Development Planning Guide. Executive Dimensions. s s e. Benchmarks. i u. Prospector 360 By Design. s m. Benchmarks

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1 Development Planning Guide A Executive Dimensions e s s e s s m Benchmarks Prospector 360 By Design e n t S i u t Benchmarks

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3 Benchmarks Development Planning Guide The Center for Creative Leadership gratefully acknowledges the contribution of the following individuals whose work and dedication made the Benchmarks Development Planning Guide possible: Lead Contributors Contributors Jean Brittain Leslie Cynthia D. McCauley Dawn Barts Craig Chappelow Nancy Staley To cite from this report, please use the following as your reference. Leslie, J.B. & McCauley, C.D. (2013) Benchmarks Development Planning Guide. Greensboro, NC: Center for Creative Leadership. Copyright 2013 Center for Creative Leadership. All rights reserved. No part of this document may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. 1

4 Table of Contents Introduction - 3 I. Analyze Your Results Strengths Development Needs Problems That Can Stall a Career Prioritize Your Results Insights from Your Feedback - 15 II. Define Your Development Goals - 17 III. Choose Strategies Strategy 1: Job Assignments Strategic perspective Being a quick study Decisiveness Change management Leading employees Confronting problem employees Participative management Building collaborative relationships Compassion and sensitivity Putting people at ease Respect for differences Taking initiative Composure Balance between personal and work life Self-awareness Career management Strategy 2: Ongoing Feedback Strategy 3: Role Models and Coaches Strategy 4: Training and Reading - 27 IV. Apply Effective Learning Tactics - 28 V. Create Your Development Plan Sample Development Planning Worksheet Development Planning Worksheets - 33 VI. Seek Feedback and Support for Your Plan - 39 VII. Implement Your Plan - 40 FYI For Your Improvement Translator

5 Introduction This Development Planning Guide is designed to help you analyze your feedback, identify development opportunities based on your results, determine what actions to take, and create a specific development plan to increase your effectiveness. The Development Planning Guide follows the process outlined below. Benchmarks Development Planning Process Analyze Your Results Define Your Development Goals Choose 2-3 Strategies: Strategy 1 Strategy 2 Strategy 3 Strategy 4 Job Assignments Ongoing Feedback Role Models & Coaches Training & Reading Apply Effective Learning Tactics Create Your Development Plan Seek Feedback & Support for Your Plan Implement Your Plan 3

6 I. Analyze Your Results Your Benchmarks Feedback Report contains a wealth of data. To help you analyze your data, use the following exercises to identify themes from your report: Summarize your strengths from different perspectives Summarize your development needs from different perspectives Summarize problems that could stall your career from different perspectives Compare what you do well and not as well with what s important for success in your organization Articulate what you have learned. The questions in the exercises are purposely broad. For example, on the first exercise, you are asked to identify at least two things from the perspective of each rater group that you do well as a leader. The two things can come from anywhere in your report (e.g., item-level data, overview charts, written comments) or from a theme you noticed in the report. You have the best view of what do well means. Is it a 5 rating on an item? Is it a high score compared to the norm group? There is no wrong or right way to complete these worksheets the purpose is to challenge you to synthesize and summarize your feedback. 4

7 I. Analyze Your Results Exercise A: Strengths Use Sections 1, 3, and 4 of Your Benchmarks Feedback Report. Identify at least two things from the perspective of each rater group that you do well as a leader. Self Boss Superiors Peers Direct Reports

8 Analyze Your Results I. Strengths, continued Use Sections 1, 3, and 4 of Your Benchmarks Feedback Report. Identify at least two things from the perspective of each rater group that you do well as a leader. Others What themes or patterns do you see across rater groups? 6

9 I. Analyze Your Results Exercise B: Development Needs Use Sections 1, 2, 3, and 4 of Your Benchmarks Feedback Report. Identify at least two things from the perspective of each rater group that you do least well as a leader. Self Boss Superiors Peers Direct Reports

10 Analyze Your Results I. Development Needs, continued Use Sections 1, 2, 3, and 4 of Your Benchmarks Feedback Report. Identify at least two things from the perspective of each rater group that you do least well as a leader. Others What themes or patterns do you see across rater groups? 8

