Managers Guide English

7/28/2019 Managers Guide English

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Dear Colleague:

As Tyco Electronics emerges as a stand-alone independentcompany, it is more important than ever that we understand thatethics and integrity are a fundamental part of our strategy to becomea truly great company. As a manager, you play a critical role inchampioning our four core values both in the example you set andthe guidance you give to others.

Our 99,000 employees look to you for leadership every day. You are the connectionbetween them and their performance; and in

turn our companys performance for customers and shareholders.

The Performance Management program andour Values and Ethics initiatives are designed

to help enhance your skills by providing the resources you needto continue to foster a global culture at Tyco Electronics that fullysupports the integrity and development and job satisfaction of our employees.

As managers, you know what it takes to build and maintaina culture of integrity and world-class performance. With your expertise, commitment and enthusiasm, all of us working together will demonstrate that at Tyco Electronics, both performanceand integrity matter.

Regards


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This work and the information contained herein is proprietary to the company and isintended for internal use only. The information contained herein is confidential and

any unauthorized copying or use is strictly prohibited.

Copyright 2004, an unpublished work of our company. All rights reserved.


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Performance Matters ii

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .vi

Understand our Performance Management ProcessThe Performance Management Process . . . . . . . . . . . . . . .1Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1Roles and Responsibilities . . . . . . . . . . . . . . . . . . . . . . . . . .2

Create Aligned GoalsSet Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Goal Alignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Goal Setting Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Writing Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Performance and Development Goals . . . . . . . . . . . . . . . . .8

Performance Goal Examples . . . . . . . . . . . . . . . . . . . . . .8Development Goal Examples . . . . . . . . . . . . . . . . . . . . .9

Goal-Setting Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Provide Useful, Frequent, Candid Feedback Provide Feedback . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Hints for Providing Great Feedback . . . . . . . . . . . . . . . .16Four Step Feedback Model . . . . . . . . . . . . . . . . . . . . . . .18

Four Step Feedback Model:Conversation Examples . . . . . . . . . . . . . . . . . . . . . . . .19

Really Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

Table of Contents


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Performance Matters iv

Write and Conduct a Fair, Collaborative AssessmentConduct Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25The Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25The Assessment Sequence . . . . . . . . . . . . . . . . . . . . . . . .26The Profile Form Introduction . . . . . . . . . . . . . . . . . . . . .27Completing the Profile Form . . . . . . . . . . . . . . . . . . . . . .27The Assessment Form Introduction . . . . . . . . . . . . . . . . .30Completing the Assessment Form . . . . . . . . . . . . . . . . . .32

Performance Summary . . . . . . . . . . . . . . . . . . . . . . . .32 Nine Key Behaviors . . . . . . . . . . . . . . . . . . . . . . . . . . .34Strengths and Development Needs . . . . . . . . . . . . . . .38Key Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38Best Next Moves . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41Development Plans . . . . . . . . . . . . . . . . . . . . . . . . . . .44Summary Categories . . . . . . . . . . . . . . . . . . . . . . . . . .45

Conducting the Assessment Discussion Introduction . . . .49Plan for the Collaborative Discussion . . . . . . . . . . . . .49Conduct the Collaborative Discussion . . . . . . . . . . . .51

Signatures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52

Appendix Nine Key Behavior DefinitionsPositiveand Negative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55

Nine Key Behavior Definitions by PositionIndividual Contributor . . . . . . . . . . . . . . . . . . . . . . . . . . .61Manager . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63

Executive . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65Lominger Competencies and Definitions . . . . . . . . . . . . . .67Standard Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81

Table of Contents


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Introduction

Welcome to our performance management process. Thisstandard, company-wide approach reinforces our goals of achieving operational excellence. Through this global process,we are uniting our teams into a single operating company; onethat has a healthy culture characterized by alignment and growthopportunities. Together we are creating a company that inspiresand supports our current employees, while attracting and retainingnew ones.

This reference guide will steer you through the process, whilefocusing on your role as a manager. Your commitment is criticalto creating a global culture that achieves results by living our values. And because you are the connection between our employees and their performance, you have an incredibleopportunity to make a difference in their lives and our organization. Whether assessing performance or promotingworkplace integrity, your behavior has a significant impacton the behavior of others.

This guide will provide a process and philosophy that will helpyou leverage your talents and those of your team. Its an exciting

time to be a part of our companya time to realize our full potential. This is an opportunity to create a global workforce of energized, aligned employees who get as much out of their jobsas they give.

