the leadership capability profile · zealanders. the leadership capability profile considers an...

The Leadership Capability Profile

PROTOTYPE: PART THREE:

APPENDIX C - DEVELOPMENT PATHWAYS & EXPERIENCES

APPENDIX D - DEVELOPMENT ACTIVITIES

June 2003

Leadership Capability Profile Prototype: Part Three: APPENDIX C � Development pathways and experiences

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The aim of the Senior Leadership and Management Development strategy is to develop leaders who are capable of delivering results for all New Zealanders. The Leadership Capability Profile considers an aspirant leader�s journey and illustrates how there are diverse pathways to becoming a NZPS leader. Leaders need depth and breadth of experience gained through a mix of different learning and work experience in organisations and the community. Each experience may contribute different ways to providing another step on the pathway of leadership development. The examples provided below are a guideline and prompt to further thinking and are not intended to be prescriptive or definitive. The comments are those drawn from various contributors to the background research development of the LCP including current and past leaders, senior managers in public service and members of the project team. Current and former New Zealand leaders have identified a combination of some or all of the following, at different levels of contribution and seniority, as significant pathway experiences in the development of leadership capability. Public sector The public sector provides a wide range of services right across New Zealand. The public sector includes both State sector and local government organisations. State sector is the collective term for all the organisations of central government in New Zealand. It consists of Public Service Departments, other departments that are not part of the Public Service, Offices of Parliament, the Reserve Bank of New Zealand, Crown entities and State-owned enterprises. These are the organisations whose financial situation and performance is reported in the Crown�s financial statements. While no single experience will cover all dimensions of public service each will help build breadth and depth of experience and help public servants develop a �holistic� and integrative perspective of the role of the State sector and the kind of leaders required.


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Examples of public sector roles Quotes from current and past leaders

Service delivery role

This may include work with client and/or public interface

Benefits of including in career

Understand the reality of implementation of policies

Gain experience in process and people management

Risk of not including in career development

Unrealistic expectation of results and progress

Perceived as being a �technical� bureaucrat with limited flexibility

�Facing the public helps you to see what the service is all about. You see who the public is, their lives and struggles, and how the policies actually work in practice. It�s why I came into the public sector.�


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Policy role

Experiencing and articulating a Māori, community, regional or international perspective into policy formulation, evaluation or implementation

Managing public policy consultation, development, implementation, monitoring and evaluation processes


Understand policy development, implementation, monitoring and evaluation processes and practices

Understand structure of government programmes


Research underpinning is unsound and open to criticism

Consultation process inadequate and programmes fall over or are delayed

�Dealing with the sensitive policy areas particularly reveals the tensions between politics and policy. I learnt the importance of having sound research and a consultation process that stood up to public scrutiny.�

�I learned a lot about building networks - very helpful - when co-operation with external agencies was needed, for information sharing and just getting buy in from interested parties. At the same time you�re putting out and getting feedback on a Ministry position, you need supportive networks.�

�I worked across a number of departments and saw a whole raft of reforms coming in.�


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Work in head office or central organisation roles

Leading and managing a work team

Being accountable for financial and physical resources


Understanding how the whole PS works

Relate to people at senior level in rest of PS


Lack of networks and ability to engage networks and appropriate help in time of crisis

Remain invisible to decision maker and influencers

�The chance to develop national policy that can effect the way the country develops economically or socially is really motivating for me. You can look back and see a difference in people�s lives.�

�I learned about the machinery of government, the key legislation - State Sector Act, Public Finance Act. This was good experience for a later leadership role.�

�Don�t lose sight of the public servant�s role. Have your say about something, then move on and implement the Government�s policy.�

Branch or regional office roles

Implementing national policy at local level

Field testing or researching for future policy initiatives


Understanding the viewpoint of people outside of Wellington


Advice seen as �ivory tower�, one dimensional or uncaring and irrelevant to regions and communities

�I worked for a regional council. The impact of your work is much closer to the public, the communities that you are working for. It feels less remote than working around the Beehive. You have to engage, listen to the community.�

�Ability to test policy in the realities of the regions � helps moderate a Wellington view.�


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Work in a Minister's office

Providing advice directly to ministers, senior officials, or select committees

Contributing to the management of the political-government interface


Understanding how politicians think and operate, and how decisions are made

Building confidence and ability to develop an easy relationship with the Minister later in career


