Leadership Effectiveness Report Samples
Candidate Assessment Report Chris Williams
Candidate Assessment Chris Williams INTRODUCTION This Candidate Assessment Report presents the results of an evaluation on Chris Williams as part of a candidate selection process for. It is based upon the completion of an assessment instrument measuring approach to leadership. This report is organized into sections: Assets and Potential Challenges Based on this individual s assessment results, this section presents a narrative summary of this candidate s assets as well as some of the potential challenges the candidate may encounter in fulfilling the responsibilities of the role. Motivational Considerations Based on the results of the motivational assessment, this section presents a description of some of the key aspects of this individual s motivational profile. Interview Questions This section presents several interview questions that can be used to further explore this candidate s profile in more depth. Role Profile This individual completed the Leadership Effectiveness Analysis (LEA) questionnaire which measures how a person approaches the leadership role in terms of 22 characteristics. This section provides this individual s LEA results against the role requirements of the position. This individual s scores on each of the 22 dimensions are shown by a dot. The role requirements for the position are shown by a shaded range. Job Match This section summarizes the information presented in the LEA profile by listing those dimension scores which fall within the targeted role requirements range as well as those dimensions that fall below the targeted role requirements range. Caution: This Candidate Assessment should be considered as only one component of the selection process. In reviewing the results of this assessment it is extremely important to consider all factors when evaluating this candidate including: Prior Work History Job Interviews Relevant Life Experiences Education References Other Job Relevant Information 2011 Management Research Group Page 1
Candidate Assessment Chris Williams ASSETS Based on the profile for Chris Williams, the following characteristics are likely to contribute to potential effectiveness in the role: 1. Persuasive and convincing; likely to try to influence others points of view; uses language to build commitment for ideas; can be an effective advocate for ideas or initiatives 2. Keeps others enthused and engaged; builds emotional commitment; can be dramatic and inspiring; operates with energy and intensity; can inspire emotional expression in others 3. Assertive and competitive; pushes to achieve results; can be forceful in the face of obstacles; works well in a challenging environment; does not shy away from conflict or debate 4. Works hard and sets high standards for achievement for self and others; emphasizes the importance of being serious about goals; strong work ethic; ambitious and willing to work hard to achieve success 5. Very direct and straightforward; provides frank and direct feedback; let s people know where they stand; quick to clear up ambiguity; does not shy away from delivering difficult messages 6. Takes own counsel; highly independent thinker; works well with autonomy; trusts own instincts; confident in own opinion; self-directed 7. Friendly, sociable and outgoing; has an easy and informal way with others; socially skilled; likes to establish a friendly atmosphere in teams; easy sense of humor; at ease in social situations 8. Persistent, follows-up; stays on top of tasks and goals until they are complete; strong follow-through efforts; keeps promises; not easily discouraged; will not give up easily; needs little external motivation for self-discipline 9. Responsive and supportive to those in positions of authority; will turn to more senior resources for direction, decisions and information; likely to be loyal to the organization; conscientious and generally willing to follow the organizational rules 2011 Management Research Group Page 2
Candidate Assessment Chris Williams POTENTIAL CHALLENGES Based on the profile for Chris Williams, the following characteristics may potentially reduce performance and potential in the role: 1. Tendency to be less organized; less attentive to details; less systematic in work methods; can be too vague in providing guidelines; less careful in following procedures 2. Less emphasis placed on building and using expert knowledge; may not take the time to develop specialized skills; may be less effective when working with colleagues or customers who expect greater expertise; may risk not staying up-to-date in industry or area of expertise 3. May fail to review and learn from past practices; may take longer to learn from mistakes; may be less cautious regarding risk; may take less time to evaluate consequences; may be less attentive to upholding organizational traditions 4. Less focused on helping others; less willing to compromise; may not accommodate to support team goals; may pursue own priorities without considering the needs of the team; less likely to go along for the sake of harmony 5. Little effort invested to keep emotions in check; less likely to be reserved especially under stress or in a highly emotional situation; may sometimes say things that would be better left unsaid; may respond too quickly when waiting would be wiser 6. Hesitant to consider new ideas or approaches; less open to taking risks; less concerned with challenging outmoded assumptions and methods; less likely to respond as quickly in fast changing environments 7. Less attention to long-term implications of issues and actions; less time spent on analysis and planning; may be too reactive or too short-term focused; may not think ahead; may not anticipate problems or consequences 8. Less concerned with immediate responses and quick reactions; may be less attentive to the day-to-day activities; may have less of a sense of urgency; may tend to be less hands-on and sometimes generate somewhat impractical solutions 9. May come across as too aggressive and overbearing; may unnecessarily take an adversarial approach; may see too many things in terms of win/lose outcomes; may argue when discussion would be more constructive 10. May sometimes demonstrate more enthusiasm, emotion or energy than is useful in the situation; may be less effective when there is a need to be the calming influence in a situation; being constantly on the go may unintentionally create some degree of chaos 2011 Management Research Group Page 3
