Growth Leader Navigator Individual Feedback Report...

Growth Leader NavigatorIndividual Feedback Report For:Patricia Lee

Finding your way in today's world of work

This report includes ratings from:Self 1Manager 1Direct Report 4Peer 4Customer 4Unclassified 2

Copyright 2007, 2008 Wilson Learning Worldwide Inc.

All rights reserved.Wilson Learning Worldwide Inc. owns all rights, including the rights to copyright in these materials. Wilson Learning is licensing these materials for the use by one individual only. No rightsto produce, transfer, assign, or create derivative works based on these materials are granted without written permission of Wilson Learning Worldwide Inc.WLW NAVI002 Version 1.22 11/09 Date: 04/01/2010

Table of ContentsOverall Summary 3Strengths and Opportunities Summary 4

Strengths Summary 4Opportunities Summary 4

Behavior Summary 5Strength Behaviors 5Opportunity Behaviors 7

Character 9Social Character 9Organizational Character 10Personal Character 11

Open-Ended Comments 12Behavioral Detail 15

Developing Employees 15Motivating Employees 17Communicating Vision & Purpose 18Developing Structure and Processes 19Understanding the Competitive Environment 20Knowing Own Organization 21Managing Performance 23Setting Employee Goals 25Directing Outcomes 27Delegating Decisions 28Hiring & Staffing 30Managing Budgets & Expenses 32Demonstrating Interpersonal Versatility 33Resolving Conflict 34Negotiating 36Persuading Others 37Listening 38Speaking Effectively 39Leading Teams 40

Name: Lee, PatriciaGrowth Leader NavigatorIndividual Feedback Report

Page: 1Date: 04/01/2010 NAVI002:[INENGLNV02:20008][702:8788:36129] Copyright 2007, 2008 Wilson Learning Worldwide Inc. All rights reserved.

Adapting to Cultural Differences 42Understanding Business Issues 43Making Decisions 45Understanding Business Fundamentals 46Developing Self 47

Development Recommendations 48Strengths Summary 48Opportunities Summary 50

Managing Performance 51Hiring & Staffing 57Adapting to Cultural Differences 61Leadership Character 65

Using This Report 74What information is in this report? 75

Overall Summary 76Strength & Opportunity Summary 77Behavior Summary 78Leadership Character Summary 79Open-Ended Comments 80Behavior Detail 81Development Recommendations 82

How do I use this report to plan my development? 83Frequently Asked Questions 85

Glossary 87



Your ScoreGap:

Current-Target

Current TargetOverall Summary LimitedExtent

ModerateExtent

GreatExtent

Role Competency 0 25 50 75 100 Current TargetVisionary Developing Employees 65 92 -27.5

Motivating Employees 63 90 -27.1Communicating Vision & Purpose 64 90 -25.4

Developing Structure and Processes 74 94 -20.4Understanding the Competitive Environment 73 94 -20.4

Knowing Own Organization 72 94 -22.2Tactician Managing Performance 58 92 -33.7

Setting Employee Goals 61 90 -29.4Directing Outcomes 65 93 -27.1

Delegating Decisions 64 88 -24.7Hiring & Staffing 59 92 -32.5

Managing Budgets & Expenses 65 93 -27.9Facilitator Demonstrating Interpersonal Versatility 68 89 -21.2

Resolving Conflict 70 85 -15.0Negotiating 69 91 -22.1

Persuading Others 75 95 -20.0Listening 68 96 -27.9

Speaking Effectively 62 92 -30.4Leading Teams 65 89 -24.0

Adapting to Cultural Differences 60 92 -32.1Contributor Understanding Business Issues 72 91 -19.4

Making Decisions 71 91 -20.0Understanding Business Fundamentals 78 90 -12.1

Developing Self 76 89 -13.3



Gap:Current -Target Indicator

Current TargetStrengths SummaryYour Score Organization Norm

LimitedExtent

ModerateExtent

GreatExtent

Raters 0 25 50 75 100 Current Target Current TargetAll Other 78 90 -12.1 73 86 p

Self 92 92 0.0 73 83 Understanding Business

Fundamentalst

All Other 76 89 -13.3 71 92 pSelf 75 92 -16.7 75 88

Developing Selft

All Other 70 85 -15.0 67 82 pSelf 63 94 -31.2 69 86

Resolving Conflictt


Current TargetOpportunities SummaryYour Score Organization Norm

LimitedExtent

ModerateExtent

GreatExtent

Raters 0 25 50 75 100 Current Target Current Target

All Other 58 92 -33.7 62 91 qSelf 56 88 -31.2 63 84

Managing Performancet

All Other 59 92 -32.5 53 93 qSelf 50 94 -43.7 53 89

Hiring & Staffingt

All Other 60 92 -32.1 53 93 qSelf 50 100 -50.0 62 89

Adapting to Cultural Differencest



Current Target

Gap:Current -Target

Strength BehaviorsYour Score Organization Norm

LimitedExtent

ModerateExtent

GreatExtentBehavior (Competency)


All Other 85 89 -3.7 73 91Self 50 100 -50.0 63 83

t Evaluates information before deciding on the bestcourse of action (Understanding Business Issues)

All Other 68 73 -5.0 66 76Self 75 75 0.0 75 85

t Provides a resolution to the conflict when theemployees or groups cannot agree and when workobjectives demand a quick resolution (ResolvingConflict)

All Other 74 81 -7.5 75 80Self 100 100 0.0 75 85

t Modifies own behavior to help others feel morecomfortable in an interaction (DemonstratingInterpersonal Versatility)

All Other 80 90 -10.0 72 89Self 75 100 -25.0 68 88

t Demonstrates knowledge of strategic business plansand their key elements (Understanding BusinessFundamentals)

All Other 76 86 -10.0 75 92Self 75 100 -25.0 73 90

t Asks for and is receptive to feedback from a variety ofsources (Developing Self)

All Other 81 93 -11.2 75 92Self 75 75 0.0 80 88

t Recognizes when systems and processes interferewith achieving outcomes (Developing Structure andProcesses)

All Other 81 93 -11.2 68 83Self 75 75 0.0 75 83

t Anticipates industry changes and their effect onorganizational competitiveness (Understanding theCompetitive Environment)

All Other 76 88 -11.2 71 90Self 75 75 0.0 83 83

t Uses opportunities for learning andself-development (Developing Self)

All Other 70 83 -12.5 57 77Self 75 75 0.0 65 83

t Uses negative consequences when necessary inorder to change behavior (Motivating Employees)

All Other 76 89 -12.5 64 91Self 100 100 0.0 78 83

t Chooses the best solution after carefully weighingthe alternatives (Making Decisions)



Current Target

Gap:Current -Target

Strength BehaviorsYour Score Organization Norm

LimitedExtent

ModerateExtent



All Other 80 93 -12.5 74 88Self 100 75 25.0 73 78

t Understands the key implications of human resourcemanagement concepts in managing employees(Understanding Business Fundamentals)

All Other 81 95 -13.7 81 94Self 75 75 0.0 75 85

t Communicates an openness to modify own positionwhen presented with compelling facts orcounterarguments (Persuading Others)

All Other 75 89 -13.7 74 81Self 100 100 0.0 80 85

t Understands basic financial accounting conceptsand data such as income statements, balancesheets, cash flow, inventory turn, and revenueprojections (Understanding Business Fundamentals)

All Other 69 84 -15.0 69 84Self 50 100 -50.0 65 83

t Allows each employee or group to express theirviews and offer solutions (Resolving Conflict)

All Other 79 96 -17.5 71 95Self 75 100 -25.0 73 90

t Identifies job roles needed to accomplish strategicobjectives (Developing Structure and Processes)

All Other 73 90 -17.5 69 93Self 100 100 0.0 70 85

t Expedites action by understanding how decisionsreally get made (Knowing Own Organization)

All Other 70 88 -17.5 64 91Self 100 100 0.0 73 83

t Provides advice to help employees overcomeorganizational obstacles (Directing Outcomes)

All Other 70 88 -17.5 64 90Self 50 75 -25.0 55 85

t Ensures that all team members have an opportunityto provide input (Leading Teams)



Current Target

Gap:Current -Target

Opportunity BehaviorsYour Score Organization Norm

LimitedExtent

ModerateExtent



All Other 55 94 -38.7 64 92Self 50 75 -25.0 65 83

t Communicates and documents performanceexpectations (Managing Performance)

All Other 63 100 -37.5 51 86Self 50 75 -25.0 48 83

t Ensures that an employee's good performance willlead to rewards that are valued by the employee(Motivating Employees)

All Other 51 89 -37.5 60 82Self 25 75 -50.0 58 83

t Ensures that employee goals are specific (SettingEmployee Goals)

All Other 55 93 -37.5 53 92Self 50 100 -50.0 60 88

t Adapts own actions to meet the cultural norms andvalues of others (Adapting to Cultural Differences)

All Other 55 91 -36.2 63 93Self 50 100 -50.0 63 90

t Provides on-the-job reinforcement for employeeskills learned in training or developmentexperiences (Developing Employees)

All Other 49 85 -36.2 58 89Self 50 75 -25.0 60 80

t Takes decisive action (for example: reassignment,demotion, termination) when performanceexpectations are not met (Managing Performance)

All Other 63 99 -36.2 64 93Self 75 100 -25.0 65 88

t Balances cost, quality, and urgency when makingdecisions or taking action (Managing Budgets &Expenses)

All Other 61 98 -36.2 50 96Self 50 100 -50.0 55 93

t Takes into account others' cultural backgroundswhen interpreting their communications and actions(Adapting to Cultural Differences)

All Other 61 96 -35.0 52 95Self 50 100 -50.0 53 93

t Assesses current and future staffing needs of thebusiness unit (Hiring & Staffing)

All Other 58 93 -35.0 58 93Self 25 100 -75.0 48 90

t Seeks input from others when making critical hiringdecisions (Hiring & Staffing)

All Other 53 86 -33.7 50 91Self 75 75 0.0 55 83

t Identifies internal talent that could fill higher-levelpositions (Hiring & Staffing)



Current Target

Gap:Current -Target

Opportunity BehaviorsYour Score Organization Norm

LimitedExtent

ModerateExtent



All Other 61 95 -33.7 61 93Self 50 75 -25.0 55 85

t Communicates concisely without jeopardizing themessage's clarity (Speaking Effectively)

All Other 61 94 -32.5 69 93Self 50 75 -25.0 73 88

t Ensures that work processes are sufficiently flexibleto meet business needs (Developing Structure andProcesses)

All Other 63 95 -32.5 68 93Self 50 100 -50.0 68 88

t Understands how the organization's systems andprocesses support business operations locally andglobally (Knowing Own Organization)

All Other 59 91 -32.5 65 91Self 75 75 0.0 72 85

t Permits employees the flexibility to determine theapproach for achieving outcomes (DirectingOutcomes)

All Other 55 88 -32.5 60 83Self 50 100 -50.0 65 83

t Clarifies delegation parameters (for example:timeframes, deadlines, expenses, limits of authority)(Delegating Decisions)

All Other 65 98 -32.5 76 94Self 75 100 -25.0 65 93

t Periodically confirms understanding by rephrasingothers' statements (Listening)



Your Score

Gap:Other -

SelfOrganization

Norm

Character LimitedExtent

ModerateExtent

GreatExtent

Raters 0 25 50 75 100

Social Character

All Other 69 64Self 100 -31.2 70

t Integrity - Keeps organizational and personal promisesand commitments

All Other 61 55Self 75 -13.7 68

t Compassion - Shows genuine concern for the welfareand feelings of others

All Other 61 67Self 50 11.3 70

t Propriety - Demonstrates professional and culturallyappropriate behavior when dealing with others

All Other 73 61Self 75 -2.5 68

t Values Diversity - Values diversity of race, gender, age,and cultural experiences and beliefs

All Other 73 72Self 100 -27.5 68

t Cooperative - Willingly offers to help, assist, orcollaborate with others in accomplishing work goals


t Accessible - Makes self easily accessible to others



Your Score

Gap:Other -

SelfOrganization

Norm


ModerateExtent

GreatExtent

Raters 0 25 50 75 100

Organizational Character

All Other 76 64Self 100 -23.7 70

t Ethical - Maintains high ethical standards

All Other 58 58Self 75 -17.5 65

t Customer Focus - Acts to ensure a high level customerservice


t Leadership Courage - Maintains principles in the face oforganizational or business challenges


t Organizational Commitment - Supports theorganization's decisions, goals, and values



Your Score

Gap:Other -

SelfOrganization

Norm


ModerateExtent

GreatExtent

Raters 0 25 50 75 100

Personal Character


t Risk Taking - Willing to take risk when doing so is in thebest interest of the organization

All Other 61 57Self 75 -13.7 68

t Initiative - Recognizes when actions are needed andtakes personal responsibility for getting themaccomplished


t Drive - Shows high levels of energy and focus whenneeded to reach high levels of performance


t Sense of Urgency - Responds quickly to pressingorganizational demands


t Tenacity - Perseveres with an issue or problem until thematter is settled or the objective is no longer attainable


t Resilience - Remains focused and productive in the faceof pressure or set backs

All Other 50 66Self 75 -25.0 73

t Willingness to Adapt - Adjusts to new situations andwork demands


t Stress Management - Deals effectively with job-relatedstress for self and employees



Open-Ended CommentsWhat do you consider to be this person's area of greatest strength on the job?

