assessing and developing adaptable leaders for …kaplandevries.com › ... ›...
TRANSCRIPT
Assessing and Developing Adaptable Leaders for an Age of Uncertainty
Assessing and Developing Adaptable Leaders for an Age of Uncertainty
“Institutionally, the ability to be agile enough is the gut issue in leading an organization today.”James McNerneyCEO
Assessing Flexible Leadership as a Mastery Assessing Flexible Leadership as a Mastery of Oppositesof Opposites Rob Kaiser & Darren Overfield
The Many Faces of Learning Agility The Many Faces of Learning Agility Kenneth P. De Meuse, Guangrong Dai, & George S. Hallenbeck
Relax, It's Only UncertaintyRelax, It's Only UncertaintyRandall P. White
Assessing and Developing Adaptable Leaders for an Age of Uncertainty
Assessing and Developing Adaptable Leaders for an Age of Uncertainty
Handouts available atHandouts available atwww.kaplandevries.comwww.kaplandevries.com
Relax, It's Only UncertaintyThe Case for Higher Order
Leadership Skills
Randall P. White, Ph.D.2009 SCP Mid-Winter Conference
Uncertainty Gap
Unc
erta
inty
Time
Uncertainty gap
Uncertainty in problem or situation
Capability to deal with uncertainty
The Future of Leadership, White, Hodgson & Crainer, 1996
C-suite executives reveal a high degree of ‘being
comfortable with discomfort.’ They accommodate
ambiguity and the uncertainty it brings. They tend
to have ‘solid cores’ that allow them to accept not
knowing everything. They tend to have a longer
view because they see time as a continuum in
which uncertainty will come and go as they
progress. Being uncertain doesn’t stifle them.
– Liz Mellon, Duke Corporate Education
We have a hypothesis ... that emerging market
(non-Western) leaders are actually much better
suited to the way the world is going ... The classical
leadership way of thinking that many business
schools and many corporations used ... assumed a
world that was controllable and predictable ... one of
the things our leaders have always had to do was
deal with masses of ambiguity, enormous amount of
change.
— Christine Williams, Standard Bank (South Africa)
Three types of leadership
Command and control—leader knows where to go and how to get there
Situational Leadership, Paul Hersey, 1979
Three types of leadership
Empowerment– leader knows where to go but not how to get there
Quality
Acceptance
Time
Three types of leadership
Learning– leader faces great uncertainty about where to go and thus doesn’t know how to get there
Value to the organization
Difficult learning
Possibility of failure
High
Low
Low High
Relax, It’s Only Uncertainty, Hodgson & White, 2001
Three types of leadership
Command and control—leader knows where to go
and how to get there
Empowerment– leader knows where to go but not
how to get there
Learning– leader faces great uncertainty about
where to go and thus doesn’t know how to get there
In each case, the leader is teacher versus followers who are learners.
Missing variables in assessing leadership
Learning agility
Dealing with ambiguity/uncertainty
Leadership versatility
Emotional intelligence
Tacit knowledge
Optimism
Leadership leaps
First Supervisory Experience
Managing Managers (mid-level)
General Manager
Be strategic
Deal with ambiguity
“I can’t do this job all by myself.”
Give up technical mastery
Direct and motivate creative problem-solving
People are a problem.
Making the Wrong Choice, White & DeVries, 1990
Enablers
Mystery seekers
Continually curious people attracted to areas and
problems unknown to them
Risk tolerators
Make decisions when necessary, despite incomplete
information, and will risk failure
Future scanners
Either futurists, gazing into the future and imagining the
possibilities or drill deep, asking the right question at the
right time
Enablers
Tenacious challengers
Motivated when told that something can’t be done or
has never been tried
Invigorators
Inject enthusiasm and spontaneity into the work and
invigorate the team
Flexible adjusters
Make on-line adjustments, recognizing the situation has
changed or can sell change to colleagues
Enablers
Simplifiers
Convey ideas and information simply yet completely.
