TALENT KICKOFF
2013
The Journey
2
Where to go from here
‘Would you tell me, please, which way I ought
to go from here?’, Alice asked.
‘That depends a good deal on where you
want to get to’, said the Cat.
‘I don’t much care where‘, said Alice.
‘Then it doesn’t matter which way you go’
said the Cheshire Cat.
3
End of the journey
•
•
•
•
Specialist/Expert ?
Senior manager ?
Manager ?
Team manager ?
What does it look like ?
Which competencies are needed?
4
The 5 Competency Clusters
1. Information Management
•
Behaviour needed to collect, analyze, process, develop and communicate
information, facts, knowledge and ideas.
2. Task Management
•
Behaviour needed to accomplishing goals optimally; from simply performing a task,
over solving problems, planning and organizing, to managing changes and building
up an entire organization.
3. People Management
•
Behaviour needed when leading people within a hierarchical context; from simply
transferring knowledge in order to secure goal accomplishment to acting as a role
model for the company values.
4. Interpersonal Management
•
Behaviour needed when interacting with people without a hierarchical context; from
communicating with peers to building up networks with strategic business partners.
5. Personal Management
• Behaviour needed to ensure ones own task accomplishment, accountability and
development.
Each competency cluster contains 8 competencies
40 generic Competencies
Information management
Task management
Developing vision
People management
Enterprising
Inspiring
Developing company vision
Building the organisation
Developing strategy
Identifying business opportunities Emanating company values
Showing business focus
Business understanding
Managing business
Interpersonal management
Emanating vision
Networking
Personal management
Organisational ownership
Selecting key business partners
Showing personal accountability
Establishing strategic alliances
Maintaining awareness of the market
Acting as a role model
Maintaining awareness of organisational issues
Directing teams
Relating
Achieving objectives
Cross-functional thinking
Shaping processes
Managing multidisciplinary teams
Associating with peers
Showing ability to score
Understanding business issues
Managing budgets
Providing direction
Relating across levels
Showing drive for results
Defining business parameters
Introducing & managing change
Managing competencies
Building up external relations
Showing accountability in one's field
Conceptualising
Managing
Building teams
Influencing
Developing oneself
Conceptual thinking
Managing time/costs
Encouraging co-operation
Having impact
Continuous learning
Generating workable solutions
Monitoring progress
Managing conflicts
Negotiating
Personal growth planning
Managing resources
Involving team members
Convincing an audience
Innovating
Organising
Coaching/Developing others
Advising
Questioning oneself
Coping/Controlling negative emotions
Creative thinking
Setting objectives
Developing competencies
Giving advice
Stress handling
Innovative thinking
Acting proactively
Giving feedback
Acquiring credibility
Controlling oneself
Planning
Integrating
Handling criticism
Deciding
Motivating
Adopting a customer-oriented attitude
Engaging
Integrating data
Taking decisions
Recognising
Guiding clients
Showing work commitment and motivation
Generating alternatives
Initiating action
Adapting leadership style
Maintaining client contacts
Quality consciousness
Delegating
Service orientation
Persevering
Drawing conclusions
Analysing
Problem solving
Guiding people
Co-operating
Showing reliability
Evaluating information
Managing the unexpected
Giving instructions
Conferring with others
Acting consistently
Analytical thinking
Acting on your own initiative
Monitoring individual's results
Encouraging team spirit
Acting honestly and with integrity
Implementing solutions
Maintaining discipline
Avoiding/resolving conflicts
Showing self-discipline
Processing information
Structuring work
Providing support
Interacting
Showing flexibility
Gathering information
Setting task priorities
Acting as a mentor
Asking specific questions
Handling changes
Handling information
Working systematically
Fulfilling an exemplary role
Understanding the message
Handling diversity
Processing information in a creative
manner
Performing a variety of tasks
Supporting others
Putting yourself in other people's shoes
Willingness to learn new things
Understanding information
Performing tasks
Transferring expertise
Communicating
Showing respect
Understanding instructions/procedures
Performing manual tasks
Demonstrating
Oral communication
Showing openness
Dealing with unclear information
Performing repetitive tasks
Teaching others
Written communication
Accepting procedures
Sharing knowledge
Reporting
Accepting instructions
Correctly assessing one's own knowledge Using technology resources
Coaching/developing others
• Providing positive and negative feedback to others
about their performance in a constructive way,
helping and guiding them in their growth.