11 I. Analyze Your Results Problems That Can Stall a Career Individuals who achieve significant professional goals might not worry about career derailment. But complacency might be a problem. Many high-performing leaders have one or more blind spots that they ignore as long as they meet their business goals. CCL s research on derailment tells us that the traps that lead to derailment are found within five leadership factors: interpersonal relationships, building and leading a team, getting results, adapting to change, and having a broad functional orientation. Managers who rely on any of these skills at the expense of the others or who neglect these skills when promoted from a technical to a managerial role can sidetrack their career. Leadership success achieving it and continuing it depends heavily on paying attention to and continuing to develop in each of these areas. The following table identifies the derailment factors (problems) and related competencies for improvement. It is critical to receive ongoing, helpful feedback and to work with role models and coaches regarding these areas. Try to anticipate situations that give you problems, and mentally rehearse how you will behave in these circumstances. 9

12 Analyze Your Results I. Problems That Can Stall a Career and Competencies for Improvement Problems Competencies for Improvement Problems with interpersonal relationships Difficulties in developing good working relationships with others. Difficulty building and leading a team Difficulties in selecting and building a team. Difficulty changing or adapting Resistant to change, learning from mistakes, and developing. Failure to meet business objectives Difficulties in following up on promises and completing a job. Too narrow a functional orientation Lacks depth to manage outside of one s current function. Change management Leading employees Participative management Building collaborative relationships Compassion and sensitivity Putting people at ease Self-awareness Career management Leading employees Confronting problem employees Participative management Composure Self-awareness Career management Strategic perspective Change management Leading employees Participative management Building collaborative relationships Respect for differences Taking initiative Composure Self-awareness Career management Being a quick study Change management Leading employees Participative management Building collaborative relationships Putting people at ease Taking initiative Self-awareness Confronting problem employees Participative management Taking initiative Career management 10

13 I. Analyze Your Results Exercise C: Problems That Can Stall a Career Use Sections 2 and 4 of Your Benchmarks Feedback Report. What problems (if any) did your rater groups identify as having the potential to derail your career? These problems may be specific items or general themes. Note items below that have a score of 2.5 or greater in Section 2 of your report. Self Boss Superiors Peers Direct Reports

14 Analyze Your Results I. Problems That Can Stall a Career, continued Use Sections 2 and 4 of Your Benchmarks Feedback Report. What problems (if any) did your rater groups identify as having the potential to derail your career? These problems may be specific items or general themes. Note items below that have a score of 2.5 or greater in Section 2 of your report. Others What themes or patterns do you see across rater groups? 12

15 I. Analyze Your Results Exercise D: Prioritize Your Results Use the space below to answer the following questions: Which of your strengths are most important for continued success in your organization? Which of your development needs are most important for continued success in your organization? Which of your mid-range capabilities (not clearly a strength or development need) are most important for continued success in your organization? Strengths Most Important for Continued Success Make sure you continue to leverage these strengths. Pay attention to how you can use them in new contexts and situations. Development Needs Most Important to Address for Continued Success Consider the risks of ignoring these needs. Although improving any of these requires focused effort, not improving can impact your job and career success. 13

16 Analyze Your Results I. Prioritize Your Results, continued Mid-Range Capabilities Most Important for Continued Success Consider the advantages of continuing to sharpen these capabilities. Going from average to great can benefit you and the organization. 14

17 I. Analyze Your Results Exercise E: Insights from Your Feedback 1 What surprises (good and bad) did you find in your feedback? 2 How would you now describe your strengths as a leader? 3 Which of your development needs or mid-range capabilities, if improved, could contribute the most to your effectiveness as a leader? 15

18 Analyze Your Results I. Insights from Your Feedback, continued 4 Do your rater groups view you the same way? If not, how would you summarize the differences? Do any of these differences concern you? 5 What questions did the feedback raise? What do you need more information about before you can make sense of your feedback? 6 What else did you learn from your feedback that is important to note? 7 Has your self-perception changed as a result of your feedback? In what way? 16

19 II. Define Your Development Goals Use your Benchmarks Feedback Report as a catalyst for setting development goals. Identify two or three goals for focus. Consider the following approaches to selecting a topic for goal setting: Identify a strength to capitalize on Choose a mid-range capability and make it stronger Identify a weakness and transform it into a mid-range strength Compensate for a weakness by owning it and adopting strategies to work around it. Create a specific goal that Motivates and energizes you Will help you be more effective in your current or future position Links organizational goals with your personal career goals. Instructions: In the space below, identify two or three goals that you will set as a result of your feedback. Remember to select clear, specific, and attainable goals. Goal 1 Goal 2 Goal 3 NOTE: Transfer your goals to the Goal area on your Development Planning Worksheets in Section V. 17

