Is Leadership Development for the Senior Team the key to business growth?

Leadership development for senior managers has, for the first time, become the top priority for learning and development in 2012 according to the Corporate Learning Priorities Survey 2012 carried out by Henley Business School’s Corporate Development team.

47% of respondents made this their first or second priority (compared with 35% last year). While 71% said their number one learning priority for 2012 was to use learning and development as a tool to aid growth (up from 64% in 2011).

Clearly, respondents are focusing on the development of key skills for leaders and see this as key to business growth. As one respondent remarked: “be more rigorous in who are truly managers and who the leaders are, or could be. Sort the wheat from the chaff”.

As business conditions continue to be tough it appears that learning and development has moved from the preserve of HR and L&D departments to become a priority for senior management as a whole. In 2010 just 40% of respondents were non HR, in 2012 61% are non HR with 73% at Director level or above. Economic turmoil has not affected organizations recognition that learning and development is crucial to success, with 84% of respondents saying they would be doing more or the same learning and development activity in 2012.

What has changed is the way organizations seek to learn. A pragmatic, ‘back to basics’ skills focus is revealed by such priorities as “purely tactical skills development”, “to improve sales capability” and “to equip talent with cross functionality skills to make them more versatile”. Equally, organisations will be seeking to leverage existing knowledge within the organisation, with 55% saying they will be doing more informal knowledge sharing between peers and 59% saying they will increase their peer mentoring.

For the first time pragmatism has overtaken reputation as the key driver for organisations when selecting a business school partner. The top three requirements are: delivery by experienced practitioners (81%), reputation of school (64%) and use of up to date case studies (62%).

Delivery by well known faculty was the least important criterion whilst the importance of the “inclusion of recent, original research” has dropped from 86% in 2010, 72% in 2011 to 41% in 2012.

“Respondent’s comments echo the requirement expressed by our clients for development interventions that are pragmatic, that address current and future business challenges and that equip leaders to lead collaboratively, ethically and sustainably. As one respondent succinctly commented, ‘Credibility of course and faculty – not, absolutely NOT, academic pedigree and papers published on esoteric, theoretic and desk research for the sake of self-aggrandisement/profile raising.’” says Hugh Evans, Vice Dean, Executive Education, Henley Business School.
Other key findings of the report include:

• Learning still seen as key to employee engagement (70 %)
• Using learning as a tool to help manage change still a strong priority (63% 2012 vs 52% 2011)
• Whilst development of leaders seen as top priority, development of middle managers is still important (45%)
• Developing hi-potentials (31%) third priority for learning – talent still crucial to sustainable organisational success

Source Training Zone

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t2 launches new management training programme in line with National Apprenticeship Week

For those of you that don’t know, this week is National Apprenticeship Week in Wales and next week is National Apprenticeship Week in England.

National Apprenticeship Week is the time when all eyes are on Apprenticeships and it’s about raising the profile amongst employers, individuals, teachers, parents and the media.

Apprenticeships refer to on-the-job training leading to nationally recognised qualifications, developed by industry.

In Wales the Welsh Government and in England the National Apprenticeship Service supports, funds and co-ordinates the delivery of Apprenticeships.

We have recently been awarded a pot of new funding in Wales to enable people under the age of 25 to undertake management training through an Apprenticeship. If successful we plan to roll the programme out across the UK over the next few months.

‘Learning to Lead’ is a fully funded management training programme for first line managers and team leaders. The management training requires no time away from the office and your own qualified business coach guides you through the programme.

At the end of the programme learners achieve 3 qualifications – An Apprenticeship in Team Leading, ILM Level 2 Certificate in Team Leading and OCR Level 2 NVQ Certificate in Team Leading.

The programme covers:

Developing yourself as a Team Leader

• Understanding the roles, functions and responsibilities of a team leader

• Knowing how to seek, accept and respond positively to feedback on personal performance

• Understanding stress, its causes and how to overcome it

Leading your team at work

• Understanding the difference between leadership & management

• Understanding and developing your own unique leadership style

• Understanding self managed teams and the benefits of empowerment

Planning, monitoring and motivating your team

• Understanding performance requirements and setting team targets

• Understanding others and influencing people to motivate your team to get ‘buy in’

• Managing performance, dealing effectively with underperformance

Business improvement techniques/ Change

• Understanding the importance of quality, efficiency and achieving continuous improvement at work

• How to use business improvement techniques to improve quality and efficiency at work

• Understanding and implementing change in the workplace

Solving problems, decision making and communicating effectively with your team

• Gathering and interpreting information to solve a problem

• Problem analysis and planning and implementing solutions

• Briefing the team effectively and managing effective meetings

For more information about this training course, other team leading training or our management training contact us today.