Timing, tone, volume of priorities and policy advice and role may be out of step to minister�s needs. Hampers trust building and confidence in professional ability

Under confidence in relationships with ministers and ability to assert professional advice when necessary

�You see things from the �other side�, the pressures on the Minister. Events can pop up without warning and questions need to be put in the public domain quickly.�

�You learn to handle the sensitivity and pressure, not permit your professional advice to be compromised because of the situation.�

�Also learning how to support your minister and uphold the department�s credibility.�

�MMP made a difference. Bringing in people who are new to politics and managing their understanding between governance and the operational line.�


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Interdisciplinary experience

Work experience over more than one agency sector or area of specialisation

Secondment to a special cross-partner project

Research involving a multi-disciplinary team

�It�s easy to get into a silo mentality. Cross-agency work gives you a different perspective on government and your department�s role in the big scheme of things.�

�Time spent in a large agency helped me develop �big picture� thinking skills. I can look for linkages between things which helps me to define problems or re-shape them.�

�I worked as part of a multi-disciplinary team doing a public consultation on a roading development. I appreciated the expertise that others brought to the project.�

�As I was representing my department it was quite challenging to step up to own and profess my expertise within the group, and be relied on for an expert opinion.�


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Relationship management role with Māori Working on �Responsive to Māori initiatives�

Treaty claims

Consultation processes

Recruitment and training of Māori employees and observing Māori protocols and processes

�Being Māori in the NZPS means �walking in two worlds� Māori and Pakeha. I have been brought up in one but have to work in another, advising Pakeha on the Māori way has shown me that we need to train leaders to see from both world-views. I can�t do it for them.�

�She became well immersed in matters Māori, so that when she came into the State sector her knowledge and ability in the area was admired, giving her immediate mana.�

�There�s a real difference between the rhetoric and practice around consultation with Māori. Some departments are more serious and genuine than others.�

�I learnt to take personal responsibility for making relationships with Māori and set up processes with local iwi, and urban Māori groups.�

�It takes a long time to build trust but we had a couple of policy consultations - one on land use and one on education which tested the relationships. My biggest challenge was encouraging my staff not to let their values get in the way of engaging with and really listening to issues and concerns of Māori and respect their values and customs.�


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International experience

Representing New Zealand on the international arena is the core aspect of the work of several ministries, for example, foreign affairs, trade and overseas development, economic development; and tourism, education. Most ministries have an international dimension to their work.


Confidence in self

Understanding of New Zealand�s perspective and contribution to international issues.


Uneasy at public functions, events and diplomacy

Lacking ability to project a whole of government NZ role in international affairs and issues, seen as incompetent, letting New Zealand�s image down on international stage.

�I am very aware of the importance of international relationships and representing the whole of government view when I am outside of New Zealand.�

�The opportunities and need for public servants to embrace this aspect of Public Service work are critical to building a holistic and responsible �government as world citizen� approach.�


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Private sector The private sector operating in the New Zealand economic environment has special characteristics. With a small population and relative geographical isolation from large markets, the New Zealand economy presents unique strategic, management and business challenges. It is also a sector that is becoming increasingly diverse. Agricultural products, forestry, fishery, manufacture, wine and tourism are all established features of the economy. The emerging high growth industries of bio-technology, information communications technologies and the creative industries are becoming significant. The fruit industries, cold-climate plants and hot-house products, the developing Māori business sector and boutique fashion houses are further examples of the emerging niche markets that are also being served by the New Zealand private sector. Aspects of public service are also taking place within a commercial environment. The caring agencies, education, information and scientific research communities often have to operate within a commercial as well as public interest values set.

Each sector offers a different kind of experience, yet all rely on a favourable economic environment and government infrastructure in which to operate. Experience in the private sector, therefore, offers many opportunities to develop skills that are applicable to the commercial, management and business aspects of public service as well as giving NZPS leaders an insight into the demands of the global economic system and the impact on New Zealand economy and society.