They can be essence detectors who get to the core of
the description, clarifiers who ruthlessly eliminate
ambiguity and uncertainty, or interpreters who use
symbols or images to communicate crisply and easily
Focusers
Keep an eye on a few specific objectives, no matter
what else may be going on
Restrainers
Trouble with transitions
Not motivated by work
Conflict avoiders
Muddy thinkers
Complex communicators
Detail junkies
Narrow
Tethered to the past
Alpha Coefficients
.86Restrainers
.73Focus
.88Simplifier
.78Flexible
.85Creates Excitement
.78Tackles Tough Issues
.83Scans Ahead
.76Risk Tolerant
.69Motivated by Mysteries
The Ambiguity Architect User’s Manual, White, Hodgson, Lombardo & Eichinger, 1999
The Ambiguity Architect User’s Manual, White, Hodgson, Lombardo & Eichinger, 1999
Copyright © 2009 Korn/Ferry International. All Rights ReservedCopyright © 2009 Korn/Ferry International. All Rights Reserved
THE MANY FACES OF LEARNING AGILITYTHE MANY FACES OF LEARNING AGILITY
Kenneth P. De Meuse
Guangrong Dai
George S. Hallenbeck
Copyright © 2009 Korn/Ferry International. All Rights ReservedCopyright © 2009 Korn/Ferry International. All Rights Reserved
Situational Leadership
Historically
Fiedler (1967)
Vroom & Yetton (1973)
Graen et al. (1982)
Recently
» McCall, Lombardo & Morrison (1988)
» Brousseau et al. (2006)
» Goldsmith & Reiter (2007)
Copyright © 2009 Korn/Ferry International. All Rights ReservedCopyright © 2009 Korn/Ferry International. All Rights Reserved
Learning Agility
DefinitionAbility and willingness to learn from experience, and then applythat learning to perform successfully under new situations.
Focus – Vertical Leadership
Identification and development of Hi‐Po’s
Copyright © 2009 Korn/Ferry International. All Rights ReservedCopyright © 2009 Korn/Ferry International. All Rights Reserved
The Leadership Pipeline
Adapted from Adapted from The Leadership Pipeline The Leadership Pipeline (Charan, Drotter, & Noel (2001)(Charan, Drotter, & Noel (2001)
Copyright © 2009 Korn/Ferry International. All Rights ReservedCopyright © 2009 Korn/Ferry International. All Rights Reserved
Historical Roots
People develop on the job
Development depends on raw talent, the experiences one has, and what one does with them
Some experiences are more developmental than others
25
Copyright © 2009 Korn/Ferry International. All Rights ReservedCopyright © 2009 Korn/Ferry International. All Rights Reserved
Glaring difference between successful people and those whose careers falter…is their ability to wrest meaning from experience (i.e., learning agility).
The Lessons of Experience
McCall, Lombardo, & Morrison (1988)
Copyright © 2009 Korn/Ferry International. All Rights ReservedCopyright © 2009 Korn/Ferry International. All Rights Reserved
Half the leaders I have met don’t need to learn what to do. They need to learn what to stop.
Copyright © 2009 Korn/Ferry International. All Rights ReservedCopyright © 2009 Korn/Ferry International. All Rights Reserved
Leaders create meaning out of events and relationships that devastate non‐leaders…they look at the same events that unstring those less capable…and see something useful …The signature skill of leaders is the ability to process new experiences… and to integrate them into their life.
28
Geeks and Geezers: Bennis & Thomas (2002)
Learning Agility
Copyright © 2009 Korn/Ferry International. All Rights ReservedCopyright © 2009 Korn/Ferry International. All Rights Reserved
29
Learning Agile People Do Four Things WellLearning Agile People Do Four Things Well
1. They are critical thinkerswho examine problems carefully
and make fresh connections
2. They know themselves and are able to handle tough situations
3. They like to experiment and can deal with the discomfort of change
4. They deliver results in first‐time situations through team
building and personal drive
29
Copyright © 2009 Korn/Ferry International. All Rights ReservedCopyright © 2009 Korn/Ferry International. All Rights Reserved
30
Learning Agility:Learning Agility:A MultiA Multi--Dimensional ConceptDimensional Concept
MentalAgility
MentalAgility
People Agility
People Agility
LearningAgility
LearningAgility
ChangeAgility
ChangeAgility
ResultsAgility
ResultsAgility
Think through problems from a fresh point of view, are
comfortable with complexity, ambiguity and explaining their
thinking to others.
Curious, have a passion for ideas, like to experiment
with test cases, and engage in skill building
activities
Get results under tough conditions, inspire others to perform beyond normal, exhibit the sort of presence that builds confidence in others.