Candidate Assessment Chris Williams MOTIVATIONAL CONSIDERATIONS These statements provide additional insights into the motivational patterns of Chris Williams 1. Strong emphasis placed on setting and achieving ambitious goals is further reinforced by a motivation to excel and to achieve at the highest levels 2. A tendency to be highly independent minded and a preference for doing things on one s own is further reinforced by a motivation for independence and for freedom from interference from others 3. A persistent, tenacious approach to monitoring tasks and activities is further reinforced by a motivation for endurance and the demonstration of determination and willpower 4. Drawn to innovation and seeking out new and different ideas and activities; enjoys creative pursuits; likes to engage with creative people; looks for new ways of doing things 5. Motivated to be efficient, organized and focused on the details of the process; likes to create order out of chaos; attentive to administrative aspects; prefers at least some degree of rules and guidelines 6. Enjoys looking for options and taking advantage of opportunities; energized by outmaneuvering an obstacle 7. Likes intellectual stimulation and logical, analytical and investigative thinking; likes time to think through things thoroughly 8. Strong appetite for setting and achieving ambitious goals; likes to push self and others to achieve at the highest levels 9. Energized by being persistent and tenacious; values overcoming obstacles through willpower and endurance; takes pride in not giving up 10. Gains satisfaction from being self-reliant and staying free of external controls on personal autonomy; prefers to operate independently and will likely chafe if there are many restricts or rules 11. Values predictability, stability and a consistent environment; prefers a secure and steady rhythm with relatively few surprises 12. Enjoys recognition, status and attaining a level of prominence and importance; seeks to be valued and respected; prefers to be in the inner circle or a member of an elite group 2011 Management Research Group Page 5
Candidate Assessment Chris Williams INTERVIEW QUESTIONS Strategic Chris Williams scored lower on Strategic indicating somewhat less emphasis placed on taking a long-range, broad approach to solving problems and decision-making. This may result in spending less time in objective analysis, thinking ahead and planning than is ideal. This may reduce effectiveness when the role requires this individual to: Be future and long-term oriented Anticipate challenges, risks, interdependencies and opportunities Be effective at strategic planning Utilize strong analytical thinking skills Use one or more of the following Interview Questions to explore the orientation Chris Williams has towards Strategic: 1. Please describe a situation where your contingency planning was especially effective. How did you anticipate potential problems, obstacles or opportunities? 2. Please describe the processes and resources you use to stay current with trends. How to you anticipate what customers might want/need or where the market may be heading? 3. Please contrast two actual situations: One in which you planned well, including the use of interim goals, resources needed and interdependencies and one where you feel your planning was insufficient. What led to your choice to approach these situations differently? What did you learn from these experiences? 4. What approaches do you take to ensure that the tactical activities of your group are well aligned with the strategic objectives of your organization? 5. Please give an example of a situation that required you to analyze a significant amount of information in order to make an effective decision. How did you ensure you approached this analysis strategically and avoided getting lost in the details of the information? 6. Organizations are working at an increasingly fast pace how do you balance the sometimes competing priorities of doing things quickly and taking the time needed to approach things more strategically? NOTES: 2011 Management Research Group Page 6
Candidate Assessment Chris Williams INTERVIEW QUESTIONS Cooperation Chris Williams scored lower on Cooperation indicating less emphasis placed on being accommodating to the needs and interests of others. This may result in being seen as less helpful and less willing to compromise than is ideal. This may reduce effectiveness when the role requires this individual to: Be helpful and accommodating to colleagues Be willing to compromise Put own interests aside for the common good Go along for the sake of harmony when needed Use one or more of the following Interview Questions to explore the orientation Chris Williams has towards Cooperation: 1. Leaders within organizations often need to decide when to push for their own agenda and when to compromise or accommodate the needs and interests of others. How do you decide when to be a strong self advocate and when to compromise or accommodate to the needs and interests of others? 2. Please give an example of when you chose not to cooperate or compromise that yielded a less desirable outcome. In hindsight, how would you have handled this situation differently? 3. Most leaders are in situations where they need to be effective in both the team leader role as well as the team member role. How does your approach to cooperation and compromise change in these two different roles? 4. In many workplaces the pace and volume of work is significant. Have you found ways to work that allow you to accomplish your own objectives and still have time to help others achieve their objectives? 5. When are you most likely to help your colleagues? When are you least likely to help your colleagues? NOTES: 2011 Management Research Group Page 11
