Leadership Effectiveness Analysis

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1 Leadership Effectiveness Anaysis Leadership 36 Report Chris Wiiams Wecome to Leadership 36! This powerfu process of persona deveopment is designed to provide feedback to you on 22 eadership practices from your own perspective as we as from the perspectives of your boss (or bosses), your peers, and your direct reports. This 36-degree feedback data wi provide you with an encompassing view of how you are perceived to operate in your current eadership roe. The Leadership 36 Persona Feedback Report contains your individua feedback profie. It is based upon your own responses to the Leadership Effectiveness Anaysis (LEA) Sef Questionnaire, as we as LEA Observer Questionnaires competed by the foowing respondents: Number of Respondents: Your Boss(es) 1 Your Peers 3 Your Direct Reports 5 To hep you understand the degree to which you are currenty using the eadership practices being profied, your scores have been compared to a arge normative database of eaders who have competed the LEA Sef Questionnaire. You wi receive scores expressed in terms of percenties. For exampe, if you have a score at 75%, then you scored higher than 75% and the same as or ower than 25% of the peope in the normative group. The specific norms that have been used are: Normative Groups: North America n=91964 (Jan212) Presented by: Management Research Group Revised: ENU-4/1 Copyright 1992, 1994, 1998 Management Research Group Portand, Maine USA A Rights Reserved 1

2 TABLE OF CONTENTS Introduction 3 Profie Eements 3 Using the LEA Resource Guide 4 Creating A Vision 5 Conservative 6 Innovative 6 Technica 6 Sef 7 Strategic 7 Deveoping Foowership 9 Persuasive 1 Outgoing 1 Excitement 11 Restraint 11 Impementing The Vision 13 Structuring 14 Tactica 14 Communication 15 Deegation 15 Foowing Through 17 Contro 18 Feedback 18 Achieving Resuts 19 Management Focus 2 Dominant 2 Production 2 Team Paying 21 Cooperation 22 Consensua 22 Authority 23 Empathy 23 Roe Requirements 25 LEA Profie: Roe Requirements 26 Profie Review 27 Perceptions of Your Boss 28 Deveopmenta Opportunities with Your Boss 3 LEA Profie: Boss vs. Sef 31 Perceptions of Your Peers 32 Deveopmenta Opportunities with Your Peers 34 LEA Profie: Peers vs. Sef 35 Perceptions of Your Direct Reports 36 Deveopmenta Opportunities with Your Direct Reports 38 LEA Profie: Direct Reports vs. Sef 39 LEA Profie: Sef vs. A Observers 41 2

3 INTRODUCTION Leadership 36 is based on the principe that your deveopment may be heped significanty by your own insights into the strengths and weaknesses of your eadership approach. The foundation of the Leadership 36 process is diagnostic feedback: feedback which diagnoses those practices or behaviors that need to be sustained, modified or added to your eadership repertoire. The attitude you have toward feedback wi strongy infuence the usefuness of this anaysis. Pease keep the foowing advice in mind as you proceed through your Persona Feedback Report: Use the information as a deveopmenta aid. Avoid viewing your feedback as the fina word on your performance; instead, use it to hep pan tactics and strategies to enhance your future effectiveness. The eadership practices in your feedback profie are behaviors. Behaviors can be changed; thus, you have contro over the factors that can hep you attain maximum effectiveness as a eader. Trust the feedback profie s description of your approach to the eadership roe. The Leadership Effectiveness Anaysis questionnaires are proven, professiona instruments that do show how individuas actuay behave in eadership roes. Do not view high scores as good and ow scores as bad. A given eadership orientation is rarey a positive or a negative. There are potentia assets and potentia iabiities for both high and ow scores. For exampe, a high score on Empathy indicates sensitivity to and concern for other peope. Aternativey, the strongy empathetic eader may be seen as avoiding confict or perhaps having probems handing difficut interpersona issues. Recognize that the aim of the Leadership 36 process is to hep you achieve your goa of increased eadership effectiveness. Your deveopment as a eader wi be enhanced through (1) recognizing your strengths and weaknesses, and (2) designing strategies to enhance strengths and address weaknesses. PROFILE ELEMENTS The foowing pages present the profies of your scores on 22 eadership practices, graphicay showing your own perspective as we as the perspectives of your boss(es), peers, and direct reports. To ensure the confidentiaity of individuas providing their input to you, ony averaged responses are provided for peers and direct reports. If your respondents incude more than one boss, these responses have aso been averaged. Degree of Rater Agreement: Immediatey to the right of the observer graphs the word High, Medium, or Low wi appear when an average consists of at east 2 observers. This refects the consistency of agreement among your observers on each of the eadership practices. High agreement means that the scores of 75% or more of your observers are custered within 25 points of each other. Medium agreement means that the scores of 5-74% of your observers are simiary custered. Low agreement means that the scores of fewer than 5% of your observers fe within a 25 point range. High agreement among your observers suggests that you are impacting them in about the same way. Low agreement, on the other hand, suggests that the nature of your reationships with the individua observers may be different and therefore they react to you differenty. 3

