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dc.contributor.authorRhodes, Christopher
dc.contributor.authorBrundrett, Mark
dc.contributor.authorNevill, Alan M.
dc.date.accessioned2008-08-05T09:35:59Z
dc.date.available2008-08-05T09:35:59Z
dc.date.issued2008
dc.identifier.citationEducational Management Administration & Leadership, 36(3): 301–325
dc.identifier.issn1741-1432
dc.identifier.doi10.1177/1741143208090592
dc.identifier.urihttp://hdl.handle.net/2436/34093
dc.description.abstractThis article reports on outcomes from a study funded by the National College for School Leadership (NCSL) designed to explore leadership talent identification, development, succession and retention in contextually different primary and secondary schools in England. Focus groups and a questionnaire were used to secure perceptions of heads, middle leaders and classroom teachers about leadership talent identification and development. Twenty characteristics indicative of leadership talent were identified. Agreement and disjuncture were recorded concerning the importance of characteristics among respondent groups. The implications of these findings for leadership development and succession, in the face of a potential leadership crisis in the UK and internationally, are discussed. The longer-term career planning of staff, the place of needs analysis, self-disclosure and senior leadership decision-making are examined with respect to leadership talent identification and development. The article offers a basis upon which schools can reflect on their role in providing a good training ground for future leaders. School-based changes are recommended so that individual school’s longer-term leadership requirements may be better addressed.
dc.language.isoen
dc.publisherSage
dc.relation.urlhttp://ema.sagepub.com/cgi/content/abstract/36/3/311
dc.subjectLeadership crisis
dc.subjectLeadership
dc.subjectLeadership talent
dc.subjectSuccession management
dc.titleLeadership Talent Identification and development
dc.typeJournal article
dc.identifier.journalEducational Management Administration & Leadership
html.description.abstractThis article reports on outcomes from a study funded by the National College for School Leadership (NCSL) designed to explore leadership talent identification, development, succession and retention in contextually different primary and secondary schools in England. Focus groups and a questionnaire were used to secure perceptions of heads, middle leaders and classroom teachers about leadership talent identification and development. Twenty characteristics indicative of leadership talent were identified. Agreement and disjuncture were recorded concerning the importance of characteristics among respondent groups. The implications of these findings for leadership development and succession, in the face of a potential leadership crisis in the UK and internationally, are discussed. The longer-term career planning of staff, the place of needs analysis, self-disclosure and senior leadership decision-making are examined with respect to leadership talent identification and development. The article offers a basis upon which schools can reflect on their role in providing a good training ground for future leaders. School-based changes are recommended so that individual school’s longer-term leadership requirements may be better addressed.


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