Leadership Effectiveness Analysis Leadership 360 Report Chris Williams 8/23/2013 Welcome to Leadership 360! This powerful process of personal development is designed to provide feedback to you on 22 leadership practices from your own perspective as well as from the perspectives of your boss (or bosses), your peers, and your direct reports. This 360-degree feedback data will provide you with an encompassing view of how you are perceived to operate in your current leadership role. The Leadership 360 Personal Feedback Report contains your individual feedback profile. It is based upon your own responses to the Leadership Effectiveness Analysis (LEA) Self Questionnaire, as well as LEA Observer Questionnaires completed by the following respondents: Number of Respondents: Your Boss(es) 1 Your Peers 3 Your Direct Reports 5 To help you understand the degree to which you are currently using the leadership practices being profiled, your scores have been compared to a large normative database of leaders who have completed the LEA Self Questionnaire. You will receive scores expressed in terms of percentiles. For example, if you have a score at 75%, then you scored higher than 75% and the same as or lower than 25% of the people in the normative group. The specific norms that have been used are: Normative Groups: North America n=91964 (Jan2012) Presented by: Management Research Group Revised: ENU-04/01 Copyright 1992, 1994, 1998 Management Research Group Portland, Maine USA All Rights Reserved 1
8/23/2013 INTRODUCTION Leadership 360 is based on the principle that your development may be helped significantly by your own insights into the strengths and weaknesses of your leadership approach. The foundation of the Leadership 360 process is diagnostic feedback: feedback which diagnoses those practices or behaviors that need to be sustained, modified or added to your leadership repertoire. The attitude you have toward feedback will strongly influence the usefulness of this analysis. Please keep the following advice in mind as you proceed through your Personal Feedback Report: Use the information as a developmental aid. Avoid viewing your feedback as the final word on your performance; instead, use it to help plan tactics and strategies to enhance your future effectiveness. The leadership practices in your feedback profile are behaviors. Behaviors can be changed; thus, you have control over the factors that can help you attain maximum effectiveness as a leader. Trust the feedback profile s description of your approach to the leadership role. The Leadership Effectiveness Analysis questionnaires are proven, professional instruments that do show how individuals actually behave in leadership roles. Do not view high scores as good and low scores as bad. A given leadership orientation is rarely all positive or all negative. There are potential assets and potential liabilities for both high and low scores. For example, a high score on Empathy indicates sensitivity to and concern for other people. Alternatively, the strongly empathetic leader may be seen as avoiding conflict or perhaps having problems handling difficult interpersonal issues. Recognize that the aim of the Leadership 360 process is to help you achieve your goal of increased leadership effectiveness. Your development as a leader will be enhanced through (1) recognizing your strengths and weaknesses, and (2) designing strategies to enhance strengths and address weaknesses. PROFILE ELEMENTS The following pages present the profiles of your scores on 22 leadership practices, graphically showing your own perspective as well as the perspectives of your boss(es), peers, and direct reports. To ensure the confidentiality of individuals providing their input to you, only averaged responses are provided for peers and direct reports. If your respondents include more than one boss, these responses have also been averaged. Degree of Rater Agreement: Immediately to the right of the observer graphs the word High, Medium, or Low will appear when an average consists of at least 2 observers. This reflects the consistency of agreement among your observers on each of the leadership practices. High agreement means that the scores of 75% or more of your observers are clustered within 25 points of each other. Medium agreement means that the scores of 50-74% of your observers are similarly clustered. Low agreement means that the scores of fewer than 50% of your observers fell 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 relationships with the individual observers may be different and therefore they react to you differently. 3
8/23/2013 CREATING A VISION The world of the modern organization is complex, filled with challenges as well as exciting opportunities. In order to survive and prosper, an organization must have the enthusiastic commitment of its members, with their imagination and potential for independent thinking fully focused on its tasks, problems, and opportunities. All members of the organization are being asked to evaluate issues in their areas and offer better ways of responding. While this is especially true for the managerial and supervisory staff, it is also true for individual contributors. Each person has the power to create new visions and new realities for the organization. Clearly, the organization will need to provide a climate that invites the participation of all. Nevertheless, each person can take the initiative in thinking through and evaluating the problems, opportunities and situations encountered every day in a way that is unique to him or her. The five Sets involved in Creating a Vision are: CONSERVATIVE INNOVATIVE TECHNICAL SELF STRATEGIC 5
8/23/2013 Conservative Your Score: Studying problems in light of past practices to ensure predictability, reinforce the status quo and minimize risk. 10 20 30 40 50 60 70 80 90 96+ l Less focused on what has worked in the past; do not rely on precedents; less concern for acting cautiously Respect tradition; rely on past practices; build on knowledge gained through experience 10% Boss(es): Peers: Direct Reports: Innovative LOW LOW-MID MID-RANGE HI-MID HIGH l Rater Agreement: 10% l 30% l 20% Feeling comfortable in fast-changing environments; being willing to take risks and to consider new and untested approaches. Medium Medium Your Score: 10 20 30 40 50 60 70 80 90 96+ l Less attracted to exploring new ideas or approaches; leave well enough alone; avoid unnecessary risk-taking Welcome new ideas and perspectives; comfortable with change; willing to take risks; experimental attitude 15% Boss(es): Peers: Direct Reports: Technical LOW LOW-MID MID-RANGE HI-MID HIGH l Rater Agreement: 65% l 65% l 60% Acquiring and maintaining in-depth knowledge in your field or area of focus; using your expertise and specialized knowledge to study issues in depth and draw conclusions. Medium Medium Your Score: l 10 20 30 40 50 60 70 80 90 96+ Prefer the role of generalist; less concerned with acquiring and utilizing specific technical expertise Emphasize in-depth knowledge; stay up-to-date in your field; base decisions on specific technical expertise 5% Boss(es): Peers: Direct Reports: LOW LOW-MID MID-RANGE HI-MID HIGH l Rater Agreement: 45% l 30% l 35% Medium High 6