Know themselves well, learn from experience, treat others constructively, cool and resilient
under the pressures of change
Copyright © 2009 Korn/Ferry International. All Rights ReservedCopyright © 2009 Korn/Ferry International. All Rights Reserved
31
Description of Mental AgilityDescription of Mental Agility
31
▪▪ CuriousCurious▪▪ Reads broadly and has wide interestsReads broadly and has wide interests▪▪ Gets to root causesGets to root causes▪▪ Comfortable with ambiguity and complexityComfortable with ambiguity and complexity▪▪ Finds parallels and contrasts easilyFinds parallels and contrasts easily▪▪ Questions conventional wisdomQuestions conventional wisdom▪▪ Finds solutions to tough problemsFinds solutions to tough problems
Copyright © 2009 Korn/Ferry International. All Rights ReservedCopyright © 2009 Korn/Ferry International. All Rights Reserved
32
Description of People AgilityDescription of People Agility
32
▪▪ SelfSelf‐‐awareaware▪▪ Comfortable with diversity and differences ofComfortable with diversity and differences ofopinionopinion
▪▪ Understands othersUnderstands others▪▪ Can play many roles simultaneouslyCan play many roles simultaneously▪▪ Politically agilePolitically agile▪▪ Deals with conflict constructivelyDeals with conflict constructively▪▪ Relishes helping others succeedRelishes helping others succeed▪▪ Skilled communicatorSkilled communicator
Copyright © 2009 Korn/Ferry International. All Rights ReservedCopyright © 2009 Korn/Ferry International. All Rights Reserved
33
Description of Change AgilityDescription of Change Agility
33
▪▪ Loves tinkering and trying new thingsLoves tinkering and trying new things▪▪ Easily accepts challengesEasily accepts challenges▪▪ Accepts responsibility and accountabilityAccepts responsibility and accountability▪▪ Introduces new slants on old ideasIntroduces new slants on old ideas
Copyright © 2009 Korn/Ferry International. All Rights ReservedCopyright © 2009 Korn/Ferry International. All Rights Reserved
34
Description of Results AgilityDescription of Results Agility
34
▪▪ ResourcefulResourceful▪▪ Builds highBuilds high‐‐performance teamsperformance teams▪▪ Has tremendous drive to accomplish tasksHas tremendous drive to accomplish tasks▪▪ Very flexible and adaptableVery flexible and adaptable▪▪ Has significant personal presenceHas significant personal presence
Copyright © 2009 Korn/Ferry International. All Rights ReservedCopyright © 2009 Korn/Ferry International. All Rights Reserved
Copyright © 2009 Korn/Ferry International. All Rights ReservedCopyright © 2009 Korn/Ferry International. All Rights Reserved
Distribution of Learning AgilityDistribution of Learning Agility
36
Copyright © 2009 Korn/Ferry International. All Rights ReservedCopyright © 2009 Korn/Ferry International. All Rights Reserved
Are All Learning Agile Created Equal?Are All Learning Agile Created Equal?
▪▪ MultiMulti‐‐dimensional constructdimensional construct
▪▪ High on one dimension High on one dimension –– Low on anotherLow on another
▪▪ Profiles of high learning agile peopleProfiles of high learning agile people
▪▪ ImplicationsImplications
▫▫ Selection by profileSelection by profile▫▫ Develop by profileDevelop by profile
38
Copyright © 2009 Korn/Ferry International. All Rights ReservedCopyright © 2009 Korn/Ferry International. All Rights Reserved
The Problem Solver
Copyright © 2009 Korn/Ferry International. All Rights ReservedCopyright © 2009 Korn/Ferry International. All Rights Reserved
The Thought Leader
Copyright © 2009 Korn/Ferry International. All Rights ReservedCopyright © 2009 Korn/Ferry International. All Rights Reserved
The Trailblazer
Copyright © 2009 Korn/Ferry International. All Rights ReservedCopyright © 2009 Korn/Ferry International. All Rights Reserved
The Champion
Copyright © 2009 Korn/Ferry International. All Rights ReservedCopyright © 2009 Korn/Ferry International. All Rights Reserved
The Pillar
Copyright © 2009 Korn/Ferry International. All Rights ReservedCopyright © 2009 Korn/Ferry International. All Rights Reserved
The Diplomat
Copyright © 2009 Korn/Ferry International. All Rights ReservedCopyright © 2009 Korn/Ferry International. All Rights Reserved
The Energizer
Copyright © 2009 Korn/Ferry International. All Rights ReservedCopyright © 2009 Korn/Ferry International. All Rights Reserved
46
How do you identify high potential talent??