Performance Matters

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Understand our Performance Management Process


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The Performance Management Process

Performance Matters

Understand our Performance Management Process 1

Introduction

Our performance management system is a simple, yet powerful,three-step process. It starts with setting goals, before or at the startof the fiscal year. Although goals may change and be adjustedduring the course of the year, its important to begin by coming toan agreement and writing them down.

The next step is providing feedback, throughout the year. Weencourage you to sit down with your employees quarterly to talk formally, and to provide informal feedback often. To keepeveryone aligned and productive, feedback should be useful,frequent and candid.

Once the fiscal year is complete you begin the third step;conducting the assessment. Conducting the assessment is a three-

part process. It begins with an employee completing/updatinghis/her profile. The next part involves gathering performance dataand writing the assessment. Finally, you will conduct acollaborative assessment discussion.


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Performance Matters

Create Aligned Goals 5

Set Goals

Introduction

Goal-setting and feedback are a very powerful combination aseach works better when supported by the other. Goal-setting is thefirst step; it is the map that identifies the destination withcheckpoints along the way.

Goal Alignment

Goals should align from the top of the organization down through segments, business units, departments and finally toindividual goals. This performance management process will helpmake that happen.


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Performance Matters

6 Create Aligned Goals

Using the goal alignment diagram as a guide, we suggest you begin by scheduling a meeting with your employees to discuss businessunit and department goals. This will enable individual goals toalign with, and support, overall company goals. The diagramshows how goals flow down through the organization, beginningwith the companys initiatives and ending with individual goals.

If you cannot state how the employees performance goal supportsthe accomplishment of higher level goals, then the employees goalshould be carefully re-examined.

Goal-Setting Sequence

The goal-setting sequence begins before, or at the start of, the newfiscal year. The purpose of this step is to establish goals for thefiscal year that are specific, measurable, attainable, relevant, time-specific and aligned with the companys goals for that year.

The sequence begins with either a group or one-on-one meeting between you and your employees. At this meeting, you shoulddiscuss your department goals and provide a written copy for everyone. Using these goals as a guide, have your employees drafttheir individual goals for your review and approval. While its


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Performance Matters


important to reach agreement on goals and write them down,its also important to remain flexible throughout the year becausegoals may change as business needs shift.

As a best practice, teams and/or departments are encouraged tomeet after employees complete their first drafts. In this meeting,employees can share their goals with each other to ensure thereare no duplications, overlaps, conflicts or gaps that might causeinefficiencies. These meetings can also be used to set team(joint) goals.

Need More?

If you are interested in learning more about team goals and goalalignment contact your Human Resources representative or Organization Development/Training department.

Writing Goals

A useful acronym to remember when writing goals is S.M.A.R.T.or: S pecific, M easurable, Attainable, R elevant and T ime-specific.These are the characteristics of well-written goals. A brief definition of each is listed below:

Specific: Goals should be distinct, clearly-stated and focused on a single result. Vaguegeneralities are not goals.

Measurable: State how youre going toknow the goal is completedconsider quantity and quality.

Attainable: Goals should be challenging, but feasible.Consider the following: Can the goal be accomplished withthe resources the employee controls? Think of their strengthsand development needs.

Relevant: Goals should be relevant to the employees position

and the organization. Consider the following: Does the goalsupport the companys goals?


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Performance Matters


Time-specific: When will the goal be completed? Deadlinesfocus an employees time and attention while encouraging thecompletion of commitments.

Performance and Development Goals

Performance and development goals require the same criteriato be specific, measurable, attainable, relevant and time-specific.

Performance goals are driven by, and aligned with, company,

segment, business unit and department goals. Individual goals aremost powerful when they are linked to the larger organization.Typically they focus on factors such as EBIT (earnings beforeinterest and taxes), revenue, operational excellence, cash, growthand safety. An employee will typically have two to four

performance goals.

Performance Goal Examples:

Reduce credit collection time to less than35 days by January 31.

Manage the relocation of a local office inaccordance with agreed upon standards and

action plans. Office must be operational byJuly 1.

Improve extruder line efficiency by 15% bythe end of the fiscal year.

Increase overall monthly sales by 15% by introducingconnector products into three new markets (Mexico, Polandand Japan) by the end of the third quarter.

By the end of the fiscal year, develop an online system to track customer complaints and reduce them by 50%.


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Development goals are individually-driven and focus on the skills,knowledge and behavioral changes needed to accomplish

performance goals or prepare for future assignments. Typicallyevery employee will have one or two development goals which mayfocus on leveraging strengths or improving development needs.