Business knowledget

Patricia is interested in continuing to learn new approaches and keeping her skills current.t

She is an effective mediator and has often played an important role in settling issues between our group and other areas.t

Patricia does not stubbornly hold onto her position when a stronger option is presented.t

Patricia takes full advantage of all that our Training Department has to offer.t

She is very easy to talk to when I have a problem at work.t

Patricia often seeks input from the team and uses it to shape her decisions.t

She is a careful decision-maker, who generally considers all sides of an issue.t

Patricia is an excellent source of competitive information.t



Open-Ended Comments In what area does this person most need to improve his/her job performance? What specific activity would you suggest that will most help this person improve in

this area? t tAs a virtual team member, I do not always feel that Patricia appreciates my unique

situation.Take the company's Global Awareness training program - it is excellent.

t tI'd like to have Patricia's help to improve my performance. Have coaching sessions with individual employees to set and monitor goals. t None t tNot a great motivator - better with the "stick" than the "carrot." Find ways to reward good performance that will be effective with each employee. t tOccasionally, Patricia's messages are not clear and I am not sure what she is

recommending or stating.Ask audience if they understand what she is saying or have any questions.

t tPatricia doesn't always manage her team well. She allows some members to getaway with poor performance.

Use HR resources and tools to help her manage performance.

t tShe has made a few bad hiring decisions that have hurt her team's effectivenessand reputation.

Ask HR for assistance and seek input from her manager when she is interviewingapplicants.

t tShe needs to exert greater control over her team's budget. Monitor expenses more closely and frequently. t tThe talent around her is weak and not showing improvement. Take a training course or read a book on coaching.



Open-Ended CommentsWhat additional comments would you like to share regarding this person's Leadership Character?

Patricia works under a great deal of stress, some of which she creates for herself. It is OK to occasionally say "no" to employee requests.t

Patricia should be a bit more customer-focused.t

Nonet

I would like her to be a little more responsive to requests from internal customers.t

Patricia states openly that she is adverse to taking risks, but I disagree. Her ability to thoroughly analyze the issue helps reduce the uncertainty and thereby minimize our exposure torisk.

t

Patricia sometimes gives up her position too easily when challenged.t

Great corporate citizen - always supportive of the company's decisions.t



Your Score Organization Norm

Current Target


Behavioral DetailLimitedExtent

ModerateExtent

GreatExtent


All Other 65 92 -27.5 63 91Self 63 100 -37.5 63 86

Manager 63 100 -37.5 61 96Direct Report 59 91 -31.2 63 87

Peer 64 92 -28.1 67 88Customer 66 91 -25.0 64 89

Unclassified 72 88 -15.6 58 94

.

Developing Employees

All Other 73 99 -26.2 59 95Self 75 100 -25.0 58 88


Peer 69 100 -31.2 66 95Customer 75 94 -18.7 63 90

Unclassified 75 100 -25.0 44 100

t Works with employees to identify learningexperiences (for example: training,on-the-job assignments,self-development)

All Other 55 91 -36.2 63 93 qSelf 50 100 -50.0 63 90


Peer 56 88 -31.2 65 88Customer 50 88 -37.5 60 91

Unclassified 75 100 -25.0 75 100

t Provides on-the-job reinforcement foremployee skills learned in training ordevelopment experiences

All Other 70 93 -22.5 62 88Self 75 100 -25.0 65 80


Peer 69 88 -18.7 66 89Customer 56 94 -37.5 66 88


t Helps employees create and implementplans for skill development




Current Target



ModerateExtent

GreatExtent


All Other 61 86 -25.0 66 87Self 50 100 -50.0 68 88


Peer 63 94 -31.2 71 82Customer 81 88 -6.2 67 88

Unclassified 63 63 0.0 69 81

t Provides job performance advice to helpothers develop




Current Target



ModerateExtent

GreatExtent


All Other 63 90 -27.1 54 83Self 58 75 -16.7 58 83


Peer 65 92 -27.1 60 88Customer 60 90 -29.2 59 84


.

Motivating Employees

All Other 63 100 -37.5 51 86 qSelf 50 75 -25.0 48 83


Peer 63 100 -37.5 57 94Customer 56 100 -43.7 55 87

Unclassified 75 100 -25.0 44 63

t Ensures that an employee's goodperformance will lead to rewards that arevalued by the employee

All Other 58 89 -31.2 53 85Self 50 75 -25.0 60 83


Peer 69 88 -18.7 64 85Customer 63 81 -18.7 60 82


t Communicates the expectation that theemployee is capable of successfullyachieving the assigned objective

All Other 70 83 -12.5 57 77 pSelf 75 75 0.0 65 83

Manager 75 75 0.0 61 81Direct Report 75 88 -12.5 59 84

Peer 63 88 -25.0 59 84Customer 63 88 -25.0 62 85


t Uses negative consequences whennecessary in order to change behavior




Current Target



ModerateExtent

GreatExtent


All Other 64 90 -25.4 65 84Self 75 100 -25.0 63 83


Peer 58 85 -27.1 67 86Customer 75 92 -16.7 68 86


.

Communicating Vision & Purpose

All Other 64 88 -23.7 62 86Self 75 100 -25.0 63 85


Peer 63 94 -31.2 61 87Customer 75 88 -12.5 63 86


t Articulates the organization's vision withexcitement and passion

All Other 59 90 -31.2 62 81Self 50 100 -50.0 60 83


Peer 50 88 -37.5 70 87Customer 69 88 -18.7 72 85

Unclassified 75 100 -25.0 44 63

t Helps others translate the organization'svision into executable strategies andplans

All Other 70 91 -21.2 72 84Self 100 100 0.0 68 83


Peer 63 75 -12.5 71 83Customer 81 100 -18.7 68 85


t Ensures others see the progress madetoward achieving the vision




Current Target



ModerateExtent

GreatExtent


All Other 74 94 -20.4 71 93Self 67 83 -16.7 75 88


Peer 79 100 -20.8 73 94Customer 81 96 -14.6 71 94


.

Developing Structure and Processes

All Other 79 96 -17.5 71 95 pSelf 75 100 -25.0 73 90


Peer 81 100 -18.7 69 96Customer 81 100 -18.7 65 94


t Identifies job roles needed to accomplishstrategic objectives

All Other 61 94 -32.5 69 93 qSelf 50 75 -25.0 73 88


Peer 69 100 -31.2 74 90Customer 75 94 -18.7 67 93


t Ensures that work processes aresufficiently flexible to meet business needs

All Other 81 93 -11.2 75 92 pSelf 75 75 0.0 80 88


Peer 88 100 -12.5 76 95Customer 88 94 -6.2 79 93

Unclassified 75 100 -25.0 75 100

t Recognizes when systems and processesinterfere with achieving outcomes




Current Target



ModerateExtent

GreatExtent


All Other 73 94 -20.4 62 82Self 75 75 0.0 67 80


Peer 75 94 -18.7 65 86Customer 69 83 -14.6 63 81


.

Understanding the CompetitiveEnvironment

All Other 71 94 -22.5 62 84Self 50 75 -25.0 63 80


Peer 75 100 -25.0 63 87Customer 63 88 -25.0 55 83


t Maintains knowledge of ownorganization's competitive strengths andvulnerabilities

All Other 68 95 -27.5 58 79Self 100 75 25.0 63 78


Peer 69 94 -25.0 67 85Customer 63 88 -25.0 63 81

Unclassified 50 100 -50.0 31 63

t Keeps current on the competitiveimplications of economic and businesstrends

All Other 81 93 -11.2 68 83 pSelf 75 75 0.0 75 83


Peer 81 88 -6.2 65 85Customer 81 75 6.3 69 78

Unclassified 75 100 -25.0 75 81

t Anticipates industry changes and theireffect on organizational competitiveness




Current Target



ModerateExtent

GreatExtent


All Other 72 94 -22.2 67 92Self 75 94 -18.7 67 85


Peer 63 88 -25.0 71 88Customer 75 91 -15.6 70 92

Unclassified 78 100 -21.9 61 100

.

Knowing Own Organization

All Other 80 99 -18.7 67 92Self 75 100 -25.0 68 83


Peer 69 94 -25.0 73 91Customer 81 100 -18.7 71 93

Unclassified 100 100 0.0 56 100

t Comprehends the needs and interests oforganizational stakeholders (for example:customers, employees, suppliers, owners)

All Other 63 95 -32.5 68 93 qSelf 50 100 -50.0 68 88


Peer 50 94 -43.7 65 89Customer 69 88 -18.7 68 93

Unclassified 75 100 -25.0 75 100

t Understands how the organization'ssystems and processes support businessoperations locally and globally

All Other 71 91 -20.0 65 90Self 75 75 0.0 63 85


Peer 63 81 -18.7 70 86Customer 88 94 -6.2 79 87

Unclassified 75 100 -25.0 44 100

t Demonstrates an awareness of theimplications of decisions on other parts ofthe organization




Current Target



ModerateExtent

GreatExtent


All Other 73 90 -17.5 69 93 pSelf 100 100 0.0 70 85


Peer 69 81 -12.5 74 84Customer 63 81 -18.7 63 94

Unclassified 63 100 -37.5 69 100

t Expedites action by understanding howdecisions really get made




Current Target



ModerateExtent

GreatExtent


All Other 58 92 -33.7 62 91 qSelf 56 88 -31.2 63 84


Peer 59 95 -35.9 65 89Customer 59 92 -32.8 63 92


.

Managing Performance

All Other 68 99 -31.2 60 92Self 75 100 -25.0 65 85


Peer 63 100 -37.5 63 91Customer 63 94 -31.2 62 92

Unclassified 100 100 0.0 56 100

t Evaluates performance against objectivesand goals

All Other 55 94 -38.7 64 92 qSelf 50 75 -25.0 65 83


Peer 63 94 -31.2 64 87Customer 56 94 -37.5 58 93


t Communicates and documentsperformance expectations

All Other 49 85 -36.2 58 89 qSelf 50 75 -25.0 60 80


Peer 56 88 -31.2 66 89Customer 56 88 -31.2 71 91


t Takes decisive action (for example:reassignment, demotion, termination)when performance expectations are notmet




Current Target



ModerateExtent

GreatExtent


All Other 60 89 -28.7 65 90Self 50 100 -50.0 63 88


Peer 56 100 -43.7 66 88Customer 63 94 -31.2 63 93


t Demonstrates fairness across employeeswhen managing performance




Current Target



ModerateExtent

GreatExtent


All Other 61 90 -29.4 61 81Self 25 75 -50.0 56 79


Peer 63 86 -23.4 62 86Customer 69 88 -18.7 61 81


.

Setting Employee Goals

All Other 65 93 -27.5 56 81Self 25 75 -50.0 58 80


Peer 81 100 -18.7 62 90Customer 75 100 -25.0 58 86

Unclassified 75 100 -25.0 44 63

t Ensures that employee goals arechallenging, yet achievable

All Other 51 89 -37.5 60 82 qSelf 25 75 -50.0 58 83


Peer 56 81 -25.0 60 83Customer 56 88 -31.2 57 81


t Ensures that employee goals are specific

All Other 64 91 -27.5 59 78Self 25 75 -50.0 53 75


Peer 50 88 -37.5 61 86Customer 81 81 0.0 68 81


t Ensures that employee goals areobservable and measurable




Current Target



ModerateExtent

GreatExtent


All Other 64 89 -25.0 67 82Self 25 75 -50.0 55 80


Peer 63 75 -12.5 64 84Customer 63 81 -18.7 62 78

Unclassified 75 100 -25.0 75 81

t Gains acceptance for goals andcommitment to achieve them




Current Target



ModerateExtent

GreatExtent


All Other 65 93 -27.1 64 92Self 92 83 8.3 70 83


Peer 63 100 -37.5 69 92Customer 69 85 -16.7 69 92


.