Copyright © 2009 Korn/Ferry International. All Rights ReservedCopyright © 2009 Korn/Ferry International. All Rights Reserved
Beware of the Beware of the Self ReportSelf Report . . .. . .
47
3
3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8
3.9
4
4.1
4.2
Low Middle High
Self Others
Copyright © 2009 Korn/Ferry International. All Rights ReservedCopyright © 2009 Korn/Ferry International. All Rights Reserved
THE MANY FACES OF LEARNING AGILITYTHE MANY FACES OF LEARNING AGILITY
Kenneth P. De Meuse
Guangrong Dai
George S. Hallenbeck
Assessing Flexible Leadership as a
Mastery of Opposites
Robert KaiserDarren OverfieldRobert KaiserDarren Overfield
In concurrent session, Assessing and Developing Adaptable Leadership for an Age of Uncertainty
Flexibility is crucial…
But how to assess it?
Yukl & Lepsinger (2004). Flexible leadership. Jossey-Bass.
The obvious answer…Trait — flexibility as a generic tendency to adapt behavior to changing circumstances
Kaiser, Lindberg, & Craig (2007). Assessing flexibility. Int’l Journal of Selection & Ass’t
Items• Varies approach with the
situation• Makes adjustments in
behavior • Takes ideas different from
own seriously• Not set in his/her ways• Thinks in terms of trade-offs
•Not compelling conceptually
•Not behaviorally precise; hard to act on
•Weakly related to effectiveness
Mastery of Opposites — capability and skill with complementary behaviors that seem incompatible
•Conceptual/theoretical basis
•Behaviorally specific/prescriptive
•More predictive of effectiveness
Kaiser, Lindberg, & Craig (2007). Assessing flexibility. Int’l Journal of Selection & Ass’t
An Alternative
Wisdom of opposites
Quinn, R.E. (1988). Beyond rational management.
People & Relationships
Process & System
Efficiencies
Adaptation to External
Environment
Production & Results
Competing Values Framework
Human Relations
Open Systems
Internal Processes
Rational Goals
Quinn, R.E. (1988). Beyond rational management.
Human Relations
Rational Goals
Push for productivity while also building cohesion & morale
Tough-Love
Quinn, R.E. (1988). Beyond rational management.
Open Systems
Internal Processes
Practical-Vision
Adapt/introduce change and maintain stability & predictability
“…playing multiple, even competing roles, in a highly integrated & complementary way” Hooijberg & Quinn (1992). Behavioral complexity
“…leader effectiveness entails the mastery of countervailing behavior patterns“Zaccaro (2001). Nature of executive leadership
“…using opposing approaches, unrestricted by bias for one and prejudice against the other.” Kaplan & Kaiser (2006). The versatile leader
Assessment Behavioral content Measurement method Quantifying a higher-order concept
– integrating opposing scores
Behavior
Initiation ConsiderationAutocratic Participative
Task-oriented People-orientedTransactional Transformational
Short-term Long-termStability Change
Efficiency Innovation
Tough-Love
Practical-Vision
Short-term execution
Collaborative and supportiveSelf-assertive and directive
Implementation and Tactical DetailsEfficiency and Conservation
Stability and Reliability
Empowerment and DelegationDemocratic and ParticipativeSupportive and Considerate
Long-term strategyVision and Direction Setting
Growth and ExpansionInnovation and Adaptation
Interpersonal HowHow
OrganizationalWhatWhat
Management Management Realizing efficiency through
command and control
LeadershipLeadershipInspiring people with a
