Leolingham2000
Management Consultant
Rupaliwadhwa
Hr Professional

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Hi Everybody,
Facing a very common issue of gauging employees potential for managerial skills.
We dont have 360 degree, one of the tool to gauge potential, and nor have any plan for its implementation in near future
Now pls , could anyone of us help me on this.
Regards,
Rupali

From China, Qinhuangdao
Hi Freinds:
I have a query.
Our organisation has various depts. like R&D, Mfg, mkg, prod and operations.
While appraising the performance of all the employees, I am concerned about the variation in scores of employees with similar kind of job profile in various depts. for eg., clerical staff. We have clerical and secretarial staff in almost every dept.
All of their performances will be rated by different line managers. What if there is a big variation among them although all of them are performing almost with equal effeciency ?
Is there a mechanism which could iron out this concern?
Looking forward to a help at the earliest.
Thankyou
Shradha


RUPALI,

SINCE I don't have any information about your organization

or any other details, I have listed a whole range of information.

You can pick up/ use any range of materials required.

GAUGING EMPLOYEE POTENTIAL FOR MANAGEMENT POSITION.

The aim of potential assessment is to identify training and development

needs, provide guidance on possible directions in which an individual's

career might go, and indicate who has potential for promotion.

A more comprehensive approach is provided by the use of assessment centres. These incorporate a range of assessment techniques and typically have the following features:

• The focus of the centre is on behaviour.

• Exercises are used to capture and simulate the key dimensions of the job. These include one‑to‑one role‑plays and group exercises. It is assumed that performance in these simulations predicts behaviour on the job.

• Interviews and tests will be used in addition to group exercises.

• Performance is measured in several dimensions in terms of the competencies required to achieve the target level of performance in a particular job or at a particular level in the organization.

• Several candidates or participants are assessed together to allow interaction and to make the experience more open and participative.

• Several assessors or observers are used in order to increase the objectivity of assessments. Involving senior managers is desirable to ensure that they 'own' the process. Assessors must be carefully trained.

Assessment centres provide good opportunities for indicating the extent to which candidates match the culture of the organization. This will be established by observation of their behaviour in different but typical situations, and by the range of the tests and structured interviews that are part of the proceedings. Assessment centres also give candidates a better feel for the organization and its values so that they can decide for themselves whether or not they are likely to fit.

THESE CAN CONDUCTED IN-HOUSE OR OUTSOURCED.

================================================== ========= The Approach

Starting from Scratch

1.REVIEW THE CORPORATE VALUES.

2.REVIEW THE CORPORATE MISSION STATEMENT.

3.REVIEW THE CORPORATE OBJECTIVES/ STRATEGY.

4.REVIEW THE JOB PURPOSE.

5.REVIEW THE JOB DESCRIPTIONS.

6.REVIEW THE JOB SPECIFICATIONS

7. Identify performance criteria / skills for individuals and work units.

All inputs required for developing criteria are provided in the

following few pages.

2.Identify individuals under the current situation

HIGH FLIERS / GOOD PERFORMERS/ NOT SO GOOD.

3. Interview job incumbents and informed observers.

4. Observe job incumbents directly—just 'a day in the life."

5.Develop interim competency model‑analyze data for themes and patterns and

look for differences between exceptional and standard performers.

TEST THE COMPETENCES.

6. Administer a survey and/or conduct focus groups to include a

wider population and test the de­gree of relevance and importance

of the competencies to the job.

7. Analyze survey or focus group data and refine the model

.

VALIDATE

8. Validate the model: to identify competencies that corre­late with

exceptional performers.

9. Finalize the model SKILLS/ COMPETENCES.

10.Set the level of competences.

CONDUCT THE FINAL PERFORMANCE APPRAISAL.

================================================== ==

THESE ARE INPUT SUPPORT REQUIRED TO CONDUCT THE

ABOVE LISTED EXERCISE. COULD BE USED FOR STRUCTURING

ORAL /AND OR WRITTEN COMMUNICATIONS.

Defining What You Want

EXPERTS have explored a wide variety of methods to describe leadership attributes. It has beeNfound that it takes four types of information to develop a solid understanding of executive candidates' strengths and weaknesses:

1. job challenges /Preparatory experiences [ what one has done.]

2.Organizational knowledge (what one knows).