Development Goal Examples:

Complete Leadership Machine Development course by June30. Meet with manager to demonstrate use of skills/knowledge acquired by July 9. Monitor progress

monthly. Prepare for Japan assignment within two years by

attending/participating in 3-4 senior leadership meetings/year outside of the US. Meet with Dr. Watanabe monthly to receivementoring on culture and business practices.

Earn Certified Associate in Project Management through theProject Management Institute and pass thecertification exam by Dec. 31.

Improve communication skills by learninghow to run project meetings that are timeefficient, have the appropriate people in

attendance, follow and accomplish the published agenda and follow-up on actionitems. Use a survey tool to measureimprovement. Survey scores should showa 33% improvement by the end of the second quarter.

Increase business acumen by working one day per quarter with regional sales manager; meet wide range of customersand prospects. Successfully present analysis and action plan tothe regional sales team by the end of the first quarter.


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Performance Matters


Goal-Setting Form

This form will be used throughout the company to record, updateand track goals. When filling out the Performance Factor column(for performance goals), identify the factor, such as sales, EBIT,operational excellence, revenue, cash, growth, safety, etc. Whenfilling out the Target Competency (for development goals)identify the competency or behavior, such as business acumen,drive for results, builds effective teams, etc.

In the Expected Results column, write specific, measurable,attainable, relevant, time-specific goals to ensure you will be ableto assess the quantity and quality of the result. You may alsoinclude intermediate checkpoints in this column.

The End of the Year Results/Accomplishments column is usedto document results upon completion of the fiscal year and atcheckpoints along the way.


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Need More?

For more information or assistance with goal-setting, contact your Human Resources representative.


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Provide Useful, Frequent,Candid Feedback


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Provide Feedback

Performance Matters

Provide Useful, Frequent, Candid Feedback 15

Introduction

Feedback is an integral part of any formal performance discussion,however frequent, informal feedback is often cited as having themost impact on improving performance and satisfaction for bothmanagers and employees.

As a manager, providing feedback is acore responsibility of your job. Employees

look to you to proactively providedirection, guidance, encouragement andadvice. As a manager you shouldencourage your staff to ask for feedback as well. Let them know you are openand eager to provide information.

Conversely, managers also must ask for feedbackon both your role as a manager and your role as an employee. Employeesshould actively ask for feedback in formal performancediscussions and perhaps more importantly, in informal dayto day conversations.


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Its not unusual for people to feel uncomfortable about asking for feedback. Yet, when most individuals are asked, they find it a fairly

pleasant experience. At the very least, they welcome the chance to provide their comments to a willing receiver. In addition, researchhas shown that those who seek feedback are considered better

performers than those who dont. Contrary to popular belief,asking for feedback creates a positive impression!

Also, when you are clear and specific about what youre askingfor, you are more likely to get it. And dont forget to use goodlistening skills as detailed later in this guide.

Hints for Providing Great Feedback

Performance Matters

16 Provide Useful, Frequent, Candid Feedback

Feedback will provide greater benefits if youare willing to make small efforts. Consider the following:

Provide both positive and constructive feedback. Keep in mind, that providing positive feedback ensures your employeeskeep doing what they do best. However,

constructive feedback, if given well, is more likely to lead to

improvement or change. Use both for maximum results. Think about how you would like to hear the message.

Focus on behavior not personality. People rarely change their personality but they can, and do, change their behaviors.

Personality-Focused Comment: Youre sloppy and justdont care.

Behavior-Focused Comment: There are four errors inthis report.


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Make it timely. Give feedback as soon as possible after the behavior in question. Timely feedback can be acted upon, oftenimmediately. This also prevents unwanted or dangerous behavior from becoming a habit.

Give a little at a time. Provide feedback in small amounts. Offer feedback like Ground Control provides guidance to a space craft.Ground Control offers many mid-course corrections to ensure a

perfect landing, rather than simply pointing the rocket toward itsdestination and hoping for the best.

Be creative, but sensitive. Not everyone likes to receive feedback in the same manner. Constructive feedback should always be donein private, but positive feedback can take place in either a publicor private setting. While some people prefer that all feedback behandled privately, others respond well to public groupacknowledgement or awards. To maximize the impact of your feedback, consider the preferences of the person involved.

Document and maintain notable performance examples and feedback. Document both positive and constructive feedback.Collect e-mails, customer letters and summaries of events. Whileyou should keep this information, its even better to encourage

employees to track this information and use it when drafting their self-assessments.

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Four Step Feedback Model

The four step model for providing feedback works well for both positive and constructive feedback.