• Developing competencies
• Giving feedback
3.4
People Management
Problem solving
• Responding to and controlling unexpected situations
by evaluating possible solutions based on experience
and knowledge and by taking the initiative to
implement the best solution.
• Managing the unexpected
• Acting on your own initiative
• Implementing solutions
2.6
Task Management
Job/Employee Competencies
• The 40 generic competencies are
used as basis for descriptions of a
job’s/employees required core
behavioral competencies.
Information
management
Task
management
Personal
management
People
management
Interpersonal
management
Leadership Principles and Competencies
Information
Management
For each of the management
levels 8-9 competencies were
selected as representing the 5
leadership principles
Task
Management
Personal
Mangement
People
Management
Interpersonel
Management
Core Competencies for Team Management Level
Information management
Task management
People management
Interpersonal management
Developing vision
Enterprising
Inspiring
Networking
Personal management
Organisational ownership
Developing company vision
Building the organisation
Emanating vision
Selecting key business partners
Showing personal accountability
Developing strategy
Identifying business opportunities
Emanating company values
Establishing strategic alliances
Maintaining awareness of the market
Showing business focus
Acting as a role model
Business understanding
Managing business
Maintaining awareness of organisational
issues
Directing teams
Relating
Achieving objectives
Cross-functional thinking
Shaping processes
Managing multidisciplinary teams
Associating with peers
Showing ability to score
Understanding business issues
Managing budgets
Providing direction
Relating across levels
Showing drive for results
Defining business parameters
Introducing & managing change
Managing competencies
Building up external relations
Showing accountability in one's field
Conceptualising
Managing
Building teams
Influencing
Developing oneself
Conceptual thinking
Managing time/costs
Encouraging co-operation
Having impact
Continuous learning
Generating workable solutions
Monitoring progress
Managing conflicts
Negotiating
Personal growth planning
Managing resources
Involving team members
Convincing an audience
Innovating
Organising
Coaching/Developing others
Advising
Questioning oneself
Coping/Controlling negative emotions
Creative thinking
Setting objectives
Developing competencies
Giving advice
Stress handling
Innovative thinking
Acting proactively
Giving feedback
Acquiring credibility
Controlling oneself
Planning
Integrating
Handling criticism
Deciding
Motivating
Adopting a customer-oriented attitude
Engaging
Integrating data
Taking decisions
Recognising
Guiding clients
Showing work commitment and motivation
Generating alternatives
Initiating action
Adapting leadership style
Maintaining client contacts
Quality consciousness
Delegating
Service orientation
Persevering
Drawing conclusions
Analysing
Problem solving
Guiding people
Co-operating
Showing reliability
Evaluating information
Managing the unexpected
Giving instructions
Conferring with others
Acting consistently
Analytical thinking
Acting on your own initiative
Monitoring individual's results
Encouraging team spirit
Acting honestly and with integrity
Implementing solutions
Maintaining discipline
Avoiding/resolving conflicts
Showing self-discipline
Processing information
Structuring work
Providing support
Interacting
Showing flexibility
Gathering information
Setting task priorities
Acting as a mentor
Asking specific questions
Handling changes
Handling information
Working systematically
Fulfilling an exemplary role
Understanding the message
Handling diversity
Processing information in a creative manner
Performing a variety of tasks
Supporting others
Putting yourself in other people's shoes
Willingness to learn new things
Understanding information
Performing tasks
Transferring expertise
Communicating
Showing respect
Understanding instructions/procedures
Performing manual tasks
Demonstrating
Oral communication
Showing openness
Dealing with unclear information
Performing repetitive tasks
Teaching others
Written communication
Accepting procedures
Correctly assessing one's own knowledge
Using technology resources
Sharing knowledge
Reporting
Accepting instructions
Core competency
Fringe competency
Mandatory Competencies
Senior Manager Competences
• Developing vision
• Business understanding
• Enterprising
• Managing business
• Networking
• Relating
• Organisational ownership
• Developing oneself
13
Portrait of a Senior Manager
• A Senior manager is entrepreneurial, contributes to
developing the overall company vision and
strategy, has complete understanding of the full
business and drives the organisational change and
transition processes.
• He/she is competitive, has high energy and
leadership drive. He is driven by reaching ambitious
business goals, shows organisational ownership, likes
being influential and is self confident.
• He is focused on solving business challenges in a
rational and pioneering manner, which combines
cross functional perspectives. He is hard-working,
structured, stays stable under pressure and is
trustworthy.
• A Senior manager has social skills and likes
networking with colleagues and external contacts.