4 USING THE LEA RESOURCE GUIDE The LEA Resource Guide has been incuded as a part of your feedback package to hep you interpret your feedback and create your action pans. This booket provides extensive interpretive information on each of the 22 eadership practices, as we as concrete action steps for strengthening and improving your reationships with your boss, peers, and direct reports. Aso contained in this booket are guideines and exercises for anayzing your feedback data and setting deveopmenta priorities, and detaied action panning guides for your use in creating your deveopmenta action pans. The LEA Resource Guide can be a vauabe too in assisting you to process your feedback data. Here are some suggestions for using the Resource Guide: 1. Before you open your Persona Feedback Report and begin to process your feedback data, turn to page 5 in the Resource Guide and read the information on "Anayzing Observer Feedback." This wi hep you to interpret the meaning of your observers' perceptions of you. 2. As you review your feedback data in your Persona Feedback Report, refer to the appropriate pages in the LEA Resource Guide for further information on each of the 22 eadership practices, or "sets." Become more famiiar with each of the sets by: reading the interpretations of ower and higher scores; transferring your sef score (and/or observer scores, if you wish) to the percentie graphs provided; reading the Potentia Assets and Potentia Liabiities of ower and higher scores, and highighting the ones that seem especiay reevant for you; reading the Genera Action Steps, and marking those that woud be usefu for you to consider; noting that, for each set, specific Action Steps have been provided for increasing your effectiveness in working with your boss, your peers, and your direct reports. 3. Once you have thoroughy reviewed your persona feedback data and are ready to begin your action panning, refer to the LEA Resource Guide again. The specific Action Steps provided for each set shoud be very hepfu to you in creating your deveopmenta action pans. 4

5 CREATING A VISION The word of the modern organization is compex, fied with chaenges as we as exciting opportunities. In order to survive and prosper, an organization must have the enthusiastic commitment of its members, with their imagination and potentia for independent thinking fuy focused on its tasks, probems, and opportunities. A members of the organization are being asked to evauate issues in their areas and offer better ways of responding. Whie this is especiay true for the manageria and supervisory staff, it is aso true for individua contributors. Each person has the power to create new visions and new reaities for the organization. Ceary, the organization wi need to provide a cimate that invites the participation of a. Nevertheess, each person can take the initiative in thinking through and evauating the probems, opportunities and situations encountered every day in a way that is unique to him or her. The five Sets invoved in Creating a Vision are: CONSERVATIVE INNOVATIVE TECHNICAL SELF STRATEGIC 5

6 Conservative Your Score: Studying probems in ight of past practices to ensure predictabiity, reinforce the status quo and minimize risk. Less focused on what has worked in the past; do not rey on precedents; ess concern for acting cautiousy Respect tradition; rey on past practices; buid on knowedge gained through experience 1% Boss(es): Peers: Direct Reports: Innovative LOW LOW-MID MID-RANGE HI-MID HIGH Rater Agreement: 1% 3% 2% Feeing comfortabe in fast-changing environments; being wiing to take risks and to consider new and untested approaches. Medium Medium Your Score: Less attracted to exporing new ideas or approaches; eave we enough aone; avoid unnecessary risk-taking Wecome new ideas and perspectives; comfortabe with change; wiing to take risks; experimenta attitude 15% Boss(es): Peers: Direct Reports: Technica LOW LOW-MID MID-RANGE HI-MID HIGH Rater Agreement: 65% 65% 6% Acquiring and maintaining in-depth knowedge in your fied or area of focus; using your expertise and speciaized knowedge to study issues in depth and draw concusions. Medium Medium Your Score: Prefer the roe of generaist; ess concerned with acquiring and utiizing specific technica expertise Emphasize in-depth knowedge; stay up-to-date in your fied; base decisions on specific technica expertise 5% Boss(es): Peers: Direct Reports: LOW LOW-MID MID-RANGE HI-MID HIGH Rater Agreement: 45% 3% 35% Medium High 6

7 Sef Your Score: Emphasizing the importance of making decisions independenty; ooking to yoursef as the prime vehice for decision making. Infuenced by others; ess ikey to make decisions entirey on your own; may be team-minded See yoursef as source of decisions; highy independent thinker; want to do things on your own 85% Boss(es): Peers: Direct Reports: Strategic LOW LOW-MID MID-RANGE HI-MID HIGH Rater Agreement: 25% 35% 8% Taking a ong-range, broad approach to probem soving and decision making through objective anaysis, thinking ahead and panning. Medium High Your Score: Focus on the present; trust your instincts rather than anayze decisions; may take a highy focused or short-term view Take an anaytica approach; pan ahead; think through the impications of decisions; project into the future 3% Boss(es): Peers: Direct Reports: LOW LOW-MID MID-RANGE HI-MID HIGH 5% 1% Rater Agreement: 5% High High 7

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9 DEVELOPING FOLLOWERSHIP Organizations are buit upon interdependent reationships. In order to make their best contribution, eaders have to get others to respond positivey to their ideas and efforts. The abiity to infuence others comes more from the strength of one's ogic, insight, imagination, and communication skis than from specific position power granted by the organization. In fact, the higher one is in the hierarchy, the ess appropriate authoritarian behaviors become in gaining the oyaty and dedication of independent-thinking and taented peope. There is a parae between the chaenge facing managers when trying to infuence areas other than their own, and the opportunity that exists for individua contributors to be persuasive with their peers and superiors. And, as more and more organizations accept the idea of empowering peope at a eves, the opportunity to infuence upper-eve management decisions becomes ever greater. The four Sets invoved in Deveoping Foowership are: PERSUASIVE OUTGOING EXCITEMENT RESTRAINT 9

10 Persuasive Your Score: Buiding commitment by convincing others and winning them over to your point of view. May not see a need to se your ideas; may use anguage to describe rather than convince Use anguage effectivey to convince others; work to se ideas and win peope over 99% Boss(es): Peers: Direct Reports: Outgoing LOW LOW-MID MID-RANGE HI-MID HIGH Rater Agreement: 99% 95% 95% Acting in an extroverted, friendy and informa manner; showing a capacity to quicky estabish free and easy interpersona reationships. High High Your Score: Are more difficut to get to know; more inner-directed; interpersona stye more roe-dependent Very friendy; meet peope easiy; adopt an informa and easy manner 75% Boss(es): Peers: Direct Reports: LOW LOW-MID MID-RANGE HI-MID HIGH Rater Agreement: 7% 9% 8% High High 1