8/23/2013 PROFILE REVIEW This section of your Personal Feedback Report will provide interpretive reviews of your boss, peer, and direct report feedback data. The purpose of these interpretive reviews is to help you understand and focus on the key points in each observer group's perceptions of your leadership practices. For each observer group, the review will consist of the following elements: Perceptions: A series of statements outlining the major interpretive points suggested by the feedback of the specific observer group. Developmental Opportunities: Several issues suggested by the perceptions of the specific observer group that indicate potential liabilities requiring developmental attention. Comparative Profile: A one-page LEA profile comparing your self-reported scores to the scores of each observer group. In addition, a one-page LEA profile is provided that shows all 22 of your own scores together with all of the observer scores available for your report. 27
8/23/2013 PERCEPTIONS OF YOUR BOSS The following summary presents the major interpretive points suggested by your Boss responses. This information is derived from an analysis of very high and very low scores in various combinations. Information which may appear to be missing reflects only that the scores being analyzed for any specific interpretive statement did not reach a level above 70% or below 40%. As you read these statements, you may wish to mark or highlight those you agree represent significant aspects of your leadership approach, or those you would like to explore further in your developmental planning. From the perspective of your Boss, you are seen as: Creating a Vision Strongly oriented toward the energizing, motivating aspects of leadership, but not always knowing exactly where things are headed or how to get there. Not particularly oriented toward being analytical or paying careful attention to potential implications and contingencies. Not one to share a lot of information or outline plans and goals; inclined to let others figure things out for themselves. Willing to let others do the strategizing. Developing Followership A persuasive individual who tends to depend upon instinct and intuition about an issue, but who has an ability for convincing others and bringing them along. Emotionally expressive when trying to persuade others; using enthusiasm, energy and emotional intensity in order to be more convincing. Emotionally expressive and reactive; openly spontaneous and energetic; making little effort to restrain or conceal emotions. Placing more emphasis on communicating in a convincing, persuasive and influential fashion than on communicating simply to share information. Implementing the Vision Working on a day-to-day basis, without paying much attention to the long-range aspects of a problem or the specific details of how tasks are to be accomplished. Flexible and adaptable, but perhaps disorganized; not tied to doing things the way they have always been done or likely to outline specific, step-by-step processes for task accomplishment. Focusing on short-term task accomplishment rather than planning and analyzing longer term and broader implications; a hands-on doer with a strong orientation towards approaches that are practical and results-oriented. Hands-on and involved in day-to-day action; willing to jump in and do what is necessary to get things done; impatient with structure, detail and organization, and unlikely to set up systems that will eliminate recurring problems. 28
8/23/2013 LEADERSHIP EFFECTIVENESS ANALYSISä Self vs. Boss Profile Summary Self Boss 100 90 80 70 60 50 40 30 20 10 0 Creating a Vision Developing Followership Implementing the Vision Following Through Achieving Results Team Playing Conservative Innovative Technical Self Strategic Persuasive Outgoing Excitement Restraint Structuring Tactical Communication Delegation Control Feedback Management Focus Dominant Production Cooperation Consensual Authority Empathy North America n=91964 (Jan2012) 2013 Management Research Group 2
Leadership 360 Customized Questions from Chris Williams 8/23/2013, in consultation with your MRG Associate, Management Research Group, developed a series of customized questions for the purpose of providing you with additional information on some areas that are very important for your work within. These customized questions were included in the questionnaire that you completed. The following pages contain these questions and the corresponding responses. Self Bosses Peers Direct Reports Number of Respondents: 1 1 3 5 How to read this report: The Feedback Graphs: Each question gathered responses on a scale of 1 (lowest) to 7 (highest). Here is an example: Key: M = Mean SD = Standard Deviation Key: S = Self B = Boss(es) P = Peers DR = Direct Reports 1. Financial understanding (understanding and dealing with business requirements and financial policies of XYZ Company, including budgeting, accounting, costs, P&L statements, etc.): S B P DR Respondents provided ratings on this scale: 1 = Almost no understanding 2 to 3 = Limited understanding 4 = A basic understanding 5 to 6 = A good grasp 7 = A very strong understanding 1 2 3 4 5 6 7 Don't Know M 0 6.00 0 5.00 1 4.33 1 5.25 SD 0.00 0.00.71 1.41 Your scores: Your feedback scores are presented graphically and numerically. To ensure the confidentiality of your peers and direct reports, their responses have been averaged (Mean). The Mean score for Self and Boss are simply the scores for that question. If your observers include more than one boss, their responses have been averaged. Standard Deviation is provided for each observer group comprised of 2 or more individuals. The column labeled Don t Know shows the number of respondents who selected Don t Know instead of a numerical rating. Management Research Group 1