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New CIPD guide to Apprenticeships

The Chartered Institute of Personnel and Development (CIPD) has published a new guide designed to help employers develop and run a high-quality apprenticeship offer that responds to their skills needs.

It been developed by a working group including representatives from employers including Rolls Royce, Siemens, Capgemini Marks and Spencer and West Sussex Council, as well as trade unions, the National Apprenticeship Service (NAS) and the UK Commission for Employment and Skills (UKCES).

Around a third of employers surveyed by the CIPD currently offer apprenticeships. Of those who don’t, most believe that apprenticeships aren’t appropriate for their organisation.

This new guide is designed to show employers of all sectors and sizes how they can make apprenticeships work for them. However, the CIPD is warning that quality is at least as important as quantity and apprenticeships will fail to meet aspirations unless:

• Apprenticeships are embedded in a workforce planning approach, as part of a long-term strategy on workforce growth and skills development.

• The role that apprentices play in the organisation and how they will be supported, particularly by their line manager, is made clear

• Employers secure the support of the existing workforce, senior management as well as line mangers and trade unions

• The training apprentices receive on and off the job is high quality and tailored to employer needs

• Relationships with training providers are carefully managed

• Alternative and more informal recruitment methods are considered, especially when likely candidates are very young and have no prior work experience

• Employers understand the legal framework

• The apprentice is placed at the heart of the apprenticeships programme and employers provide ongoing support, pastoral care and mentoring

• Employers provide fair access to their apprenticeships schemes and widen the talent pool from which they recruit in terms of gender, ethnicity and diversity

Katerina Rüdiger, skills adviser at the CIPD who led the development of the guide, said:

“Good quality apprenticeships can offer an alternative, high-quality route into work and help improve youth employability.

They are also a useful tool to achieve a more balanced skills profile in the UK and respond to employer skills needs.

“Recent government policy has been to encourage more employers to offer apprenticeships but if employers who’ve never hired apprentices before are being incentivised to do so, it’s vital that they get the guidance they need to ensure the apprenticeships serve the needs of employers and employees alike.”

John Hayes, minister of state for further education, skills and lifelong learning, said: “Evidence shows that apprentices help boost productivity and give businesses a competitive edge, with most recouping their investment in less than three years. This new guide will help employers who haven’t previously employed an apprentice take full advantage of all they can offer.”

Colin Stanbridge, chief executive of London Chamber of Commerce and Industry (LCCI) said:

“Apprenticeships are a great way to up-skill our labour market. However the process of setting up an apprenticeship can often be overwhelming, especially for SMEs who find themselves bombarded with information from a variety of sources.

“What these firms need is high quality support and guidance throughout the process. CIPD’s guide to taking on an apprentice provides all the information a business needs in one place. Its step-by-step approach and easy to digest content enables employers to easily navigate through the guide and come out the other end ready to offer an apprenticeship.”

Dean Royles, chair of the CIPD Board, director, NHS Employers and National Apprenticeships Ambassador, said:

“Apprenticeships are an effective means for employers to develop their own talent. They also offer a viable alternative to university for people looking for a direct and affordable route to skilled jobs and careers.

“The CIPD’s new guide gives practical advice to help employers tailor quality apprenticeship programmes that provide an invaluable first step on the employment ladder for young people and also develop existing employees throughout their careers.”

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Management training book review for middle managers

Each time we run a management training day we are asked where we get our up to date information with regards to management training ideas and models etc.

Over the next 12 months we’ll be reviewing the books we use in our management training and providing an overview for you.

Today Pete Davey looks at Management Theory and Practice, a book we use for our middle management training courses.