3.Behaviorally defined competencies (what one is capable of]

4.Executive derailers and other personal attributes (who one is).

1. Job Challenges

Job challenges are descriptions of the kinds of situations that an individual entering top management should have experienced or at least had some exposure to. Examples include:

• Carry an assignment from beginning to end.

• Solve a difficult problem.

• Assume a significant leadership role.

• Build and lead a team.

• Follow through with a plan, product, process, or market start‑up.

• Manage or become heavily involved with a merger, acquisition, strategic alliance, or partnership opportunity.

• Implement a companywide change.

• Complete an assignment with tight time and resource constraints (e.g., be first to market).

• Manage in an e‑commerce environment.

• Assume responsibility for growing, downsizing, reorganizing, or shutting down a unit or operation.

• Handle an emergency situation,

• Build an entrepreneurial mind‑set in a unit.

• Develop and implement a plan to cut costs or control inventories.

• Learn and apply skills quickly.

• Manage a union or nonunion operation.

• Be responsible for an operation in another country or in multiple countries.

• Take on an expatriate assignment.

• Deal with conflict, change, or hurt feelings.

• Build a new management team.

• Identify/Select talent.

• Without position power, lead a team or group through personal influence (e.g., project team, task force).

* Manage a turnaround/"fix‑it" situation.

• Oversee a corporatewide process (e.g., new product development, hiring).

• Negotiate agreements with external organizations.

• Face a situation outside the individual's area of technical expertise, relying heavily on leadership skills.

• Deal with people from different disciplines, cultures, or countries who have diverse perspectives.

• Manage a geographically dispersed team.

• Operate in high‑pressure or high‑visibility situations.

• Manage in a fast‑paced, hard‑nosed business environment.

• Work with people outside the organization, such as government bureau representatives or special interest groups.

• Make presentations to senior managers or a board of directors.

• Develop others.

• Manage a quality improvement team or project.

• Manage a large‑scale infrastructure project (e.g., build an office building).

• Lead a formal meeting where attendees compose different functions within the organization.

• Assume bottom‑line responsibility for an operation.

• Interact directly with an external customer.

• Leverage technology into products or services.

• Create multi‑organization relationships.

• Create a corporate culture.

• Develop or maintain alliances with external partners.

• Implement systems, processes, and strategic plans.

• Work in a line/staff position.

• Work in or with fast‑, slow‑, or hyper‑growing organizations.

• Create a new product.

• Manage a group of consultants.



• Manage a large project.

• Manage a product.

• Manage a long‑ or short‑cycle business.

• Create a breakthrough product or service (as opposed to incremental improvement).

• Control costs against a fixed budget.

• Manage "Generation Xers."

• Show entrepreneurial skills.

• Manage in a flat organization (e.g., many direct reports).

• Manage in a matrix organization.

• Manage a virtual team (e.g., direct reports in different locations).

---------------------------------------------------------------------------------------

Organizational Knowledge Areas

Organizational knowledge refers to the understanding that managers have about how the various parts of the organization operate. There are four components of organizational knowledge: functions; processes; systems; and products, services, and technologies. Using this breakdown helps ensure that no important knowledge areas are left out. (There is some overlap in the areas.)

Functions

To perform effectively, an executive must have at least a working knowledge of the company's functions as well as how they interrelate. Examples of organizational functions include:

‑ Major Division or Group Office

‑ Field Operations or Field Office

‑ International Operations

‑ Research & Development

-Product Management or

Brand Marketing

-SALES

Processes

There are various types of processes to consider:

‑ Distribution

‑ Finance& Accounting

‑ Human Resources

Information Technology

(e.g., MIS)

‑ Engineering

Core Business Process‑Activities that physically create a product or service that is of value to external customers. A key source of competitive advantage, core business processes interact with internal or external customers at the beginning and end of the process. For instance, the auto industry's core process might be new car design, manufacturing, distribution, sales, and service.

Enabling Business Process‑Produces outputs that act as the inputs to core processes. In other words, the enabling process gives the core process the materials needed to operate. Examples of the enabling business process include selection/recruitment (employee acquisition is the input to the core processes), financial reporting (provides "feedback" input to the

core processes), sales training (sales representatives must obtain training to

do their jobs well ' ), and marketing (magazine and newspaper

advertisements, television commercials, corporate sponsorships of events).