All four steps work best in the order described below, but providing great feedback takes practice. Even if you only do thefirst step and/or change the order of the other steps, you will stillexperience better results.

The Four Step Model

1. Describe what happened2. Describe the impact3. Check for understanding and get the persons views4. Describe what you want to happen

Describe what happened. Keep it clear and concise. Again, talk about behaviors, and not personality characteristics.

Describe the impact. Explain why it matters. What were theeffects, consequences or results?

Check for understanding and get the persons views. Does the

receiver understand what youre talking about? Does the personagree or disagree? Does the receiver have additional information?How does the person feel about your feedback?

Describe what you want to happen. Explain what you want tostop, start or continue.

Sometimes people resist using a model to guide conversation because it seems stilted or contrived. However consistent practicemakes it easier and soon it will feel more natural.

Need More?

For more information or assistance with providing feedback,contact your Human Resources representative.

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Juanita: Im happy to hear you recognize the problem. Im goingto monitor this carefully because it is important for you, your teamand the company. I agree with your idea of getting a pager andthink it will probably solve the problem. You decide who gets thenumber and that may help keep it from going off incessantly. Letsmeet next week after the staff meeting to see how its working out.

Cecilia and Joan

Cecilia: Joan, you did an outstanding job of pulling this meetingtogether on such short notice and preparing the presenters. Inoticed that everyone was really engaged, paying attention andasking lots of questions. I think the preparation you put into itreally showed and it made a significant impact on the managementteam. What did you think?

Joan: I think it went pretty well. I was trying to showcase thetalents of our new hires by having them present and demonstratethe value of our university recruiting program to gain continuingsupport from upper management. I think I could have spent moretime with the presenters since some of them appeared rather nervous.

Cecilia: Youre right about that, but the nervousness will diminishwith experience and practice. Overall you did a great job and Iwant you to continue organizing and running these types of sessions.

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Really Listening

A feedback conversation is a two-way dialogue. That means notonly are you talking, but you are also listening.

Theres a difference between hearingand listening. Hearing is a physiological

process involving the ability to hear soundsand noises. Listening is a psychological

process involving understanding andinterpreting those sounds and noises.

Listening is a complex topic, however the following skills will help you havea productive feedback conversation.

Attending is giving your physical attention to another person. Eye contact and being in a non-distracting environment aretwo powerful demonstrations of this skill.

Following allows the listener to stay out of the speakers way sothat the listener can discover how the speaker views the situation.Use minimal encouragers, such as really?, tell me more andoh? to let the other person know that you are paying attention.

Infrequent questions keep the conversation going in a directed

fashion without creating the feeling of an inquisition. The keyis to ask questions that are non-judgmental and truly allowa dialogue to flow.

Reflecting requires the listener to restate the feelings and/or content of the speaker in a way that demonstrates understandingand acceptance. Listeners frequently miss many of the emotionaldimensions of a conversation. There is a tendency to concentrateon content, yet the key elements are often based on buriedfeelings. By simply empathizing with feelings not necessarilyagreeing with them you can make remarkable progress in aconversation. Finally, paraphrasing , means providing a concise

response to the speaker that states the essence of the otherscontent in the listeners own words.

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You might find it useful to make a reminder list of these skillsand keep it in sight when you find yourself giving formal or even informal feedback.

Source: Much of the content of Really Listening is from the work of Robert Bolton in his book, People Skills.

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The Assessment Sequence

Performance Matters

26 Write and Conduct a Fair, Collaborative Assessment

The assessment sequence details the roles and responsibilities inthis phase of the performance management process.

Detail on completing and using the profile and assessment will beexplained on the following pages.


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The Profile Form Introduction

Performance Matters

Write and Conduct a Fair, Collaborative Assessment 27

The profile form serves as an internal resume. It creates a commonand comprehensive information form for internal promotions and

job transfers that can be used within and across functions, segmentsand business units. This form is updated annually by the employee.

Employees are responsible for the accuracy of all information onthe form. As in any hiring situation, verifying references and other information should be completed prior to extending an offer toan internal candidate.

Completing the Profile Form

This form may be completed on paper or electronically. It isdeliberately limited to just one page.


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Highlights of the information requested include:

Name: Enter your last name, first name. Title: Enter your current title. Reports To: Enter your managers last name, first name. Function: See the Appendix for a list of Standard Functions. Unique ID: Enter your employee ID or other number

determined by Human Resources. Business Segment: Enter the name of your business segment.