Review on: Management Theory & Practice
Authors: G A Cole and Phil Kelly
ISBN – 13: 9781844805068 / ISBN-10: 1844805069

This is what I would term as a ‘classic management textbook‘as it provides a clear and concise introduction to the theory and practice of management. This seventh edition includes updated case studies, a glossary (linking back to the text), and a range of additional features designed to support learning and encourage reflective thinking. The book is arranged in chapters that are comprehensive in scope, and impressively, it encompasses all topics commonly taught on business courses at undergraduate and post experience levels, including organisation theory, strategy, operations management, logistics, information systems, marketing, human resource management and finance. Other topics that have been substantially revised include corporate governance and the role of directors, business ethics, and organisation culture.

All the text’s theoretical coverage is grounded in numerous real life examples and readers are encouraged to extend their knowledge beyond the text by way of links to video case studies, as well as other useful web links. End of chapter features include discussion questions, and references to encourage further reading and critical engagement with the topics. The content is well supported with clear diagrams which are easy to follow and absorb, making it accessible and user friendly at all levels of study; and another useful feature is that each chapter is clearly defined with key concepts, and learning outcomes.

For practising managers at all levels, this book is an essential tool as it provides real life practical information and the theoretical understanding they need to progress and succeed as a manager. We fully recommend it as additional reading for all our middle management training.

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Are followers the leaders of the future?

How many times have you have you heard the term leadership in the last two weeks? Most organisations focus on their leaders, offering management training and leadership training and development opportunities to the bright young leaders of the future.

How many times have your heard of term followership in the last two weeks? We all know leaders need followers but do we really place as much emphasis on followers as we should? Probably not which is surprising because leadership is an interactive activity: leaders depend on followers and vice versa.

Why do people follow? What makes a great follower? If the leaders of today understood what is that makes people want to follow and what it is that makes them good at it, then they’d be able to create followers that have a chance of becoming great leaders of the future.

People won’t just follow someone just because they’re told to. A leader can’t just say ‘follow me’ and expect people to follow without question. There has to be a reason, a purpose and a greater good.

So how do we create great followers?

Here are five tips for creating great followers

1. Encourage your followers to think for themselves; Don’t restrict them, allow them to be creative and innovative
2. Encourage your followers to embrace change
3. Allow your followers to challenge you; they’ll grow from it
4. Influence your followers to be solutions focussed
5. Demand open and honest communication at all times

As Dwight D Eisenhower once said “Effective leadership is the art of getting someone else to do something you want done because they want to do it.”

With this in mind I suppose the key to becoming a great follower is having a willingness to follow. Ask yourself this question; will people be willing to follow you if you’re restrictive as a leader?

The answer is NO!!

Remember, today’s followers are our leaders of the future!

Contact us today for more information about our management training and leadership training and development courses for more information.

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Developing your presentation skills – The 4MAT System

The fear of delivering a speech or a presentation often ranks as the number one fear among most people.

Each year thousands of people decline job interviews and promotions due to the fact that they will have to deliver presentations as part of their interview or new job role. Most of this fear can be eliminated through thorough preparation and practice. The most important thing is ensuring you engage effectively with the audience you are delivering to and connect with everybody.

When presenting, studies show that words make up only 7% of communication we use and the other 93% is made up of the tone of our voice and our physiology. So our presentations can be perfect in terms of the words we use but still not be communicated effectively.

So how can we ensure we engage with our audience and connect with everybody? Here’s a system that we use in our management training that formats any presentation and makes it understandable to the broadest percentage of the population.

The 4MAT System comes from a study of learning styles by Bernice McCarthy. She noticed people with different learning styles learnt by asking particular questions.

• Some people wanted reasons. They were habitually asking the question why?

“Why are we doing this? Why does this happen…?”

• Others wanted facts. They would be asking for information, the what?

“Tell me about that. How many different sorts are there? What are they called? Where do they come from? What do they do?”

• Others would be very pragmatic. They wanted to do things, to find out how things worked:

“How do I do this? How does it work?”

• The remainder wanted to explore future consequences. They were more interested in what if?

“What would happen if I did this? What would happen if I didn’t do this? What would happen if I did this?”

Below you can see an average of the percentages of the population with these learning styles:

4MAT Learning style Percentage

Why? Discussion 35%

What Teaching 22%

How? Coaching 18%

What if? Self-discovery 25%

So how can we use this in presentations? When speaking, we can build the answers to the 4MAT questions into our presentations to ensure we meet the needs of all our audience as follows:

1. The first thing to do is to introduce your topic and then say, “This is why you would want to know this”, and then give some reasons.

2. And then, give the knowledge and information – “This is what you do, this is what it looks like, and these are the key points.”