11 Excitement Your Score: Operating with a good dea of energy, intensity and emotiona expression; having a capacity for keeping others enthusiastic and invoved. Dispay ess emotiona energy; more understated and subdued Are ivey and dynamic; create enthusiasm; dispay emotions easiy 99% Boss(es): Peers: Direct Reports: Restraint LOW LOW-MID MID-RANGE HI-MID HIGH Maintaining a ow-key, understated and quiet interpersona demeanor by working to contro your emotiona expression. 99% 99% 95% Rater Agreement: High High Your Score: Do not restrain emotions; act spontaneousy Work to keep your feeings under contro; try to stay cam and reserved 1% Boss(es): Peers: Direct Reports: LOW LOW-MID MID-RANGE HI-MID HIGH Rater Agreement: 1% 15% 15% High High 11

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13 IMPLEMENTING THE VISION Once objectives have been set and peope have become convinced of their vaue and practicaity, there remains the matter of setting things in motion. One must communicate the part that others wi pay; get individuas to take responsibiity; obtain the necessary training; set standards for judging success; and deveop systems and procedures to support the tota effort. These eements are necessary to ensure that the efforts of one unit are integrated with those of another. The four Sets invoved in Impementing The Vision are: STRUCTURING TACTICAL COMMUNICATION DELEGATION 13

14 Structuring Your Score: Adopting a systematic and organized approach; preferring to work in a precise, methodica manner; deveoping and utiizing guideines and procedures. Are fexibe; may be disorganized; do not prefer structured, systematic approaches Are organized, precise and methodica; set guideines; work we with systems and procedures 5% Boss(es): Peers: Direct Reports: Tactica LOW LOW-MID MID-RANGE HI-MID HIGH 5% 1% Emphasizing the production of immediate resuts by focusing on short-range, hands-on, practica strategies. Rater Agreement: 5% High High Your Score: Stay more removed from day-to-day activities; pace ess importance on reacting quicky to opportunities A hands-on doer; act quicky; ike to be in the center of the action; pragmatic business interests; utiitarian 3% Boss(es): Peers: Direct Reports: LOW LOW-MID MID-RANGE HI-MID HIGH Rater Agreement: 9% 7% 8% High Medium 14

15 Communication Your Score: Stating ceary what you want and expect from others; ceary expressing your thoughts and ideas; maintaining a precise and constant fow of information. Provide ess information; work on a need to know basis Are expicit about expectations; keep everyone informed; express ideas ceary 6% Boss(es): Peers: Direct Reports: Deegation LOW LOW-MID MID-RANGE HI-MID HIGH Rater Agreement: 2% 5% 15% Enisting the taents of others to hep meet objectives by giving them important activities and sufficient autonomy to exercise their own judgment. High High Your Score: Retain responsibiity and authority; prefer to do things yoursef Wi aow others to hep reach objectives; give the freedom to make mistakes; hep others deveop 5% Boss(es): Peers: Direct Reports: LOW LOW-MID MID-RANGE HI-MID HIGH Rater Agreement: 7% 85% 45% Medium High 15

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17 FOLLOWING THROUGH The function of Foowing Through assumes great importance in ensuring that things wi happen according to pan. Despite the best intentions, probems can arise which frustrate and impede the process of achieving desired resuts. The person whose responsibiity it is to compete the project may come face-to-face with the fact that promises have not been kept; mistakes have been made in panning; assumptions have proved to be invaid. He or she wi need to ask the tough questions, face disagreements and resove them constructivey. New procedures and goas may have to be set, and new assignments made in order to get the most from the resources avaiabe. When issues are faced constructivey, creative soutions to probems often emerge. The two Sets invoved in Foowing Through are: CONTROL FEEDBACK 17

18 Contro Your Score: Adopting an approach in which you take nothing for granted, set deadines for certain actions and are persistent in monitoring the progress of activities to ensure that they are competed on schedue. Less ikey to engage in foow-up activities; aow others to foow through on their own Are persistent; stay with goas; monitor tasks very cosey 75% Boss(es): Peers: Direct Reports: Feedback LOW LOW-MID MID-RANGE HI-MID HIGH Rater Agreement: 25% 25% 7% Letting others know in a straightforward manner what you think of them, how we they have performed and if they have met your needs and expectations. Medium High Your Score: Provide itte feedback to others; do not et others know what you reay think; ess direct Let peope know how they are doing; give feedback that is frank and direct 85% Boss(es): Peers: Direct Reports: LOW LOW-MID MID-RANGE HI-MID HIGH Rater Agreement: 55% 75% 75% Medium Medium 18

19 ACHIEVING RESULTS Increasingy, individuas in today's organizations are being asked to accompish more with fewer resources. Whether or not they have expicit position authority, they are being asked to take charge and deiver higher eves of performance. They must set chaenging goas, stay focused on resuts, and buid an achieving cimate in which everyone is encouraged to make his or her maximum contribution. To achieve resuts, today's eaders must chaenge themseves and others to expand their efforts, break down the barriers to success and exceed expectations. The three Sets invoved in Achieving Resuts are: MANAGEMENT FOCUS DOMINANT PRODUCTION 19

