Talent Management Grade Descriptions

Quality Mark for Talent Management and Workforce Development

A Process for Schools, Clusters and Local Authorities in the East Midland Region

Workforce development is the term used in this document to describe the identification and management of talent, through proactive, structured development opportunities; this is an entitlement for all members of the school staff, reflecting the contribution of each individual, in their distinctive ways, to school improvement and the achievement of pupils

Features

• The emphasis of this process is on developing practice through partnerships of schools, academies and children’s centres
• The development and challenge is from within the partnership of schools but is more widely facilitated by the LA/Region
• Schools or partnerships can request recognition for their talent management quality auditing processes
• The partnerships can use this Self Evaluation tool as the framework from which to develop specific or specialist areas of focus on e.g. Faith, Diversity
• Bureaucracy is minimal
• Sustainability is from the partnership. It is not dependent on external funding and the partnership can sustain a cycle of continuous improvement
• The LA and Region can offer enhanced development and brokerage

Process

1. The Talent Development and Management Self Evaluation (Areas and Evidence) can be used by schools and governors to audit their current position

2. Partnerships of schools use their Self Evaluations to:

• Determine areas of strong practice and areas for development in each school and across their partnership
• Support shared development within and across the schools focussing on potential of staff and giving opportunities.
• In partnership, establish objective priorities and specific challenges to develop leaders shaped to requirements.
• Support progress across the schools through peer coaching, auditing and providing challenge outside individual establishments.
• Monitor development through subsequent evaluations to gain an insight into improvements made.

3. Each partnership could select a Champion or work through cluster groupings

4. Partnerships/schools can gain recognition for their self-evaluation processes, which may be supported by LLEs or CPD Leaders

5. At LA level a network of partnership champions can be formed to:

• Enable brokerage between partnerships
• Facilitate links across the region
• Support the recognition of schools’ engagement in the Talent Management Quality Mark process
• Share good practices in talent development and management across the region

How to get started

There are six elements to work on set out below with a criteria led system of qualities that can be exemplified with evidence.

1. CREATING THE CLIMATE

How does your establishment view the development of its workforce in its values, attitudes and beliefs?

1. To purvey a clear learning climate with a vision to which all are committed.
2. To ensure everyone understands the benefits of learning and the development of skills for the good of the individual and the establishment.
3. To ensure everyone is positive and enthusiastic and each person understands supports and respects the role of each other in the team.
4. To ensure equal opportunity is clear to see in policy and practice.
5. To ensure staff development is a clear objective of the organisation, is criteria led, well understood, resourced and financed.

• There is a strong sense of “learning community” with whole school community heavily involved in workforce development, succession planning and talent management
• The benefits of workforce development/ succession planning and talent management to school and individual is widely understood
• There is a clear and extensive understanding throughout the school of the roles, functions and contribution made by each member of staff?
• Everyone is positive, enthusiastic, showing initiative and taking responsibility for improving themselves and the organisation.
• Equality of opportunity, transparency and diversity are key principles of the policy and training is undertaken to ensure this.
• There is strong support for criteria led succession planning from the school leaders and governors who guide by example.
• Workforce development/succession planning and talent management is widely understood to be a well-resourced and fully integrated aspect of school improvement
• Talent management policies are in place and understood by all key staff and governors.

• Governors are clear about their role in relation to succession planning and workforce development and view it as a high priority
• Governors and staff are shown to understand the strategic priorities of the school in meetings and in other records.
• Chair of Governors and/ or sub-committee and the headteacher discuss succession planning policy and implement outcomes in the school development plan
• Governors have confidence to oversee change, and hold professional conversations with the head and senior staff

• There is a culture of open dialogue between staff and governors shown in liaison meetings which continually develops and improves effective working.
• Succession planning policy and plans are monitored termly and evaluated annually
• An inclusive policy has been established, is shared with all and which is capable of personalisation.
• Formal and informal discussions show positive attitudes to the organisation and CPD which accelerates promotion.
• Performance management procedures consider objectives, success criteria and resources required to achieve an individual’s progress.
• Equal opportunities policy in place, applies to all and implemented. No incidence of discrimination reported.
• Surveys show that staff feel valued and that their development needs are being

• From feedback pupils see the organisation as a learning culture that applies to everyone
• Pupils see staff learning and appreciate its importance.

2. NEEDS ANALYSIS

How does your organisation identify succession planning, talent management and leadership development needs and establish a process to meet the requirements?

1. To recognise talent across the full spectrum of roles and individuals and develop it accordingly.
2. To collect appropriate and timely evidence about the development needs of staff.
3. To implement CPD appropriate to the staff development needs.
4. To allocate resources equitably to leadership and development where aptitude is demonstrated.