20 III. Choose Strategies Based on research, CCL recommends four strategies to help you achieve your goals. Because your learning will be enhanced by using a variety of strategies, we strongly recommend that you include two or three of these strategies in your plan. Overview of Development Strategies Strategy Approach Job Assignments Include tasks, projects, or temporary roles that offer the best opportunity to learn and practice a new competency within the context of your current job Ongoing Feedback Lets you know if you are making progress and where you need still more practice Role Models and Coaches Involve observing or talking with people Training and Reading Provide you with content knowledge or skill enhancement Instructions: Read each strategy and select two or three per goal for your development plan. NOTE: Transfer your selected strategies and specific actions to your Development Planning Worksheet. Specify the Benchmarks leadership competency you are addressing. See the example in Section V for more details. 18

21 III. Choose Strategies Strategy 1: Job Assignments Not all assignments are created equal some will have a greater effect on your development than others. Select assignments or activities with the greatest learning potential and with the greatest value both to you and your organization. As you choose your development assignments, keep in mind that you may also go outside of your organization to learn valuable lessons. Job assignments often require working with your boss or others to add responsibilities to your job or engage in temporary tasks or roles. Choose an assignment or activity that Motivates you Involves new responsibilities or tasks that take you out of your comfort zone Forces you to learn important competencies Addresses short-term or long-term organizational needs Supports either your current or future personal career goals. The activities listed here are offered as examples only you will need to mold one to fit your particular situation. Benchmarks Leadership Competencies and Job Assignments Competency Assignment that can develop this competency Strategic perspective Understands the viewpoint of higher management and effectively analyzes complex problems. Experiences in which you must align with broader strategic initiatives or work on ill-defined problems. Lead a quality improvement initiative. Serve on a high-visibility task force. Join a project team that is creating something new in your organization. Take a temporary assignment in another part of the business to better understand its priorities. 19

22 Choose Strategies III. Competency Assignment that can develop this competency Strategic perspective, continued Facilitate a quarterly review of your group s actions and assess its alignment with strategic goals. (Invite your boss to observe.) Bring a well-researched proposal on an issue you would like to see handled differently to your boss. Work on a project managed by someone higher in the organization than your immediate boss. Serve on the board of a nonprofit organization. Being a quick study Quickly masters new technical and business knowledge. Experiences that add an unfamiliar responsibility to your job or require you to work in a completely different context. Participate in a job-rotation program. Work in a short-term assignment at another office, in another region, or in another country. Trade a responsibility with a colleague. Join a project team doing work you know little about. Volunteer to teach someone else something you don t know well. Organize an event with a short time frame. Take over a project manager role from someone who left suddenly. Start a new group, club, or team. Decisiveness Prefers quick and approximate actions in many management situations. Experiences that require you to make quick decisions and take action. Take over a troubled project and get it back on track. Supervise product recalls. Lead cost-cutting initiatives. Work the customer hotline. Make a decision on something you ve been procrastinating about. Serve on a task force working on a pressing business issue. Take on a project with a tight deadline. 20

23 III. Choose Strategies Competency Assignment that can develop this competency Change management Uses effective strategies to facilitate organizational change initiatives and overcome resistance to change. Experiences in which you are creating new directions or fixing problems. Be responsible for a new project or new process in your group. Volunteer your work group as a test site for a new organizational system or process. Join a project team opening a new market. Join a project team installing new systems. Represent your group on a task force making changes in organizational policies. Lead a task force to fix a problem (e.g., correct a quality problem, redesign a flawed system, streamline a process). Work with your direct reports as a group to reorganize their work responsibilities to better fit with organizational priorities. Help facilitate the merger of two community or nonprofit organizations. Leading employees Attracts, motivates, and develops employees. Experiences in which you must motivate and develop employees so that they can be successful. Lead the start-up of a new team. Broaden the services or products offered by your unit. Delegate one of your job responsibilities to a direct report. Manage the training of new employees in your group. Hire and develop an employee who shows promise but doesn t have the needed experience for the job. Work to retain a valued employee who is thinking about leaving the organization. Hire and develop people of different genders, ethnic groups, and races. Join the board of a struggling nonprofit organization. 21

24 Choose Strategies III. Competency Assignment that can develop this competency Confronting problem employees Acts decisively and with fairness when dealing with problem employees. Experiences in which you deal with people problems and have to face and resolve conflict. Resolve a conflict with a direct report. Commit to handling an employee performance issue you ve been avoiding. Fire an employee who has not met performance standards despite coaching and support. Take on the responsibility of coaching employees with performance problems in your group. Be trained as a volunteer mediator. Work to improve your relationship with a difficult neighbor. Participative management Involves others, listens, and builds commitment. Experiences in which you have to get things accomplished through others and need their commitment and trust. Represent concerns of employees to higher management. Lead a cross-functional team. Manage projects that require coordination across the organization. Lead a team of volunteers. Meet regularly with your direct reports as a group to solve problems and come up with new ideas. Lead your team in an after-action review. Building collaborative relationships Builds productive work relationships with co-workers and external parties. Experiences in which you are working with others to create change or are working across boundaries. Be responsible for a new project or new process in your group. Head a new initiative in a community or professional organization. Manage a continuous quality improvement process in your group. 22