Support Process‑A pool of resources that is assigned to and shared by core and enabling processes. Examples of support processes include information technology management, financial management, employee orientation, and staff development.

Leaders need a thorough understanding of company processes to improve the efficiency, accuracy, productivity, and quality of products and services. Many leaders lack the process orientation or knowledge to be able to differentiate between process or system problems and people issues, Understanding these processes will help in that assessment.

Systems

The third component of organizational knowledge is systems knowledge‑the degree to which a manager understands how the organization's internal systems‑work. Organizational systems include:

• Long‑range planning. ‑ Succession management.

• Budgeting. ‑ Compensation.

• Staffing/Selection/Promotion. ‑ Training.

• Performance management

(performance appraisal).

Because many systems support business processes, there can be overlaps in

the lists (e.g., staffing/ selection/promotion is both a process and a system).

Products, Services, and Technologies

The fourth component of organizational knowledge is familiarity with core products, services, and technologies. Because senior managers often must deal with issues that cut across the total organization, they need a working knowledge of these areas of the company.

Executive Competencies

I

Competencies (also known as dimensions) define clusters of behavior, knowledge, technical skills, and motivations that are important to job success. Here are some executive‑level competencies , along with their definitions:

• Accurate Self‑Insight‑Demonstrating an awareness of own strengths and development needs as well as the impact of own behavior on others,

• Adaptability‑Effectively managing changing environments, including business challenges, technologies, etc.

• Building Organizational Talent‑Attracting, developing, and retaining talented individuals; creating a learning environment that ensures associates realize their highest potential; allowing the organization as a whole to meet future challenges.

• Business Acumen‑Understanding and utilizing economic, financial, and industry data to accurately diagnose business strengths and weaknesses; identifying key issues and developing strategies and plans.

• Change Leadership‑Continuously seeking (or encouraging others to seek) opportunities for different and innovative approaches to addressing organizational problems and opportunities.

• Coaching/Teaching‑Providing timely coaching, guidance, and feedback to help others excel on the job and meet key accountabih ties.



Communicating with Impact‑Expressing thoughts, feelings, and ideas in a clear, succinct, and compelling manner in both individual and group situations; adjusting language to capture the attention of the audience.

Cultural Interpersonal Effectiveness‑Demonstrating an understanding and effective adaptation to varying interpersonal styles and norms across cultures; taking actions to minimize the stresses of cross‑cultural experiences and using them as opportunities for growth.

Customer Orientation‑Cultivating strategic customer relationships and ensuring that the customer perspective is the driving force behind all value‑added business activities.

Developing Strategic Relationships‑Using appropriate interpersonal styles and communication methods to influence and build effective relationships with business partners (e.g., peers, functional partners, external vendors, and alliance partners).

Driving for Results‑Setting high goals for personal and group accomplishment; using measurement methods to monitor progress toward goal attainment; tenaciously working to meet or exceed those goals while deriving satisfaction from the process of goal achievement and continuous improvement.

Empowerment/ Delegation‑Using appropriate delegation to create a sense of ownership of higher‑level organizational issues and encouraging individuals to stretch beyond their current capabilities.

Energy‑Demonstrating the physical and mental stamina necessary to meet the challenges of organizational demands.

Entrepreneurship‑Advancing own understanding and sharing insight regarding key market drivers; actively using that knowledge to create/seize business and customer focus opportunities and/or expand into new markets, products, or services.

Establishing Strategic Direction‑Establishing and committing to a long‑range course of action to accomplish a long‑range goal or vision after analyzing factual information and assumptions; taking into consideration resources, constraints, and organizational values.

Executive Disposition‑Conveying an image that is consistent with the organization's values; demonstrating the qualities, traits, and demeanor (excluding intelligence, competence, or special talents) that command leadership respect.

Global Acumen‑Developing and incorporating an understanding of the competitive global business environment as well as an awareness of economic, social, and political trends that impact the organizatior~s global strategy.

Influencing Others‑Using appropriate interpersonal styles and techniques to gain acceptance of ideas or plans; modifying one's own behavior to accommodate tasks, situations, and individuals involved.

Learning Orientation‑Demonstrating and encouraging in others a zeal for new knowledge, experiences, and challenges; regularly creating and capitalizing on learning opportunities.