20 Management Focus Seeking to exert infuence by being in positions of authority, taking charge, and eading and directing the efforts of others. Your Score: Less emphasis on taking charge and directing others; may prefer being an individua contributor Wiing to take command; enjoy managing peope, being infuentia, accompishing resuts through others 4% Boss(es): Peers: Direct Reports: Dominant LOW LOW-MID MID-RANGE HI-MID HIGH Pushing vigorousy to achieve resuts through an approach which is forcefu, assertive and competitive. Rater Agreement: 7% 9% 95% High High Your Score: Look for win/win soutions; prefer not to be forcefu or competitive; may be more accommodating Highy competitive and aggressive; can be authoritative; want to win 99% Boss(es): Peers: Direct Reports: Production LOW LOW-MID MID-RANGE HI-MID HIGH Rater Agreement: 75% 9% 99% Adopting a strong orientation toward achievement; hoding high expectations for yoursef and others; pushing yoursef and others to achieve at high eves. Medium High Your Score: Give wide atitude for individua standard setting; ess apt to demand high performance from others Expect a great dea from yoursef and others; set high goas and work hard to achieve them 99% Boss(es): Peers: Direct Reports: LOW LOW-MID MID-RANGE HI-MID HIGH Rater Agreement: 85% 7% 9% High High 2

21 TEAM PLAYING It is extremey difficut, if not impossibe, for individuas to achieve major goas and objectives competey on their own. Leaders at a eves need the support of others to reach their objectives. They aso find themseves in the reciproca position of acting as foowers and supporting the eadership efforts of others. Deveoping and using their abiities as foowers may contribute greaty to the success of their organization. In addition, they are ikey to gain more cooperation from others as a resut of their dedication to their coeagues' projects and goas. The skis and perspectives associated with the foower's roe incude being an effective group member, deveoping one's abiity to infuence senior management, and working effectivey across unit boundaries. The individua who is abe to deveop positive and trusting reationships throughout the organization is often considered for even more responsibiity in the future. The four Sets invoved in Team Paying are: COOPERATION CONSENSUAL AUTHORITY EMPATHY 21

22 Cooperation Your Score: Accommodating the needs and interests of others by being wiing to defer performance on your own objectives in order to assist coeagues with theirs. Less wiing to compromise or just go aong; not incined to put aside your own interests to hep others Wi accommodate and hep others in organization; wiing to compromise; can be a good team member 1% Boss(es): Peers: Direct Reports: Consensua LOW LOW-MID MID-RANGE HI-MID HIGH Rater Agreement: 25% 2% 1% Vauing the ideas and opinions of others and coecting their input as part of your decision-making process. Medium High Your Score: Do not activey seek input from others before making decisions Ask for input and advice from others; respect and vaue others ideas 55% Boss(es): Peers: Direct Reports: LOW LOW-MID MID-RANGE HI-MID HIGH Rater Agreement: 35% 45% 15% Medium High 22

23 Authority Your Score: Showing oyaty to the organization; respecting the ideas and opinions of peope in authority and using them as resources for information, direction, and decisions. Less ikey to be infuenced by those in authority; ess wiing to accept rues or decisions without questioning Wi consut superiors and defer to peope in authority; wi foow the rues; oya to the organization 7% Boss(es): Peers: Direct Reports: Empathy LOW LOW-MID MID-RANGE HI-MID HIGH Rater Agreement: 2% 4% Demonstrating an active concern for peope and their needs by forming cose and supportive reationships with others. 4% Medium Medium Your Score: Maintain a certain distance from others; can be somewhat aoof Sincerey care about peope; work to deveop cose bonds with others; project warmth and acceptance 65% Boss(es): Peers: Direct Reports: LOW LOW-MID MID-RANGE HI-MID HIGH Rater Agreement: 55% 55% 45% Medium Low 23

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25 ROLE REQUIREMENTS You have now received feedback on the 22 eadership practices measured by the LEA. This feedback has given you a diagnostic picture of your approach to the eadership roe at this point in time. In order to make the most of this feedback, it wi be important for you to assess which eements of your feedback profie represent strengths and which represent areas that may need deveopmenta attention. A good way to begin this process is to think about your current eadership position and to determine the specific eadership practices that wi enabe you to perform most effectivey within it. Just as every individua is unique, so is every eadership roe. There are many factors that exert an infuence on your current roe. Because of this, you wi find that certain eadership practices may be more important than others in performing your roe to the best of your abiity. In thinking about the eadership practices that are critica for your roe, consider the infuence of the foowing: Organizationa Cuture: Organizations, ike peope, have different "personaities." These "personaities" define the cuture of a specific organization and the eadership practices that are vaued and rewarded by the organization as a whoe. Task or Function: Specific tasks require specific eadership behaviors. For exampe, a eadership position within the accounting function wi certainy require some different behaviors than a position within saes and marketing. Peope: Certain eadership practices wi be more important than others in working with your direct reports, depending upon their taents, abiities, and eves of motivation. Likewise, certain eadership practices may be more important than others in contributing to your effectiveness in working with your boss and your peers. The fu LEA profie is presented on the next page. As you review the 22 LEA eadership practices, think about the specific factors that pertain to your unique roe. First, choose the 6 to 1 practices you think wi be most important in supporting and contributing to your effectiveness in your roe. It is important to focus on behavior acquisition; therefore, choose practices for which you think scores above the mid-range woud refect more effective behavior in your specific roe. Next, estabish a "target range of effectiveness" spanning 2 to 25 percentie points for each of these eadership practices to show the idea range in which you think you shoud score on that particuar practice. Think of these critica eadership practices and the target ranges you have estabished as your "roe requirements." As you review the rest of your Persona Feedback Report and begin your deveopmenta action panning, use these roe requirements to guide your thinking and hep you estabish priorities. 25

