </li></ul>Which professional learning activities would you include to develop an individual with talent?
  27. 27. <ul><li>3. Talent Culture </li></ul>
  28. 28. <ul><li>In becoming a talent focused organisation </li></ul><ul><li>it is important to consider what factors help you to be described as </li></ul><ul><li>‘ employer of choice’? </li></ul>
  29. 29. <ul><li>Establishing a Talent Management Culture </li></ul><ul><li>Commitment from all leaders in the school to talent development </li></ul><ul><li>Define and create shared understanding of what good leadership is. </li></ul><ul><li>Multiple methods for judging leadership potential and development </li></ul><ul><li>Formulate future requirements and align with talent development </li></ul>
  30. 30. <ul><li>In a talent culture there are processes which enable the talented individual to answer… </li></ul><ul><li>What do I do really well? </li></ul><ul><li>What would I like to be better? </li></ul><ul><li>Who listens and will inspire me to achieve my </li></ul><ul><li>ambitions? </li></ul><ul><li>What opportunities will help me realise my </li></ul><ul><li>aspirations for advancement? </li></ul>
  31. 31. 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
  32. 32. <ul><li>Among those organisations rated most highly by their peers for leadership, there are a number of common themes. </li></ul><ul><li>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 </li></ul><ul><li>They are clear about what effective leadership looks like, and which roles are most critical to organisational success </li></ul><ul><li>They are clear about which people have the most potential to advances as leaders </li></ul>
  33. 33. <ul><li>They ruthlessly prioritise their resources toward the </li></ul><ul><li>roles & people who will make the most difference </li></ul><ul><li>They use a portfolio of different techniques for leadership development, including extensive on-the-job support, rather than relying on external programmes exclusively </li></ul><ul><li>They measure the impact of development and hold people accountable for developing other leaders and make use of the training they receive </li></ul><ul><li>They are committed for the long term, seeing this as an essential and enduring part of their strategy. </li></ul><ul><li>Hay Group: Rush to the Top - 2008 </li></ul>
  34. 34. <ul><li>The Challenge for Schools </li></ul>
  35. 35. <ul><li>What is an effective grouping for schools to operate a talent management approach? </li></ul><ul><li>Three or four schools in the same geographical region with shared values and interests. </li></ul><ul><li>This allows joint development framework and activities and planned leadership experiences and moves. </li></ul><ul><li>Does each grouping of 3/4 schools need an joint or executive head? </li></ul>
  36. 36. <ul><li>A Staged Process: </li></ul><ul><li>Defining values and strategy </li></ul><ul><li>Rigorous performance evaluation </li></ul><ul><li>Challenge performance </li></ul><ul><li>Rewards to match performance? </li></ul><ul><li>Establish powerful professional learning </li></ul><ul><li>Identify longer term needs </li></ul><ul><li>Identify pedagogic & leadership talent </li></ul><ul><li>Become a talent developer and engager </li></ul><ul><li>Integrate TM into whole school processes </li></ul><ul><li>Establish a talent management culture </li></ul>
  37. 37. <ul><li>To share your good practice and insights please send any ideas to Brent Davies: </li></ul><ul><li>[email_address] </li></ul>

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