vision for change
Taking Charge and Initiative Autocratic and Decisive
Expectations and Accountability
Measurement 1-to-5 rating scales “Opposites” are positively related
Kaiser & Kaplan (2005). The folly of linear scales. Performance Appraisals: A Critical View
N = 493 executives People-oriented
Task
-orie
nted
People-oriented
Task
-orie
nted
1 2 3 4 5
12
34
5
People-oriented
Task
-orie
nted
People-oriented
Task
-orie
nted
People-oriented
Task
-orie
nted
People-oriented
Task
-orie
nted
1 2 3 4 51 2 3 4 5
12
34
5
r = +.49
Kaiser & Kaplan (2005). Overlooking overkill? Human Resources Planning Journal
- 4 - 3 - 2 - 1 0
Muchtoo little
Barelytoo little
Barelytoo much
Muchtoo much
- 4 - 3 - 2 - 1 0
Muchtoo little
Barelytoo little
Barelytoo much
Muchtoo much
Too little Too muchamountThe right
+1 +2 +3 +4
New response scale
-2 -1 0 +1 +2
EnablingToo little Too much
The right amountToo little Too much
The right amount
-2-1
0+
1+
2
Forc
eful
Too
little
Too
muc
hTh
e rig
ht
amou
ntTo
o lit
tleTo
o m
uch
The
right
am
ount
-2 -1 0 +1 +2
EnablingToo little Too much
The right amountToo little Too much
The right amount
-2-1
0+
1+
2
Forc
eful
Too
little
Too
muc
hTh
e rig
ht
amou
ntTo
o lit
tleTo
o m
uch
The
right
am
ount
r = -.59
-2 -1 0 +1 +2
OperationalToo little Too much
The right amountToo little Too much
The right amount
-2-1
0+
1+
2
Str
ateg
icTo
o lit
tleTo
o m
uch
The
right
am
ount
Too
little
Too
muc
hTh
e rig
ht
amou
nt
-2 -1 0 +1 +2
OperationalToo little Too much
The right amountToo little Too much
The right amount
-2-1
0+
1+
2
Str
ateg
icTo
o lit
tleTo
o m
uch
The
right
am
ount
Too
little
Too
muc
hTh
e rig
ht
amou
nt
-2 -1 0 +1 +2
OperationalToo little Too much
The right amountToo little Too much
The right amount
-2-1
0+
1+
2
Str
ateg
icTo
o lit
tleTo
o m
uch
The
right
am
ount
Too
little
Too
muc
hTh
e rig
ht
amou
nt
r = -.21
N = 484 middle to senior managers
Polarity effect
-2 -1 0 +1 +2
EnablingToo little Too much
The right amountToo little Too much
The right amount
-2-1
0+
1+
2
Forc
eful
Too
little
Too
muc
hTh
e rig
ht
amou
ntTo
o lit
tleTo
o m
uch
The
right
am
ount
-2 -1 0 +1 +2
EnablingToo little Too much
The right amountToo little Too much
The right amount
-2-1
0+
1+
2
Forc
eful
Too
little
Too
muc
hTh
e rig
ht
amou
ntTo
o lit
tleTo
o m
uch
The
right
am
ount
r = -.59
r = +.49
People-oriented
Task
-orie
nted
People-oriented
Task
-orie
nted
1 2 3 4 5
12
34
5
People-oriented
Task
-orie
nted
People-oriented
Task
-orie
nted
People-oriented
Task
-orie
nted
People-oriented
Task
-orie
nted
1 2 3 4 51 2 3 4 5
12
34
5
r = +.49
Methods Matter
Integrating opposing scores
- 4 - 3 - 2 - 1 0
Muchtoo little
Barelytoo little
Barelytoo much
Muchtoo much
- 4 - 3 - 2 - 1 0
Muchtoo little
Barelytoo little
Barelytoo much
Muchtoo much
Too little Too muchamountThe right
+1 +2 +3 +4
1 2 3 4 5not Once in Sometimes Fairly Frequently,
at all while often if not always
Different response scales, different methods
Kaiser, Lindberg, & Craig (2007). Assessing flexibility. Int’l Journal of Selection & Ass’t
1-to-5 Ratings
Bobko & Schwartz (1984). Integrating related constructs. Journal of Personality Assessment
Integrative balance = [(k-1) – (|X – Y|)] * [(X + Y)/2]– X and Y are opposites to be integrated– X and Y are measured on a k-point scale
02.544.54
3.567.584.5
810.5127.54
13.51610.562.5
2013.583.50
1 2 3 4 5DIRECTIVE
12
34
5C
OLL
ABO
RATIV
E
20
16
0
0
4
8
12