26 LEADERSHIP EFFECTIVENESS ANALYSIS Roe Requirements Profie LOW LOW-MID MID-RANGE HI-MID HIGH Creating a Vision Conservative Innovative Technica Sef Strategic Deveoping Foowership Persuasive Outgoing Excitement Restraint Impementing the Vision Structuring Tactica Communication Deegation Foowing Through Contro Feedback Achieving Resuts Management Focus Dominant Production Team Paying Cooperation Consensua Authority Empathy 26

27 PROFILE REVIEW This section of your Persona Feedback Report wi provide interpretive reviews of your boss, peer, and direct report feedback data. The purpose of these interpretive reviews is to hep you understand and focus on the key points in each observer group's perceptions of your eadership practices. For each observer group, the review wi consist of the foowing eements: Perceptions: A series of statements outining the major interpretive points suggested by the feedback of the specific observer group. Deveopmenta Opportunities: Severa issues suggested by the perceptions of the specific observer group that indicate potentia iabiities requiring deveopmenta attention. Comparative Profie: A one-page LEA profie comparing your sef-reported scores to the scores of each observer group. In addition, a one-page LEA profie is provided that shows a 22 of your own scores together with a of the observer scores avaiabe for your report. 27

28 PERCEPTIONS OF YOUR BOSS The foowing summary presents the major interpretive points suggested by your Boss responses. This information is derived from an anaysis of very high and very ow scores in various combinations. Information which may appear to be missing refects ony that the scores being anayzed for any specific interpretive statement did not reach a eve above 7% or beow 4%. As you read these statements, you may wish to mark or highight those you agree represent significant aspects of your eadership approach, or those you woud ike to expore further in your deveopmenta panning. From the perspective of your Boss, you are seen as: Creating a Vision Strongy oriented toward the energizing, motivating aspects of eadership, but not aways knowing exacty where things are headed or how to get there. Not particuary oriented toward being anaytica or paying carefu attention to potentia impications and contingencies. Not one to share a ot of information or outine pans and goas; incined to et others figure things out for themseves. Wiing to et others do the strategizing. Deveoping Foowership A persuasive individua who tends to depend upon instinct and intuition about an issue, but who has an abiity for convincing others and bringing them aong. Emotionay expressive when trying to persuade others; using enthusiasm, energy and emotiona intensity in order to be more convincing. Emotionay expressive and reactive; openy spontaneous and energetic; making itte effort to restrain or concea emotions. Pacing more emphasis on communicating in a convincing, persuasive and infuentia fashion than on communicating simpy to share information. Impementing the Vision Working on a day-to-day basis, without paying much attention to the ong-range aspects of a probem or the specific detais of how tasks are to be accompished. Fexibe and adaptabe, but perhaps disorganized; not tied to doing things the way they have aways been done or ikey to outine specific, step-by-step processes for task accompishment. Focusing on short-term task accompishment rather than panning and anayzing onger term and broader impications; a hands-on doer with a strong orientation towards approaches that are practica and resuts-oriented. Hands-on and invoved in day-to-day action; wiing to jump in and do what is necessary to get things done; impatient with structure, detai and organization, and unikey to set up systems that wi eiminate recurring probems. 28

29 Foowing Through Frequenty having to resove probems that arise because the impications of activities have not been we thought through and progress on deegated assignments has not been tracked. Using persuasive abiities to gain the commitment of others in impementing pans, but expecting them to do the work correcty and on time without needing to be monitored. Using energy and enthusiasm to motivate others and gain their emotiona commitment, but pacing itte emphasis on foowing up to make sure work is performed as expected. Making itte effort to estabish or use structured, forma contro systems to monitor and foow up on activities and assignments. Achieving Resuts Setting high standards for producing a arge quantity of work and getting immediate resuts; tending to worry about today's probems without giving a great dea of thought to what might happen tomorrow. Setting high performance standards and showing emotiona intensity in pushing for high eve achievement. Comfortabe taking charge of a group, but operating on an intuitive basis rather than using a ogica, rationa framework and seeking to understand how various areas within the organization interreate. Identified with achieving resuts through others, and adept at using persuasive abiities to gain the acceptance of others and buid their commitment toward achieving goas and objectives. Team Paying Often skeptica initiay but, once convinced, an effective presenter of organizationa views. A nonconformist who tends to work outside of the traditiona hierarchy; not incined to ook to superiors or to organizationa tradition for direction and guidance. Incined to question the ong-range strategies of others and to rey more on persona instinct and intuition than on in-depth anaysis and panning. Operating on a more intuitive than anaytica basis; ess ikey to seek the opinions and counse of others in order to confirm the accuracy of intuitions. 29