3. Next invite people to learn/experiment with how to do it in different contexts.

4. When they finish, tell them what will happen if they use it in real situations, and invite questions and feedback.

In your presenting, by taking your audience through this simple process you are giving them experience of every learning style, and everyone in the group, whatever their learning style is satisfied.

For more information about developing your presentation skills or management training call us today.

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Can You Afford to Replace Your Star Player?

Recently found the following great advice by Marnie Clarke, HR Consultant at Consult Capital on Fresh Business Thinking

This year’s Rugby World Cup saw some top teams having to make do without star names as they vie for the title of world champion. The All Blacks had to do without icon Dan Carter, whose influence on the field as well as kicking ability is almost irreplaceable.

With smaller companies, it is often the case that heavy responsibility is placed on a handful of key personnel. In this situation, the loss of one of those members of staff through illness, retirement or a move to another company has significant implications for the bottom line. Not only are you losing specialist knowledge, of your business and the industry in which you operate, you may potentially lose the internal and external relationships that the staff member has built. There is also the danger of causing panic among stakeholders and customers.

While the nations can pick from a pool of replacements, what should business owners do if the same fate befalls one of their key performers?

Review how loss of key players can weaken your team structure:

Realistically assess the value of each key staff member and carry out a risk assessment. It is important to remember that members of staff may be doing more than what their specific role sets out, be realistic in assessing their responsibilities.

Look for ways to minimise the impact in the event of worst case:

Once you have identified these key players, think about how you can insure against their departure having a massive effect on the business.

The key is to establish the risks and plan ahead so that there are skills available both within your broader team and externally to be able to bridge the temporary gap.

Succession planning is key:

By identifying and developing other internal staff that may have the potential to fill these business critical roles in the future, you are more able to meet a short term need as well as preparing them for a more senior role in the long term. You can do this by providing training and other development activities but also may want to consider tailored work experience that gives the individual a real sense of the actual environment they may need to operate in.

So, should one of your key performers suddenly be absent from work, the efforts you have put into developing another individual will mean that you are able to ask that individual to step up to the role. With senior management advice and support through this temporary period, the essential tasks should still be carried out.

Additionally, you may want to do some research on interim and temporary resources available through external agencies. Discuss your critical roles with them in advance to get a sense of what they can offer, the kind of rates they would charge and build the relationship to ensure they truly understand your business environment. If this in place before the crisis occurs, you can quickly organise an external resource to come in and assist without risking making a hasty and potentially expensive decision. And finally ensure the key senior people are aware of these succession plans.

If a key member of staff has left by choice to pursue another opportunity, establishing why is crucial. If the problem is unhappiness or lack of job satisfaction, the issue should be addressed as quickly as possible so as to protect against other members of staff following suit.

Keep financially secure:

In terms of financial stability, it may be worth taking out a Key-Man insurance policy. This sort of policy is often overlooked by businesses, but may be the difference between your company sinking or swimming in the face of a key loss. While the insurance can’t bring back the staff member, it can tide you over while you search for a replacement by covering anything from the cost of temporary staff to recruitment and loss of profits.

Establishing succession plans and assessing risks associated with losing key members of staff may seem like a time-consuming job, especially as the business landscape is constantly changing, but it is absolutely essential to safeguarding for the future.

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Managing rumours

Read this great piece on the management today website by Alexander Garrett, focusing on managing rumours in the workplace

Get your radar in place. Use social media monitoring tools to find out what people are saying about you online and respond quickly. But be aware of what’s being said offline too. ‘Your own staff can be one of the best early warning systems of rumours,’ says Amanda Pierce, chair of the corporate and crisis practice at Burson-Marsteller.

Fill the vacuum. ‘Look at why rumours start,’ says Pierce. ‘Usually it’s because there is a gap in the information available which is filled by guesswork and speculation.’ A good website with clear, honest information can stop rumours before they start.

Find the source. Ask whoever passed on the rumour where he or she got it from. Even online, anonymity is not guaranteed. ‘There are ways of tracking down anonymous contributions, for example, through their IP address,’ says Ashley Hurst, a senior associate with lawyers Olswang. ‘People often leave traces, even when they think they have been clever.’

Consider legal steps. If the rumour was published online, apply for a disclosure order against the site to find out who posted it. You can also take action for defamation. ‘If somebody retweets something defamatory, that person is liable for defamation in the same way as the original author of the tweet,’ says Hurst.