Business Unit: Enter the name of your business unit. Job Date: Enter the date you started in your current position

(Day/Month/Year). Gender: For U.S. employees only. This information is

voluntary and self-disclosed by employee. Select one of thefollowing: Male Female

Location: Enter your work location or office of record. Band: Contact your local Human Resources representative for

career banding information. Diversity: For U.S. employees only. This information is

voluntary and self-disclosed by employee. Select one of thefollowing: Yes No

Citizenship: Enter your country/countries of citizenship.

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Service Date: Enter your date of hire (Day/Month/Year). Company Work Experience: List your work experience at

our company. Detail assignments starting with the most recent(not including current since this information is captured at thetop of the form).

Other Work Experience: List your work experience outsideof our company, starting with the most recent.

Education: List each degree youve earned after secondary(high) school levelstarting with the most advanced degree.

Training/Development: List your top three most significanttraining experiences in the last five years. Awards/Patents/Recognition: List the top three. Licenses and Certifications: List current ones related

to your position. Languages: Languages you speak, read or write.

NT: Native tongue. F: Strong spoken fluency, and at least some reading/writing

ability. M: Moderate spoken fluency, and at least some

reading/writing ability. Career Interests: Indicate your next desired career move

and long range career interests. Indicate any preferencesfor relocation.

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The Assessment Form Introduction

The intent of the assessment form is to summarize an employees performance and development, succinctly and accurately. Like the profile form, it is deliberately limited to one page.

Documentation and feedback are collected throughout the year by both you and your employee and reviewed prior to drafting theassessment. Input may be obtained from peers, first and secondlevel managers, internal and external customers, subordinates, andof course the employees own perspective.

As you can see in the assessment sequence graphic, usinginformation from the End of the Year/Results Accomplishmentssection of the goal-setting form, employees start the process bydrafting their own self-assessment, completing/updating the profileform, and then give them to you. In turn, you complete the Endof the Year/Results Accomplishments section of the goal-setting

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form and write the final assessment. You may use the employeesdrafts as a starting point, if you wish. In some cases, your manager may want to review the assessment before you and your employeemeet to discuss the results.

Typically the assessment and goal-setting sequences happenseparately. Goal-setting is generally done before or at the start of the new fiscal year. This is important so that the employee knowswhat is expected at the start of the new assessment cycle. Theassessment process begins once the current fiscal year is complete.This is done to ensure results for the entire twelve month periodare considered.

At a minimum, once signed, the goal-setting form (for the fiscalyear in review), final assessment, and profile should be placedin the employees personnel file. Each segment or business unitmay have additional local administrative requirements oncethe assessment is signed. Check with your Human Resourcesrepresentative for this information.

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Completing the Assessment Form

Performance Summary

This section of the assessment formdescribes performance for the entireyear, including successes and targetsmissed. Consider performance againstspecified goals.

Performance Matters


What goes in the box? Outline of performance for the year in

bullet point format.

The performance summary is much easier to complete if you andyour employee have been discussing performance throughout theyear, collecting documentation and updating the End of Year Results/Accomplishments section of the goal-setting form.

When writing the bullet point summaries, consider the answersto these questions:

What results did I expect from the employee based on his/her goals?

Did the employee deliver consistently on the expected results?More? Less?

How close was the employee to meeting each goal? How challenging was each goal? What external factors impacted the results? How much assistance did the employee need?


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Performance Summary Examples

Executive Level Performance Summary Examples

Developed organizational structure and recruited fivenew executives

Established segment objectives to focus on growthand globalization

Established a new culture based on processes, performanceand metrics

Removed $10 million in costs in last fiscal year Failed to meet business growth target by 4% (target 10%) Moved team from an atmosphere of skepticism to one

of motivation and commitment as measured by 25%improvement in employee survey scores

Manager Level Performance Summary Examples

Reorganized department with customer focus orientation by providing 24x7 coverage by the end of the second quarter

Led cross-training of entire staff to maximize efficiencies

Turned cost center into a profit center in less than six months

Formally aligned all team member goals with department, business unitand segment goals. Tracked resultsfor entire year and met or exceededall goals.

Instituted Six Sigma practices during last five months. Resultsnot yet clearly evident but metrics are established and beingtracked and monitored.

Significantly improved knowledge of the business, especiallyfinancial measures and globalization considerations


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In the Appendix there are two sets of information that may helpyou complete the Key Behaviors section of the assessment form.

1. Nine Key Behavior Definitions-Positive and Negative:These definitions help you describe how each behavior was/was not demonstrated.