He is motivated by developing his team and
encourages cooperation and knowledge sharing.
He is considerate and perceptive towards other
peoples needs and emotions and open to
feedback.
14
Manager Competences
• Innovating
• Managing
• Organising
• Building teams
• Coaching
• Relating
• Acheiving objectives
• Developing oneself
15
Portrait of a Manager
• A Manager is competitive, has high energy and
leadership drive. He/she is driven by reaching
ambitious business goals, likes being influential and
is self confident.
• He has a solid understanding of the strategic
parameters, which he manages with the aim of
optimising processes throughout the business. He
looks at things from a broad perspective across
departments and is innovative and keeps up-todate with changes to stay ahead of competitors.
• A Manager rationally assesses and manages time
as well as material, human and financial
resources, including regular follow-ups and
corrective interventions in accordance with the
objectives to be reached. He is hard-working,
structured, stays stable under pressure and is
trustworthy.
• A Manager establishes and maintains formal and
informal relationships within and outside the
organization and across various organisational
levels. He is motivated by developing his team
and encourages cooperation and knowledge
sharing. He is focused on coaching and
developing his employees, is considerate and
perceptive towards other people needs and
emotions and open to feedback.
16
Team Manager Competences
• Integrating
• Organising
• Deciding
• Coaching
• Motivating
• Guiding People
• Co-operating
• Engaging
• Developing oneself
17
Portrait of a Team Manager
• A Team Manager is ambitious, has high energy and
leadership drive. He/she is driven by reaching
stretched goals, likes being influential and is self
confident.
• He has a detailed knowledge of the business area
and understands and appreciates the whole value
chain. A Team Manager translates the overall strategy
into specific measurable objectives, draws up
transparent plans, using the right resources and takes
the necessary steps to avoid or overcome obstacles.
He looks at things from a broad perspective and links
various data into a coherent whole which leads to
correct conclusions, followed by resolute
implementation.
• A Team manager rationally assesses and manages
time as well as material, human and financial
resources, including regular follow-ups and corrective
interventions. He is trustworthy, hard-working,
structured and shows perseverance even when
confronted with frustration.
• A Team Manager is motivated by leading and
developing his employees and team and encourages
cooperation and knowledge sharing. He adjusts his
leadership style to match others needs and is focused
on coaching. A Team manager establishes and
maintains formal and informal relationships across the
organization. He is open to feedback and focused on
continuous self development.
18
Specialist Competences
• Innovating
• Integrating
• Analyzing
• Problem Solving
• Providing Support
• Transferring Expertise
• Relating
• Acheiving Objectives
• Developing Oneself
19
Portrait of a Specialist
• A Specialist is ambitious, has high energy and
personal drive, He/she is driven by professional
achievement, likes being influential and is self
confident.
• A Specialist stays up to date in his professional
field in which he has extraordinary insight. He is
driven by rational problem solving, is good at
synthesizing, creative innovation and has an
analytical approach.
• A Specialist is conscientious, stays stable under
pressure, goes for quality in look & feel and is
dependable and structured.
• A Specialist has social skills, likes interacting
with colleagues and customers and is team
oriented. He is motivated by helping others,
sharing knowledge and by providing good
service. He is considerate and perceptive
towards other peoples needs and emotions
and open for feedback.
20
Manager vs. Specialist
Manager
•
•
•
•
•
•
•
•
Generalist competence
Macro perspective
Systemic – broad
Commited to organisation
Performs through others work
Motivated by leading people
Motivated by broadening of scope
Motivated by vertical growth
21
Specialist
•
•
•
•
•
•
•
•
Expert “technical” competence
Micro perspective
Specific – deep
Committed to function
Performs through own work
Motivated by managing projects
Motivated by enrichment of tasks
Motivated by professional growth
The Journey
22
Start of the journey
• What are your current competencies?
23
Input for the journey
Hogan
Feedback
Self
Current state
24
Development levels
Behaviour
Can be developed
Competences
Skills
Foundation
25
Cognitive
abilities
Knowledge
Personality
Difficult to change
Why focus on personality?
Knowledge and skils are
important, but the question of
• what people what
• how they get it and
• what might come in their way
defines the final performance
26
Competency model
27
ECCO competences & Hogan domains
Team Management Level
Key area
Domain
ECCO Competence
Integrating
Business
Organising
Deciding
Getting ahead
Coaching/Developing
Leadership
Motivating
Co-operating
Interpersonal
Getting along
Engaging
Intrapersonal
Developing oneself
28
ECCO competences & Hogan domains
Specialist Level
Key area
Domain
ECCO Competence
Innovating
Business
Integrating
Analysing
Problem solving
Getting ahead
Leadership
Relating
Interpersonal
Providing support
Transferring expertise
Getting along
Achieving objectives
Intrapersonal
Developing oneself
29
Personal Development Process
1
• Describe the end of the journey
• What should the future competency profile be like?