Deny with conviction. Denying an untrue rumour is the most obvious step, but there is a risk of drawing attention to it and nurturing the ‘no smoke without fire’ syndrome. ‘In order to be credible, a mere denial is often not sufficient,’ says Hurst. ‘It should be backed up with information about the true position, for example, on the company website.’

Accentuate the positive. Denial isn’t the only effective way to respond. ‘Reassociating the rumour with positive information can be one way to turn a bad thing into a good thing,’ says Derek Rucker, associate professor of marketing at Kellogg School of Management. If the rumour says you’re pulling out of the retail market but you can show all your growth is coming from dealers, it wouldn’t matter even if it were true.

Use the credibility test. The most effective strategy, Kellogg found, is to get consumers to think about whether a rumour is credible. ‘Get consumers to ask themselves the simple question, can they be confident in the rumour as truth, based on where they heard it,’ says Rucker. ‘In the case of a rumour that is clearly false and based on uncertainty, they will be likely to figure this out for themselves and thereby reduce the impact of the rumour on behaviour.’

Call on friends. ‘Two key groups for tackling rumours are often neglected in management planning – third-party advocates and staff,’ says Pierce. ‘You need to nurture relationships with independent advocates well in advance, but their word – and that of employees – can be seen as more reliable than head office.’

Do say: ‘Here are the facts. Please read them and make up your own mind.’

Don’t say: ‘No comment.’

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New report highlights gaps in leadership and management skills

A new Work Horizons report from the Chartered Institute of Personnel and Development (CIPD) is calling for the government to use its position and influence to encourage UK businesses to recognise and rectify gaps in management and leadership skills.

The report, ‘Good Management – A New (Old) Driver for Growth’, is launched today ahead of next month’s Growth Review. It concludes that, despite the evidence that good management skills are a crucial driver of growth and a series of public commitments by the UK’s governments to drive change in this area, improvements have been too slow. The CIPD says that as a result the UK’s skills profile continues to lag behind other OECD countries.

Katerina Rüdiger, the CIPD’s skills policy advisor and author of the report, said: “Headline grabbing proposals which call for making it easier to ‘sack the slackers’ are at risk of masking the real question we should be asking: why are so many UK workers still under performing? ”

“The reason is not stringent employment legislation – indeed the UK has one of the most de-regulated labour markets across OECD countries – but a crisis of management and leadership skills. Firing under performing workers does not address the root cause of this problem; the Government should instead focus on supporting employers to improve management capability. ”

“One third of the UK’s workforce has managerial responsibilities so it’s not difficult to see the potential for improved management and leadership capabilities to unlock productivity and address the problem of workplace performance in a way that works for everyone: employers, individuals and the UK economy.”

“I think we’re at a crossroads,” continued Rüdiger. “Policy efforts to date have skirted around the real issue and any policy initiatives in this area have been uncoordinated, short-lived and ineffective. What we need is a new approach, but the magic bullet policy makers have been searching for does not exist.”

“What we should not do is to turn back the time and re-instate a workplace that is built on low trust and command and control. In fact we need to do the opposite and encourage employers to implement progressive workplace practices and help them to identify gaps in management and leadership skills. These are often deeply rooted in organisational culture and at the most senior levels of an organisation, which means many employers do not recognise their potential shortcomings. For policy measures to resonate, therefore, they must help employers define what ‘good management’ looks like and encourage them to report on their investment in developing management capability.”

The recommendations outlined in the report include:

• Improved voluntary human capital reporting: the Government’s consultation on the Future of Narrative Reporting should be seen as an opportunity to encourage more employers to report meaningfully on people management information that provides insight into the drivers of sustainable performance.

• Government and intermediaries should promote the tools and support that is already available and identify best practice.

• Cross-departmental collaboration and increased long-term political commitment, including a new focus on management and leadership skills development in business support provision. This should be designed in collaboration with employers so that it responds to workplace realities.

• Sector Skills Councils and Local Enterprise Partnerships should be encouraged by Government to promote leadership and management as ‘skills for growth’ essentials.

• Clarity on the management and leadership skills required and the training and qualifications available.

• Integration of more people management elements in existing provisions, such as MBAs.

• Advice on quality interventions for employers and individuals.