25 III. Choose Strategies Competency Assignment that can develop this competency Building collaborative relationships, continued Work with a colleague to get a cross-unit problem solved. Manage projects that require coordination across the organization. Create a networking group in your organization. Represent your organization at a professional conference. Compassion and sensitivity Shows genuine interest in others and sensitivity to employees needs. Experiences in which empathy and understanding of others enhance success. Manage outplacement of a group of people. Shut down an office. Facilitate a support group. Serve as a volunteer mediator. Coach employees from different cultures or backgrounds. Modify a valued employee s work arrangements to accommodate personal life constraints. Resolve customer complaints. Putting people at ease Displays warmth and a good sense of humor. Experiences that require connecting with people on a personal level. Take on a customer service role. Work with inexperienced employees. Host visitors to the organization. Serve as a facilitator in your organization s training programs. Coach new employees. Lead a fundraising initiative for a community organization. Respect for differences Values people of different backgrounds, cultures, or demographics. Experiences that expose you to the value of diversity and difference. Create internship positions in your group to bring in diverse students. Lead a project team or task force with a diverse group of members. Join special-interest networks that attract a diverse group of people. 23

26 Choose Strategies III. Competency Assignment that can develop this competency Respect for differences, continued Work in a short-term assignment in another country. Manage a major multicountry project. Take on global responsibility for a product, process, or function. Serve as a host family for a foreign exchange student. Work on a service project in a foreign country. Taking initiative Takes charge and capitalizes on opportunities. Experiences in which you and others need to find new solutions to problems or bring fresh perspective to a situation. Work on a new product development team. Work on a task force tackling a new business issue. Spend time with customers and find out what they think their needs will be in the future. Redesign a flawed product or system. Regain a lost customer. Work on a problem by doing quick experiments and trials. Advocate for a social or environmental cause. Advocate for an idea you feel strongly about that is unpopular with some of your peers. Composure Demonstrates self-control in difficult situations. Experiences that can be chaotic and outside of your control. Manage a product recall. Manage the fallout from an organizational mistake. Improve relationships with a difficult peer. Serve on a task force tackling a controversial organizational issue. Champion a change your group has been resisting. Work on the customer hotline. Take on a boundary-spanning role for a community organization (e.g., public liaison, media relations). Balance between personal and work life Balances work priorities with personal life. Experiences in which you seek more fulfillment outside the workplace or practice keeping balance amidst competing demands. Join the board of a nonprofit organization. 24

27 III. Choose Strategies Competency Assignment that can develop this competency Balance between personal and work life, continued Self-awareness Has an accurate picture of strengths and weaknesses and is willing to improve. Work on a local political campaign. Chair a professional conference. Take up a new hobby. Coach a youth sports team. Manage an annual organizational event with high visibility without it taking over your life. Do a tight-deadline assignment for your boss s boss while maintaining a reasonable work schedule. Experiences in which people more readily give you feedback because you are new to the work or are trying to change or improve a situation. Ask your boss to delegate one of his/her responsibilities to you and give you regular feedback on how well you are doing. Trade a responsibility with a colleague and then serve as each other s peer coach. Participate in a job-rotation program, seeking feedback from each department or unit you spend time with. Work with colleagues to redesign a work process. Actively participate in the start-up of a new team. Take over a project that is in trouble. Work to improve your relationship with a difficult colleague. Career management Uses effective career management tactics, including mentoring, professional relationships, and feedback channels. Experiences that provide opportunities to use career management tactics. Serve on teams with more experienced members. Seek out projects with people who have a reputation of being effective mentors. Join a community of practice or affinity group in your organization. Serve on an action learning team. Put together a development plan based on feedback you have received from direct reports. Organize a group of peers to start a peer coaching group. Play an active role in a professional organization. 25