“Too much/Too little” Ratings
Too LittleCOLLABORATIVE
Too MuchDIRECTIVE
Too LittleDIRECTIVE
Too MuchCOLLABORATIVE
+4+2
-2
-4
+4
+2
-2-4
+1
+3
-1
-3
-1-3 +3+1
A
B
C
Kaiser, Overfield, & Kaplan (2010). Leadership Versatility Index 3.0 Facilitator’s Guide
Too MuchDIRECTIVE
Too LittleDIRECTIVE
+4+2
-2
-4
+4
+2
-2-4
+1
+3
-1
-3
-1-3 +3+1
50%
75%
25%
100%75%Too LittleCOLLABORATIVE COLLABORATIVE
Too Much
Kaiser, Overfield, & Kaplan (2010). Leadership Versatility Index 3.0 Facilitator’s Guide
ForcefulForcefultaking the lead and pushing
for performance
EnablingEnablingcreating conditions for others
to lead and contribute
OperationalOperationalfocusing the organization on
the short term
StrategicStrategicpositioning the organization
for the future
- 4 - 3 - 2 - 1 0
Muchtoo little
Barelytoo little
Barelytoo much
Muchtoo much
- 4 - 3 - 2 - 1 0
Muchtoo little
Barelytoo little
Barelytoo much
Muchtoo much
Too little Too muchamountThe right
+1 +2 +3 +4- 4 - 3 - 2 - 1 0
Muchtoo little
Barelytoo little
Barelytoo much
Muchtoo much
- 4 - 3 - 2 - 1 0
Muchtoo little
Barelytoo little
Barelytoo much
Muchtoo much
Too little Too muchamountThe right
+1 +2 +3 +4
Copyright © 2006-2009. Kaplan DeVries Inc. All rights reserved.
Predicting effectiveness
Kaplan & Kaiser (2006). The Versatile Leader. Pfiefer/Wiley.
How You Lead
Operational Leadership
Enabling LeadershipForceful Leadership
focusing the organization onthe short term
creating conditions for others to lead and contribute
taking the lead and pushing for performance
What You Lead
OrderEfficiencyExecution
SupportsPushesListens/includesDeclares/decidesEmpowersTakes charge
•••
••••••
Strategic Leadershippositioning the organization
for the future
InnovationGrowthDirection
•••
Effectiveness indicators
Perceived overall effectivenessSingle-item rating on 10-pt scale, 5 = “adequate”, 10 = “outstanding”(peer ratings)
Team performanceVitality (subordinate ratings of morale, engagement, & cohesion)
Productivity (superior ratings of quantity, quality, & overall output)
Kaiser, Hogan, & Craig (2008). Leadership and the Fate of Organizations. American Psychologistologist
Research method 484 managers
126 GM or Executive 204 Functional head, Middle manager110 Manager or supervisor
44 did not indicate level
Mostly N. American (<20% EU, AP) Each rated by avg of 13 coworkers
2 Superiors5 Peers 6 Subordinates
MethodUse avg. All Coworker ratings of behavior to predict effectiveness
Peer ratings of Overall EffectivenessSubordinate ratings of Team VitalitySuperior ratings of Team Productivity
TeamVitality(subs)
Overall Effectiveness
(peers)
Team Productivity
(boss)
Forceful-EnablingVersatilityStrategic-Oper’lVersatility
Model RN = 484 middle to senior managers. Versatility based on average rating across all coworkers. Effectiveness based on peer ratings; Team Vitality based on subordinate ratings; Team Productivity based on superior ratings.
.30***
.38***
.64***
-.02
.38***
.36***
Flexibility & leader effectiveness
.32***
.16*
.46***
How
Wha
t
Copyright 2006-2009. Kaplan DeVries Inc. All rights reserved.
78%
Shortcoming Strength overused
-3 -2 -1 0 +1 +2 +3
Strength
YS
PD
YS
PD
Copyright 2006-2009. Kaplan DeVries Inc. All rights reserved.
Too little Too muchThe right amount
Too little Too muchThe right amount
1s. Thinks broadly—takes a big-picture perspective.
1o. Pays attention to detail—has a finger on the pulse of day-to-day activities.