30 DEVELOPMENTAL OPPORTUNITIES WITH YOUR BOSS Based on the perceptions of your Boss, you may want to expore the foowing issues to determine whether they represent potentia iabiities. You may find that you wi gain more from your deveopmenta effort and attention if you focus on the practica impications of the ower scores you received on the foowing: STRATEGIC (5%) Description: In your eadership approach, you tend to focus more on the present than on the onger term impications of issues. You may be reaistic and practica; you are ikey to prefer pragmatic action to exhaustive anaysis and panning. However, your professiona deveopment may require that you pay more attention to examining the onger-term and broader consequences of your actions and decisions. You may need to view the organization from a wider perspective and pace more emphasis upon panning and anticipating probems and outcomes. You may need to see how your particuar roe is connected to the strategic objectives of the arger organization and then use this knowedge base as a framework for your decisions. Action: To address this issue, you may wish to strengthen your use of the Strategic Set. Pease refer to pages in your LEA Resource Guide. STRUCTURING (5%) Description: Your approach to getting things done may be characterized by adaptabiity and fexibiity. Rather than specifying exacty how tasks shoud be accompished, you are ikey to be open to suggestion or to et others decide for themseves. Your fexibiity, however, may be achieved at the expense of being organized and using structured, systematic approaches. You may tend to create confusion or be somewhat crisis-driven, and this is ikey to make it difficut for the administrative staff to support you. You may find that becoming more organized and methodica coud increase the efficiency and effectiveness of your efforts. You might aso find that you coud hep others to be more efficient and effective by giving them more specific direction and a stronger sense for procedure. Action: To address this issue, you may wish to strengthen your use of the Structuring Set. Pease refer to pages 3-31 in your LEA Resource Guide. CONSERVATIVE (1%) Description: You may be viewed as wiing to chaenge the status quo and to question bindy appying traditiona strategies to current probems and opportunities. You may be critica of processes which preserve the way things have been done and are not sufficienty focused toward change. However, you may aso be seen as too quick to reject the hard-won essons of experience. You may be susceptibe to repeating common mistakes or disregarding important aspects of the organization s history, cuture and norms. You might find that you coud increase your efficiency and get others to be more receptive to your ideas if you acknowedge and utiize the organization s coective experience and wisdom to a greater extent. Action: To address this issue, you may wish to strengthen your use of the Conservative Set. Pease refer to pages 8-9 in your LEA Resource Guide. RESTRAINT (1%) Description: You are ikey to react to peope, situations and events in a direct and spontaneous fashion. You are not incined to try to concea your feeings, regardess of whether they are positive or negative. Others are ikey to know exacty how you fee about a situation. From a deveopmenta perspective, however, you may have a tendency to overreact to issues and to be emotionay impusive. You may not hod your emotions in check when it woud be to your advantage to do so. You may divuge your reactions to issues prematurey, or find that your responses tend to exacerbate an aready stressfu and chaotic situation. You might find it beneficia to show more discipine in terms of your contro over and consistency in your emotiona expression. Action: To address this issue, you may wish to strengthen your use of the Restraint Set. Pease refer to pages in your LEA Resource Guide. 3

31 LEADERSHIP EFFECTIVENESS ANALYSISä Sef vs. Boss Profie Summary LOW LOW-MID MID-RANGE HI-MID HIGH Rater Agreement: Creating a Vision Sef Conservative 1% Innovative 15% Technica 5% Sef 85% Strategic 3% Deveoping Foowership Persuasive 99% Outgoing 75% Excitement 99% Restraint 1% Impementing the Vision Structuring 5% Boss(es) Tactica 3% Communication 6% Deegation 5% Foowing Through Contro 75% Feedback 85% Achieving Resuts Management Focus 4% Dominant 99% Production 99% Team Paying Cooperation 1% Consensua 55% Authority 7% Empathy 65% 1% 65% 45% 25% 5% 99% 7% 99% 1% 5% 9% 2% 7% 25% 55% 7% 75% 85% 25% 35% 2% 55% 31

32 PERCEPTIONS OF YOUR PEERS The foowing summary presents the major interpretive points suggested by your Peer responses. This information is derived from an anaysis of very high and very ow scores in various combinations. Information which may appear to be missing refects ony that the scores being anayzed for any specific interpretive statement did not reach a eve above 7% or beow 4%. As you read these statements, you may wish to mark or highight those you agree represent significant aspects of your eadership approach, or those you woud ike to expore further in your deveopmenta panning. From the perspective of your Peers, you are seen as: Creating a Vision Strongy oriented toward the energizing, motivating aspects of eadership, but not aways knowing exacty where things are headed or how to get there. Not one to share a ot of information or outine pans and goas; incined to et others figure things out for themseves. Using a more intuitive approach to probem soving, reying on instinct rather than in-depth knowedge or anaysis of facts and information. Not particuary oriented toward being anaytica or paying carefu attention to potentia impications and contingencies. Deveoping Foowership A persuasive individua who tends to depend upon instinct and intuition about an issue, but who has an abiity for convincing others and bringing them aong. Emotionay expressive when trying to persuade others; using enthusiasm, energy and emotiona intensity in order to be more convincing. Pacing more emphasis on communicating in a convincing, persuasive and infuentia fashion than on communicating simpy to share information. A sociabe, friendy individua who emphasizes the importance of interpersona reationships rather than spending time in exhaustive panning and anaysis. Impementing the Vision Working on a day-to-day basis, without paying much attention to the ong-range aspects of a probem or the specific detais of how tasks are to be accompished. One who often depends on non-verba cues and emotions to get a point across. Not highy organized; not incined either to use poicies and procedures or to communicate cear and adequate information to others in order to impement pans and decisions. Being sociabe and friendy, but providing others with itte information about tasks or expectations. 32

33 Foowing Through Frequenty having to resove probems that arise because the impications of activities have not been we thought through and progress on deegated assignments has not been tracked. Using energy and enthusiasm to motivate others and gain their emotiona commitment, but pacing itte emphasis on foowing up to make sure work is performed as expected. Making itte effort to estabish or use structured, forma contro systems to monitor and foow up on activities and assignments. Not incined to communicate at great ength about goas and expectations; expecting others to do what they are supposed to do without needing their activities to be monitored and tracked. Achieving Resuts Comfortabe taking charge of a group, but operating on an intuitive basis rather than using a ogica, rationa framework and seeking to understand how various areas within the organization interreate. A take-charge eader who operates with a high eve of emotiona intensity and emphasizes the energizing, motivationa aspects of the eadership roe. Preferring to ead by exampe; identified with the eadership roe, but not highy communicative; one who tries to get messages across with a minimum of time, words or forma meetings. Identified with achieving resuts through others, and adept at using persuasive abiities to gain the acceptance of others and buid their commitment toward achieving goas and objectives. Team Paying Incined to question the ong-range strategies of others and to rey more on persona instinct and intuition than on in-depth anaysis and panning. Comfortabe taking a eadership position in order to reach persona goas and objectives; not incined to pay the part of hepfu teammate, or to try to faciitate resuts through a group or team effort. Taking a strongy assertive and competitive stance with others; wiing to chaenge others over conficting goas and objectives. Somewhat out of the oop, but not activey opposing others on the basis of a personay hed viewpoint; one who may engage in passive resistance. 33

