Through the Lens of Rudolf Steiner

2. Through the Lens of Rudolf Steiner A “conscious guidance for the whole of mankind” “Applied insight into the nature of the human being” 1861 - 1925

3. A Word on Leadership • The inner and outer dimensions of leadership in us and in others have many forms as well as qualities: those who have emerged; those who consciously grasped the “reins” of leadership; and those upon whom we have bestowed leadership—to name a few.  The elements of leadership are a combined tapestry of our natural talent, heritage and personal development, our circumstances and opportunities.   • Consider the building blocks of inner and outer leadership and the different models of leadership.  From “servant-leadership,” to consensus approaches to charismatic and moral leadership; to archetypes like the leadership demonstrated by the “wise man, the warrior, the healer, the king”. Herman Hesse (1877 – 1962), Journey to the East, 1932 Nobel Prize for Literature, 1946 (Sourced from RSI College, Stonehill College, Massachusetts)

4. Does “Succession Planning” Equal “Sustainability” of Steiner Educational Leadership in Australia? If so …. How do we Develop and Sustain strong Steiner educational leaders for the future?

5. Today’s Agenda • Define “Succession Planning” • Benefits & Outcomes • Case Study (Corporate) • Discuss Relevance in (Steiner) Schools

6. Definition of Succession Planning Succession planning is the process for addressing the changes that will occur when key staff members leave. Succession planning can focus on the Leadership Team/ Head of School but also other key positions deemed crucial for the operations of the school and, because of skill, seniority and/or experience, will be hard to replace.

7. Why is succession planning important? • A means of ensuring the school is prepared with a plan to support service continuity when the Head of School or other key people leave or “be absent” for extended periods of time (sick / sabbatical / injury / long service leave). • A continuing supply of qualified, motivated people (or a process to identify them), who are prepared to take over when current senior staff leave / are absent. • An alignment between the school's vision and the school leadership that demonstrates an understanding of the need to have appropriate staffing to achieve strategic plans

8. Other Benefits • A commitment to develop career paths for staff that facilitates the school’s ability (and reputation) to recruit and retain topquality staff.  • Ensures that the school’s programs and strategies are sustained beyond the tenure of the individual currently responsible for them. • Counter-acts being“left scrambling” to replace key roles. The consequence of this can be non-delivery of core services, lack of momentum and leadership, falling enrolments, supporters/funders withdraw resources, key staff leave and projects run off track.

9. Questions around Succession Planning • Who is responsible? • Should we hire from within or look for an external candidate? • Do we have anyone internally who is qualified? • Does anyone really know the specifics of what that person is doing? • What impact will this change have on our capacity to deliver corestrategies and on our relationships with our students, teachers, parents, volunteers and sponsors? • What are key messages to the school?

10. Actions to be Considered • Is the relationship between the Council and Head of School strong? What can be done to improve it? • Get feedback from Head of School/Leadership on relevance / importance of such initiatives • The Council Chair to have a conversation with the Head of School onan annual basis regarding his or her career aspirations. • Document a plan of action that includes a process of selection for the Head of School. • Appoint a Council Sub-Committee to attend to the selection process

11. Further Actions to be Considered • Appoint a Deputy, Co-ordinatoror Interim Head of School. Consider “stretch” assignments which includes responsibilities in addition to his or her normal job. • Consider an adjustment in that person's compensation to reflect the additional responsibilities and work load. • Appoint two or three people to co-manage the schoolby sharing responsibilities. In order for this approach to be effective, it requires a clear understanding of the various aspects of that position so that tasks may be given to those with ability to take them on. It also requires ongoing communication and coordination between the staff that are part of the co-management team.