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Examples of private sector roles Quotes from current and past leaders

Logistics role

Developing call centre operations and customer facing systems

Managing a small or medium sized business

Starting up a business from scratch

Business advisory role

Managing a manufacturing operation

Quality assurance role

Development role in one of the primary or major industry sectors (agriculture, fishing, mining, manufacturing, tourism)

Managing the public-private sector interface

Developing funding proposals

�It is extremely important for my department to develop significant relationships with private sector agencies. I spend a lot of time talking to heads of other agencies, particularly when I travel out of Wellington.�

�I�ve worked in different sectors. After the privatisation of public utilities. I found myself working in the private sector�. Combining a public value system with commercial interest seemed like a contradiction, but we have started to transform the way business is run I think.�

�Some of the operational side of government can be run as a business, the difference being that the income generated goes back to the public. It is good to have people who know how to run successful businesses involved.�

�The credibility I have in the business world, seen as pragmatic, shows the commercial world that government is not full of bureaucrats who haven�t ventured into the �real world�.�

�I like to hop between the two worlds public and private sector. After a while the politics and slowness of the public sector gets to me and I enjoy the pace and freedom of decision making in the private sector. But I also like to be involved in bringing better business practice into the State sector, so I have had a couple of periods doing that.�


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Voluntary sector / Unpaid work A range of other experience, within and outside paid work and in the social sector also provides significant opportunity to develop as a leader

Examples of voluntary or unpaid work Quotes from current and past leaders

Bringing up a family

Doing volunteer services abroad

Chairing a local committee or serving on a public or professional body as an elected official

Organising support or fundraising for a community facility or social provision.

Providing mentoring or support to members of your community or professional organisation


Understanding of community perspective

Need to influence without position authority or being able to impose an expert view


Limited view of the impact of service delivery and how to build values into operations

Difficulty in engaging with community stakeholders and gaining support for or feedback on policy

Failing to develop trust and credibility amongst community stakeholders

�A role where you need to influence without position authority, without imposing an �expert view� can be a very rewarding learning experience.�


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Examples of voluntary or unpaid work Quotes from current and past leaders

Not For Profit (NFP) or Non Government Organisation (NGOs) roles Administration

Fundraising

Member of a voluntary committee

Manager of volunteers

Family adviser

Service delivery

�You learn a lot about people management when co-ordinating volunteers to do unpaid work, there are different motivations for people being there, not all are altruistic.�

�Balancing the values of the organisation with those of some of the fund providers can be a bit fraught.�


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Iwi / hapu roles This may include representing or giving service to your iwi or community at increasing levels in recognition of your mana.

Examples of iwi / hapu roles Quotes from current and past leaders

Leadership roles within iwi or hapu

Organising a hui

Preparing or conducting research for, or presentation of, a Treaty of Waitangi claim on behalf of iwi or hapu

Organising Rūnanga meetings or fulfilling one of the Council roles

Organising, building or development of a new marae

Carrying out specific inherited roles based on whānau history.

Public speaking roles

Providing emotional, pastoral support and services to Māori in local groups and communities

Experience of transformational relations � helping public agencies respond better to Māori needs and aspirations

Interaction with Māori models of governance and service delivery

�Māori leadership per se is based on knowledge that is admired and personal attributes and skills that meld knowledge and skills into that leadership dimension.�

�To put a Māori point of view we have to have an understanding of the whole picture.�

�In the Māori community they know their people and they understand the organisations so they can work out how best to get things done. And they trust their people so that they can allow stuff to be delegated without loss of control.�

�I was thrust into leadership roles one way or another, with public speaking roles and also picking up special assignments.�

�My formative experiences were outside of the Public Service. Having been given leadership roles very early on in local groups and introduced to the political scene while dealing with local communities.�

�That way, I grew up. I was able to be sure of myself and have exposure to significant others.�

�Māori culture is having an understanding of the big picture and its context.�


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Engagement with Māori culture and protocols such as mihi; knowledge of iwi aspirations, basic pronunciation, or fluency in te reo, and working within the socio-political structures of Māoridom

Learning from the Māori way

Walking in two worlds


Ability to walk with confidence in two worlds and reap the benefits of alternative world views


Limited ability to lead and deliver service effectively because of the inability to engage with a major stakeholder group

�Midlife people fall out of the public sector and go back to iwi to fulfil the Māori dimension that they have within themselves. It�s the same for women and men.�

�Having the ability to empower other people in achieving goals. Influencing, but have them do it their way.�

�Recognising the richness of Māori storytelling for Māori � that you cannot always ask a direct question - and get a direct answer.�

�Leadership can be shaped through listening, looking and learning (whakarongo, titiro, korero).�

�The use of Māori tikanga is an issue that needs to be addressed on both sides and that�s based essentially in knowledge.�

�I very much walk in two worlds, trying to get it together for both. I�ve had a lot of experience being involved in a start-up, cultural change, and in mergers and learnt in each new situation.. The big thing is being able to be Māori when needed to be, but also fitting in when that�s important.�

�The important thing about being Māori in the public sector means you don�t have to suppress the Māori dimension when you arrive � you don�t have to take your hat off at the door.�


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Overseas experience New Zealand like other developing economies faces a global challenge in its competition for skills and talent and in competing in a global market. Developing a perspective of the global connections from social or business travel or work experience can help develop valuable insights and perspectives on public management

Examples of overseas experience Quotes from current and past leaders

The customary overseas experience (OE)

Travelling and working in other countries

Learning how public service is managed and delivered elsewhere

Being part of delivering an overseas aid programme or representing NZPS on secondment or an overseas posting

�Working overseas can bring a sense of perspective about what you value about your own country, the space, the environment, the low population.�

�Most developing countries are facing similar problems in their public sector. We can learn from how they tackle them and with a bit of our �KIWI ingenuity� adapt things to suit us. Sometimes we find that we are ahead of them.�


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Stretch assignments & special projects Many leaders speak of having undertaken a particularly challenging project, which tested their skills and abilities and provided a rich opportunity for their learning and development. What makes it a �stretch� assignment is the extent to which it takes you in to new territory and new experiences.

Examples of stretch assignments and special projects Quotes from current and past leaders

Leading or implementing a �whole of organisation� project � a culture change, a new human resource strategy, a new community project or service closure

Acting-up in a decision making role. Being accountable for managing people to achieve specific outcomes within a given timeline

Taking on a significant project of work that presents new learning and challenges

Completing a qualification

Working or managing a cross-cultural team

Being exposed to public and media scrutiny

Work on Treaty claim

First time managing people

Turning around a failing operation.

Moving from line operations, to a corporate role or policy role, or vice versa

�It took me out of my comfort zone.�

�In that project I learned what it was to be a manager.�

�When I acted-up for a few months, it was useful in helping me decide that I didn�t want that level of responsibility.�

�It felt quite liberating to run my own show and take the credit, and the flak, on occasion. It toughened me up.�

�I wrote a report, knowing that the outcome wouldn�t be favourable for the chief executive. I now have more acquaintances than friends.�

�Dealing with people�s personal grief following bereavement and impact on their colleagues and work.�

�Handling a redundancy situation was the most difficult thing I have done, but keeping everyone informed and supported throughout helped everyone.�


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Taskforce assignment, or special project work, that involved an increase in scope (e.g. budget, number of staff or complexity of role), promotion

Managing a structural change or start up


Develop confidence in own judgment

Develop confidence in ability to survive through the tough times

Understanding of organisations and what is required to operate effectively

Change management skills

Skills in influencing others


Afraid to try out new experiences or promote a professional view

Relying on others to �take the heat� and manage out of difficulty

Likely to become task rather than systemic in thinking

Lacking opportunity to develop a vision for a new future and the complexities involved in enabling it to happen


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Influential people

People who assume leadership positions often report on the influence of others in shaping their style and approach to leadership. This may be through role models, family or iwi members and others who demonstrate an effective and memorable approach to leading. It also includes people who taught them or influenced their learning at a particular time, or people who lived their individual or corporate values and were much admired for their courage and ability to create change.

Examples of influential people Quotes from current and past leaders

Mentors

Being coached

Coaching others

Providing mentoring and support to members of your community or profession

Attending seminars/presentations from leading thinkers

Incorporating behaviours and values learnt from respected elders, family members, leaders into your behaviour and value set


Failure to see areas of improvement and opportunities for development.

Under realises potential in self and others

�I have observed how Māori elders support our leaders, always guiding, telling a story, leaving the person to think and figure it out, never telling them what to do. They come to it eventually, learn to find their own wisdom.�

�I had the opportunity to work with some very high ability CEs, (in a cross-agency project) and had some very strong personal development learning through them at that time.�

�I have worked for good and bad role models. They were each influential in shaping my approach.�

�One boss that I had taught me how to think about change and tactical management � how to frame things differently. It was very confidence building.�

�I learnt to make friends with some of the �old identities� in the Beehive. They�ve usually worked under various governments, and know how to handle the different parts of the system.�


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Influential events

Here leaders speak of events that helped them to take a good look at themselves, how they spend their time, what they valued in their personal and work life, how they may change direction, or focus on things that matter. NZPS chief executives were almost unanimous that they had gained enormous value from these experiences.