28 Choose Strategies III. Strategy 2: Ongoing Feedback Now that you have received feedback using Benchmarks, you may realize that it is necessary to develop some new skills, use skills that haven t yet been tested, or sharpen current skills and abilities. Such skill work requires ongoing feedback from others to help track progress and give an indication of how much more needs to be done. Many people know that they need feedback but are unsure about how to get it. Consider the following when thinking about who to ask, when to ask, and how to ask. Identify specific people to give you candid feedback. Either speak with them at regular intervals or ask them to provide feedback at a specified time. When asking for feedback, use the Situation-Behavior-Impact model. Have people describe the situation they observed, describe your behavior during the situation, and then speak about the impact your behavior had on them. To facilitate open and effective feedback Encourage the person giving you the feedback to be as specific as possible, to offer examples, and to offer alternative behaviors When you receive feedback, do not explain your behavior, defend yourself, or interrupt Paraphrase and summarize the feedback to be sure you clearly understand its intention Be sure to say thank you Respect the decision of individuals who choose not to give you feedback Follow up with those who provide feedback or help you set goals as a way of reinforcing your commitment and helping to solidify perceptions of greater effectiveness. Ask for the feedback you want as soon as possible after a specific experience. For example, if you are developing your skills in decisiveness, ask for feedback immediately after a decision-making meeting for which you were responsible. Strategy 3: Role Models and Coaches When seeking a role model or coach, choose someone who demonstrates the competency particularly well. Think more broadly than your current boss, work group, or organization. For example, if the need is for team building, who are the best team builders you have ever known? A sports coach? A teacher? A community leader? A friend? Perhaps your model might be an historical figure you ve read about or someone you ve seen in a film. 26

29 III. Choose Strategies Find numerous opportunities to watch your role models in action. Interview your role models and ask what they do as well as why and how they do it. Ask about their successes and their mistakes. You can learn a skill by teaching it. So in addition to seeking the right coach, find opportunities to coach others in skills you want to develop. Strategy 4: Training and Reading Consider the following questions when choosing to enhance your development through training or reading. Training What do you expect to gain from participating? Is this something you need to know right now to do your job better? Is the timing appropriate? Are any of the following advantages present: high-status course, organizational peers present, many different organizations represented? Do any of the following disadvantages exist: forced attendance, many different levels of participants represented, low credibility? Are any of the following conditions, which enhance learning, present? -- free time for reflection -- time for group problem solving so you can hear how people from other professions/organizations approach situations -- opportunities to compare yourself with others -- time to practice the content -- opportunities to apply the content to a real organizational problem or to a simulated but realistic problem -- opportunity to teach part of the program yourself -- opportunity to receive specific feedback from advisors or fellow participants Reading Read selectively, looking for information on the specific need you are addressing. Think broadly. While books about leadership skills are good choices, relevant reading might include a biography of a great negotiator or a novel that addresses your development need. 27

30 IV. Apply Effective Learning Tactics Almost all managers regard job experiences and the lessons they provide as essential for their development as leaders. However, not all managers are successful at learning the lessons. Often what gets in the way is a manager s relying too much on one preferred learning tactic a tactic that might not be suited for gleaning the lessons of a particular job experience. By increasing the number of learning tactics they use and by becoming more versatile learners, managers can contribute to their leadership development and better position themselves to take advantage of the lessons that job experiences offer. Instructions: Use the checklist below to enhance your ability to learn. Identify two or three learning tactics that you do not typically use and record them in the Effective Learning Tactics section of your Development Planning Worksheets in Section V. Look for complexity in situations; expect and tolerate ambiguity Ask What lessons have I learned? Write them down Look for patterns and historical parallels. Ask How is situation A similar to situation B? How is it different? How can I apply what I ve learned? Pay attention to how you feel about a new challenge or learning event Keep a learning journal; track your progress and process of development Develop change or learning partners Ask what the ideal manager or professional would do Talk with previous job incumbents Meet with those who have faced similar challenges Commit to making something happen today Develop strategies for handling stress or anxiety related to new or unfamiliar circumstances 28

31 IV. Apply Effective Learning Tactics Learn from mistakes and failures, but don t dwell on them Analyze successes as well as failures and mistakes by concentrating more on why and how things happened rather than on just the end results Imagine what things could look like in the future Mentally rehearse your actions before going into a situation Put yourself in a situation where you must overcome or neutralize a weakness Plan a series of activities to try Reflect on times that you have been successful in learning something new and identify what you did 29

32 V. Create Your Development Plan Successful development has three imperatives: Leaders need feedback on strengths and problems that can lead to (or hinder) long-term success as a manager. Feedback increases self-awareness, which can lead to deploying ourselves better in the variety of situations that we must face. Leaders need variety in leadership challenges, which is the major vehicle by which we learn to handle different types of people and jobs. Through a variety of leadership challenges, we become aware of development gaps discrepancies between what we have done and what we now need to do. Each time that we close these gaps we develop new skills and acquire new perspectives. Leaders need the ability to learn from experience. We can gain this by increasing the variety of ways in which we learn, rather than by simply repeating our habits from the past. Increasing the variety of learning tactics you use can improve your ability to learn from experience. Reviewing your Benchmarks feedback has provided you with some insight about your strengths, development needs, and potential derailment factors. To address the goals that you have identified, we have included a sample worksheet plus a few blank worksheets for you to use while creating your development plans. Please use one worksheet for each goal. Completing Your Development Planning Worksheets Use the worksheet to draft your plan. Then discuss your plan with your boss and others who will be in a position to support your efforts to learn new skills and develop new directions. 30