Directing Outcomes

All Other 68 99 -31.2 63 93Self 100 75 25.0 65 83


Peer 63 100 -37.5 69 93Customer 69 100 -31.2 66 94

Unclassified 75 100 -25.0 44 100

t Ensures that employees understand therelationship between outcomes, businessobjectives, and strategy

All Other 59 91 -32.5 65 91 qSelf 75 75 0.0 72 85


Peer 56 100 -43.7 68 88Customer 63 81 -18.7 64 90


t Permits employees the flexibility todetermine the approach for achievingoutcomes

All Other 70 88 -17.5 64 91 pSelf 100 100 0.0 73 83


Peer 69 100 -31.2 69 94Customer 75 75 0.0 77 91


t Provides advice to help employeesovercome organizational obstacles




Current Target



ModerateExtent

GreatExtent


All Other 64 88 -24.7 62 83Self 75 88 -12.5 64 85


Peer 61 86 -25.0 64 88Customer 70 91 -20.3 63 85


.

Delegating Decisions

All Other 71 96 -25.0 65 87Self 75 100 -25.0 60 88


Peer 69 94 -25.0 62 89Customer 63 100 -37.5 59 87


t Delegates decisions to the employeesbest qualified to make them

All Other 55 88 -32.5 60 83 qSelf 50 100 -50.0 65 83


Peer 38 81 -43.7 64 89Customer 69 88 -18.7 65 85

Unclassified 75 100 -25.0 44 63

t Clarifies delegation parameters (forexample: timeframes, deadlines,expenses, limits of authority)

All Other 65 84 -18.7 63 83Self 75 75 0.0 60 85


Peer 56 88 -31.2 59 87Customer 75 88 -12.5 65 84


t Accepts employee's decision, even whenit differs from own




Current Target



ModerateExtent

GreatExtent


All Other 64 86 -22.5 62 77Self 100 75 25.0 72 85


Peer 81 81 0.0 70 88Customer 75 88 -12.5 63 84


t Provides the employee with sufficientauthority, resources, and support toimplement the decision




Current Target



ModerateExtent

GreatExtent


All Other 59 92 -32.5 53 93 qSelf 50 94 -43.7 53 89


Peer 64 92 -28.1 55 91Customer 67 86 -18.7 56 91


.

Hiring & Staffing

All Other 61 96 -35.0 52 95 qSelf 50 100 -50.0 53 93


Peer 63 100 -37.5 51 91Customer 63 94 -31.2 53 92

Unclassified 100 100 0.0 63 100

t Assesses current and future staffingneeds of the business unit

All Other 65 91 -26.2 51 93Self 50 100 -50.0 55 90


Peer 56 94 -37.5 59 96Customer 63 94 -31.2 56 92


t Makes sound hiring decisions bymatching the job's requirements to theindividuals' capabilities

All Other 58 93 -35.0 58 93 qSelf 25 100 -75.0 48 90


Peer 69 88 -18.7 57 87Customer 63 81 -18.7 57 88

Unclassified 75 100 -25.0 69 100

t Seeks input from others when makingcritical hiring decisions




Current Target



ModerateExtent

GreatExtent


All Other 53 86 -33.7 50 91 qSelf 75 75 0.0 55 83


Peer 69 88 -18.7 55 92Customer 81 75 6.3 59 92


t Identifies internal talent that could fillhigher-level positions




Current Target



ModerateExtent

GreatExtent


All Other 65 93 -27.9 66 91Self 75 92 -16.7 64 85


Peer 58 94 -35.4 67 86Customer 65 90 -25.0 68 92


.

Managing Budgets & Expenses

All Other 63 99 -36.2 64 93 qSelf 75 100 -25.0 65 88


Peer 56 100 -43.7 60 87Customer 56 100 -43.7 59 93

Unclassified 88 100 -12.5 81 100

t Balances cost, quality, and urgency whenmaking decisions or taking action

All Other 68 91 -23.7 64 91Self 75 100 -25.0 65 85


Peer 56 88 -31.2 71 90Customer 63 88 -25.0 72 93

Unclassified 75 100 -25.0 44 100

t Emphasizes the importance of financialissues throughout the work group ororganization

All Other 66 90 -23.7 71 90Self 75 75 0.0 63 83


Peer 63 94 -31.2 70 82Customer 75 81 -6.2 73 89


t Implements or recommends operationalchanges that will improve fiscalperformance




Current Target



ModerateExtent

GreatExtent


All Other 68 89 -21.2 72 83Self 92 100 -8.3 73 85


Peer 60 94 -33.3 75 89Customer 67 83 -16.7 72 85


.

Demonstrating InterpersonalVersatility

All Other 66 98 -31.2 68 85Self 100 100 0.0 70 85


Peer 44 100 -56.2 68 91Customer 56 94 -37.5 67 88


t Recognizes when differences incommunication style are impacting workrelationships

All Other 63 88 -25.0 73 85Self 75 100 -25.0 73 85


Peer 69 94 -25.0 81 88Customer 56 81 -25.0 71 83


t Takes steps to reduce interpersonaltension during an interaction

All Other 74 81 -7.5 75 80 pSelf 100 100 0.0 75 85


Peer 69 88 -18.7 77 87Customer 88 75 12.5 80 84


t Modifies own behavior to help others feelmore comfortable in an interaction




Current Target



ModerateExtent

GreatExtent


All Other 70 85 -15.0 67 82 pSelf 63 94 -31.2 69 86


Peer 61 84 -23.4 70 88Customer 75 83 -7.8 70 84


.

Resolving Conflict

All Other 75 96 -21.2 69 88Self 50 100 -50.0 65 88


Peer 63 100 -37.5 63 89Customer 75 81 -6.2 64 83


t Addresses potential conflict before itescalates to negatively impact businessoperations

All Other 70 89 -18.7 65 81Self 75 100 -25.0 73 88


Peer 63 100 -37.5 71 90Customer 75 94 -18.7 73 86


t Focuses on issues, behaviors, andoutcomes rather than personalities whenmanaging conflict

All Other 69 84 -15.0 69 84 pSelf 50 100 -50.0 65 83


Peer 56 75 -18.7 65 86Customer 69 81 -12.5 70 83


t Allows each employee or group toexpress their views and offer solutions




Current Target



ModerateExtent

GreatExtent


All Other 68 73 -5.0 66 76 pSelf 75 75 0.0 75 85


Peer 63 63 0.0 79 85Customer 81 75 6.3 72 83


t Provides a resolution to the conflict whenthe employees or groups cannot agreeand when work objectives demand aquick resolution




Current Target



ModerateExtent

GreatExtent


All Other 69 91 -22.1 68 92Self 83 100 -16.7 72 87


Peer 73 94 -20.8 67 90Customer 75 90 -14.6 74 94


.

Negotiating

All Other 68 95 -27.5 70 96Self 100 100 0.0 75 92


Peer 69 94 -25.0 63 93Customer 69 94 -25.0 70 98

Unclassified 100 100 0.0 88 100

t Plans in advance for a negotiation byidentifying the key interests of all parties

All Other 70 90 -20.0 69 90Self 75 100 -25.0 70 88


Peer 63 88 -25.0 67 85Customer 69 88 -18.7 76 94


t Considers a wide range of options inidentifying a negotiated solution

All Other 70 89 -18.7 65 90Self 75 100 -25.0 70 83


Peer 88 100 -12.5 70 93Customer 88 88 0.0 76 90


t Creates negotiated agreements thatreflect the interests and needs of all sides




Current Target



ModerateExtent

GreatExtent


All Other 75 95 -20.0 74 95Self 58 92 -33.3 71 88


Peer 69 94 -25.0 72 92Customer 81 94 -12.5 76 93


.

Persuading Others

All Other 73 99 -26.2 74 96Self 50 100 -50.0 65 93


Peer 63 100 -37.5 66 93Customer 81 94 -12.5 75 95

Unclassified 100 100 0.0 88 100

t Supports arguments and positions withrelevant facts or data

All Other 71 91 -20.0 68 93Self 50 100 -50.0 73 85


Peer 69 88 -18.7 72 94Customer 75 100 -25.0 73 92


t Addresses both the strengths andweaknesses of options whenrecommending a position

All Other 81 95 -13.7 81 94 pSelf 75 75 0.0 75 85


Peer 75 94 -18.7 79 91Customer 88 88 0.0 81 93

Unclassified 100 100 0.0 88 100

t Communicates an openness to modifyown position when presented withcompelling facts or counterarguments




Current Target



ModerateExtent

GreatExtent


All Other 68 96 -27.9 72 95Self 75 100 -25.0 71 90


Peer 58 94 -35.4 71 92Customer 69 96 -27.1 73 93

Unclassified 83 100 -16.7 58 100

.

Listening

All Other 69 96 -27.5 66 96Self 100 100 0.0 73 90


Peer 56 94 -37.5 68 95Customer 75 88 -12.5 70 92

Unclassified 75 100 -25.0 44 100

t Probes to understand unexpressed orpoorly expressed thoughts

All Other 65 98 -32.5 76 94 qSelf 75 100 -25.0 65 93


Peer 56 100 -43.7 72 88Customer 63 100 -37.5 79 93

Unclassified 88 100 -12.5 81 100

t Periodically confirms understanding byrephrasing others' statements

All Other 71 95 -23.7 73 95Self 50 100 -50.0 75 88


Peer 63 88 -25.0 74 94Customer 69 100 -31.2 71 93

Unclassified 88 100 -12.5 50 100

t Pays attention to how things are said byothers (for example: tone, feelings,context, nonverbal cues)




Current Target



ModerateExtent

GreatExtent


All Other 62 92 -30.4 61 92Self 50 75 -25.0 61 84


Peer 73 90 -16.7 69 88Customer 67 92 -25.0 66 92


.

Speaking Effectively

All Other 61 95 -33.7 61 93 qSelf 50 75 -25.0 55 85


Peer 75 94 -18.7 69 86Customer 63 100 -37.5 59 94


t Communicates concisely withoutjeopardizing the message's clarity

All Other 58 88 -30.0 58 90Self 50 75 -25.0 60 83


Peer 69 88 -18.7 67 91Customer 56 81 -25.0 65 91


t Recognizes when the audience is losinginterest or is becoming confused andtakes steps to correct the problem

All Other 66 94 -27.5 65 92Self 50 75 -25.0 68 85


Peer 75 88 -12.5 70 88Customer 81 94 -12.5 73 92


t Maintains composure when dealing withchallenging or hostile questions




Current Target



ModerateExtent

GreatExtent


All Other 65 89 -24.0 61 91Self 55 95 -40.0 64 85


Peer 73 94 -21.2 66 88Customer 69 88 -18.7 65 92


.

Leading Teams

All Other 70 95 -25.0 61 91Self 75 100 -25.0 73 85


Peer 75 100 -25.0 63 91Customer 69 94 -25.0 66 93


t Creates teams by selecting capablemembers who complement each other'sstrengths and weaknesses

All Other 54 85 -31.2 63 90Self 50 100 -50.0 60 85


Peer 56 94 -37.5 69 85Customer 56 88 -31.2 65 92


t Establishes common understanding ofteam's goals, objectives, timeframes,deliverables, and expected level ofperformance

All Other 63 90 -27.5 57 90Self 25 100 -75.0 63 85


Peer 75 88 -12.5 61 88Customer 69 88 -18.7 66 92


t Takes action to help resolve teamworkflow problems, such as division ofresponsibilities, obstacles, orcommunication issues




Current Target



ModerateExtent

GreatExtent


All Other 70 88 -17.5 64 90 pSelf 50 75 -25.0 55 85


Peer 81 100 -18.7 72 84Customer 75 88 -12.5 62 90


t Ensures that all team members have anopportunity to provide input

All Other 69 88 -18.7 61 91Self 75 100 -25.0 70 83


Peer 75 88 -12.5 66 90Customer 75 81 -6.2 65 91

Unclassified 75 100 -25.0 44 100

t Checks for agreement and support fordecisions or actions




Current Target



ModerateExtent

GreatExtent


All Other 60 92 -32.1 53 93 qSelf 50 100 -50.0 62 89


Peer 60 88 -27.1 60 88Customer 71 92 -20.8 58 91


.

