MAP/EXCEL
Managerial Assessment
of Proficiency
“Management Challenges for
the 21st Century” by Peter F. Drucker
“Simply put, successful managers are
capable of influencing human behavior
towards organizational purpose and
goals.”
“…90% of the skills and competencies
required of effective managers
transcend industries and markets.”
2
What is MAP?
Assesses Managerial Competence
 Assess Important Style Characteristics
 Video Scenario Based
 Short “Online” & Long “Class” Versions

3
Why MAP?
Built on a solid foundation
 Virtually no competition
 Cost effectiveness for clients
 Impressive normative base
 New pricing opportunties
 Objective Competence & style measure

4
Why MAP
Manager’s receive bulk of training $$
 The largest % of Employees
 MAP at different stages of career

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Other Critical Factors for
Management Success
Product knowledge
 Technical knowledge
 Industry knowledge
 Coping with change
 Personality
 Etc.

6
What Is A Competency?

Correlates with
successful job
performance
KNOWLEDGE
SKILLS
COMPETENCY

Can be developed
through training
ATTITUDE
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Competencies Measured by MAP
Administrative

Managing Your Job
Communication

Relating to Others
Supervisory

Building a Team
Cognitive

Thinking Clearly












Time Management and Prioritizing
Setting Goals and Standards
Planning & Scheduling Work
Listening & Organizing
Giving Clear Information
Getting Unbiased Information
Training, Coaching & Delegating
Appraising People & Performance
Disciplining & Counseling
Identifying & Solving Problems
Making Decisions, Weighing Risk
Thinking Clearly & Analytically
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Styles and Values Measured
 Management Style
 Theory X, Theory Y
 Communication Response Style
 Empathic, Critical, Searching, Advising
 Personal Style
 Thinker, Intuitor, Sensor, Feeler
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Where Did They Come From?
From studies conducted at…
“Skills and competencies required
ofAmerican
effectiveMartin
managers
transcend
Ford
IBM
Marietta
Kodak
AT&T
Management
industries…”
Association
– Peter F. Drucker
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How is MAP Administered?
A Five-Step Process
Flexibility
Reassessment
Training
Planning
Interpretation
Assessment
Step One
Step Two
Step Three
Step Four
Step Five
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Constructing A Learning Architecture
Follow-up and Reinforcement
Training and Development
Individual Development Planning
Assessment
Competency Modeling
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Competency Outputs
13
Management Styles
Manager’s…
Theory X
Theory Y
View of
Work
View of
Workers
View of
Self
Motivational
Style
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Theory X / Theory Y Combo’s

High X AND High Y =
Flexible, versatile

High X OR High Y =
How you interact with
most people

Low X AND Low Y =
New to managing,
need training
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Communication Response
Style
EMPATHIC
SEARCHING
 A non-judgmental
reply
 Understanding the
essential theme
and/or feeling
expressed
 Stimulate others by
being attentive, alert,
interested
 Avoids the temptation
to give advice
 Asks for additional
information
 Need more facts
 Help get to root problems
 Help others express
themselves
 Sometimes feels like
interrogation
 Timing of questions is
important
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Communication Response
Style (continued)
CRITICAL
ADVISING
 Expresses judgment or  A recommendation that
evaluation
tells others what to do
 Often perceived as a
 Often comes from:
threat
 A desire to help
 Pressure to produce
 Possible consequences:
 Others feel rejected/put
down, becoming
discouraged or angry
 Others retreat or “clam
up” to express feelings
and emotions
 Ego
 Possible consequences:
 Dependency
 Bottlenecks
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Communication Response
Styles and Theory X/Y




Empathic
Searching
Theory Y (Adult)
Advising
Critical
Theory X (Parent)
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Personal Styles
JUDGMENT
 Uses principled reasoning,
logic and impersonal
analysis to evaluate
information and situations
P
E
R
C
E
P
T
I
O
N
 Success criteria are
sufficiency of data, validity
and reasonableness
 Perceives through the
unconscious
T
H
I
N
K
E
R
SENSOR
 Perceives through bodily
senses
 Focuses on concrete,
tangible realities in the
present
 Trusts ideas supported by
facts. Action/results oriented.
 Leaps from past, present to future
possibilities
 Perceives complex connections
among various phenomena
based on a “Gut Feeling”
INTUITOR
F  Uses empathy or personal
E
values to make a judgment
E
L  Concerned about how a
judgment/decision will
E
affect others
R
 Relationships are
paramount
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Personal Styles
Flexing our style to
adapt to another
person’s perception
of the situation…