Leadership 360 Customized Chris Williams 8/23/2013 Questions from Key: M = Mean SD = Standard Deviation Key: S = Self B = Boss(es) P = Peers DR = Direct Reports Client/Customer Focus 1. Focuses team s efforts on meeting customer needs (helps team members understand their roles in meeting customer needs, keeps customer a top priority within the team) Respondents provided ratings on this scale: 1 = No focus on customer needs 2 to 3 = Very little focus on customer needs 4 = Average 5 to 6 = Moderate focus on customer needs 7 = Extremely focused on customer needs Don't M SD 1 2 3 4 5 6 7 Know S 0 4.00 0.00 B 0 4.00 0.00 P 0 4.67 2.08 DR 0 3.40 1.14 2. Builds strong relationships with customers (makes strong connections with customers, spends time building relationships with customers) Respondents provided ratings on this scale: 1 = Poor relationship with customers 2 to 3 = Weak relationships with customers 4 = Average 5 to 6 = Builds good relationships with customers 7 = Builds extraordinary relationships Don't M SD 1 2 3 4 5 6 7 Know S 0 5.00 0.00 B 0 5.00 0.00 P 0 5.00 1.73 DR 0 3.00 1.00 Management Research Group 3
Leadership 360 Customized Chris Williams 8/23/2013 Additional Comments, in consultation with your MRG Associate, Management Research Group, developed a series of open-ended questions in order to provide you with additional comments and suggestions. The following pages contain these questions and the corresponding responses. The responses have not been edited they appear exactly as they were entered into the questionnaire. To preserve confidentiality, responses from peers and direct reports are grouped in random order. Please note that responding to these questions was optional. Therefore, your observers may not have answered every question. Management Research Group 7
Leadership 360 Customized Chris Williams 8/23/2013 Additional Comments 1. What are this person s most valuable leadership strengths? Your comments: No Comment Comments from your Boss(es): Chris is extremely results focused and seldom fails to attain the sales objectives set for him. Comments from your Peers (random order): Really good team member; very engaging and enjoyable to hang out with. No comment He is very engaging and enjoyable to be around. Comments from your Direct Reports (random order): Direct report comments here No Comment Interpersonally quite skillfull although can get overly emotional. No Comment No Comment 2. What are this person s most important developmental needs? Your comments: No Comment Comments from your Boss(es): Chris needs to understand the broader issues effecting the business. Comments from your Peers (random order): No Comment Peer comments here No Comment Comments from your Direct Reports (random order): Overly critical and emotional. I feel that he is only interested in making his sales goals and really spends little time with my development. No Comment He can be overly critical. As a new sales rep I don't feel that I receive very clear guidance or assistance. Management Research Group 8
Leadership 360 Leadership Impact Report Chris Williams 8/23/2013
Leadership 360 Number of Respondents: Boss(es): 1 Peers: 3 Direct Reports: 5 Organizational Impact 1. Overall effectiveness as a leader/manager (i.e., total level of performance against expectations, total impact in role): 1 2 3 4 5 6 7 X M SD Shows little effectiveness Not a great strength Average A good, solid leader/manager In a class by him/herself Don't know B P DR 7 0 0 0 4.00 5.50 5.60 0.00 0.71 0.89 2. Future potential (i.e., has the ability to go beyond present level versus has reached his/her highest potential, is likely to be a major resource to the organization): B P DR 1 2 3 4 5 6 7 X M SD Some possibilities Strong possibilities beyond present job Unlimited; a major resource Don't know Has limited potential Needs to develop in current job 7 0 0 0 6.00 5.67 5.00 0.00 1.15 1.22 3. Delivers Results (i.e., accomplishes a great deal, achieves significant results, focuses on measureable outcomes) 1 2 3 4 5 6 7 X M SD Delivers significantly less results than expected Inconsistent in delivering results Achieves the same level of results as most Delivers more results than most Consistently delivers exceptional results Don't know B P DR 7 0 0 0 5.00 6.33 4.80 0.00 0.58 1.30 3
Leadership 360 Organizational Impact (Continued) 4. Demonstrates Ethical Leadership (i.e., behaves in an ethical manner, encourages ethical behavior in others, stands up for what is right, chooses the honorable course of action) 1 2 3 4 5 6 7 X M SD Makes ethical choices that raise questions or concerns Inconsistent demonstration of ethical leadership Moderately visible making ethical choices Regularly stands up for what is right; demonstrates ethical judgment Strong, consistent demonstration of ethical leadership; an example to others Don't know B P DR 7 0 0 0 4.00 6.33 4.60 0.00 1.15 0.55 MRG research indicates these LEA variables are generally related to this area of leadership effectiveness: Lower scores on: Authority Self Restraint Conservative Higher scores on: Strategic Management Focus Communication Excitement Technical Persuasive Control Production 4
Leadership 360 Number of Respondents: Boss(es): 1 Peers: 3 Direct Reports: 5 Organizational Impact 1. Overall effectiveness as a leader/manager (i.e., total level of performance against expectations, total impact in role): 1 2 3 4 5 6 7 X M SD Shows little effectiveness Not a great strength Average A good, solid leader/manager In a class by him/herself Don't know B 7 0 4.00 0.00 P 0 5.50 0.71 DR 0 5.60 0.89 2. Future potential (i.e., has the ability to go beyond present level versus has reached his/her highest potential, is likely to be a major resource to the organization): 1 2 3 4 5 6 7 X M SD Has limited potential Needs to develop in current job Some possibilities Strong possibilities beyond present job Unlimited; a major resource Don't know B 7 0 6.00 0.00 P 0 5.67 1.15 DR 0 5.00 1.22 3. Delivers Results (i.e., accomplishes a great deal, achieves significant results, focuses on measureable outcomes) 1 2 3 4 5 6 7 X M SD Delivers significantly less results than expected Inconsistent in delivering results Achieves the same level of results as most Delivers more results than most Consistently delivers exceptional results Don't know B 7 0 5.00 0.00 P 0 6.33 0.58 DR 0 4.80 1.30 3