Adapting to Cultural Differences

All Other 61 98 -36.2 50 96 qSelf 50 100 -50.0 55 93


Peer 50 94 -43.7 55 89Customer 69 94 -25.0 55 94

Unclassified 63 100 -37.5 38 100

t Takes into account others' culturalbackgrounds when interpreting theircommunications and actions

All Other 55 93 -37.5 53 92 qSelf 50 100 -50.0 60 88


Peer 63 94 -31.2 61 91Customer 63 94 -31.2 54 90


t Adapts own actions to meet the culturalnorms and values of others

All Other 64 86 -22.5 57 90Self 50 100 -50.0 70 88


Peer 69 75 -6.2 63 85Customer 81 88 -6.2 65 90


t Modifies or adapts solutions to problemsto include cross-cultural perspectives




Current Target



ModerateExtent

GreatExtent


All Other 72 91 -19.4 66 91Self 56 94 -37.5 64 84


Peer 73 88 -14.1 71 88Customer 73 94 -20.3 67 92

Unclassified 69 100 -31.2 56 100

.

Understanding Business Issues

All Other 73 98 -25.0 62 92Self 50 100 -50.0 63 85

Manager 50 100 -50.0 61 92Direct Report 88 88 0.0 68 82

Peer 75 100 -25.0 67 94Customer 75 100 -25.0 68 92

Unclassified 75 100 -25.0 44 100

t Defines the full scope of the problembefore taking action

All Other 63 90 -27.5 66 92Self 75 100 -25.0 65 85


Peer 56 94 -37.5 70 86Customer 56 100 -43.7 64 94

Unclassified 63 100 -37.5 69 100

t Differentiates critical from non-criticalissues in order to prioritize actions

All Other 68 89 -21.2 62 90Self 50 75 -25.0 65 83


Peer 75 81 -6.2 68 89Customer 81 94 -12.5 71 91

Unclassified 63 100 -37.5 38 100

t Gathers information from a variety ofsources




Current Target



ModerateExtent

GreatExtent


All Other 85 89 -3.7 73 91 pSelf 50 100 -50.0 63 83


Peer 88 75 12.5 81 84Customer 81 81 0.0 65 90

Unclassified 75 100 -25.0 75 100

t Evaluates information before deciding onthe best course of action




Current Target



ModerateExtent

GreatExtent


All Other 71 91 -20.0 65 92Self 75 92 -16.7 69 83


Peer 67 90 -22.9 70 90Customer 88 90 -2.1 72 91


.

Making Decisions

All Other 70 96 -26.2 61 94Self 50 100 -50.0 68 85


Peer 69 94 -25.0 68 92Customer 75 94 -18.7 66 92

Unclassified 63 100 -37.5 38 100

t Makes timely decisions in spite ofcomplexity, ambiguity, and uncertainty

All Other 68 89 -21.2 69 90Self 75 75 0.0 63 80


Peer 56 88 -31.2 73 86Customer 88 88 0.0 75 92


t Does not delay in making decisions thatmay produce unpleasant consequences

All Other 76 89 -12.5 64 91 pSelf 100 100 0.0 78 83


Peer 75 88 -12.5 68 90Customer 100 88 12.5 74 90


t Chooses the best solution after carefullyweighing the alternatives




Current Target



ModerateExtent

GreatExtent


All Other 78 90 -12.1 73 86 pSelf 92 92 0.0 73 83


Peer 69 83 -14.6 70 87Customer 77 90 -12.5 72 84

Unclassified 71 100 -29.2 77 77

.

Understanding BusinessFundamentals

All Other 80 90 -10.0 72 89 pSelf 75 100 -25.0 68 88


Peer 75 81 -6.2 68 86Customer 81 100 -18.7 73 88

Unclassified 75 100 -25.0 81 88

t Demonstrates knowledge of strategicbusiness plans and their key elements

All Other 75 89 -13.7 74 81 pSelf 100 100 0.0 80 85

Manager 100 100 0.0 83 97Direct Report 81 81 0.0 75 81

Peer 56 75 -18.7 71 85Customer 75 88 -12.5 72 83

Unclassified 63 100 -37.5 69 56

t Understands basic financial accountingconcepts and data such as incomestatements, balance sheets, cash flow,inventory turn, and revenue projections

All Other 80 93 -12.5 74 88 pSelf 100 75 25.0 73 78


Peer 75 94 -18.7 71 88Customer 75 81 -6.2 72 83

Unclassified 75 100 -25.0 81 88

t Understands the key implications ofhuman resource management concepts inmanaging employees




Current Target



ModerateExtent

GreatExtent


All Other 76 89 -13.3 71 92 pSelf 75 92 -16.7 75 88


Peer 75 88 -12.5 73 91Customer 79 98 -18.7 75 93


.

Developing Self

All Other 75 94 -18.7 66 94Self 75 100 -25.0 70 90


Peer 75 94 -18.7 69 95Customer 69 100 -31.2 71 94

Unclassified 75 100 -25.0 44 100

t Assesses own performance to identifypersonal strengths and weaknesses

All Other 76 86 -10.0 75 92 pSelf 75 100 -25.0 73 90


Peer 75 81 -6.2 75 86Customer 81 100 -18.7 76 94


t Asks for and is receptive to feedback froma variety of sources

All Other 76 88 -11.2 71 90 pSelf 75 75 0.0 83 83


Peer 75 88 -12.5 74 92Customer 88 94 -6.2 78 91


t Uses opportunities for learning andself-development



Development RecommendationsStrengths Summary

The following competencies represent your strengths as identified in this report.

Understanding Business Fundamentalst

Developing Selft

Resolving Conflictt

Focusing time and energy on your strengths is as important as addressing your developmental opportunities. Strengths represent the skills in which you excel and often represent your uniquetalents. Your strengths are important assets to you and to your organization, and continued growth of your strengths is critical to your own and your organization's success. There are threeprimary approaches to growing your strengths: Develop, Leverage, and Share.

DevelopContinuing to develop your strengths will ensure that they become even more useful and valued. Keep in mind that strengths, when left alone, will atrophy and may eventually disappear.There are several actions you can take to develop your strengths.

First, look at your strengths as a whole and consider what they may indicate about your unique talents. In other words, what are the unique skills you bring to your group or organization?Create your own "Talent Statement." This is a document in which you describe what you believe are the unique and valuable contributions you make to the organization. Share this withothers, such as a peer, manager, or coach. Ask them if they agree with your statement or how they might modify it.Compare your Talent Statement to your current job or position.Are you frequently provided with opportunities to use your talents?If your talents are not currently being used, are there ways to modify your job or expand your position that would allow you to use your talents?Consider developing your talent into an expertise. For some skills, there is no limit to how much you can learn, and having a true expert in your area of talent could be of value to you andyour organization.Make a personal commitment to yourself to master a specific talent.Seek out information to continue to learn about and grow that talent.Find an existing expert and ask him or her to mentor you in growing that talent.



LeverageLeveraging a strength means finding new or different ways to use your talent to create greater value for your organization, your community, or yourself. Consider some of the actions below thatmight help you identify how to use a talent in new ways or in new situations.

Are there specific work responsibilities or projects that will allow you to apply your strengths in new ways? Ask your manager or coach whether there are new assignments orresponsibilities you could take on.Are there ways that other departments or groups in your organization might be able to use your talents? For example, if you have a talent for team building, are there ways for you toconsult with other departments on their teams? If you have a talent for writing, can you use, and expand, your talent by doing some writing for Marketing or for publication in tradejournals?Are there ways to use your talents in other parts of your life or in your community? Helping your neighborhood school, arts organization, or community group can both help you developyour talents faster and provide needed assistance to community or nonprofit organizations.

ShareEveryone who has ever taught knows that the best way to learn is by teaching. By sharing your talents with others, you not only help them grow and develop, you also help yourself improve.

The first step in teaching or coaching someone is clarifying for yourself how your talent was developed. Think about how you first started developing your talent. Break the talent downinto component skills before trying to coach others.Identify someone whose developmental need is the same as your area of strength, and offer to coach him or her in that area of need.Identify a newer or less-experienced employee whose performance could be enhanced by acquiring your talent. Offer to be a mentor to that person in developing that talent. Manyexperts believe that growing your talents is important for long-term career success. All championship athletes, renowned scientists, and accomplished professionals found something theywere good at and focused on growing that talent. It is no different for you-it is always valuable for you to focus energy and time on growing, improving, and expanding your talents ascompletely as possible.



Opportunities Summary

The following competencies represent your greatest developmental opportunities as identified in this report. You can improve your performance and your contributions to the success of theorganization by focusing your developmental activities on these competencies.

Managing Performancet

Hiring & Staffingt

Adapting to Cultural Differencest

The remaining pages of this report provide a description of each opportunity and specific developmental recommendations for improving these skills. Recommendations are in the form ofon-the-job activities you can perform as well as books, seminars, and other resources that may help you acquire or improve upon these competencies.



Managing Performance

Keeping talented employees focused and aligned is more of a challenge than ever. Rapid change and uncertainty can take employees off-task and limit their ability to perform. As a result, truly effective leaders know that performance management is a daily activity rather than an annual event. The leader who consistently monitors and guides his or her employees' efforts to achieve established goals can be assured that his or her work group is committing its full energy to the organization's success.

Taking Action

Managing performance ensures that your employees are achieving their objectives in the most effective and efficient manner possible. This goes beyond just communicating clear expectations; it includes the ability to evaluate performance and provide guidance when needed. Consider the following activities to improve your ability to manage others' performance.

Take action to address personnel problems.At times, decisive action must be taken when performance expectations are not met. These actions may range from reassignment to demotion to termination. Because such actions can have a significant impact on an employee's career, such a situation must be approached carefully.

1. Consider some of the decisions you have had to make recently that involved personnel problems.2. Think about which personnel problems you handled effectively; why did they turn out well? Which problems did not turn out as you planned-what could you have

done differently?3. For those decisions that were not as effective, identify some alternative actions that could have helped. For example:

Talk to your human resources contact about any organizational policies for addressing personnel problems.Discuss the problem with your manager, coach, or any colleagues who have dealt with similar employee issues.Document your process, describing each action you take to address the issue, such as performance review meetings, warnings, providing development opportunities, etc.

4. Review these alternate actions with your manager, coach, or human resources contact to get their feedback and to solicit other ideas.5. Document what you have learned so you can refer to your notes the next time you need to deal with a performance problem. Use your notes to create a written plan

for addressing the specific problem.



Create a checklist of dos and don'ts for providing feedback.Performance management should not be treated as a semi-annual "event." Effective leaders monitor employee performance and provide feedback on a regular basis. To become more comfortable with providing feedback, create a checklist of dos and don'ts to remember when giving feedback.

1. Think about the most meaningful feedback session in which you participated. What made it meaningful to you? What worked well?2. Now think of the worst feedback session in which you participated. What made it the worst feedback session? What did not work well?3. Based on these past experiences, create a set of guidelines for providing feedback. Some actions you might include are:

Do check the accuracy of your information.Do deal with one issue at a time.Do select issues that directly relate to important goals.Don't focus on issues that are outside of the employee's control.Do include both strengths and developmental areas.Don't give feedback in front of other employees.For corrective feedback, do be specific about the behavior that was inappropriate and explain why it is unacceptable.Do help people discover their own ideas for improvement by asking them questions.Do gain agreement about how to handle similar situations in the future.

4. Each time you prepare to give feedback to an employee, quickly review your checklist as a reminder of your best practices.



Gather performance information from others when you cannot directly observe the employee.There may be times when you will not be able to observe an employee's performance directly. In these situations, you may have to seek performance information from the employee as well as other sources.

1. Identify an employee for whom you have not been able to observe performance or review work output.2. Take some time to consider what information you need to gather about this employee's performance.

What do you specifically need to learn about the employee's performance? Why?How will you use the information you gather?How quickly do you need the information?Who does this employee regularly interact with (e.g., peers, direct reports, customers)?Are there one or two people who you feel can give you a fair and objective assessment of the employee's performance?

3. Set up separate meetings with the individuals you identified and explain that the objective is to discuss the employee's performance.4. Share with these individuals why you are seeking this information and how it will be used. Ask for specific behavioral examples when discussing the employee's

performance.5. Take notes during the discussion, and ask for samples of the employee's work outputs so that you can evaluate them.6. Summarize your notes and evaluation, and conduct the feedback discussion. If it seems appropriate, ask the people with whom you spoke to also provide feedback

directly to the employee.