34 DEVELOPMENTAL OPPORTUNITIES WITH YOUR PEERS Based on the perceptions of your Peers, you may want to expore the foowing issues to determine whether they represent potentia iabiities. You may find that you wi gain more from your deveopmenta effort and attention if you focus on the practica impications of the ower scores you received on the foowing: STRATEGIC (5%) Description: In your eadership approach, you tend to focus more on the present than on the onger term impications of issues. You may be reaistic and practica; you are ikey to prefer pragmatic action to exhaustive anaysis and panning. However, your professiona deveopment may require that you pay more attention to examining the onger-term and broader consequences of your actions and decisions. You may need to view the organization from a wider perspective and pace more emphasis upon panning and anticipating probems and outcomes. You may need to see how your particuar roe is connected to the strategic objectives of the arger organization and then use this knowedge base as a framework for your decisions. Action: To address this issue, you may wish to strengthen your use of the Strategic Set. Pease refer to pages in your LEA Resource Guide. STRUCTURING (5%) Description: Your approach to getting things done may be characterized by adaptabiity and fexibiity. Rather than specifying exacty how tasks shoud be accompished, you are ikey to be open to suggestion or to et others decide for themseves. Your fexibiity, however, may be achieved at the expense of being organized and using structured, systematic approaches. You may tend to create confusion or be somewhat crisis-driven, and this is ikey to make it difficut for the administrative staff to support you. You may find that becoming more organized and methodica coud increase the efficiency and effectiveness of your efforts. You might aso find that you coud hep others to be more efficient and effective by giving them more specific direction and a stronger sense for procedure. Action: To address this issue, you may wish to strengthen your use of the Structuring Set. Pease refer to pages 3-31 in your LEA Resource Guide. COMMUNICATION (5%) Description: You may be perceived as communicating in a concise manner. Rather than burdening peope with too much information, you may te others ony what you think they need to know. However, your ower orientation toward communication may resut in others seeing you as hoding back information which may be of vaue to them. In addition, you may inadvertenty cause confusion or anxiety if you do not ceary and fuy articuate your expectations of others. You may need to pace greater emphasis on the whoe process of communication. You might consider expressing your views, thoughts and ideas more often as we as providing others with more information; you may need to pay particuar attention to being cear and specific about what you need from and expect of others. Action: To address this issue, you may wish to strengthen your use of the Communication Set. Pease refer to pages in your LEA Resource Guide. RESTRAINT (15%) Description: You are ikey to react to peope, situations and events in a direct and spontaneous fashion. You are not incined to try to concea your feeings, regardess of whether they are positive or negative. Others are ikey to know exacty how you fee about a situation. From a deveopmenta perspective, however, you may have a tendency to overreact to issues and to be emotionay impusive. You may not hod your emotions in check when it woud be to your advantage to do so. You may divuge your reactions to issues prematurey, or find that your responses tend to exacerbate an aready stressfu and chaotic situation. You might find it beneficia to show more discipine in terms of your contro over and consistency in your emotiona expression. Action: To address this issue, you may wish to strengthen your use of the Restraint Set. Pease refer to pages in your LEA Resource Guide. 34

35 LEADERSHIP EFFECTIVENESS ANALYSISä Sef vs. Peer Profie Summary LOW LOW-MID MID-RANGE HI-MID HIGH Rater Agreement: Creating a Vision Conservative Innovative Technica Sef Strategic Sef Peers 1% 3% Medium 15% 65% Medium 5% 3% Medium 85% 35% Medium 3% 5% High Deveoping Foowership Persuasive Outgoing Excitement Restraint 99 High % 95% 75 High % 9% 99 High % 99% 1 High % 15% Impementing the Vision Structuring Tactica Communication Deegation 5 High % 3 High % % 5% 7% 6 High 5 Medium % 5% 85% Foowing Through Contro Feedback 75 Medium % 25% 85 Medium % 75% Achieving Resuts Management Focus Dominant Production 4 High % 9% 99 Medium % 9% 99 High % 7% Team Paying Cooperation Consensua Authority Empathy 1 Medium % 2% 55 Medium % 45% 7 Medium % 4% 65 Medium % 55% 35

36 PERCEPTIONS OF YOUR DIRECT REPORTS The foowing summary presents the major interpretive points suggested by your Direct Report responses. This information is derived from an anaysis of very high and very ow scores in various combinations. Information which may appear to be missing refects ony that the scores being anayzed for any specific interpretive statement did not reach a eve above 7% or beow 4%. As you read these statements, you may wish to mark or highight those you agree represent significant aspects of your eadership approach, or those you woud ike to expore further in your deveopmenta panning. From the perspective of your Direct Reports, you are seen as: Creating a Vision Strongy oriented toward the energizing, motivating aspects of eadership, but not aways knowing exacty where things are headed or how to get there. Not one to share a ot of information or outine pans and goas; incined to et others figure things out for themseves. Not particuary oriented toward being anaytica or paying carefu attention to potentia impications and contingencies. Reacting to immediate issues on an intuitive rather than a rationa, ogica basis, but not aways anticipating the consequences of ideas; one who has a strong sense of sef and must respect others before deferring to them. Deveoping Foowership Using a strongy persuasive and assertive stance to convince others; taking a dominant and competitive position to gain infuence. A persuasive individua who tends to depend upon instinct and intuition about an issue, but who has an abiity for convincing others and bringing them aong. Emotionay expressive when trying to persuade others; using enthusiasm, energy and emotiona intensity in order to be more convincing. Emotionay expressive and reactive; openy spontaneous and energetic; making itte effort to restrain or concea emotions. Impementing the Vision Working on a day-to-day basis, without paying much attention to the ong-range aspects of a probem or the specific detais of how tasks are to be accompished. One who often depends on non-verba cues and emotions to get a point across. Not highy organized; not incined either to use poicies and procedures or to communicate cear and adequate information to others in order to impement pans and decisions. Fexibe and adaptabe, but perhaps disorganized; not tied to doing things the way they have aways been done or ikey to outine specific, step-by-step processes for task accompishment. 36