Examples of influential events Quotes from current and past leaders

Formal education and training courses

Post graduate study or executive development programme

Personal and professional development courses

Secondments, sabbaticals

Experiential learning

Personal life and work experiences outside of paid work


Builds intellectual capability and conceptual frameworks

Broadening thinking

Giving time to reflect

Enabling them to put a conceptual framework on an earlier experience and to learn more from it

�I knew that I had to get my degree, that I wouldn�t be accepted as authentic otherwise, so I did. Now I feel that I can talk from concept instead of getting bogged down in detail.�

�I learnt from my mistakes about being professionally accountable. It was best to own up to the mistake and be embarrassed now than be humiliated sometime in the future.�

�Attending the six week course at Mount Eliza was a formative experience for me. It gave me a sense of benchmarking against others. I found that I was doing quite well�

�I grew up in an urban society. Moving to rural Southland meant a complete social and geographical change of life. I noticed the difference in values and priorities and sense of what was important. This was the year I grew up and worked out who I was.�


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Knowledge is outdated; other knowledgeable colleagues pose a threat to decisions and role

Feeling under-qualified amongst peers, particularly given the emphasis of young people in gaining qualifications

Missing out on influential networks of potential future leaders and CEs

Narrow in thinking, difficulty in seeing the big picture and making conceptual connections and holistic responses


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Support from others Becoming a leader isn�t an easy journey. You will need support to help you to realise your potential.

Examples of support from others Quotes from current and past leaders

A supportive work environment

A coach or mentor

Financial support

Family support

Time to develop

Work-life balance

Permission to learn

�Have a balance in your life � not just work.�

�You need to retreat from work and get personal support from family and friends particularly�

�Be self-managing � take a break ahead of when you need it.�

�Sort out what you have to deal with personally, and things you don�t have to � delegate.�

Leadership Capability Profile Prototype: Part Three: APPENDIX D � Development Activities

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The suggested activities given here are designed to encourage you to think of your development as comprising a four element cycle of learning which includes: conceptual development, applying theory to practice, engaging in critical reflection and an evaluation process, and experimenting with and testing new ideas, behaviours, practices. Full learning in any given area will involve completing this cycle. You may be strong in the knowledge of finance, but never have managed a budget, good with people in informal situations, but never understood the psychology of what motivates behaviour and commitment. It doesn�t matter so much where you start on the learning cycle, this will be a matter of learning preference. However, to put ideas into practice you will need to actually have practical experience and feedback on your performance for real learning, development and change to occur. You will be given help to assess the development that you require this document will assist with that process. The activity will also change depending on your role and level within the organisation. Managers will be able to apply these activities to their development as well as to those people they manage. Individuals seeking management experience will perhaps be guided towards shadow, secondments or sabbatical arrangements where the level and complexity of learning can incorporate a group and business dynamic as well as a focus on their individual development. The following is provided as a guideline and as prompt to further thinking. In no way is intended to be a prescriptive or definitive list of experiences that are considered to be relevant to leadership development Lead with integrity Examples of relevant development activities

Strategy forming Leaders structure and position the organisation to reflect strategic intent and achieve government�s goals, priority outcomes and investment in the future.

Read about, or take a course in strategic thinking and techniques employed in �futures analysis�.

Conduct an environmental scan to assess the demographic, environmental, social, business, economic changes that are likely to affect the work of your department.

Write and present a report outlining several scenarios for change to your peer group, department, and chief executive.

Lead a project, which attempts to implement one set of initiatives designed to address the future.

Set up systems and processes to ensure commitment, implement changes and monitor progress.

Leadership Capability Profile Prototype: Part Three: APPENDIX D - Development Activities

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Lead with integrity Examples of relevant development activities

Culture shaping Leaders shape an organisation culture to reflect NZPS values and give effect to the strategy to deliver results.

Produce a visual map of examples of culture in the organisation, your department, (pictures/words/documents/ protocols and processes) compare with the statement of �cultural intent�, and produce a short analysis of match between the two.

Reflect on one culture change that you have experienced and write a critical evaluation of the way it was introduced and the impact.