Identify chronic performance problems.Sometimes, despite your best efforts, you may have an employee whose performance seems to slip repeatedly. This is usually a sign that you need to probe deeper to find the source of the problem.

1. Identify an upcoming situation in which you need to meet with an employee who has an ongoing performance problem.2. Review past documentation regarding this employee. This may include past performance appraisals, e-mails or memos from peers, complaints from customers, etc.3. Look for any trends regarding the problem behavior. For example, you may see that the problem behavior seems to occur when the employee is in a particular

environment, faced with a difficult interpersonal situation, or dealing with a specific type of work issue.4. Review actions that you have taken so far to help the employee, such as feedback, coaching, training, incentives, etc. Have any of these actions seemed to have

greater impact than others in changing the employee's behavior (at least temporarily)?5. Meet with your manager or your coach to discuss the problem and seek input on other potential steps you can take to address the issue.6. Meet with the employee to discuss the trends you have identified. Focus your discussion on understanding why the employee's problem seems to be recurring.7. After the initial discussion, share your ideas for improvement with the employee and ask him or her to help generate additional ideas.8. Together, select the ideas that seem to have the greatest potential for positive impact and implement them. Make clear what your role will be in helping the employee.

At the same time, make clear the potential ramifications if the employee does not effectively address the problem.9. Schedule one or more follow-up meetings to check the employee's progress.



Evaluate performance against goals.As with anything else, the only way to accurately evaluate an employee's performance is to compare it against his or her objectives and goals.

1. Select an employee whose performance of a particular task you want to evaluate.2. Now review the goals that you established for that task. Consider:

Are the goals clear to you?Do you feel that they were clear and specific to the employee?What factors outside the employee's control may impact his or her ability to succeed?Have the goals changed since the last time you discussed them with the employee?

3. Reflect on the employee's performance in comparison to these goals. Refer to your performance observations, the employee's work outputs, and any other information you have to ensure you are focusing on the employee's overall performance, and not just on the employee's most recent actions.

4. Meet with the employee to review the goals and provide feedback. Point out where the employee is meeting or exceeding the goals and where he or she is falling short. It is critical to allow the employee to share his or her perspective on these issues during the discussion. The employee may have information that you do not, which could impact your evaluation.

5. For any problems that are identified, work with the employee to create a plan to resolve the issue.6. If appropriate, take time to reevaluate the goals. Based on what you discussed, are these goals still valid?

Learning Resources

Managing the Unexpected:Assuring High Performance in an Age of Complexity (2nd Edition). Jossey-Bass. (Book)By: Karl E. Weick and Kathleen M. Sutcliffe

http://www.amazon.com/dp/0787956279/?tag=wilsonlearnin-20

The Four Pillars of High Performance:How Robust Organizations Achieve Extraordinary Results. McGraw-Hill. (Book)By: Paul C. Light






The Power of Full Engagement:Managing Energy, Not Time, Is the Key to High Performance and Personal Renewal. Free Press. (Book)By: Jim Loehr and Tony Schwartz


Managing Human Performance (Workshop)Wilson Learning Corporation

Managers need to both retain talented employees and keep them focused and aligned on high performance. Unfortunately, most traditional performance management processes tend to be viewed as demotivating and unfulfilling. The purpose of Managing Human Performance is to build a culture of high performance that encourages creativity and growth. The three-day program is divided into modules designed to teach participants how to collaboratively set challenging performance goals, observe performance, coach employees, conduct performance reviews, help employees plan development activities, and manage relationships when interpersonal conflict is affecting performance.

www.wilsonlearning.com

The 8th Habit:From Effectiveness to Greatness. Free Press. (Book)By: Dr. Stephen R. Covey





http://www.wilsonlearning.com/


Hiring & Staffing

To maximize the performance of one's work group, leaders today have a critical responsibility to identify skill needs in their work groups and take corrective action. Sometimes these skill gaps can be addressed with training or other development approaches, but there are times when a new or different skill set needs must be brought into the group. However, there are few decisions that carry as much potential risk-and reward-as making the choice to hire a new person into the work group. Strong skills in identifying talent needs and making good hiring decisions are critical to ensure the right talent is brought in to satisfy the needs of the work group and the organization as a whole.

Taking Action

Consider the following activities to improve your hiring and staffing efforts.

Create hiring best practices.Look through your past hires to determine what is working well and what needs to be changed in your hiring process.

1. Make a list of what is what is important to you in an effective and efficient hiring process. Be sure to include both process variables (e.g., time and costs required to implement or logistical ease of use) and outcome variables (e.g., the success of the new hire or how well he or she fits with the rest of your work group).

2. Review your last several hires and evaluate the process and outcome you used against the list that you just made.3. Identify the areas in which you would like to make improvements. Examples may include a process that is less costly to implement or finding new hires that get up to

speed more quickly.4. Schedule time to meet with someone who has expertise in the area of employee selection (e.g., your human resources contact, other managers who hire well,

recruiters, or consultants). Review the process improvement list that you made and ask for input on ways that those improvements could be made.5. Implement one or two changes at a time to your hiring process; monitor the results of the changes. Continue refining your hiring efforts until you have the process and

outcomes that you need.



Attend a training program.Just like many other aspects of work life, hiring practices can frequently change. There are often improvements in hiring practices and changes in laws that affect hiring.

1. Obtain a list of training programs or workshops on different topics about hiring, such as conducting interviews or regulations that govern hiring practices. Sources for such a list include:

Your corporate human resources or training departmentIndustry groups such as the Society for Human Resource ProfessionalsColleagues from other organizations who have been through such training programs.

2. Discuss the training programs with your manager to identify the ones that may be the best fit for you.3. When you have selected a program, discuss with your manager the specific goals and outcomes that you would like to receive from the training.4. After attending the program, discuss what you've learned with your manager and identify any changes or improvements that you would like to make to your hiring

process.

Seek out new, innovative hiring processes.Looking at other organizations, or even other industries, can bring fresh perspectives to your hiring processes.

1. Talk with colleagues at other companies or in other industries about the most successful hiring processes they use. Ask them about the challenges in their industry or company with regard to hiring. Compare their challenges with your own. If the challenges are similar, then you may be able to better leverage the hiring practices that they use.

2. Research hiring best practices at the library or on the Internet. Entering "hiring practices" or similar terms in search engines can locate sites with information on what to do/avoid in hiring processes.

3. Discuss your hiring challenges with your manager and human resources contact. Share any new ideas that you find. Jointly determine which ideas you could introduce in your work group and what resources you will need.



Create succession plans.While all positions in an organization are important, there are some jobs that are more critical to have filled at all times. Put a plan in place that ensures an immediate and seamless transition.

1. Identify the positions in your work group that are most critical to have filled at all times with a person who is talented and fully up-to-speed. These are usually higher-level positions.

2. Determine the skills required in the position. Work with your manager or human resources contact to identify these skills if you need assistance.3. Determine which individuals in your department would be next in line for those positions. For each person you identify, consider all the factors that may influence his

or her ability to take on the position in question. Some of those factors include:

Experience - does the person have the type or amount of experience needed to step into the job and have an immediate impact?Interest - would the person even be interested in taking the position in question? Be careful not to assume that a person will automatically want a new position just because of the potential increase in pay or authoritySkill level - does the person already have the skills needed, or will the organization need to invest in additional training and development efforts to bring him or her up to speed?

4. To help you answer questions about the above factors, involve your human resources department. They can help you establish a system for measuring performance and evaluating incumbent employees as objectively as possible.

5. Based on the needs of these employees, identify, create, and implement development activities (such as training programs, mentoring, or "stretch" assignments) targeted to each employee's specific needs as they prepare for the next career step.

Learning Resources

Impact Hiring:The Secrets of Hiring a Superstar. Prentice Hall. (Book)By: Frederick W. Ball and Barbara B. Ball

http://www.amazon.com/dp/B000C4SWRM/?tag=wilsonlearnin-20

Hiring and Keeping the Best People. Harvard Business School Press. (Book)By: Harvard Business School Press

http://www.amazon.com/dp/157851875X/?tag=wilsonlearnin-20



http://www.amazon.com/dp/B000C4SWRM/?tag=wilsonlearnin-20


The New Workforce:Five Sweeping Trends That Will Shape Your Company's Future. AMACOM. (Book)By: Harriet Hankin


Topgrading:How Leading Companies Win by Hiring, Coaching, and Keeping the Best People. Pritchett. (Book)By: Bradford D. Smart, Ph.D.

http://www.amazon.com/dp/B000BOB2SO/?tag=wilsonlearnin-20

Performance-Based Interviewing (Workshop)Wilson Learning Corporation

To avoid the high costs associated with making a "bad hire," organizations need an interviewing process that is highly predictive of job performance. Performance-Based Interviewing incorporates new research into creating a highly specific and highly predictive interviewing process for a specific position. Position-specific interview questions are created, and in a one-day session managers learn how to conduct performance-based hiring interviews. Participants also learn how to summarize and score the interview against desired behaviors and job responsibilities.


The 7 Hidden Reasons Employees Leave:How to Recognize the Subtle Signs and Act Before It's Too Late. AMACOM. (Book)By: Leigh Branham


The Leadership Pipeline:How To Build the Leadership-Powered Company. Jossey-Bass. (Book)By: Ram Charan, Stephen Drotter, and James Noel


Successful Talent Strategies:Achieving Superior Business Results Through Market-Focused Staffing. AMACOM. (Book)By: David Sears





http://www.amazon.com/dp/B000BOB2SO/?tag=wilsonlearnin-20





Adapting to Cultural Differences

The diversity of the world's cultures brings a range of backgrounds, customs, and beliefs. Even within a specific culture, individuals differ in style, perspectives, and experiences. Creating an environment in which all people feel respected and valued and ensuring that diverse perspectives are included in decision making enhances an individual's and an organization's ability to achieve success.

Taking Action

While not discriminating is essential to dealing with cultural differences, the ability to truly adapt to such differences requires much more than tolerance and acceptance. It involves behaving in such a way that individuals feel they are not just tolerated but valued. In creating this environment, consider the following activities.

Give consideration to other cultural perspectives. When working with colleagues from different cultural backgrounds, a willingness to explore and think about cultural differences can enhance both the outcome and the working relationships.

1. When developing business timelines, meeting schedules, or setting up conference calls, ask yourself how you might include the perspectives of colleagues in different countries or with different cultural backgrounds.

2. When generating ideas to address a problem or issue, take a moment to ask your colleagues how such a problem or issue would be handled in their cultures. Try to get as many different cultural perspectives as possible; doing so will give you more options to consider, and will help ensure everyone's involvement in addressing the task at hand.

3. Think in terms of each business connection, meeting, phone call, or correspondence having a "before, during, and after" phase. Ask yourself what you need to do at each phase to include the perspectives of other cultures. In so doing, you will increase the likelihood of success for the overall initiative.

4. Give consideration to different perspectives when making task assignments, but make sure you do not inadvertently assign a task based on a stereotype. For example, if you are working with a person whose cultural background tends to focus on the social aspects of business, do not assume that the person will want to manage project meetings or coordinate efforts with other departments. It is always better to consider the person's skill set first and to ask whether he or she is comfortable taking on the task in question.



Raise your awareness. As a leader, you are dealing with so many different issues that, despite your best intentions, you may forget to give consideration to different perspectives. While an occasional error such as this is understandable, you will want to keep such mistakes to a minimum and find ways to keep this aspect of your work in mind. Here are some ideas to consider:

1. Keep a globe, a world map, flags from different countries, or multiple regionally labeled clocks in your office or work area. This is a good way to help others who need to be reminded as well.

2. If you or your colleagues/employees travel to a different country or otherwise have the opportunity to experience a different culture, schedule a meeting with your work group-perhaps over lunch-to discuss the experience. You can also apply this idea if a person from a different country or cultural background has recently returned from a visit to his or her home country/culture.

3. Schedule a series of meetings in which each person in the work group (including yourself) shares his or her background-where he or she grew up, school attended, jobs, travel experiences, etc. This should NOT be limited to employees who are from other countries or cultural backgrounds; all work group members should be expected to participate as long as they are comfortable doing so.

4. When you buy your next wristwatch, get one with international time zones on it. This way you can think in different time zones when you plan meetings or travel to see your international colleagues.