33 V. Create Your Development Plan Development Planning Worksheet Example Goal Specific Development Goal: Push decisions down give direct reports decisionmaking power, a sense of ownership and greater visibility. Benchmarks Competency: Leading employees Expected outcomes What will be different? Direct reports will not always come to me. Work and rewards will be shared, leading to more challenge and greater job satisfaction. How will my organization or workgroup benefit? Better developed/prepared managers. Better decisions and increased effectiveness because of the synergy. What will I gain by achieving the goal and participating in the process? Improved relationships with staff; more time for longer-term, strategic issues. Strategies for development (choose two to three different strategies) Job assignments Focus on delegating one of my job responsibilities (decision making) to Mary. Target 6 months. Talk to Jim about taking the lead on a new product development team. Target 1 year. Ongoing Feedback Share my goal with direct reports, get their input, and obtain feedback once a month. 31

34 Create Your Development Plan V. Development Planning Worksheet Example, continued Strategies for development, continued (choose two to three different strategies) Ongoing feedback, continued Seek feedback from one trusted colleague. Role models and coaches Observe how Ellen pushes decisions downwards during meetings next month. Have lunch with a couple of Ellen s direct reports; learn how Ellen s style affects them. Training and reading Get leadership development training info right away. Participate next quarter. Read latest book on leadership skills. Finish next month. Ask my staff to read it, and have an informal discussion. Effective learning tactics Meet with those who have faced similar challenges. Plan a series of activities to try. Trade-offs and obstacles What will I have to give up? Time and efficiency. It was faster and easier to do it myself. What obstacles or difficulties may exist? How will I manage them? May be difficult to let go. Staff will probably make mistakes. Have to keep in mind long-term development of all of us as well as the benefits of a team/shared approach. 32

35 V. Create Your Development Plan Development Planning Worksheet 1 Goal Specific Development Goal: Benchmarks Competency: Expected outcomes What will be different? How will my organization or workgroup benefit? What will I gain by achieving the goal and participating in the process? Strategies for development (choose two to three different strategies) Job assignments Ongoing Feedback 33

36 Create Your Development Plan V. Development Planning Worksheet 1, continued Strategies for development, continued (choose two to three different strategies) Ongoing feedback, continued Role models and coaches Training and reading Effective learning tactics Trade-offs and obstacles What will I have to give up? What obstacles or difficulties may exist? How will I manage them? 34

37 V. Create Your Development Plan Development Planning Worksheet 2 Goal Specific Development Goal: Benchmarks Competency: Expected outcomes What will be different? How will my organization or workgroup benefit? What will I gain by achieving the goal and participating in the process? Strategies for development (choose two to three different strategies) Job assignments Ongoing Feedback 35

38 Create Your Development Plan V. Development Planning Worksheet 2, continued Strategies for development, continued (choose two to three different strategies) Ongoing feedback, continued Role models and coaches Training and reading Effective learning tactics Trade-offs and obstacles What will I have to give up? What obstacles or difficulties may exist? How will I manage them? 36

39 V. Create Your Development Plan Development Planning Worksheet 3 Goal Specific Development Goal: Benchmarks Competency: Expected outcomes What will be different? How will my organization or workgroup benefit? What will I gain by achieving the goal and participating in the process? Strategies for development (choose two to three different strategies) Job assignments Ongoing Feedback 37

40 Create Your Development Plan V. Development Planning Worksheet 3, continued Strategies for development, continued (choose two to three different strategies) Ongoing feedback, continued Role models and coaches Training and reading Effective learning tactics Trade-offs and obstacles What will I have to give up? What obstacles or difficulties may exist? How will I manage them? 38