• A review of management and leadership capability and development within the public sector, so that the Government can lead by example.

Source – Training Reference

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73% of women believe they have barriers to top-level management

Research by the ILM has found that three quarters (73%) of women believe there are barriers preventing them from progressing to the top levels of management.

It also sheds new light on the nature of these barriers. Alongside well-known obstacles to advancement such as maternity and childcare-related issues, the findings reveal a number of less conspicuous, but nevertheless critical, factors.

In summary, the research reveals that women managers are impeded in their careers by lower ambitions and expectations. Compared to their male counterparts, they tend to lack self-belief and confidence – which leads to a cautious approach to career opportunities – and follow a less straightforward career path. The higher expectations and increased confidence of male managers propels them into management roles on average three years earlier than women.

The research shows that at the outset of their career women have less clarity of career direction than men, and lower career ambitions and expectations. Over half (52%) of male managers had a ‘fair idea’ or ‘clear ambition’ to work in a particular role, compared with 45% of women managers. Fewer women than men (50% vs 62%) expected to become managers. Twice as many women as men did not want to become a manager.

The gap in ambition

The career ambitions of women managers also lag behind those of men. In general, women set their sights lower than men do, and are more likely to limit their ambitions to more junior ranks of management. Fewer women than men expect to reach a general manager or director level by the end of their careers.

Female managers also have lower career confidence. Men are more confident across all age groups, with 70% of men having high or quite high levels of self-confidence, compared to 50% of women. Half of women managers admit to feelings of self-doubt, but only 31% of men do. The research also found that women with low confidence have lower expectations of reaching a leadership and management role and are actually less likely to achieve their career ambitions.

This lack of confidence is evident in women’s more cautious approach to applying for jobs or promotions: 20% of men will apply for a role despite only partially meeting its job description, compared to 14% of women. Climbing the career ladder is notoriously competitive, and women’s hesitation in applying for more challenging roles inevitably puts them at a disadvantage.

Women are also more likely than men to voluntarily step off the career ladder, impeding their career progress: 42% had taken statutory maternity leave, and 21% had left work to care for children; only 9% of men had taken paternity leave, and just 2% had left work to care for children.

The research suggests female managers are more likely to defer having children, because of the impact on their careers: 41% of women surveyed are childless, compared to 28% of men.

Despite significant differences elsewhere, the research shows no gap in satisfaction between male and female managers. When it comes to management careers, women tend to aim lower and settle for less than male colleagues with the same skills and experience.

Given the shortage of women in senior leadership and management positions, without real change it seems only a matter of time before some form of legislation is introduced to redress the balance. But the research suggests increased regulation would prove divisive and found that almost half (47%) of women managers are in favour of quotas to increase female representation on boards, compared to a quarter (24%) of men. By contrast, nearly two thirds (62%) of women are in favour of some form of positive action, a view shared by 42% of men. If organisations want to avoid the imposition of external targets or quotas, they need to act decisively, and this report highlights a number of areas to address.

Seizing the initiative

The ILM believe that Government quotas should be viewed as a sign of leadership failure. In order to preclude the need for external regulations, organisations should take the lead voluntarily and set transparent, self-imposed targets for female representation at board and senior executive levels.
Gender equality at the highest levels is evidently a significant leadership challenge. As such, senior leaders need to take accountability for their company’s talent pipeline, and make it a commercial priority to proactively identify, develop and promote high potential leaders of both sexes.

The research also found men and women enjoy equal access to training and development, which suggests employers have an opportunity to target their development spend more effectively to address gender imbalance. Employers can maximise the impact of their investment in leadership development by tailoring it to the differing needs of male and female managers. Coaching and mentoring, in particular, offer highly effective ways of addressing women’s lower confidence and ambition, and encouraging them to realise their leadership potential.

To stop talented women opting out of leadership careers, we need to get away from the male breadwinner career model and make senior leadership roles more appealing to people with family demands. Career advancement should reflect skills and capabilities, with less emphasis on time served. Flexible working, job and career sharing and work-life balance policies have an important part
to play.

Recruitment practices also need to evolve if we are to break the cycle of business as usual. Recruitment consultants should be encouraged to widen the net and identify a balance of candidates of both sexes for board level vacancies. At the same time, senior leaders should push themselves to take more risks when recruiting, by focusing on talent and potential over experience.

Source – ILM

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