Help your organization leverage cultural differences. Growing your skills in adapting to cultural differences can go beyond efforts in your work group or department. Helping others in the organization effectively recognize and adapt to such differences will provide you with the opportunity to evaluate your own skills and stretch them.

1. Find out what your organization currently does to enhance the diversity of the workforce in your location. Talk to your manager or your contact in Human Resources to find out what you can do to support these efforts.

2. Offer to become an informal resource to new employees who may come from a different country or cultural background. Also offer to be a resource to the work group or department into which this new person is going. If you feel you do not have the background or experience to be of help in a particular situation, then offer to help find resources for the person or group.

3. Start a roundtable discussion group with other leaders in your department or organization to discuss cultural adaptation issues and how they affect employees and the work itself. Work with your manager or with your colleagues in other locations (if applicable) to identify resources-such as speakers, research, industry best practices-that could help the group determine options for making cultural differences a benefit to the organization.

4. Address any discriminatory behavior when you see it anywhere in the organization. Do not allow inappropriate comments to go unanswered. Make sure others know that discriminatory behavior will not be tolerated in your work environment.



Expand your awareness of cultural differences beyond the immediate need. It can be tempting to learn just enough about adapting to cultural differences so that you can effectively address current issues in your work group. For long-term growth in this skill area, you should consider investing the time to broaden your understanding of different cultures. This will be particularly important if you expect to be dealing more with different countries and cultures as your career progresses. Here are some ideas to consider:

1. Keep informed of current events at the international level. Use resources such as international newspapers, international television and radio news programs, and trade publications detailing the business differences between cultures and countries.

2. Regularly communicate newsworthy events in different countries or cultures and distribute clippings to other leaders in your organization so they are kept aware about the ramifications of these events on their business divisions.

3. If your organization has offices in different countries, take the time to identify and meet (either in person or virtually) with your counterparts in those offices. Discuss the types of issues you both face in your work and the similarities and differences in your approaches. Be sure to discuss why there are similarities and differences, as this will help you reveal the underlying cultural influences.

4. Offer to serve as an informal cultural ambassador to be contacted whenever others within the organization have questions around cultural confusion. Make it clear that you may not have the answer, but you are willing to research the question and share your findings.

Learning Resources

The Commanding Heights:The Battle Between Government and the Marketplace That Is Remaking the Modern World. Touchstone Books. (Book)By: Daniel Yergin and Joseph Stanislaw

http://www.amazon.com/dp/B000H2N53U/?tag=wilsonlearnin-20

Global Awareness (Workshop)Wilson Learning Corporation

As companies continue to expand worldwide, there are greater demands on every level to overcome cultural differences and maximize productivity. Wilson Learning's two-day Global Awareness program prepares participants for global business challenges by providing them with tools to bridge boundaries of time, space, and culture to meet customer needs worldwide. The core of this program is a Global Skills Toolkit, consisting of five principles that help participants communicate and work more effectively within a multinational workforce and meet international business objectives.




http://www.amazon.com/dp/B000H2N53U/?tag=wilsonlearnin-20


A Future Perfect:The Challenge and Hidden Promise of Globalization. Random House Trade Paperbacks. (Book)By: John Micklethwait and Adrian Wooldridge


Global Literacies:Lessons on Business Leadership and National Cultures. Simon & Schuster. (Book)By: Robert Rosen, Patricia Digh, Marshall Singer, and Carl Phillips

http://www.amazon.com/dp/B000C4T3FC/?tag=wilsonlearnin-20

When Cultures Collide:Leading Across Cultures. Nicholas Brealey Publishing. (Book)By: Richard D. Lewis


Cultural Intelligence:People Skills for Global Business. Berrett-Koehler Publishers. (Book)By: David C. Thomas and Kerr Inkson


Global Squeeze:The Coming Crisis for First-World Nations. McGraw-Hill/Contemporary. (Book)By: Richard C. Longworth, Foreword by Adele Simmons


Managing Global Alliances:Key Steps for Successful Collaboration. Addison Wesley Publishing. (Book)By: M. Cauley de la Sierra





http://www.amazon.com/dp/B000C4T3FC/?tag=wilsonlearnin-20





Leadership Character

Today's business environment is characterized by consistent change. In response, leaders must not only develop core competencies; they must also develop skills that allow them to changeand adapt to the business environment as it changes. To do this, leaders must take responsibility for their own growth and acquire a broad set of talents and abilities.-

Taking Action

There is no single best approach to developing Character that works for everyone. Given this, the first step is for you to identify your own path to developing your LeadershipCharacter. Below are some general guidelines to help you define your path.emptyIdentify your core Character values.

A good place to start is to review your multirater results. Specifically, what do your results suggest about what you value most in Leadership?

Compare your highest and lowest Character scores. What do these scores suggest about what you value most, and value least? For example, consider a person who scores high in Organizational Commitment but lower on Willingness to Adapt. This may be because he or she views having high organizational commitment and loyalty as more important than having a great willingness to change rapidly.Reflect on what the overall pattern of results might suggest. For example, are you consistently higher on the Social Character elements (such as Integrity or Compassion) than on the Organizational Character elements (such as Leadership Courage or Organizational Commitment)?Based on this evaluation, create a Core Values Statement, which is a short description of what you think your core Character values are. Try to write this in a short paragraph. One way to begin this paragraph is with a statement such as, "Above all else, it is important that others see me as ." Keep the paragraph short and clear.Share your Core Values Statement with someone whom you trust to give you fair and honest feedback. This is where you may want to enlist the help of a coach or mentor. Ask him or her to review the statement. Does he or she also believe it is an accurate reflection of your actions and behavior? Discuss how you arrived at this statement.



Identify a Character element you would like to change.The next step is to identify elements of your Character you would like to change. Sometimes leaders make the mistake of trying to change too much at one time. To help ensure your success, it is important to start small and focus on the long-term value of others seeing a new consistency in your behavior. Therefore, we suggest you identify one aspect of Leadership Character that is important to you. To guide you in this choice, you might want to think about:

An element of your Core Values Statement that is not as strong as you would like. This could be an element of Character that has a lower score or larger Self-Other gap than you expected to receive.An aspect of Character element that complements your Core Values Statement. An example may be adding Tenacity to an existing Core Value of Initiative. In this case, by focusing both on starting a difficult task (Initiative) and persisting (Tenacity) in order to complete that task, you can strengthen overall character.

Spend time in reflection.Part of changing Leadership Character is reflecting deeply on what you want to change. The next section contains a series of reflection questions for each Leadership Character element on which you received feedback. Reflect on how you would answer these questions, starting with the Character element you want to change. Now is also an appropriate time to review your choices with your coach and to begin exploring what and how you will need to change. Some approaches to reflection include:

Spending time alone considering Leadership Character, using some of the reflection questions in the section belowGiving thought to what you would like people to say differently about you. Then consider what you may need to alter regarding your Leadership Character in order to make that differenceMeeting with your coach to share your thoughts on the reflection questionsWorking with your coach to identify "stretch experiences" that will help you in building your Leadership Character

Engage in "stretch experiences." You will not change your Leadership Character by only reading a book or attending a course. While there are books and courses that can help, significant changes in Leadership Character are usually achieved by participating in Character-building stretch experiences. Stretch experiences are assignments or structured tasks that will challenge, or "stretch," you to demonstrate a Character element you are trying to develop. Again, there is no single best set of stretch experiences, so the first step is to identify the stretch experiences that will have the greatest impact, given your particular needs. Consider the following activities to start identifying the stretch experiences that are best for you:

Work with your coach to identify some potential stretch experiences. What situations would require the most effort for you to express the Leadership Character element you are trying to develop?Explore options for making this stretch experience happen. Is there a special project in which you could be involved? Is there a job responsibility or position you could take?Use the books listed in the Resources section below to identify other stretch experiences.



Key Reflection Questions

In this section you will find reflection questions designed to help you explore each element of your Leadership Character. To use these questions effectively, identify the LeadershipCharacter elements you are trying to improve and locate the corresponding questions.emptySocial Character

Integrity - Keeping organizational and personal promises and commitments and maintaining high ethical standards

What is your principal struggle with keeping commitments? Are you unwilling to make a commitment? Do you overcommit?People express their commitment differently. Some people take a statement such as, "I will try to complete it by tomorrow" as a firm commitment,while others see the statement as less definite - that you are not sure you will have the task done by tomorrow. How do you express commitments? Could this influence how others see your Integrity?

Compassion - Showing genuine concern for the welfare of others

Everyone is compassionate, but some leaders are better at expressing it than others. What gets in your way of expressing your compassion for others' needs and feelings?Do you have a tendency to quickly see and point out the flaws in others' ideas and suggestions? Think about how such an action might affect the other person's feelings about him- or herself. Are there other ways you can express the same judgments and concerns using a more compassionate tone or approach?

Propriety - Demonstrating proper and culturally appropriate behavior when dealing with others

Is it important to you to fit in socially? Or do you enjoy being considered unique because of how you dress or how you express yourself?Consider the possibility that your current use of language or how you dress might be limiting your employment options. Is advancement important enough to you to make changes in your appearance or mannerisms? Recognize that Propriety is not about hiding who you are as a person, but about minimizing distractions so that others focus on you as a person and a leader - rather than focusing only on how you speak or dress.



Values Diversity -Valuing diversity of individual backgrounds, cultural experiences, and beliefs

Sometimes a lack of awareness of different cultural norms and expectations may lead others to think you do not value diversity. Consider how aware you are of different cultures. Can you name specific behaviors that are appropriate in one culture but not another?What is your level of curiosity about other cultures? Are you the type of person who feels comfortable asking others about their culture and cultural norms?

Cooperative -Seeking to accomplish work goals through collaboration with others

Some people have a preference for working alone and taking full responsibility for their own work efforts. Think about your own work style. Could this cause others to see you as less cooperative?Think of a time when you cooperated successfully with others. What do you think made this a successful experience? How can you recreate those conditions?

Accessible -Making oneself easily accessible to employees

Think about your work style. How comfortable do you think it is for others to interrupt you? Are there things that you can change about how you work (or your work environment) that could make you seem more approachable and accessible?Some people prefer-and need-fewer distractions and interruptions to work effectively. If this is true of you, have you communicated this to others and identified times when people can approach you with unscheduled questions or tasks?



Organizational CharacterEthical -Acting in a manner that demonstrates appreciation for ethical standards

What ethical dilemmas have you faced in your work? What has your response to these dilemmas said about your ethical principles?How knowledgeable are you of your organization's ethical and legal requirements? Could you have unknowingly violated them?

Customer Focus -Taking action to demonstrate and communicate the importance of high-level customer service

While many positions do not involve direct customer contact, experience with customers is valuable for all leaders in an organization. When was the last time you had direct contact with customers? How often do you feel you should have contact with customers?What kinds of decisions or actions do you take that affect customers, either directly or indirectly? Do you consistently consider this customer impact when taking those actions or making those decisions?

Leadership Courage -Maintaining principles in the face of organizational or business challenges

Sometimes, showing loyalty to a manager or senior executive can be perceived as an unwillingness to challenge decisions that are not in the organization's best interests. Have there been cases where you have supported the decisions of others but in retrospect you should have challenged them? Why do you think you did that, and what should you have done differently?Think of an action or decision that others in authority might make with which you would likely disagree. What would you do to appropriately challenge the person's action or decision?

Organizational Commitment -Demonstrating support for the company's decisions, goals, and values

Sometimes, challenging what you believe to be questionable organizational policies and decisions can lead others to believe that you are not showing commitment to the organization. What are some ways you can express disagreement with a decision or action, while at the same time showing your commitment to the organization?What does it mean to you to be committed to the organization? What are some ways in which you could express this commitment?



Personal Character Risk Taking -Initiating unconventional, uncommon, or risky action in striving to achieve significant organizational benefit or advantage

Taking risks and being conservative in your decision making can be difficult to balance. In thinking about your decisions, do you tend to be more conservative or more risk taking than others in your organization?What would it take for you to be more comfortable taking risks?

Initiative -Recognizing when actions are needed to achieve results and performing those actions without direction

What are some work assignments for which you could volunteer that are outside your normal area of responsibility?How could the organization use your skills differently-in a way that would be beneficial to you and the organization?

Drive -Persevering, sacrificing when necessary, and expending energy to reach high levels of performance

Sometimes a more deliberate pace that is focused on detail can be viewed as a lack of drive. What is it about your work pace that might lead people to believe you have a lack of drive?To be seen as having drive, what behaviors do you feel you may need to change?