41 VI. Seek Feedback and Support for Your Plan In order to know if your plan is effective, you will need to involve others in the planning process. Share your goals and tactics for achieving those goals with your boss. Discuss any concerns your boss may have about your goals. Tell your boss where you need help implementing your plan adding new responsibilities to your job, attending a training program, accessing a coach. Decide on a schedule for completing your plan and for check-in times as you implement your plan. Share your goals with your direct reports. Describe why you have chosen these goals (e.g., what you learned from your feedback, how achieving the goals will make you more effective, what s important to you about the goals). Surface and discuss any concerns or questions they have about your goals. Let them know what specific help you are seeking from them as you pursue your goals. Seek out input from others in refining your development plan. If you use Strategy 3, Role Models and Coaches, discuss your development plan with your coach or role model. Share your plan with people who know you well a former boss, a long-time colleague, your spouse or partner. Feedback can enhance your effectiveness even after you have achieved the goals you have set within this guide. By using the skills mentioned here, you can receive feedback throughout your lifetime and continue to enhance both your career and personal life. 39

42 VII. Implement Your Plan At this point in the process you should have a clear understanding of what you want to achieve, why it s important, and how to do it. Now it s time to put your plan into action. It is very important to have a strong beginning that will build momentum for the challenges that lie ahead. Individuals often act as if they should be able to use newly acquired skills perfectly from the start, without practice and without reverting to old habits. These same people would not expect these outcomes when trying to improve in their favorite sport or when learning to speak a foreign language. Remember to take this into consideration as you move forward with your development. Practice makes permanent, and by seeking feedback on a regular basis, you will find that it becomes easier to ask for and receive. It also becomes easier for others to give you feedback making it a permanent part of your daily routine. To stay on track with your development, set a time for reviewing the status of your goals. Commit to a specific date on which you will revisit this guide and your plan, assess your progress, and perhaps set new goals as you continue the development process. Follow-up Date: Review Your Progress As you make strides toward accomplishing your development goals, continue to assess yourself. In addition to taking another 360-degree assessment, consider asking trusted colleagues and coaches the following questions: What am I doing well? Where do I need to improve? What are others views of me? How do my behaviors impact others? 40

43 FYI For Your Improvement Translator To help you address the specific behaviors you have identified for action, we have cross-referenced each survey item in Benchmarks with a set of clear practical tips for leading more effectively. These development suggestions can be found in FYI For Your Improvement ( Lominger International: A Korn/Ferry Company). FYI is a guide that will provide development tips and strategies to support leader development. To use FYI identify the specific Benchmarks item to be developed. The column to the right of the item links directly to the FYI chapter(s) that addresses the specific behavior. For example, if you decide you want to work on item 22 in your feedback report, Adapts to the changing external pressures facing the organization, the FYI For Your Improvement Translator links to the following FYI chapters:»» Chapter 2, Dealing with Ambiguity»» Chapter 15, Customer Focus»» Chapter 51, Problem Solving Note: Stallers and stoppers are italicized and bolded. You can purchase FYI on the Web at or by calling Section 1: Leadership Competencies Strategic perspective 1. Does his/her homework before making a proposal to top management. 2. Works effectively with higher management (e.g., presents to them, persuades them, and stands up to them if necessary). 3. Links his/her responsibilities with the mission of the whole organization. 4. Once the more glaring problems in an assignment are solved, can see the underlying problems and patterns that were obscured before. 5. Understands higher management values, how higher management operates, and how they see things. Corresponding FYI Chapter

44 6. Analyzes a complex situation carefully, then reduces it to its simplest terms in searching for a solution. 7. Learns from the mistakes of higher management (i.e., does not repeat them him/ herself). 8. Has solid working relationships with higher management. Being a quick study 9. Quickly masters new technical knowledge necessary to do the job. 10. Quickly masters new vocabulary and operating rules needed to understand how the business works Corresponding FYI Chapter Learns a new skill quickly Decisiveness Corresponding FYI Chapter 12. Does not hesitate when making decisions Does not become paralyzed or overwhelmed when facing action Is action-oriented Change management Corresponding FYI Chapter 15. Leads change by example Accepts change as positive Adapts plans as necessary Takes into account people s concerns during change. 19. Effectively involves key people in the design and implementation of change. 20. Adjusts management style to changing situations. 21. Effectively manages others resistance to organizational change

45 22. Adapts to the changing external pressures facing the organization. 23. Is straightforward with individuals about consequences of an expected action or decision. Leading employees 24. Is willing to delegate important tasks, not just things he/she doesn t want to do. 25. Provides prompt feedback, both positive and negative. 26. Pushes decision making to the lowest appropriate level and develops employees confidence in their ability to make those decisions Corresponding FYI Chapter Acts fairly and does not play favorites Uses his/her knowledge base to broaden the range of problem-solving options for direct reports to take. 29. In implementing a change, explains, answers questions, and patiently listens to concerns. 30. Interacts with staff in a way that results in the staff feeling motivated. 31. Actively promotes his/her direct reports to senior management. 32. Develops employees by providing challenge and opportunity. 33. Sets a challenging climate to encourage individual growth. 34. Rewards hard work and dedication to excellence Surrounds him/herself with the best people Finds and attracts highly talented and productive people