2. Nine Key Behavior Definitions by Position: These definehow each behavior might be demonstrated by individualcontributors, managers or executives.

Reference these definitions as you complete the Key Behaviorssection of the Assessment form.

Performance Matters


What goes in the box? Very short examples of how theemployee demonstrated (or failed to demonstrate) each

behavior. See examples on the following pages.

Key Behavior Examples

Champions Integrity and Trust Examples

Often sought out by peers in confidential matters; seenas mentor Demands transparency in all business dealings and processes Demonstrates high standards in business and personal actions Truthful even when it hurts; can be abrasive

Managerial Courage Examples

Speaks his/her mind; challenges but knows when to stop Clear in convictions; deals with difficult issues and people

decisively Candid, often blunt; realistic, but can be heavy-handed


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Strengths and Development Needs

Clearly communicating strengths anddevelopment needs increases thelikelihood that employees will do moreof what they do well, and will makeefforts to improve in areas where theyneed to develop greater skill.

Performance Matters


What goes in the box? One or two word descriptions typically

drawn from the Lominger Competency Set. The Nine KeyBehaviors are also frequently referenced in this section.See the Appendix for a complete list of all the competenciesand their respective definitions.

During the assessment discussion, be prepared to support your entries with examples drawn from your observations and feedback from others. Remember development needs can refer to both thecurrent role and/or preparation for the employees best next move.

Key Questions

The questions in this section should bevery specific and can usually beanswered within six to twelve monthsafter being discussed. The answers tothese questions often focus on futurecontributions and the role the employeewill play.

What goes in the box? One or two succinct questions withanswers that typically come from development needs,anticipated challenges and career scenarios.


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Process Oriented Examples

Can the employee pull off a major restructuring and refocus the unit on key

strategic objectives? more effectively use staff groups to help the unit improve

results? leverage relationships to create the kind of organizational

impact needed from the position? analyze issues more thoroughly, yet make and implement

decisions more quickly?

Self Oriented Examples

Can the employee expand his/her technical knowledge to become qualified

for a cross-functional position? improve his/her presentation skills to positively impact

an audience? substantially raise his/her profile in the community

and develop business?

become more organizationally mature, more predictableunder stress?

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Best Next Moves

This section reflects your assessmentof the employees potential for transfer,lateral move or promotion within thenext two years.

In determining best next moves, bothyou and your employee should consider the employees:

Current role and performance Behaviors, especially Learning/Change

Agility Strengths and development needs. Can

strengths be leveraged while also further developing the employee?

Is there a good fit in terms of interestsand aspirations?

Additionally, you should consider: What will provide appropriate growth opportunities

in the next one to two years? What is realistic? Be careful not to mislead or promise.

Actual progression depends in part on what openings areavailable and the number of other qualified candidates.

Can a growth opportunity be provided either laterally,vertically or cross-functionally?

Be specific about the roles you believe the employee can take onin the indicated time frame. This is a great opportunity to discussyour assessment of the employees potential and what that meansfor his/her short- and long-term career growth.

Focus on the fact that Best Next Moves are not just about promotions, they are about development. These can be lateralmoves that provide new challenges or cross-functional exposure.

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Projects/Task Forces One-time, short-term events usuallylasting from a few weeks to a year. Examples: implementing newideas, product launches, systems development, acquisitions, jointventures, one-time events like business crises, reorganizations.

Scale Increase job responsibilities in thesame area. Typically involves much more

budget, volume of business, people, andlayers of organization.

Scope Change Managing substantially more

breadth. Typically involves new areas of business, increase in visibility, complexity.Typical scope jobs are: moving to a new organization, adding new

products or functions or services, moving from staff to line, andnumerous first-time jobs such as first-time manager, managingmanagers, executive, or team leader.

Significant People Demands Involves a sizable increase ineither the number of people managed or the complexity of the

people-challenges. Examples: going to a team-based managementstructure, changing to a quality format for work, and working withgroups not worked with previously.

Start-ups Starting something new for the organization.Examples: building a team, creating new systems or facilities or

products, leading something new, establishing a branch operation,and moving a successful program from one unit to another.

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Development Plans

After the Performance Summary,Key Behaviors, Key Questions, andStrengths and Development Needssections have been completed, you haveestablished the foundation for creatinga set of development actions that theemployee will focus on throughout theyear. These actions might include:

In-Job assignments: special projects such as task forces, peer-to-peer coaching, cross-training or Green Belt projects

Coaching/Mentoring either by someone or for someone Training including instructor-led classes, e-learning,

or self-study by reading journals or books

Most (70%) learning and development comes through challengingin-job assignments. As a manager, you should think about the timeand money needed to complete these actions. This sectionrepresents an agreement that the employee will execute the

plan and that you will support that effort.