Sense of Urgency -Responding quickly to pressing organizational demands

We all have natural tendencies in how we react when faced with an urgent or crisis situation. Some tend to "fight" the crisis head on, while others tend to be more "flight" oriented and avoid the crisis. What is your natural tendency? Does it need to change, and if so, what can you do to change it?Sometimes the ability to react quickly comes from having clear criteria for when a situation requires immediate action. What criteria can you apply to such situations in your day-to-day work?



Personal Character Tenacity -Persevering with an issue or problem until the matter is settled or the objective is no longer attainable

There is often a fine line between persisting in spite of barriers and continuing even when the required effort is not worth the outcome. On which side of the line do you see yourself?When addressing an issue or problem, what could you do to evaluate your potential for success in a way that would allow you to be more persistent?

Resilience -Remaining focused and productive in spite of adverse circumstances

Think back to a time when you handled stress well. What was it about that situation that allowed you to deal with the stress quickly and keep focused?What can you do or tell yourself that will help you remain productive during stressful times?

Willingness to Adapt -Adjusting to new situations and immediate work demands

Persisting on a task can sometimes be perceived as an unwillingness to adapt. Do you tend to continue a course of action and persist to the end, or to shift focus rapidly?How do you respond to new information about a situation? How do you consider the impact of that information on your priorities?

Stress Management -Dealing effectively with job-related stress for self and employees

Think back to a time when stress got in the way of being productive. What were the signs that could potentially help you anticipate when stress might interfere with performance?What are you currently doing to prevent or manage your stress? What coping mechanisms could you use to help alleviate stress in your life?

Learning ResourcesThe 8 Practices of Exceptional Companies:How Great Organizations Make the Most of Their Human Assets. AMACOM. (Book)By: Jac Fitz-Enz


Artful Work:Awakening Joy, Meaning, and Commitment in the Workplace. Berkley Trade. (Book)By: Dick Richards






Awakening the Leader Within:A Story of Transformation. John Wiley & Sons. (Book)By: Kevin Cashman with Jack Forem


The Four Pillars of High Performance:How Robust Organizations Achieve Extraordinary Results. McGraw-Hill. (Book)By: Paul C. Light


A Journey into the Heroic Environment:A Personal Guide for Creating a Work Environment Built on Shared Values. Prima Lifestyles. (Book)By: Rob Lebow


The Leadership Engine:How Winning Companies Build Leaders at Every Level. HarperCollins. (Book)By: Noel M. Tichy with Eli Cohen


The Legacy Leader:Leadership with a Purpose. 1st Books Library. (Book)By: Anthony B. Lopez


The Other 90%:How to Unlock Your Vast Untapped Potential for Leadership and Life. Three Rivers Press. (Book)By: Robert K. Cooper










The Power of Full Engagement:Managing Energy, Not Time, Is the Key to High Performance and Personal Renewal. Free Press. (Book)By: Jim Loehr and Tony Schwartz


Principle-Centered Leadership. Free Press. (Book)By: Stephen R. Covey


Prisoners of Our Thoughts:Viktor Frankl's Principles for Discovering Meaning in Life and Work. Berrett-Koehler Publishers. (Book)By: Alex Pattakos and Stephen R. Covey


We Are All Self-Employed:How to Take Control of Your Career. Berrett-Koehler Publishers. (Book)By: Cliff Hakim


The Web of Inclusion:Architecture for Building Great Organizations. Beard Books. (Book)By: Sally Helgesen


Leading from Within (Workshop)Wilson Learning Corporation

Leading from Within® is a unique one-day workshop that explores the challenges of leadership. As a discovery process that helps participants define who they are as leaders, it provides participants with the tools and strategies to enhance their personal effectiveness, examine their leadership approach, share their leadership philosophy, develop a personal vision for leadership, and create a map to track their leadership integrity.










Using This ReportUsing This Report will help you understand and learn from the information in this report. In this section you will find the following categories:

What information is in this report?How do I use this report to plan my development?A list of Frequently Asked QuestionsGlossary of terms

Before reviewing this section, please consider the following important points regarding your results in general:Feel free to just explore this report using the embedded links.Most of the terms used in this report are linked to definitions in the Glossary.All scores in the report are based on a 0- to 100-point scale. This scale makes score differences clearer and eliminates the need to work with decimal point scores. The best way to thinkabout your scores is as percent of effectiveness. That is, a score of 80 indicates that you are 80% effective. If you want to know how your score compares to the survey ratings, the scaleconversion used is as follows:

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Survey RatingScale

0255075100

ReportScale

The Behavior Detail section of this report shows separate results for each rater group. These groups can include your manager, peers, direct reports, customers, and your self-ratings.These results are shown separately so that you can better identify differences in how these groups perceive your performance. To preserve confidentiality, these separate scores for peers,direct reports, or customers are provided ONLY if there are two or more completed surveys in that group.You may also see a rater group called "Unclassified." There are two reasons why you may see this rater group in your report:

1. You may have used this category to ask for feedback from individuals who do not fit into the other rater groups (i.e., Manager, Peers, Direct Reports, or Customers).2. If you did not assign any raters to the Unclassified group, yet still see it in your report, this means that you did not have at least two raters in one or more of the other rater groups

(i.e., Peers, Direct Reports, or Customers). For example, if you received only one completed Peer survey, that survey is reassigned as Unclassified. Then, if there are two or moreUnclassified surveys, those surveys are reported as Unclassified in the report.



What information is in this report?

This report contains the information you need to begin identifying opportunities to become more successful in your role and to create your development plan. The report is organized into thesemain sections:

1. Overall Summary - a single-page, high-level overview of your feedback results2. Strength & Opportunity Summary - a review of the competencies that were identified as your top strengths and your top development opportunities3. Behavior Summary - an overview of those individual behaviors that were identified as your strengths and development opportunities4. Leadership Character Summary - a review of your overall Character feedback results across 18 Character traits5. Open-Ended Comments - verbatim responses to open-ended questions about your strengths and opportunities6. Behavior Detail - a reference section containing detailed feedback results for each competency and behavior7. Development Recommendations - suggested development activities, business books, and training courses for your specific development opportunities



Overall Summary

This section of your report provides you with a high-level "executive overview" of your feedback results.

How do I read this section?The long bars indicate your overall current performance rating for each competency. This is the level of performance that your feedback providers feel you are currently exhibiting.These performance ratings are based on the average rating of all your rater groups, but excludes your self-ratings.The small white bars show the target performance for each competency. This is the level of performance that should be exhibited by you in order to be the most successful. Again, thisvalue is based on the average target rating of all your rater groups, but excludes your self-ratings.The greatest strengths and opportunities are determined by the size of the gap between your current and target performance. To calculate gap, the target score is subtracted from thecurrent score. Positive gap scores indicate that the current exceeds the target. Negative gap scores indicate that the target exceeds the current. Most gaps will be negative.Colors show which competencies are your strengths (green bars) and which competencies are your development opportunities (red bars).Each competency label is linked to more detailed information on that competency in the Behavior Detail section of this report.



Strength & Opportunity Summary

The results presented in this section address only the competencies identified as your greatest strengths and your greatest development opportunities.

How do I read this section?The greatest strengths and opportunities are determined by the size of the gap between your current and target performance. To calculate gap, the target score is subtracted from thecurrent score. Positive gap scores indicate that the current exceeds the target. Negative gap scores indicate that the target exceeds the current. Most gaps will be negative.Strengths are the competencies with the smallest negative gap (or largest positive gap) scores. Development opportunities are the competencies with the largest negative gaps.This summary compares your self-ratings to the average combined ratings of all rater groups.Each competency label is linked to more detailed information on that competency in the Behavior Detail section of this report.Selecting the link in the Indicator column will take you to a list of development resources -- such as books, classes, and on-the-job activity recommendations -- that can help youdevelop that competency.

How do I use this section?The purpose of this section is to provide you with a clear view of your individual strengths and development opportunities. If your primary purpose for completing this assessment is to quicklyidentify skills that will help improve your job performance, then you should concentrate on this Strength and Opportunity Summary. To use this section:

Focus first on your strengths to identify the competencies in which you are currently excelling. Select the link to examine the Behavior Detail section of your strengths to determinewhether there are specific behaviors that need some additional attention. Then select the Indicator link to examine recommendations for how you can leverage your strengths.Next, examine your development opportunities. Select the link to the Behavior Detail section for more specific information regarding these competencies. Then select the Indicator linkto identify specific activities for improving in these competency areas.



Behavior Summary

This section provides an alternative way of looking at your strengths and development opportunities. Rather than showing the broad competencies, this section shows individual survey items,or behaviors, that were identified as strengths or opportunities.

How do I read this section?The greatest strengths and opportunities are determined by the size of the gap between your current and target performance. To calculate gap, the target score is subtracted from thecurrent score. Positive gap scores indicate that the current exceeds the target. Negative gap scores indicate that the target exceeds the current. Most gaps will be negative.Strengths are the behaviors with the smallest negative gap (or largest positive gap) scores. Development opportunities are the behaviors with the largest negative gaps.This summary compares your self-ratings to the average combined ratings of all rater groups.Each behavior label is linked to the detailed information on that behavior in the Behavior Detail section of the report. In the Behavior Detail section, you will see the separate averagesfor all people who responded to your survey.This section also identifies the competency associated with each behavior. Thus, a competency can be listed more than once if several behaviors in that competency are identified asstrengths or opportunities.

How do I use this section?The purpose of this section is to provide you with a way to more specifically examine your strengths and opportunities. Sometimes a close review of individual behaviors tells a different storyabout your strengths and opportunities than does a review of competencies alone.

First, determine whether most of the behaviors in this section are associated with either your strength or development opportunity competencies. If so, this confirms that thosecompetencies are an accurate reflection of how people see your skills, and that your development efforts should focus on those competencies.If most of the behaviors listed in this section are associated with competencies other than the identified strength and opportunity competencies, examine those additional competencies.Are your gap scores for those competencies similar to your gap scores for the strength and development opportunity competencies identified in the Strength and Opportunity Summarysection? If so, you might consider making one or more of these additional competencies part of your development plan.Finally, examine the pattern of all of the behaviors and competencies identified as strengths and opportunities in this section. Does the pattern tell you something new about yourprimary strengths and opportunities?



Leadership Character Summary

This section summarizes the results of the Leadership Character items in the survey.

How do I read this section?Interpreting Leadership Character results is different from interpreting skill results because the important gap is not between current and target performance, but between your view ofyour Leadership Character and others' views of your Leadership Character.Leadership Character gaps are calculated by subtracting your ratings from the average combined ratings of all rater groups except self.A large negative gap indicates that you see that element of Character as being stronger than others see it. This could indicate that others perceive your actions and decisionsdifferently from how you perceive them.A large positive gap indicates that others see that element of Character as being stronger than you see it in yourself. This may indicate that you are less aware of some of the strengthsthat others perceive in your Character.A small gap indicates a consistency in how you and others see that element of Character. This does not necessarily mean that this element is a Character strength for you -- it justindicates that you and others agree on the relative strength of that Character element.

How do I use this section?Responding to Leadership Character results should be done with a certain amount of reflection and thoughtful consideration. We suggest turning to the Development Recommendationssection for further guidance on how to change your Leadership Character:

Character scores are not necessarily good or bad; they are a reflection of what you value. Consider what your pattern of scores suggests about what you value.Larger gaps between your self-perceptions and others' perceptions indicate a difference between how you interpret your behaviors and how others interpret your behaviors. Thinkabout what could lead to these different interpretations.



Open-Ended Comments

This section contains responses to open-ended questions. This information can provide you with some greater insight into your scores because it allows individuals to express, in their ownwords, what they observe in your behavior.

How do I read this section?The name of the person making each comment is not provided. Your feedback providers were promised confidentiality in order to encourage open, honest comments.4 open-ended questions were asked about what others see as your greatest strength, greatest area for improvement, suggestions for improvement, and a general question aboutLeadership Character.All comments are included, and are reported exactly as written.

How do I use this section?It is easy to over-interpret written comments. Because these comments can reference specific actions or convey a lot of emotion, people have a natural tendency to give the comments moresignificance than the comments deserve.