2
• Describe the starting point
• What is your current competency profile?
3
• Describe consequences of the gap
• What change is needed?
4
• Decribe the planned journey
• What development activities will lead to the goal?
5
• Adjust travel plan
• Keep track of the journey’s twists and turns and adjust id needed
30
How
we
learn
Concrete
Experience
Feeling
Something is happening
Concrete
Experience
Feeling
Something is happening
What does it mean?
Reflective
Observation
Watching
Concrete
Experience
Feeling
Something is happening
What does it mean?
What can be concluded?
Reflective
Observation
Watching
Abstract
Conceptualisation
Thinking
Concrete
Experience
Feeling
Something is happening
What does it mean?
Active
Experimentation
Doing
What can be concluded?
How can we use it?
Abstract
Conceptualisation
Thinking
Reflective
Observation
Watching
Learning reflection questions
• What did I do; what happened?
• How do I think/feel about this?
• How well (or badly) did it go?
• What have I achieved?
• What have I learned about myself?
• What other knowledge did I obtain?
• What will I do differently next time?
• How will I do it differently next time?
• How does what I have been doing lead to me becoming better?
• How can I use this to plan new learning experiences?
36
Action Learning Groups
Action Learning defined
• Action learning is an educational process whereby the
participant studies their own actions and experience in order to
improve performance.
• It is based on the premise that there is no learning without
action and no action without learning.
• Action learning is done in conjunction with others, in small
groups called action learning sets.
• It enables each person to reflect on and review the action they
have taken and the learning points arising. This should then
guide future action and improve performance.
• The method stands in contrast to problem solving which is
aimed at creating solutions that makes problems go away
• Action learning focuses on enquiry into action taken and
knowledge emerges as a result that leads to the improvement
of skills and performance.
Benefits
• Reflecting based on practical situations
• Practising ‘slow thinking’ and the postponement of
judgement, providing an opportunity for new
connections and answers to arise
• Giving and receiving personal feedback
• Learning from the parallel patterns between
behaviour within and the action learning sessions
• Safety and mutual support, which enables more
comprehensive knowledge to be created.
Action Learning Elements
An issue
• Action learning centers around an issue, project,
challenge or task, the resolution of which is of high
importance to an individual, team and/or organization.
• The issue should be significant, urgent and be the
responsibility of the team to solve.
• It should also provide an opportunity for the group to
generate learning opportunities, to build knowledge and
to develop individual, team and organizational skills.
• Groups may focus on a single issue of the organization or
multiple issues introduced by individual group members
Guideline to choosing an issue
•
•
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•
•
•
•
•
•
Is the challenge important, significant, complex and real?
Who, if anybody, needs to approve of my choice of issue?
Am I certain I will be able to take action on the dilemma?
What is the time frame for making progress on the issue?
How would I feel if I were not able to resolve the challenge?
Can I explain what is in my head and heart to other people?
Am I willing to be challenged on this area of my work, life or personality?
Would it be most useful to work on a familiar or unfamiliar issue?
What is troubling me or exciting me?
• Who knows about (understands) the issue being tackled?
• Who cares (genuinely wants something done) about the issue?
• Who can (has enough power to) get something useful done about it?
The issue bringer
• The issue-bringer comes to the set prepared to share their issue and have the group
work on it with them.
• They will have a unique, personal perspective on the issue and, as they are intimately
involved, are often passionate about seeing it solved.
Helpful behaviours by the issue-bringer:
• Prepare for meetings
• Structure your time
• Be clear about what you would like – or would like the group – to focus on
• Learn to ask for what you want
• Learn how to get an empathetic response
• Learn how to receive
• Learn how to generate action points.
• Provide the minimum amount of context for the group to be helpful to you
• Explain what has already been tried and with what degree of success
• If possible, what you see as the options at the moment.
The action learning group
• The core entity in action learning is the action learning group
composed of four-to-eight individuals
• The group should have diversity of background and experience so as
to acquire various perspectives and to encourage fresh viewpoints.
• Group members operate as coaches to the issue-bringer. They aim to
use all the best coaching skills and the assist the issue-bringer to move
towards learning.