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What goes in the box? A brief description of the targetskills/knowledge and suggestions for how to achieve them.

Target Skill/Knowledge

Business Acumen

Leverage PresentationSkills ability

Gain permission to attendnext level business planningmeetings once/month.Discuss learnings withmanager.

Subscribe to Wall StreetJournal and read daily.

Offer to coach otherspreparing for importantpresentations.

Offer to teach a companyclass on this subject.

In-Job Assignments Coach/Mentor Training/Self-Study

Some people find it useful to create a matrix that lists the targetskills/knowledge and possible in-job assignments,coaching/mentoring and training options.


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What goes in the boxes?

For Results choose: Below Expectations Meets Expectations Exceeds Expectations N/A: Too New to Evaluate** This category may be selected if the employee has not been in their position long enough to make

an accurate summary category selection. In general, 36 months should be used as a guide.

For Behaviors choose: Below Standard At Standard Above Standard N/A: Too New to Evaluate** This category may be selected if the employee has not been in their position long enough to make

an accurate summary category selection. In general, 36 months should be used as a guide.

Use the following chart to select the appropriate summary

Summary Categories

We value both the resultsachieved and the behaviorsdemonstrated in achieving thoseresults. You must select andenter a category for both of these areas. While each arearequires an evaluation, thereis no overall category.


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category.

Below Expectations Meets Expectat ions Exceeds Expectat ions

Below Standard At Standard Above Standard

Some or manyindividual performanceand development goalsare not met.

Some or many of thenine key behaviors arenot demonstrated in theexecution of goals.

All or most of the ninekey behaviors aredemonstrated in theexecution of goals.

All of the nine keybehaviors are demon-strated in the executionof goals. A role modeland leader who influencesothers to demonstratethe behaviors.

All or most individualperformance anddevelopment goalsare met; some areexceeded.

All individualperformance anddevelopment goalsare met and manyare exceeded.

Category Selection Pitfalls

While most managers try very hard to assesstheir employees in a fair and impartial manner,sometimes the following negative tendenciesget in the way of writing an accurate assessment.You should avoid these when making your finalsummary category decisions.

Halo/Horns Effect: Tendency to evaluate all aspectsof performance based on one favorable or unfavorable factor.

Central Tendency: Tendency to cluster most people near the middle (e.g., all At Standard).

Recency Error: Tendency to focus on recent events rather thanthe entire assessment period. This is also known as the what-have-you-done-for-me-lately syndrome.

Leniency/Severity Error: Tendency to give high marks to everyone(lenient) or overly low marks to everyone (severe).

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First Impressions: Tendency to be overly-influenced by initial performance. This is especially common when a manager isheavily invested in a newly hired employee.

Just Like Me: Tendency to assign better categories to people you perceive to be like you. (The opposite also occurs: assigning lower categories to people you perceive as different.)

Self-Serving Bias: This occurs when managers inflate assessmentsto make themselves look good.

Using the 9-Block Tool to Differentiate

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The 9-Block creates an easy to understand visual representation of the performance of your group. To help you achievedifferentiation, plot the results and behavior categories of each of your employees on the chart. It doesnt matter where you place anemployees name, just that he/she is in the correct block.

Once you have positioned all of your employees in the appropriate blocks, think about the following:

Did I really differentiate high performers from low performerson both results and behaviors?

Do the placements make sense based on my overall

organization and how my organization has performed?


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We do not use forced rankings. This means you are not requiredto distribute your ratings in any prescribed manner. This 9-block grid is a working tool. If you have only a few employeesto plot you will likely see less differentiation than if youhave many employees.

Need More?

For more information, or assistance with completing theassessment or interpreting the 9-Block, contact your HumanResources representative.

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Conduct Assessment

Conducting the Assessment Discussion Introduction

As mentioned earlier, the assessment portion of the performancemanagement process has three steps: completing/updating the

profile form, writing the assessment and; conducting acollaborative discussion. In this section well focus on the latter.

Plan for the Collaborative Discussion

A little planning goes a long way. Before you hold the assessmentdiscussion with your employee take some time to prepare.