Improves communication
Motivates
Maximizes team productivity
Develops rapport and respect
for diversity
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Competencies Measured by MAP
Administrative
Managing Your Job
Communication
Relating to Others
Supervisory
Building A Team
Cognitive
Thinking Clearly
Time Management and Prioritizing
Setting Goals and Standards
Planning and Scheduling Work
Listening & Organizing
Giving Clear Information
Getting Unbiased Information
Training, Coaching and Delegating
Appraising People and Performance
Disciplining and Counseling
Identifying and Solving Problems
Making Decisions, Weighing Risk
Thinking Clearly and Analytically
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Analyzing Bill Taylor’s
Competencies
The Administrative Competencies: Managing Your Job
Time Management and Prioritizing
Bill Taylor’s Actions
Bill put the agenda on flipchart at start
of meeting.
Bill extended his meeting without
getting group agreement.
Bill gets Brian to take on the driver
safety project.
+ or -
+
–
+
Principles or Guidelines
1. Set time estimates and limits.
2. Negotiate any schedule changes
with those affected.
3. Delegate; don’t do it all yourself.
Bill asked Brian how long the safety
project would take.
+
4. Involve those responsible in setting
of due dates.
Bill’s idea of Tony’s replacement
overlapping him is unrealistic.
–
5. Check your estimates against
reality.
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Analyzing Bill Taylor’s
Competencies
The Administrative Competencies: Managing Your Job
Setting Goals and Standards
Bill Taylor’s Actions
Bill explains at staff meeting why
supervisors must submit goals.
+ or -
Principles or Guidelines
+
Set goals to manage resources
effectively.
–
Distinguish between goals, activities,
and wishes.
+
Prioritize goals and negotiate changes in
value.
–
Goals are the basis for performance
appraisal.
Bill tells Brian the specific results of the
driver safety program.
+
Define the goal in terms of specific
outcomes.
Bill agreed to Jan’s impossible goal of
reducing errors to 0%.
–
Bill accepts Jim’s management planning
form with activities and wishes as
“goals”.
The parent company’s management
planning form uses percentages to show
values of goals.
Bill tells Jan that her goals aren’t part of
the appraisal system.
Bill used Jim’s goals to get him to work
with Shirley on Scheduling.
+
Set challenging but achievable goals.
Define the goal in terms of specific
outcomes.
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Relating Competencies to
Values and Styles
COMPETENCIES tell us what
you know how to do…
STYLES tell us a little about who you
are …and what you are likely to do
Look for
opportunities for
matching styles
to competencies
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Reading Group and Individual
Profiles
First consider the
Proficiency Composite
Score, expressed as a
percentile ranking. It
compares participants’
scores to those in
MAP’s database.
50%
The Proficiency
Composite Score
provides an overall
snapshot of an
individual’s content
knowledge of MAP’s 12
competencies.
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Reading Group and Individual
Profiles
Next… examine each
cluster composite
score.
50%
Cluster composite
scores are more
focused than the
Proficiency
Composite score.
These scores permit
a beginning understanding of one’s
strengths and
weaknesses relative
to other competency
clusters.
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Reading Group and Individual
Profiles
50%
The most helpful
information comes
from individual
competency scores.
When related to styles
and values scores,
they become the basis
for building an IDP.
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Reading Group and Individual
Profiles
Theory X and Y scores
offer insight into how
work attitudes/beliefs/
values affect supervisory and managerial
performance.
50%
Remember…Theory X
and Y are separate and
distinct measures—
one can be high, low or
balanced in both.
Totaling the X and Y
scores will not yield a
result of 100%.
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Reading Group and Individual
Profiles
Communication and
Personal Style scores
are useful in helping
to understand the
behavior of others
and one’s self at
work.
50%
Style scores often
explain or diagnose
why an individual
performed poorly in
one or more of the
competency areas
measured by MAP.
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Reading Group and Individual
Profiles
The average team lead,
supervisor or manager
participating in MAP
will likely find that his/
her scores will fall on
or near 50%, illustrated
by the red line.
50%
50% means that
performance on MAP
was better than onehalf of those who have
already taken the
assessment. It does
not mean that one-half
the items were
answered incorrectly.
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MAP Group Composite Profile
Interpretation
 Where are we strong as a group?
 If you were a training director making
recommendations to senior
management, where do we need to
improve as a group?
 Any surprises?
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MAP Competencies Wheel
Transfer scores from
your MAP Profile to
the wheel by
changing percentiles
to single digit
numbers (73% = 7
OR 76% = 8)
█ = MAP Score
█ = Self-Rated
Proficiency
█ = Relevance
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Individual Development
Planning
IDP
Input
Past development
Performance appraisal
Subjective evaluation
Objective assessment
Job needs analysis
Development options
IDP
Outcomes
Goals
IDP
Process
Activities
Milestones
Support
Commitment
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Bill Taylor's IDP
Name:
Date of
Entry
Jan.
Bill Taylor
Dept./Unit/Location:
Area Targeted for
Improvement
(Competencies and Styles)
Getting Unbiased Information:
Encourage people to think out their
own ideas and not simply echo back
what they know I want to hear.
Administrative Services Dept.
Goal to Be Met and/or
Problems to Be Corrected
(Reason for Selecting)
Proficiency
Actual
%
Desired
%
People tend to say what they think I
want to hear. My goal is to take time
before phrasing questions and make
sure to use neutral wording that
doesn't show what I want to hear.
37
65
Jan.
Thinking Clearly and Analytically
MAP profile suggests that my thinking
might be fuzzy. I probably need to
recognize fallacies or faulty
conclusions.
41
75
Jan.
Time Management--planning my time
proactively rather than reactively.
I enjoy interruptions and often don't
see a project, activity, or interview
through to completion. My goal is: (a)
finish what I start, (b) don't start what
I can't finish, and (c) start valuable
projects and activities... not "fillers."
47
75
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Bill Taylor's IDP
(continued)
Actions to be Taken
(Including Persons
Who Will Help You)
Time
Period
Date For
Evaluating
Results
1st qtr.
Jan. - Mar.
1st week
April
Take self-study program and read two books
that have been recommended by friends.
Early Feb.
End Feb.
Go through EXCEL workshop. Make up a "to do"
list daily. Carry portable alarm clock and set it to
go off hourly to remind me to check actions against
priorities.
1st qtr.
Jan. - Mar.
1st week
April
Go through EXCEL workshop when offered in
the Spring.
Get wife, manager, and staff to help me by
reminding me each time I unwittingly ask them
a leading question.
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Strategically Train Using MAP
and EXCEL Together
Concentrated 4-hour
training module for each
of the 12 Competencies.
Stand-alone or seamless
add-on to the MAP
Assessment.
Fundamental training for
team leads, supervisors,
and managers.
Now available on CD also.
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Selling Points: MAP/EXCEL
Identifies individual areas of need
 Eliminates unnecessary training
 The only assessment of its kind
 One of the oldest assessments of ANY kind
 Provides normed scoring
 Post-testing capability
 Follow-on EXCEL modules