12. Case Study (Corporate)

13. A History of Succession Planning “No company in the world is better at developing great managers than General Electric (GE).GE’s leadership advantage isn’t the product of a single breakthrough but the result of a long-standing and unflagging commitment to improving the quality of the company’s management stock.” Gary HamelManagement Innovation Harvard Business ReviewFebruary 2006

14. Objectives of a World-Class People Process To Review and Align the Organization Structure to meet future schools needs Review and Give Feedback on Performance, Promotability, and Developmental Needs Provide Backup Planning for Key Management Jobs Identify High-Potential Talent to Ensure Appropriate Development Reinforce Key Strategic Initiatives (and Competency development)

15. Expected Outcomes • Individualfeedback and development plans • Organisationalrestructure, employee movement, new roles • Enrolment in key learning and development programs • Changes in learning curriculum • Selection of key talent for “stretch” special projects • Hiring to address key gaps • Revitalization on a team where necessary

16. Performance is….. • Ongoing Assessment….. Formal Annual Evaluation • Relative not absolute…comparison to peers • Determined by your contribution to the organisation& culture • Delivering on commitments … consistently • Demonstrating the Values … always • Dealing with the unexpected and still executing Performance is NOT….. • The same every year…expectations change • A given when you start a new role • A function of years experience/ service • Achieving results at the expense of others • Committing … then coming up with excuses • Delivering personal agendas not organisationalpriorities Defining Performance

17. Defining “Potential” or Promotability Promotability is….. • A function of performance in current role & proven willingness to do more • An assessment of capability to take on a larger role (leadership, breadth or complexity) • Most singularly determined by “soft” skills, primarily the ability to influence & lead Promotability is NOT….. • High for cynics, egos & high maintenance staff • Easily measured…there’s always an element of risk and decision based on perceptions • Linear with time, an entitlement … or required for everyone

18. Differentiating People In manufacturing we try to stamp out variance. However, with people, variation is everything. Jack Welch A B C “Top 20” “The Vital 70” “Bottom 10”

19. Differentiated People Strategies Coach Promote/ Broaden Remove C B A “Bottom 10” “The Vital 70” “The Vital 70” “Top 20”

20. Medium High Low Exceeds Expectations Meets Expectations Needs Improvement Creating a Differentiation Framework VALUES / POTENTIAL A B P E R F O R M A N C E C

21. Medium High Low Exceeds Expectations Meets Expectations Needs Improvement Develop Action-Based Strategies VALUES / POTENTIAL PROMOTE COACH P E R F O R M A N C E REMOVE

22. Job Name Band Start Date ------------------(RN) -------------------(NY) -------------------(NY) Job Name Band Start Date Job Name Band Start Date Job Name Band Start Date Job Name Band Start Date Job Name Band Start Date ------------------(RN) -------------------(NY) ---------------------(F) ------------------(RN) -------------------(NY) ---------------------(F) ------------------(RN) -------------------(NY) ---------------------(F) ------------------(RN) -------------------(NY) ---------------------(F) ------------------(RN) -------------------(NY) ---------------------(F) Job Name Band Start Date Job Name Band Start Date Job Name Band Start Date Job Name Band Start Date Job Name Band Start Date ------------------(RN) -------------------(NY) ---------------------(F) ------------------(RN) -------------------(NY) ---------------------(F) ------------------(RN) -------------------(NY) ---------------------(F) ------------------(RN) -------------------(NY) ---------------------(F) ------------------(RN) -------------------(NY) ---------------------(F) RN=Ready in < 6 months NY=Ready in 12-24 months F = Future – ready in 3-5 yrs Start Date = Start Date of Current Job Female, Global Succession Planning – Internal Best Bets

23. 6 Anxiety 5 Stretch Zone 4 Challenge Comfort Zone 3 X Boredom X 2 4 3 1 2 5 Cognitive Ability Benefits of “Stretch” Assignments Based on the work of Milhaly Csikszentmihalyi “Flow, The Psychology of Happiness”

24. Leadership Change & Evolution “From now on, choosing my successor is the most important decision I’ll make.” Jack Welch, 1991 10 years before his retirement GROWTH VALUES

25. Questions of Steiner Leadership • How do we recognize (good) leadership in others and in ourselves?  • What do we look for and how can we cultivate leaders in our communities, organizations and societies?  • When do we follow and what propels us into different roles of participation in our various settings?  • When and why do we take a stand, even against our leaders?  When and why do we support them, even if the potential outcomes are questionable? • Is a boss, or a faculty chair, or even an elected official necessarily a leader?  Outer roles are not always appropriately filled by those who take them on.  Leading by example, insight, or service often occurs regardless of role.  How do these inner and outer realities meet?

26. Discussion