Relative Advantages
Mastery of Opposites Reflects the tensions and
tradeoffs managers are familiar with
More highly related to leadership effectiveness
Behaviorally specific; more diagnostic value
Dovetails with theory— Situational (“when to do what”)— Developmental (Jung, Erickson)
Trait Approach Simple and intuitive,
familiar method Requires fewer items,
— esp. important if required to use elaborate competency model
Straight forward computation of scores (compared to “black box” in Mastery of Opposites methods)
Use existing tools based mastery of opposites
Apply methodology to existing competency models/360s
Create your own assessment protocol
Human RelationsHuman
RelationsOpen
SystemsOpen
Systems
Internal Processes
Internal Processes
Rational Goals
Rational Goals
Competency Model
1. Action -oriented
2. Team player
3. Visionary
4. Upward influence
5. Political savvy
6. Decisive
7. Drive for results
8. Customer focus
9. Delegation
10. Participative
11. Networking
12. Integrity
13. Sfds afsd fds
14. Dsfasdsd
15. Opeofweio
16. fsaopjojpldfopdpas
17. Upward influence
18. Political savvy
19. Delegation
20. Participative
21. Networking
22. Integrity
23. Visionary
24. Decisive
25. Action -oriented
26. Drive for results
27. Customer focus
28. Sfds afsd fds
29. Dsfasdsd
30. Opeofweio
31. Fjojpldfopdpas
32. Sadfasdlk
Competency Model
1. Drive for results-
2. Team player
3. Visionary
4. Upward influence
5. Political savvy
6. Decisive
7. Action-oriented
8. Customer focus
9. Delegation
10. Participative
11. Networking
12. Integrity
13. Mentoring
14. Coaching
15. Negotiation
16. Interpersonal skill
17. Resourcefulness
18. Public speaking
19. Business acumen
20. Empowering
21. Stress tolerance
22. Honesty
23. Master complexity
24. Manage self
25. Composure-
26. Emotional IQ
27. Learning agility
28. Diversity
29. Culturally Aware
30. Change agent
31. Courage
32. Creativity
Competency Model
1. Action -oriented
2. Team player
3. Visionary
4. Upward influence
5. Political savvy
6. Decisive
7. Drive for results
8. Customer focus
9. Delegation
10. Participative
11. Networking
12. Integrity
13. Sfds afsd fds
14. Dsfasdsd
15. Opeofweio
16. fsaopjojpldfopdpas
17. Upward influence
18. Political savvy
19. Delegation
20. Participative
21. Networking
22. Integrity
23. Visionary
24. Decisive
25. Action -oriented
26. Drive for results
27. Customer focus
28. Sfds afsd fds
29. Dsfasdsd
30. Opeofweio
31. Fjojpldfopdpas
32. Sadfasdlk
Competency Model
1. Drive for results-
2. Team player
3. Visionary
4. Upward influence
5. Political savvy
6. Decisive
7. Action-oriented
8. Customer focus
9. Delegation
10. Participative
11. Networking
12. Integrity
13. Mentoring
14. Coaching
15. Negotiation
16. Interpersonal skill
17. Resourcefulness
18. Public speaking
19. Business acumen
20. Empowering
21. Stress tolerance
22. Honesty
23. Master complexity
24. Manage self
25. Composure-
26. Emotional IQ
27. Learning agility
28. Diversity
29. Culturally Aware
30. Change agent
31. Courage
32. Creativity
Applications
Construct leadership models in terms of opposites
Cover interpersonal how and organizational what
Don’t assume “more is better”—assess for too little and too much
Start
Stop
Continue
Too little Too muchamountThe right
Too little Too muchamountThe right
Short-term execution
Collaborative and supportiveSelf-assertive and directive
Implementation and Tactical DetailsEfficiency and Conservation
Stability and Reliability
Empowerment and DelegationDemocratic and ParticipativeSupportive and Considerate
Long-term strategyVision and Direction Setting
Growth and ExpansionInnovation and Adaptation
Interpersonal HowHow
Interpersonal HowHow
OrganizationalWhatWhat
OrganizationalWhatWhat
Management Management Realizing efficiency through
command and control
Management Management Realizing efficiency through
command and control
LeadershipLeadershipInspiring people with a
vision for change
LeadershipLeadershipInspiring people with a
vision for change
LeadershipLeadershipInspiring people with a
vision for change
Taking Charge and Initiative Autocratic and Decisive
Expectations and Accountability
Create your own
“The test of a first-rate intelligence is the ability to hold two opposed ideas in the mind at the same time, and still retain the ability to function.“
F. Scott Fitzgerald"The Crack-Up" (1936)
Handouts available atHandouts available atwww.kaplandevries.comwww.kaplandevries.com