• Senior members of staff are very positive and proactive in a systematic way about identifying new talent and this is a high priority.
• Reliable systems are in place to address national, school and individual leadership development needs and aspirations based on reliable evidence
• All individuals and areas of the school identify and reflect on leadership development needs and aspirations using a self evaluation tool and their views considered/discussed with their line manager or mentor
• Systems to identify professional development needs are applied consistently with regard to who is involved, how and when.
• Formal and informal processes are used to identify leadership potential using clear criteria
• There is a very clear relationship with National Professional standards and Performance Management in the planning of future CPD against the standards
• Clear criteria are applied for the allocation of resources to talent management and leadership development priorities.

• A range of data is used to identify future staffing priorities
• Data is linked to school priorities so governors can make informed decisions around workforce planning
• Governors talk directly to staff about their professional development needs
• Governing body data analysis of staffing is shared showing CPD opportunities taken by the workforce.

• PM procedures show priorities for aspirant leaders are linked to school priorities
• Analysis of the gender, BME and disability distribution of all stakeholders is in place to ensure equality.
• A mixture of formal and informal processes are used to identify leadership potential.
• Minutes of regular meetings held with aspirant leaders and plans/outcomes fed into leadership training plans for individuals
• Talent spotting information is displayed and included in NQT training and in a wide range of staff documents.

• Pupil voice and questionnaires on the effectiveness of the learning environment are taken into account
• Feedback from pupils used to inform the needs analysis process.

3. THE LEADERSHIP OF TALENT DEVELOPMENT AND MANAGEMENT.

How does your establishment lead and manage recruitment, retention and development of a talented workforce?

1. To ensure professional development is an integral part of the strategic leadership role
2. To establish clear leadership of professional development strategies with appropriate status
3. To plan ahead for staff development and leadership succession issues.
4. To review CPD regularly to create a school-based improvement plan developed by governors and key staff
5. To utilise performance management in relation to succession planning and recruitment taking account of equal opportunities.
6. To ensure clear roles, responsibilities and accountability for the leadership of succession planning in school

• There are clearly defined roles and responsibilities for the leadership of professional development integral to the school’s strategic leadership
• There is a high level of understanding of how the workforce is developing and records of reviews and responses.
• Leadership succession issues are reviewed regularly and a school-based plan developed by governors and key staff shows successful development of the workforce.
• There is effective use of performance management in relation to succession planning and recruitment taking account of gender, ethnicity and disability.

• Termly monitoring and annual evaluation of a wide range of challenging targets by gender, ethnicity and disability.
• Governors work with aspiring leaders as a part of talent development
• Governors act in a critical friend role to support the leadership of talent development
• Governors show commitment to CPD and Talent Development through the allocation of funding

• Leadership training plans are produced for future leaders
• Opportunities to engage in R&D groups to work on whole school priorities and/or share good practice
• Confirmation of leading a subgroup commissioned by the Headteacher
• Future development is included with induction arrangement documentation.
• Evidence of opportunities for staff to lead on the introduction of new initiatives.
• Action plans showing staff taking responsibility for a group of teachers across a number of schools e.g. NQT induction, TA development

• Pupils recognise all staff have a leadership role that they work hard to fulfil.

4. APPROACHES AND METHODS

How does your organisation identify and develop talented leaders and governors and implement changes that will improve and accelerate progress to their full potential?

1. To engage the workforce in improving skills and the appreciation of leadership development.
2. To involve each individual in their personal learning suited to their needs.
3. To keep abreast of National, regional and local initiatives and accreditation on succession planning, and adapt accordingly.
4. To make good use of PM as a process that captures leadership development needs over the medium to longer term.

• Wide recognition and use amongst workforce of range of different kinds of internal and external leadership development training and support
• Approaches to CPD are personalised to suit the needs of participants, taking account of gender, ethnicity and disability
• There is a recognition of the changing roles and responsibilities of 21st century schools and the wider school/children’s workforce
• The setting encourages the use of action research or other reflective work
• There is effective use of coaching, mentoring and buddying systems
• Consideration is made of value-for-money approaches such as effective school-based programmes or area workforce development, use of in-house expertise and internal role development and work shadowing opportunities.
• There is strong support for professional recognition for the longer term, including accreditation and high take up of CPD provision.

• Identify a range of activities are used to develop leadership potential
• Candidates are asked to describe and evaluate their own leadership experiences at interview
• Governors have an active involvement in, and record, their own professional development
• A system of governor performance management is in place

• There is an offer of external personal and professional development
• School Improvement Plan and SEF exemplify the drive to identify and develop leaders
• Evidence of internal personal and professional development
• School-based development programmes

• Pupils see improvements in school leadership at all levels

5. SYSTEMS AND PROCESSES

How has your organisation set up systems and policies to promote talent development?