Remember that a comment is written by one person at one specific point in time. On another day, that person may not have written that comment.Look specifically for comments that are related to your strengths and development opportunities. Do the comments help you interpret the meaning of your scores?If a comment is inconsistent with your scores (for example, you have a strength in a particular competency, but you receive a comment that is very critical of that competency), do notignore the comment, but do keep it in perspective. Your score indicates that most of your feedback providers saw that competency as a strength.Overall, examine the tone of the comments. Are the comments written in a tone that expresses a desire to help and support your development, or are they expressing frustration (oreven anger)? This is most important to consider as you prepare to share your results with others and ask for their support and help in making changes.



Behavior Detail

This section is considered to be the reference section of your report. It is unlikely that you will ever need to review this entire section because it contains all of the detail regarding all of thecompetencies and behaviors included in the survey.

How do I read this section?This section shows separate results for each rater group. These groups can include your manager, peers, direct reports, customers, and your self-ratings. These results are shownseparately so that you can better identify differences in how these groups perceive your performance. To preserve confidentiality, separate scores for peers, direct reports, orcustomers are provided ONLY if there are two or more completed surveys in that group.You may also see a rater group called "Unclassified." There are two reasons why you may see this rater group in your report:

1. You may have used this category to ask for feedback from individuals who do not fit into the other rater groups (i.e., Manager, Peers, Direct Reports, or Customers).2. If you did not assign any raters to the Unclassified group, yet still see it in your report, this means that you did not have at least two raters in one or more of the other rater groups

(i.e., Peers, Direct Reports, or Customers). For example, if you received only one completed Peer survey, that survey is reassigned as Unclassified. Then, if there are two ormore Unclassified surveys, those surveys are reported as Unclassified in the report.

If a competency or a behavior was an identified strength or development opportunity, there is an indicator in the far-right column. For such competencies, this indicator is linked to theDevelopment Recommendations section of the report. Selecting that link will take you to the development activities and resources recommended for that particular competency.The greatest strengths and opportunities are determined by the size of the gap between your current and target performance. To calculate gap, the target score is subtracted from thecurrent score. Positive gap scores indicate that the current exceeds the target. Negative gap scores indicate that the target exceeds the current. Most gaps will be negative.Strengths are the competencies or behaviors with the smallest negative gap (or largest positive gap) scores. Development opportunities are the competencies or behaviors with thelargest negative gaps.

How do I use this section?The detail in this section allows you to look more specifically at your results.

If there are results that surprise you (for example, you find a gap score that is significantly higher or lower than you had expected), the behavior detail may provide you with greaterinsight; perhaps it was a single behavior in a competency that caused the surprising result.At a minimum, it is useful to examine the detail of your strengths and development opportunities so you have a complete picture of these results.



Development Recommendations

This section provides you with specific information and resources to help you create and implement your development plan.

How do I read this section?There are three parts to this section: one addressing your strength competencies, one addressing your development opportunity competencies, and one addressing LeadershipCharacter.For your strengths, you are provided with some general guidelines for how to develop and leverage your strengths.For your development opportunities, you are provided with competency-specific on-the-job activities and development resources lists that include books, courses, etc.For your Leadership Character, you are provided with a process for changing elements of Character and some resources for exploring Leadership Character in greater detail.

How do I use this section?The purpose of this Navigator is to help you grow and change in your role; the information in this section is vital to helping you put together a development plan that will drive that growth andchange. There are many ways to use this information; however, we suggest the following process:

1. First, review the other sections of this report and identify the competency or competencies on which you want to focus your development planning. We suggest focusing on at leastone competency, and no more than three competencies in your development planning.

2. Review the Development Recommendations for those competencies that you wish to develop. Read through the suggested on-the-job activities. Highlight activities that you thinkcould be of help to you. You may want to review those activities with your coach or manager, then add them to your development plan.

3. Review the resources. Think about your own preferences for learning. For example, do you prefer to read books on your own, or do you prefer a more structured learning activity?Do you prefer learning in a group, or do you prefer learning on your own?

4. Select some development resources that match your development needs and your preferred learning style. You may want to review those resources with your coach or manager, thenadd them to your development plan.

5. Complete your development plan and take action!



How do I use this report to plan my development?

The ultimate goal of the Navigator is to help you improve your skills. Therefore, it is important that you take the feedback results here and turn them into an action plan. While there are manyways to use this report, below is one suggested process for moving quickly from data to action:

Start with the Overall Summary section and ask yourself questions, such as:What does the overall pattern of results suggest about my job performance?Am I stronger in some areas than in others?Do my strengths cluster around one specific topic? What about my weaknesses?

Make some notes about your conclusions and any unanswered questions you have.

Then go to the Strength and Opportunity Summary. Again ask yourself:Do the identified strengths and development opportunities support my conclusions from the Overall Summary?Are there large gaps between others' ratings and my self-ratings? What might this suggest?How do my results compare to the organization's overall results? Are my strengths and opportunities shared by others, or are they unique to me?

Again, make notes about your conclusions and any open questions.

Review the Behavior Detail for each competency in your Strength and Opportunity Summary.For your development opportunities, do all of the behaviors in the competency have large gaps, or only some of the behaviors?For your strengths, do all of the behaviors in the competency have small gaps, or only some?What conclusions can you draw from the patterns?

Again, make some notes.



How do I use this report to plan my development? (cont.)

Go to the Behavior Summary to see the individual behaviors that have the largest and smallest gap scores.Are most of these behaviors associated with competencies identified as your strengths and development opportunities?For those behaviors not associated with your strength and development opportunity competencies, are there patterns that suggest other, additional competencies are alsoimportant?Examine the Behavior Detail of these additional competencies by selecting the title link and going to the Behavior Detail section.

Make notes as needed.

Identify the competency or competencies you want to work on improving. We recommend focusing on at least one and no more than three competencies at a time. You may want toreview your choices with a coach or mentor.

Go to the Development Recommendations section of the report.Review the activities and resources recommended.Select those activities and resources that you think will most positively impact your abilities.

Put all of this information -- the competencies, behaviors, and the actions you will take -- into a development plan and then take action!



Frequently Asked Questions

What is the best way to share my results with others?What is the fastest way to find what competencies I should work on?Why don't all of my scores show up in the report?What if a competency is not labeled as a strength or development opportunity?If I get more surveys completed by my raters, can I have the report updated?How many surveys are needed to score my results?

What is the best way to share my results with others?The Overall Summary is the best section to print and copy for sharing with others. As a one- to two-page overview of the results, it is easy for people to read and provides a good "at-a-glance"picture of your overall capabilities.

What is the fastest way to find what competencies I should work on?The fastest way is to go to the Strength and Opportunity Summary section and look at the development opportunity that has the largest gap. Select the link to the Behavior Detail to see whichspecific behaviors are of most concern.While this is the quickest way, this also leads to some danger of missing important details that might influence your performance. That is why it is valuable to examine both your Overall Summaryand the Behavior Summary in creating your development plan.

Why don't all of my scores show up in the report?Occasionally a single response form will not show up on the report in order to preserve the confidentiality of the person completing the form.To preserve confidentiality, separate scores for Peers, Direct Reports, or Customers are provided ONLY if there are two or more completed surveys in that group.You may also see a rater group called "Unclassified." There are two reasons why you may see this rater group in your report:

You may have used this category to ask for feedback from individuals who do not fit into the other rater groups (i.e., Manager, Peers, Direct Reports, or Customers).If you did not assign any raters to the Unclassified group, yet still see it in your report, this means that you did not have at least two raters in one or more of the other rater groups (i.e.,Peers, Direct Reports, or Customers). For example, if you received only one completed Peer survey, that survey is reassigned as Unclassified. Then, if there are two or moreUnclassified surveys, those surveys are reported as Unclassified in the report.



What if a competency is not labeled as a strength or development opportunity?Strengths and development opportunities are the competencies with the highest and lowest gap scores, respectively. Any competencies not labeled as either a strength or a developmentopportunity had gap scores that fell somewhere between the highest and lowest gap scores. While you will want to focus your analysis on your strengths and development opportunities, thisdoes not mean you should completely ignore the competencies in between. Keep in mind that a strength or development opportunity may be separated from an "in-between" competency byonly a point or two.

If I get more surveys completed by my raters, can I have the report updated?If a specific rater group (such as your Direct Reports) was not scored because there were not enough surveys completed, then it is often useful to reproduce the report if more surveys arecompleted within that rater group. Check with your organization's coordinator, as there is sometimes an additional charge for re-scoring a report.

How many surveys are needed to score my results?The number of surveys needed for scoring is tied to the different groups of raters. For the self and manager categories, only one completed survey each is needed for scoring. However, withpeers, direct reports, customers, and unclassified rater groups, two or more surveys are needed. With this approach, the confidentiality of the results is preserved for those groups.



Glossary

Term/Phrase DefinitionAll Other Average ratings of your performance across all raters except Self.

Behavior A behavior is a specific and discrete action or activity that addresses an important aspect of job performance.

Character Leadership Character is comprised of the values, characteristics, and clarity of purpose that determines what a person wants tobe as a leader. It is expressed in the consistency of behavior -- the degree to which a leader's actions match his or her words.

Competency A competency is a collection of related important behaviors that describe a skill or ability required for effective job performance.

Current Bar(Overall Summary)

The Current Bar shows the average current performance rating from all of your raters except Self. Current performance is anindication of what your raters believe is the actual level of performance you are currently exhibiting.

Current Bar (All other sections)

The All Other Current Bar shows the average current performance rating from all of your raters except Self. The remainingCurrent Bars show the current performance rating from that particular rater group. Current performance is an indication of whatyour raters believe is the actual level of performance you are currently exhibiting.

Customer Average ratings of your performance given by your clients or customers.

Direct Report Average ratings of your performance given by people who report directly to you.

Gap: Current-Target This column shows the gap between your Current and Target performance ratings. Negative gap values indicate that yourCurrent performance is below your Target performance level. Positive gap values indicate that your Current performanceexceeds your Target performance level.

Indicator This column shows if a competency or behavior is considered a strength (p ) or a development opportunity (q ), based on thegaps between your All Other Current and All Other Target performance ratings.



Term/Phrase DefinitionLimited Extent, Moderate Extent,Great Extent

Each behavior in the feedback survey is rated on a scale of 1 (Limited Extent) to 5 (GreatExtent). However, data in this feedback report tables are presented on a 0- to 100-point scale inorder to eliminate the need to deal with decimal points. The scale conversion used is asfollows:

Survey12345

Report0255075100

Manager Ratings of your performance given by your manager.

Organization Norm: Current This column shows the average Current performance rating across all participants' scores within your organization.

Organization Norm: Target This column shows the average Target performance rating across all participants' scores within your organization.

Peer Average ratings of your performance given by your co-workers or peers.

Raters Each behavior was rated by multiple individuals with whom you work. The graphs provide results for each of these rater groups.

Role(Overall Summary)

The Roles describe the broad combinations of competencies that each participant must fulfill in order to be effective.

Self Your own ratings of your performance.

Self-Other Gap(Character)

This column shows the difference between your Self rating and the average rating across all other raters on a particular aspect ofCharacter. Negative gap values indicate that you rated yourself higher than your raters did on that Character element. Positivegap values indicate that you rated yourself lower than your raters did on that Character element.

Target Bar(Overall Summary)

The Target Bar shows the average target performance rating from all of your raters except Self. Target performance is anindication of what your raters believe is the level of performance you should exhibit to be successful.



Term/Phrase DefinitionTarget Bar (All other sections)

The All Other Target Bar shows the average target performance rating from all of your raters except Self. The remaining TargetBars show the target performance rating from that particular rater group. Target performance is an indication of what your ratersbelieve is the level of performance you should exhibit to be successful.

Unclassified Average ratings of your performance across all raters who did not fit into one of the above categories.

Your Score: Current(All other sections)

The All Other Current score shows the average current performance rating from all of your raters except Self. The remainingCurrent scores show the current performance rating from that particular rater group. Current performance is an indication of whatyour raters believe is the actual level of performance you are currently exhibiting.

Your Score: Current(Overall Summary)

The Current Column shows the average current performance rating from all of your raters except Self. Current performance is anindication of what your raters believe is the actual level of performance you are currently exhibiting.

Your Score: Target(Overall Summary)

The Target Column shows the average target performance rating from all of your raters except Self. Target performance is anindication of what your raters believe is the level of performance you should exhibit to be successful.

Your Score: Target (All other sections)

The All Other Target score shows the average target performance rating from all of your raters except Self. The remaining Targetscores show the target performance rating from that particular rater group. Target performance is an indication of what your ratersbelieve is the level of performance you should exhibit to be successful.



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