Leadership 360 Organizational Impact (Continued) 4. Demonstrates Ethical Leadership (i.e., behaves in an ethical manner, encourages ethical behavior in others, stands up for what is right, chooses the honorable course of action) 1 2 3 4 5 6 7 X M SD Makes ethical choices that raise questions or concerns B Inconsistent demonstration of ethical leadership Moderately visible making ethical choices Regularly stands up for what is right; demonstrates ethical judgment Strong, consistent demonstration of ethical leadership; an example to others Don't know 7 0 4.00 0.00 P 0 6.33 1.15 DR 0 4.60 0.55 MRG research indicates these LEA variables are generally related to this area of leadership effectiveness: Lower scores on: Authority Self Restraint Conservative Higher scores on: Strategic Management Focus Communication Excitement Technical Persuasive Control Production 4
Leadership 360 Credibility With Management 5. Credibility with management and ability to inspire confidence with superiors (i.e., communicates well, delivers on promises, thinks in similar ways): 1 2 3 4 5 6 7 X M SD Has little credibility Not a great strength Average Has good credibility Inspires complete confidence Don't know B 7 0 6.00 0.00 P 0 6.00 1.00 DR 0 4.20 1.10 MRG research indicates these LEA variables are generally related to this area of leadership effectiveness: Lower scores on: Higher scores on: Outgoing Control Strategic Technical Communication Management Focus Persuasive Production Credibility With Peers and Direct Reports 6. Credibility and ability to inspire confidence with peers and direct reports (i.e., is trusted and respected, delivers on promises): 1 2 3 4 5 6 7 X M SD Has little credibility Not a great strength Average Has good credibility Inspires complete confidence Don't know B 7 0 5.00 0.00 P 0 5.00 1.00 DR 0 3.40 1.14 MRG research indicates these LEA variables are generally related to this area of leadership effectiveness: Lower scores on: Authority Dominant Self Higher scores on: Communication Strategic Technical Control Empathy 5
Leadership Coaching Report Chris Williams
Coaching Assessment Chris Williams INTRODUCTION This Leadership Coaching Report presents the assessment results and coaching suggestions for Chris Williams at. It is based upon the completion of assessment instruments measuring motivation and approach to leadership. This report is organized into five sections: Assets and Potential Challenges Based on the assessment results, this section presents a narrative summary of assets as well as some of the potential challenges Chris Williams may encounter in fulfilling the responsibilities of the role. Motivational Considerations Based on the results of the motivational assessment, this section presents a description of some of the key aspects of this individual s motivational profile. Coaching Suggestions This section presents several Coaching Suggestions that can be used to help Chris Williams develop in key areas of leadership. Role Profile Chris Williams completed the Leadership Effectiveness Analysis (LEA) questionnaire which measures how a person approaches the leadership role in terms of 22 characteristics. This section provides LEA results. This individual's scores on each of the 22 dimensions are shown by a "dot". Job Match This section summarizes the information presented in the LEA profile by listing those dimension scores which fall within the targeted role requirements range as well as those dimensions that fall below the targeted role requirements range. 2011 Management Research Group Page 1
Coaching Assessment Chris Williams ASSETS Based on the profile for Chris Williams, the following characteristics are likely to contribute to potential effectiveness in the role: 1. Persuasive and convincing; likely to try to influence others points of view; uses language to build commitment for ideas; can be an effective advocate for ideas or initiatives 2. Keeps others enthused and engaged; builds emotional commitment; can be dramatic and inspiring; operates with energy and intensity; can inspire emotional expression in others 3. Assertive and competitive; pushes to achieve results; can be forceful in the face of obstacles; works well in a challenging environment; does not shy away from conflict or debate 4. Works hard and sets high standards for achievement for self and others; emphasizes the importance of being serious about goals; strong work ethic; ambitious and willing to work hard to achieve success 5. Very direct and straightforward; provides frank and direct feedback; let s people know where they stand; quick to clear up ambiguity; does not shy away from delivering difficult messages 6. Takes own counsel; highly independent thinker; works well with autonomy; trusts own instincts; confident in own opinion; self-directed 7. Friendly, sociable and outgoing; has an easy and informal way with others; socially skilled; likes to establish a friendly atmosphere in teams; easy sense of humor; at ease in social situations 8. Persistent, follows-up; stays on top of tasks and goals until they are complete; strong follow-through efforts; keeps promises; not easily discouraged; will not give up easily; needs little external motivation for self-discipline 9. Responsive and supportive to those in positions of authority; will turn to more senior resources for direction, decisions and information; likely to be loyal to the organization; conscientious and generally willing to follow the organizational rules 2011 Management Research Group Page 2
Coaching Assessment Chris Williams POTENTIAL CHALLENGES Based on the profile for Chris Williams, the following characteristics may potentially reduce performance and potential in the role: 1. Tendency to be less organized; less attentive to details; less systematic in work methods; can be too vague in providing guidelines; less careful in following procedures 2. Less emphasis placed on building and using expert knowledge; may not take the time to develop specialized skills; may be less effective when working with colleagues or customers who expect greater expertise; may risk not staying up-to-date in industry or area of expertise 3. May fail to review and learn from past practices; may take longer to learn from mistakes; may be less cautious regarding risk; may take less time to evaluate consequences; may be less attentive to upholding organizational traditions 4. Less focused on helping others; less willing to compromise; may not accommodate to support team goals; may pursue own priorities without considering the needs of the team; less likely to go along for the sake of harmony 5. Little effort