1. To establish a well understood and supported policy outlining the vision and criteria under which all staff may expect to be employed and progress their careers.
2. To ensure recruitment, retention and deployment systems are efficient, easy to use and are applied consistently.
3. To review and adapt all employment and staff development materials to ensure they promote equal opportunities.
4. To implement strategies that will encourage staff retention and development towards leadership and succession planning.

• Succession planning /Talent management policy and systems are fully understood by all (staff and governors) along with the underpinning rationale and seen as an integral part of school improvement and morale.
• Systems are efficient, easy to use and applied consistently to ensure effective identification, recruitment, retention and deployment
• Diversity and equalities recruitment training for staff and governors is in place
• Job descriptions and person specifications are reviewed to ensure attractiveness to BME, women and disabled candidates
• Systems promote widespread involvement in leadership development and talent management
• A clear strategy is in place for retaining all staff, including support staff
• Role of sustaining and embedding succession planning is seen as very important.

• Job specifications show they are reviewed regularly by a working group to ensure continued open access to career opportunities for all eligible staff
• All recruitment panel members have had safer recruitment training
• All relevant policies are in place, regularly reviewed, and adequately reflect the commitment to talent development

• A PM policy is in place and within it agreed criteria for the identification of leadership potential.
• Documentation shows there is a close alignment between professional development opportunities and PM.
• Recruitment literature encourages diverse applicants.
• There is research and analysis of retention factors to inform succession planning.
• Exit interviews are used to inform staff development practices
• All candidates are required to write applications specifically to the job and the school.
• A range of personnel are regularly involved in the recruitment process.
• Evidence of detailed debriefing is offered to all candidates including those who are successful.

• Recognise that staff are appointed and promoted on merit.
• Identify staff CPD as normal practice in a learning environment and see it as a development device.

6. IMPACT EVALUATION

How does your organisation measure the impact of its talent development and management processes?

Does the evaluation guide leaders to think of new models of leadership and governance where required?

1. To measure succession planning achievements.
2. To feedback into Needs analysis and inform CPD development.
3. To create a criteria base for recruitment when new leadership opportunities arise.
4. To evaluate current staff and leadership development utilising feedback from all stakeholders.

• An evaluation of vacancies to internal placements is made.
• A range of criteria is used to measure impact on school succession planning and talent management
• Opportunities are available to all based on clear objectives and criteria.
• Results of evaluation are used to influence future direction of CPD policy and succession planning.
• There is a clear criteria list for determining “value-for-money” of talent management activities.
• There is evidence of a link between talent management, CPD, and school improvement.

• Structural changes in governance across several schools is effected where required
• A high level of shared understanding concerning retention factors is evident
• Cost benefit analysis of CPD activities is carried out

• Strategic planning made to develop capacity and impact on student outcomes.
• Any access issues relating to diversity issues are analysed
• Exit interview data is used to inform planning
• A formal evaluation of the VFM of professional development is established
• There are recognised links between the Succession Planning policy, the SEF and the School Development Plan.
• Professional development is assessed against an established public set of criteria
• Analysis of the uptake and impact of CPD is undertaken at regular intervals

• Pupils provide feedback in evaluations which show evidence of impact.

APPENDIX 1

Further specific examples of workforce development activities

The table below contains examples of workforce development activities that schools may wish to pursue in developing talent.

• Middle management programmes
• Senior Leadership Access Programmes
• SLT Associateships
• TA training
• Future leader group
• Middle management meetings
• Co-ordinator meetings
• Shared leadership programmes
• Coaching, buddying, mentoring
• BME or women –specific training
• Assertiveness training
• Co-ordinated In-service training
• Governor development and succession
• Workplace-based delivery by an external person
• Workplace-based delivery by a colleague
• Whole school/team training
• Peer review
• Role play, problem solving, interactive
• Classroom or task observation
• Job rotation

• Observation of others
• Use of 360 degree leadership assessment
• Assessing how other leaders work and respond to others
• Career progression interviews
• Contributions made to meetings.
• Evidence for internal progression e.g.
• TA Progression
• TA-QTS progression
• Governor development and succession
• Working with an expert such as AST
• Professional learning communities
• School-based programmes e.g.
• Middle management programmes
• Senior Leadership Access Programmes
• SLT Associateships
• Observing effective practice
• Work shadowing
• Facilitation
• Visits to observe or take part
• Self-study
• Working with external bodies eg taks groups, exams, SIP

• Lecture, course, conference
• HLTA
• Arts/Sports Leaders
• Student Mentorship
• School Council/Student Governors.
• National College Programmes
• Outreach work
• National and international visits
• Joint working with other schools
• Internship and associate headship
• secondments
• Lead practitioners, ASTs, CPD Champions
• NPQH
• On-line development opportunities
• Secondments
• Support from networks and partnerships
• Placements
• Sabbaticals