37
How to Market MAP/EXCEL
Showcases
Showcases = test drives
 Historically done live
 Can now be done via teleconference
 We may also do individual showcases

38
Handling Objections

“It’s too expensive”

“It takes too long”

“It doesn’t allow for others’ perspectives”
39
Installing MAP/EXCEL
Start with the middle, work down
 Include top managers later
 They’ll tell you it doesn’t reflect their jobs
 Tell them to take it anyway to support their
manager participants

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The Selling Cycle
Showcase
 Proposal
 Pilot session (minimum 10 participants,
$400/person)
 If license sale, installation program (trainer,
material, and scoring included)
 May be months (or years) long

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Selling MAP/Excel

$20,000 License
 50 Managers, Excel Materials, Reassess
 $100 per manager after the 50th

Unlimited Use License Start at $4,900
 No Limit to amount of managers
 Excel, DISC, PTI, SLTI, PS Leader
 Unlimited Use, Unlimited Customization
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Associate 10K License









Purchase MAP/Excel material at list price
One full set of MAP videotapes
One Instructor’s Binder for MAP
One full set of Managing To Excel Instructor materials
including videos
One full set of Excel Participant Workbooks
25 Managing to Excel Online "Units", six month access
with usage to commence
FREE MAP/Excel Certification
A credit for $500 (list) of HRD Press materials (Non MAP/
Excel)
TOTAL Value of Over $8,700
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The MAP Mentor Network

Help with
 Certification training
 Marketing plan
 Quarterly check-in phone calls
 Prospect conference calls
 Proposal review
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Synergies in the Network








Share regional classroom showcases
Share online showcases
Follow up on each other’s leads
Exchange marketing, sales, and closing ideas
Conversion to Excel
Share capabilities (i.e. e-mail brochures and
WebEx meetings)
Share specific industry info and experience
Share public, full-price MAP/EXCEL programs
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