invested to keep emotions in check; less likely to be reserved especially under stress or in a highly emotional situation; may sometimes say things that would be better left unsaid; may respond too quickly when waiting would be wiser 6. Hesitant to consider new ideas or approaches; less open to taking risks; less concerned with challenging outmoded assumptions and methods; less likely to respond as quickly in fast changing environments 7. Less attention to long-term implications of issues and actions; less time spent on analysis and planning; may be too reactive or too short-term focused; may not think ahead; may not anticipate problems or consequences 8. Less concerned with immediate responses and quick reactions; may be less attentive to the day-to-day activities; may have less of a sense of urgency; may tend to be less hands-on and sometimes generate somewhat impractical solutions 9. May come across as too aggressive and overbearing; may unnecessarily take an adversarial approach; may see too many things in terms of win/lose outcomes; may argue when discussion would be more constructive 10. May sometimes demonstrate more enthusiasm, emotion or energy than is useful in the situation; may be less effective when there is a need to be the calming influence in a situation; being constantly on the go may unintentionally create some degree of chaos 2011 Management Research Group Page 3
Coaching Assessment Chris Williams MOTIVATIONAL CONSIDERATIONS These statements provide additional insights into the motivational patterns of Chris Williams 1. Strong emphasis placed on setting and achieving ambitious goals is further reinforced by a motivation to excel and to achieve at the highest levels 2. A tendency to be highly independent minded and a preference for doing things on one s own is further reinforced by a motivation for independence and for freedom from interference from others 3. A persistent, tenacious approach to monitoring tasks and activities is further reinforced by a motivation for endurance and the demonstration of determination and willpower 4. Drawn to innovation and seeking out new and different ideas and activities; enjoys creative pursuits; likes to engage with creative people; looks for new ways of doing things 5. Motivated to be efficient, organized and focused on the details of the process; likes to create order out of chaos; attentive to administrative aspects; prefers at least some degree of rules and guidelines 6. Enjoys looking for options and taking advantage of opportunities; energized by outmaneuvering an obstacle 7. Likes intellectual stimulation and logical, analytical and investigative thinking; likes time to think through things thoroughly 8. Strong appetite for setting and achieving ambitious goals; likes to push self and others to achieve at the highest levels 9. Energized by being persistent and tenacious; values overcoming obstacles through willpower and endurance; takes pride in not giving up 10. Gains satisfaction from being self-reliant and staying free of external controls on personal autonomy; prefers to operate independently and will likely chafe if there are many restricts or rules 11. Values predictability, stability and a consistent environment; prefers a secure and steady rhythm with relatively few surprises 12. Enjoys recognition, status and attaining a level of prominence and importance; seeks to be valued and respected; prefers to be in the inner circle or a member of an elite group 2011 Management Research Group Page 5
Coaching Assessment Chris Williams COACHING SUGGESTIONS TECHNICAL Chris Williams scored lower on Technical, indicating somewhat less emphasis placed on being an expert in one's field. This may result in having less specialized knowledge than is ideal. This may reduce effectiveness when the role requires this individual to: Contribute strong knowledge and skill in a specialized area Train or educate colleagues and customers Instill confidence through expertise Stay up-to-date in profession By first determining the context (situations, relationships, projects, etc.) where the expanded use of Technical will add value, experimenting with one or more of the following coaching suggestions will help Chris Williams become more effective in the use of Technical in the leadership role: 1. Specifically define the area of specialized knowledge/expertise to be developed and shared In a world of information overload and complexity, it can be easy to become too diffuse in our thinking and professional development. Make time to define the area of expertise you want to invest your energy developing in yourself and sharing with others. 2. Stay up-to-date in field of expertise Use education, reading, membership in professional organizations, engagement in social media, internet feeds, etc. to stay current in your chosen area of expertise. Build time into your schedule for these activities 3. Facilitate education sessions to share expertise with others - Share your expertise with both colleagues and customers. Build your reputation for expertise by offering education to others through face-to-face, writing, and online offerings, etc. 4. Respond to questions with specific, in-depth answers that demonstrate knowledge and expertise Take advantage of questions and requests from others to offer insights and knowledge in your area of expertise. Expand the time you are spending being an expert resource to others. 5. Examine problems, opportunities and courses of action through the lens of expertise There are many ways to examine issues and opportunities, including the assessment of short term needs, strategic intent, timelines, resource allocations, etc. In addition to these and other factors, specifically make time to answer the question "How does my area of expertise add to or influence this situation?" 2011 Management Research Group Page 12