37 Foowing Through Giving feedback in an informa, unpanned manner rather than on the basis of a rationa underying strategy. One who has good contro systems in pace and knows exacty what is going on, but who may base pans on short-term or intuitive thinking rather than rationa, in-depth anaysis, or may work from the strategies suppied by others. Using persuasive abiities to gain the commitment of others in impementing pans, but eaving nothing to chance and carefuy monitoring activities to ensure that progress is being made. Using energy and enthusiasm to gain the emotiona commitment of others, but beieving that "you get what you inspect, not what you expect" and having strong foow up systems in pace. Achieving Resuts Adopting a rather authoritative approach to the eadership roe; feeing a persona responsibiity for making decisions, and using an overty assertive and directive manner to ensure these decisions are carried out. Comfortabe taking charge of a group, but operating on an intuitive basis rather than using a ogica, rationa framework and seeking to understand how various areas within the organization interreate. Identified with achieving resuts through others, and adept at using persuasive abiities to gain the acceptance of others and buid their commitment toward achieving goas and objectives. A take-charge eader who operates with a high eve of emotiona intensity and emphasizes the energizing, motivationa aspects of the eadership roe. Team Paying Taking a strongy assertive and competitive stance with others; wiing to chaenge others over conficting goas and objectives. Incined to question the ong-range strategies of others and to rey more on persona instinct and intuition than on in-depth anaysis and panning. Comfortabe taking a eadership position in order to reach persona goas and objectives; not incined to pay the part of hepfu teammate, or to try to faciitate resuts through a group or team effort. Having a more competitive than coaborative approach; ready to pay an assertive roe in order to steer the group in a specific direction. 37

38 DEVELOPMENTAL OPPORTUNITIES WITH YOUR DIRECT REPORTS Based on the perceptions of your Direct Reports, you may want to expore the foowing issues to determine whether they represent potentia iabiities. You may find that you wi gain more from your deveopmenta effort and attention if you focus on the practica impications of the ower scores you received on the foowing: STRATEGIC (1%) Description: In your eadership approach, you tend to focus more on the present than on the onger term impications of issues. You may be reaistic and practica; you are ikey to prefer pragmatic action to exhaustive anaysis and panning. However, your professiona deveopment may require that you pay more attention to examining the onger-term and broader consequences of your actions and decisions. You may need to view the organization from a wider perspective and pace more emphasis upon panning and anticipating probems and outcomes. You may need to see how your particuar roe is connected to the strategic objectives of the arger organization and then use this knowedge base as a framework for your decisions. Action: To address this issue, you may wish to strengthen your use of the Strategic Set. Pease refer to pages in your LEA Resource Guide. STRUCTURING (1%) Description: Your approach to getting things done may be characterized by adaptabiity and fexibiity. Rather than specifying exacty how tasks shoud be accompished, you are ikey to be open to suggestion or to et others decide for themseves. Your fexibiity, however, may be achieved at the expense of being organized and using structured, systematic approaches. You may tend to create confusion or be somewhat crisis-driven, and this is ikey to make it difficut for the administrative staff to support you. You may find that becoming more organized and methodica coud increase the efficiency and effectiveness of your efforts. You might aso find that you coud hep others to be more efficient and effective by giving them more specific direction and a stronger sense for procedure. Action: To address this issue, you may wish to strengthen your use of the Structuring Set. Pease refer to pages 3-31 in your LEA Resource Guide. COOPERATION (1%) Description: In your eadership roe, you may beieve that you make the best contribution to the organization by concentrating your attention on your own accountabiities. You may not view being hepfu to others and accommodating or deferring to their interests and needs as a high priority. Your strong focus on your own activities may operate as both a strength and a weakness. Your approach may be a bit too singuar and isoated; you may not fuy recognize when it is important to coaborate or compromise for the good of the group or the organization. You might wish to consider the benefits of cooperation and ook for ways to buid more hepfu, supportive aiances with your key constituents. Action: To address this issue, you may wish to strengthen your use of the Cooperation Set. Pease refer to pages in your LEA Resource Guide. RESTRAINT (15%) Description: You are ikey to react to peope, situations and events in a direct and spontaneous fashion. You are not incined to try to concea your feeings, regardess of whether they are positive or negative. Others are ikey to know exacty how you fee about a situation. From a deveopmenta perspective, however, you may have a tendency to overreact to issues and to be emotionay impusive. You may not hod your emotions in check when it woud be to your advantage to do so. You may divuge your reactions to issues prematurey, or find that your responses tend to exacerbate an aready stressfu and chaotic situation. You might find it beneficia to show more discipine in terms of your contro over and consistency in your emotiona expression. Action: To address this issue, you may wish to strengthen your use of the Restraint Set. Pease refer to pages in your LEA Resource Guide. 38

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