Managing the job‑Effectively controlling one's job by planning time on priority goals, requirements, and areas of opportunities.

Mobilizing Resources‑Managing staff and resources consistent with organizational goals; proactively negotiating and accessing resources outside of one's immediate domain when necessary.

Operational Decision Making‑Relating and comparing; securing relevant information and identifying key issues; committing to an action after developing alternative courses of action that take into consideration resources, constraints, and organizational values.

Persuasiveness‑Persuading or influencing others to accept a point of view, adopt a specific agenda, or take a course of action.

Positive Disposition‑Demonstrating a positive attitude in the face of difficult or challenging situations; providing an uplifting (albeit realistic) outlook on what the future holds and the opportunities it may present.

Reading the Environment‑Demonstrating broad organizational awareness by accurately perceiving organizational, political, and social dynamics and trends.

Selling the Vision‑Passionately selling an organizational strategy; creating a clear view of the future state by helping others understand and feel how things will be different when the future vision is achieved.

Team Development‑Using appropriate methods and interpersonal style to develop, motivate, and guide a team toward successful outcomes and attainment of business objectives.

Valuing Diversity‑Creates and maintains an environment that naturally enables all participants to contribute to their full potential in pursuit of organizational objectives.

Executive Derailers

Executive derailers are personal attributes that can cause executives to fad even when they have all the other necessary descriptors..

Approval Dependent

This derailer applies to executives who seek and need praise or reassurance from others, particularly from people higher in the organization.

Argumentative (Defensive)

Executives with this derailer are skeptical, tense, and, perhaps, paranoid or suspicious. They are focused on protecting their own interests and are likely to resist coaching and feedback.

Arrogant

This derailer applies to executives who are overly self‑assured and confident. As a result, they tend to be poor listeners, often dismissing ideas or feedback from others.

Attention Seeking (Self‑Promoting)

Executives with this derailer tend to be gregarious, charming, and persuasive­perhaps excessively so. This can lead them to become melodramatic and self­promoting.

Avoidant

While seeming pleasant and cooperative, these executives tend to be preoccupied with their own agendas and might prefer to address issues covertly (avoiding more direct solutions). Thus, they can be perceived as procrastinators or manipulative.

Eccentric

Executives with this derailer often are described as creative and, accordingly, different from others, perhaps to the point of being unorthodox or even odd.

Imperceptive

This derailer describes executives who are not naturally inclined to read others' behavior, intent, and motivations. They might not understand others'reaction to their own behavior.

Impulsive

This derailer applies to executives who are impatient, unpredictable, and inclined to act before considering the consequences of their actions.

Perfectionistic (Micromanager)

These executives tend to micromanage. They are controlling and demanding of others.

Risk Averse

Executives with this derailer are described as indecisive, too deliberate, or reluctant to take unusual or unconventional actions. They overemphasize the prospects of failure.

Volatile

These executives have difficulty controlling their emotions. They are often moody and quick to erupt in anger.

COMPETENCIES COMMONLY related to MANAGERIAL

SUCCESS .

A. Interpersonal

Skills

1.Communicating

with Impact

2.Cultural

Interpersonal

Effectiveness

3.Customer

Orientation

4.Developing

Strategic

Relationships

5.Persuasiveness

B. Leadership skills

6. Building organizational

Talents

7.Change Leadership

8.Coaching / Teaching

9.Empowerment / Delegation

10.Influencing Others

11.Selling the vision

12. Team Development

C. Business / Management Skills

13.Business Acumen

14.Entrepreneurship

15. Establishing strategic direction

16.Global acumen

17. Managing the job.

18.Mobilizing Resources

19.Operational Decision Making

D. Personal Attributes

20. Accurate self insight

21.Adaptability

22.Driving for Results

23.Energy

24.Executive Disposition

25.Learning Orientation

26.Positive Disposition.

27.Reading the Environment

28. Valuing Diversity





Scale for evaluation.

5 Excels in all key actions; full mastery of all aspects of this competency.

4 Excels in some but not all key actions; has no significant development needs in any key actions.

3 Performs well in the more important/critical key actions; needs development in at least one or more subtle or complex key actions.

2 Performs well in some key actions but has significant development needs in at least one key action.

1 Performs adequately in basic key actions but has significant development needs in several areas.

regards

LEO LINGHAM

From India, Mumbai
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