Read case studies on culture change, discuss with colleagues.

Develop a strategy for implementing a change in an aspect of culture.

�Senior Official� nous Leaders manage the interface between the political environment and the Public Service, use the processes of government, understands the debates and practices surrounding te Tiriti o Waitangi, operate on the basis of a politically neutral �whole of government� framework and work collaboratively with others to achieve results.

Attend a self-managed induction programme, covering government machinery, constitutional framework, �who is who�, government law, process and protocol.

Shadow opposite number in Cabinet secretariat or Minister�s office.

Work on an inter-agency project in an evaluation/observer capacity.

Track and critically review the progress of one policy development, through all stages of forming, development and implementation phases.


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Manage with prudence Examples of relevant development activities

Management of people Leaders recognise the aims, aspirations, and employment requirements of all staff, and build and maintain a high-performing workforce to enhance the organisation�s performance to achieve government�s goals and objectives now to in the future.

Take part in 360-degree performance feedback on your leadership, management, communication style.

Shadow your manager, or another leader in their �people management� activities (negotiating with unions, attending a hui, chairing a meeting, communicating to large groups of mixed stakeholder group at a public consultation).

Conduct development reviews with your staff; agree development activities and coach to improvement.

Attend seminars, courses, and workshops to work on, gain knowledge about, or discuss aspects of people management.

Develop a strategy for addressing all or some of the strategic human resource management issues faced by your department.

Business acumen Leaders consistently apply sound general management practices to ensure the business operates effectively and efficiently and delivers agreed outputs to contribute to priority outcomes.

Get to grips with your budget, understanding how it works � budget process, timelines, rules for spend and purchase. Attend courses to learn about the financial management and business systems in your organisation. Visit key people in charge of the budget process and develop relationships.

Examine one area of your business from a systems and finance perspective and recommend improvements; present case for change and implement and monitor progress.

Join a cross-government working group tasked with initiating business improvements.

Take on a �failing project and plan to turn it around.


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Walk with respect in diverse worlds Examples of relevant development activities

Stakeholder engagement Leaders manage multiple working relationships with stakeholders to enhance understanding and co-operation to achieve desired results.

Organise or participate in a public consultation process.

Attend public for a where interest groups put forward their case (e.g. council meeting; parliament; courts).

Write a review paper based on your reflections of the experience note what worked and how things may be handled differently for future consultations.

Apply learning to your own work area. Identify opportunities to engage with internal and external stakeholders and plan practical project to accomplish this. Review experience.

Seek a mentor to coach you through the process.

Responsiveness to Māori Leaders develop, build and maintain effective relationships with Māori respecting obligations under te Tiriti o Waitangi; working to improve responsiveness to Māori; and interacting appropriately with Māori taking into consideration tikanga (customs) and kawa (protocol).

Ensure you and your staff have basic understanding of personal and departmental obligations under Te Tiriti o Waitangi. Attend appropriate courses. Conduct meetings with regard to Māori protocol.

Create a �portal of aims and achievement� of work to create positive outcomes for Māori. Arrange a secondment to TPK or area of work that is concentrating on Māori issues.

Manage a specific policy area that attempts to improve consultation or service delivery for Māori.

Cultural respect Leaders enable people from different cultural backgrounds to work together effectively; reinforce culturally sensitive behaviour and foster a culturally safe working environment.

Research and obtain a profile of the cultural, demographic mix in New Zealand, your locality, your department�s service group and your employees.

Identify your level of knowledge with respect to the cultural values and protocols pertaining to key stakeholder groups for your department.

Attend seminars, read, talk to respected elders, and representatives of stakeholder communities.

Find out your department�s policy for encouraging harmonious working relationships across cultures; review your section/departmental practice and develop a process of consultation to introduce and monitor changes.


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Walk with respect in diverse worlds Examples of relevant development activities

Technical credibility - Leaders have the functional and technical knowledge and skills to achieve the high level of respect and accomplishment needed in the role.

Attend professional updating courses, seminars, and meetings.

Present �leading edge� thinking seminars to peers on the technical developments in their field and impact on the department�s work.

Undertake a secondment in another agency whose work relies on your technical expertise.

Conduct a customer satisfaction survey with your key stakeholders with regard to the value, timeliness and relevance of your expertise to their role and work. Seek to identify improvements and plan for change.

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