Coaching Assessment Chris Williams COACHING SUGGESTIONS CONSERVATIVE Chris Williams scored lower on Conservative, indicating somewhat less emphasis placed on being cautious and prudent in decision making. This may result in repeating past mistakes or being less careful than is ideal. This may reduce effectiveness when the role requires this individual to: Carefully manage risk Thoroughly evaluate alternatives to find a more cautious option Respect and repeat what has been done in the past Assess the limits and risks associated with change By first determining the context (situations, relationships, projects, etc.) where the expanded use of Conservative will add value, experimenting with one or more of the following coaching suggestions will help Chris Williams become more effective in the use of Conservative in the leadership role: 1. Expand understanding of historical practices - Learn organizational and departmental history, understand what has been done before (both more and less successfully), and build a solid understanding of the values and beliefs that are important to the organization's history. When possible, align your actions and decisions to these historical practices and beliefs. 2. Expand understanding of lessons learned from the past - Take time to reflect on lessons learned from experience, incorporate these lessons into decisions and actions, and share the lessons you have learned with others. 3. Conduct more thorough assessments of risk - Take time to reflect on lessons learned from experience, incorporate these lessons into decisions and actions, and share the lessons you have learned with others. 4. Define the safer, more prudent alternatives - Asking questions such as: Can we do this at a slower pace? Is there an option that has less risk? Is there an alternative that does not involve as much change? will help define more cautious and moderate alternatives. 5. Thoroughly investigate before taking action - A leader employing the Conservative dimension carefully assesses all elements of what is needed to avoid risk or failure before moving forward. What are all the elements needed to be successful and avoid risk? 6. Use solutions that have been found to work in similar situations - the proven solution. The Conservative dimension is intended to support a cautious approach to moving forward. 2011 Management Research Group Page 16
Coaching Assessment Chris Williams The newer the course of action, the greater the unknown factors, the greater the chance of increased risk. Solutions that have worked in similar situations provide a more "tried and true" course of action. 7. Test new ideas carefully before fully implementing - Run simulations, focus groups, and pilot projects to test ideas before they are fully implemented. This helps to ensure that potential risks and problems are identified while the scope of the execution is still limited. 2011 Management Research Group Page 17
Motivation and Personal Growth Report Samples
Individual Directions Inventory Individual Directions Inventory Report Chris Williams The Individual Directions Inventory (IDI) is a tool for personal and professional development that provides you with the opportunity to explore your motivations and preferences, examine how these have affected the choices you have made in different areas of your life, and consider what actions you might wish to take as you look toward your future. The IDI provides information about areas from which you are presently gaining satisfaction, as well as identifying areas which you may find less appealing. By helping you to understand the types of settings, roles and approaches that may hold the greatest interest for you, the IDI can be a useful tool in helping you to orient yourself in both your personal and professional worlds. This report will provide you with personal feedback based on your responses to the Individual Directions Inventory. To help you understand your feedback, your scores have been compared to a large normative database of business and professional people who have completed the Individual Directions Inventory. You will receive scores expressed in terms of percentiles. For example, if you have a score at 75%, then you scored higher than 75% and the same as or lower than 25% of people in the normative group. The specific norms that have been used in reporting your scores are: Norm Group: North America n=13936 (Jan2012) Presented By: Management Research Group, Inc Revised: ENU-11/03 Copyright 2003 Management Research Group Portland, ME USA All Rights Reserved
Introduction This report will provide you with individualized feedback on 17 specific dimensions which represent your personal Directions - the underlying directions you use to guide your life. This feedback is based on your responses to the Individual Directions Inventory (IDI). An IDI Direction is a broad set of patterns or purposes that represents aspirations and motives. Our Directions may be satisfied or frustrated in many aspects of our lives; therefore, there are a variety of emotional experiences associated with them. Our Directions represent our striving to achieve specific emotional goals in our lives. The way in which these goals are achieved may vary dramatically, depending upon the person. For example, a person whose primary direction in life is giving support and affection to others is very different from a person who finds this focus less appealing and prefers to be highly self-sufficient and free of outside interference. The IDI Directions reflect a variety of internal processes: motives, needs, drives, and values. These are the source of much individual behavior. Our Directions differ from the methods we ordinarily employ to get what we want; they represent the strivings that we try to realize in our worlds. We then use the skills and insights we have developed to achieve the specific objectives that are related to these underlying Directions. Depending upon the context in which they occur, our Directions: help us to create and build our unique worlds; describe the specific emotional content of our experiences; represent deep motivational patterns; help us to understand and predict our future behavior; represent the value we place upon people, places, things, ideas, goals, and activities; can affect the setting of future goals. Think of your Directions as showing the direction and strength of the force with which you are likely to push against the world in order to achieve satisfaction. Some Directions will complement each other, while others will seem contradictory. When Directions are complementary, they tend to reinforce each other. When they are contradictory, they may cancel each other out or emerge as inconsistent behavior. The following pages present your feedback scores on each of the 17 IDI Directions. In order to help you understand your feedback, the Directions have been organized into six groupings, or Clusters. 3