46 Confronting problem employees Corresponding FYI Chapter 37. Can deal effectively with resistant employees Acts decisively when faced with a tough decision such as laying off workers, even though it hurts him/her personally. 39. Moves quickly in confronting a problem employee. 40. Is able to fire or deal firmly with loyal but incompetent people without procrastinating. 41. Correctly identifies potential performance problems early. 42. Appropriately documents employee performance problems. Participative management 43. Uses effective listening skills to gain clarification from others Corresponding FYI Chapter Is open to the input of others Encourages direct reports to share Involves others in the beginning stages of an initiative. 47. Gains commitment of others before implementing changes. 48. Listens to individuals at all levels in the organization. 49. Keeps individuals informed of future changes that may impact them. 50. Listens to employees both when things are going well and when they are not. 51. Involves others before developing plan of action

47 Building collaborative relationships 52. Gets things done without creating unnecessary adversarial relationships. 53. Uses good timing and common sense in negotiating; makes his/her points when the time is ripe and does it diplomatically. 54. When working with a group over whom he/ she has no control, gets things done by finding common ground. 55. When working with peers from other functions or units, gains their cooperation and support. 56. Tries to understand what other people think before making judgments about them. 57. Quickly gains trust and respect from his/her customers. 58. Can settle problems with external groups without alienating them. Compassion and sensitivity Corresponding FYI Chapter Corresponding FYI Chapter 59. Is sensitive to signs of overwork in others Is willing to help an employee with personal problems. 61. Is calm and patient when other people have to miss work due to sick days. 62. Allows new people in a job sufficient time to learn Helps people learn from their mistakes Conveys compassion toward them when other people disclose a personal loss. Putting people at ease Corresponding FYI Chapter 65. Has a pleasant disposition Has a good sense of humor Has personal warmth

48 Respect for differences 68. Understands and respects cultural, religious, gender, and racial differences. Corresponding FYI Chapter Treats people of all backgrounds fairly Values working with a diverse group of people. 71. Is comfortable managing people from different racial or cultural backgrounds. Taking initiative 72. Is prepared to seize opportunities when they arise. 73. Would respond to a boss who provided autonomy by working hard to develop his/her skills Corresponding FYI Chapter Takes charge when trouble comes Is creative or innovative Can effectively lead an operation from its inception through to completion. Composure 77. Does not become hostile or moody when things are not going his/her way. 78. Does not blame others or situations for his/ her mistakes. 79. Contributes more to solving organizational problems than to complaining about them Corresponding FYI Chapter Remains calm when crises occur Balance between personal and work life 81. Acts as if there is more to life than just having a career. Corresponding FYI Chapter Has activities and interests outside of career Does not take career so seriously that his/her personal life suffers

49 Self-awareness 84. Admits personal mistakes, learns from them, and moves on to correct the situation. Corresponding FYI Chapter Does an honest self-assessment Seeks corrective feedback to improve him/ herself. 87. Sorts out his/her strengths and weaknesses fairly accurately (i.e., knows him/herself). Career management 88. Understands the value of a good mentoring relationship. 89. Effectively builds and maintains feedback channels Corresponding FYI Chapter Responds to feedback from direct reports Actively cultivates a good relationship with superior Uses mentoring relationships effectively Actively seeks opportunities to develop professional relationships with others. 94. Responds effectively to constructive criticism from others Section 2: Problems That Can Stall A Career Problems with interpersonal relationships 95. Is arrogant (e.g., devalues the contribution of others). Corresponding FYI Chapter Is dictatorial in his/her approach Makes direct reports or peers feel stupid or unintelligent Has left a trail of bruised people Is emotionally volatile and unpredictable Is reluctant to share decision making with others

50 101. Adopts a bullying style under stress Orders people around rather than working to get them on board. Difficulty building and leading a team 103. Does not resolve conflict among direct reports Hires people with good technical skills but poor ability to work with others Does not motivate team members to do the best for the team Selects people for a team who don t work well together Corresponding FYI Chapter Is not good at building a team Does not help individuals understand how their work fits into the goals of the organization Fails to encourage and involve team members Difficulty changing or adapting 110. Cannot adapt to a new boss with a more participative management style Has not adapted to the culture of the organization Is unprofessional about his/her disagreement with upper management Has an unresolved interpersonal conflict with boss Is not adaptable to many different types of people. Corresponding FYI Chapter Resists learning from his/her mistakes Does not use feedback to make necessary changes in his/her behaviors