• They are responsible TO the issue-bringer, not responsible FOR the issue
bringer or the issue. They are there to work with the issue-bringer to help
the issue-bringer to solve his/her issue.
• They may well have their own perspective on the issue, which they
should refrain from sharing
• Their aim is to both suspend judgement and the offering of
advice/solutions/etc, until they have explored the issue-bringer’s
context, perspective and ‘wants’ fully.
A process that emphasizes questioning
and listening
• Action learning emphasizes questions and reflection above
statements and opinions.
• By focusing on the right questions rather than the right answers,
action learning focuses on what one does not know as well as
on what one does know.
• Action learning tackles challenges through a process of first
asking questions to clarify the exact nature of the problem,
reflecting and identifying possible solutions, and only then taking
action.
• The focus is on questions since great solutions are contained
within the seeds of great questions.
• Questions build group dialogue and cohesiveness, generate
innovative and systems thinking, and enhance learning results.
Helpful behaviours from the group
• Agreeing a form of contract with the issue-bringer regarding the way you
will all work together
• Questioning skills
• Active listening skills
• The ability to give and receive feedback
• An understanding of group process
• Creative problem solving skills
• The skill of reflection
• Understanding the process of learning
• Aiming to maintain a respectful and honest approach
• Using a blend of open and closed coaching questions
• Checking in with the issue-bringer regularly to see if what they are doing at
present is still the most useful thing to be doing
• Using where necessary, a blend of summarising, reflecting on and reframing
A commitment to learning
• Solving an organizational problem provides immediate, shortterm benefits to the company. The greater, longer-term benefit,
however, is the learning gained by each group member as well
as the group as a whole and how those learnings are applied
on a systems-wide basis throughout the organization.
• Thus, the learning that occurs in action learning has greater
value strategically for the organization than the immediate
tactical advantage of early problem correction.
• Accordingly, action learning places equal emphasis on the
learning and development of individuals and the team as it
does on the solving of problems; for the smarter the group
becomes, the quicker and better will be the quality of its
decision-making and action-taking
Facilitation
• Facilitation or coaching is necessary for the group to focus on the important
(i.e., the learnings) as well as the urgent (resolving the challenge).
• The action learning coach helps the team members reflect both on what
they are learning and how they are working.
• Through a series of questions, the coach enables group members to reflect
on how they listen, how they may have reframed the problem, how they
give each other feedback, how they are planning and working, and what
assumptions may be shaping their beliefs and actions.
• The learning coach also helps the team focus on what they are achieving,
what they are finding difficult, what processes they are employing and the
implications of these processes.
• The coaching role may be rotated among members of the group or may
be a person assigned to that role throughout the duration of the group’s
existence.
Facilitating learning about learning
• Observations and feedback from the facilitator might help both
issue bringer and team to learn about their learning process and
learning preferences
• This could for example include
−
−
−
−
−
−
−
preferred learning style and consequences of that
group process
culture
communication
square wheels
underlying guiding metaphors
etc.
Action Learning Elements
Typical agenda
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Setting the scene
Short round with presentation of issues
Selection of first issue/issue bringer
The issue bringer introduces the issue and explains it briefly.
Group members explore the issue
The issue bringer evaluates the process
•
•
Selection of next issue/issue bringer
Etc.
•
Overall evaluation & reflection
Action Learning Toolbox
• THE TEN-STEP METHOD
• THE FIVE-STEP METHOD
• THE GOSSIP METHOD
• THE DOMINANT-IDEAS METHOD
• THE CLINIC METHOD
• THE U METHOD
• LEARNING FROM SUCCESS
Action Learning Ground Rules
Attendance
An AL session should be regarded as sacrosanct, which means that full physical and mental
attendance is mandatory for all ALG members. An AL session is NOT to be equated with ordinary
meetings, that can be postponed, deleted or re-scheduled with short notice. No other activities (a
part from life threatening ones) should be prioritized higher than the AL session. No less than 85% of
the ALG members should be present at each session.
Time
An important prerequisites for gaining full benefit of an AL session, is that there is time enough to
establish a climate where telling one’s stories, full listening, reflection and engaged questioning
can be obtained. This requires time, so normally there should be reserved no less than 5-6 hours for
a full AL session.
Confidentiality
What happens in an AL session, stays in an AL session.
Give & Take
All ALG members should be prepared to take active part in the AL session activities. This means
taking turns in being focus person and in co-facilitating the learning process for one self, the other
ALG members as individuals and for the group as a whole.