1. Logistics

Schedule the meeting; allow for a minimum of one hour Meet face-to-face unless there are absolutely no alternatives Minimize interruptions. Turn off all phones and close

the meeting room door.2. Things to Bring

Copies of both the employees self-assessment and your assessment of theemployee, including the completed goal-setting form (from the fiscal year in review)

Documentation of performance examplesand feedback

Recommendations and resourcesfor development

3. Skills to Use

Be ready to use feedback to encourage discussion Be sensitive to potential areas of disagreement Be open to hearing your employees point of view

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Conduct the Collaborative Discussion

Once the assessment is written and your preparation is complete,conducting the discussion is the final step. Most people findit helpful to conduct the discussion in the following order:

Performance Summary: Discuss thehighlights and targets missed relativeto the goals that had been establishedfor the employee.

Values/Behaviors: Review thedefinitions of each behavior, if needed.Discuss specific behavioral examples.

Strengths and Development Needs: Discuss strengths first.Give your own specific examples as well as feedback fromothers. Explain that development needs can refer to both thecurrent role and/or preparation for the next move.

Key Questions: These should be succinct and ableto be answered within a few months of the discussion.

Best Next Moves: Discuss both short- and long-term career potential. Give your honest feedback about the employees best next moves relative to their aspirations. Be careful notto promise any specific move.

Development Plan: Review the recommended actions.Discuss appropriate timing of each. Ensure the employeeunderstands how to execute on each recommendation

by being specific about next steps and how you can assist. Summary Categories: When discussing both result and behavior categories, employees may inquire about theconnection to compensation. Emphasize that performanceis one factor in determining compensation. Other factorsinclude internal equity and external competitiveness. While

performance is one factor in compensation decisions,it should not be mathematically linked or formula-based.

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Appendix


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Nine Key Behavior DefinitionsPositive and Negative

Integrity

Champions Integrity and Trust+ Is widely trusted; is seen as a direct, truthful individual;

can present the unvarnished truth in an appropriate andhelpful manner; keeps confidences; admits mistakes;doesnt misrepresent him/herself for personal gain.

Is not widely trusted; may hedge or not take a stand; maytreat others differently or indifferently at times; may notwalk his/her talk and be seen as inconsistent; may havetrouble keeping confidences and talks out of school; makes

promises he/she doesnt or cant keep; may lack follow-through and causes problems for others; blames othersfor own mistakes; seen as just out for him/herself.

Managerial Courage+ Doesnt hold back anything that needs to be said; provides

current, direct, complete, and actionable positive andcorrective feedback to others; lets people know where theystand; faces up to people problems on any person or situation (not including direct reports) quickly and directly;

is not afraid to take negative action when necessary. Doesnt take tough stands with others; holds back in tough

situations; doesnt know how to present a tough position;knows but doesnt disclose; doesnt step up to issues;intimidated by others in power; hangs back and lets otherstake the lead; is a conflict avoider unwilling to take the heatof controversy; afraid to be wrong, get in a win/losesituation, or make a tough personnel call.

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Appendix 55

1992, 1996, 20012003 by Robert W. Eichinger and Michael M. Lombardo. All rights reserved.

This work is derived from the LEADERSHIP ARCHITECT Competency Sort Cards developed and copyrighted by Robert W. Eichinger and Michael M. Lombardo for Lominger Limited, Inc. Without the prior written permissionof Lominger Limited, Inc., no part of this work may be used, reproduced or transmitted in any form or by any means, by or to any party outside of our company and its wholly-owned subsidiaries.


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Excellence

Customer Focus+ Is dedicated to meeting the expectations and requirements

of internal and external customers; gets first-hand customer information and uses it for improvements in products andservices; acts with customers in mind; establishes andmaintains effective relationships with customers andgains their trust and respect.

Doesnt think of the customer first; may think s/he already

knows what they need; may focus on internal operationsand get blindsided by customer problems; may not makethe first move wont meet and get to know customer;uncomfortable with new people contacts; may be unwillingto handle criticisms, complaints, and special requests; maynot listen well to customers, may be defensive; may notmake the time for customer contact.

Learning/Change Agility+ A relentless learner; learns quickly when facing new

problems; entertains ideas, can project how ideas would play out; seeks out feedback; understands, articulates and

uses the learnings.+ A change leader; creates effective plans to promote change;knows how to manage in changing circumstances; stronglyadvocates an independent point of view, but can be countedon to execute management decisions and strategies;understands the need for change before being told; seizesopportunities; promotes and utilizes the operationalexcellence tools and mindset to drive change.

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Very seldom asks about lessons learned; not goodat evaluating experience, exposures, feedback and/or successes and mistakes. Habit bound, defensive regardingwhat is formula; actively fights change despite clear consequences; may be a perfectionist, over-controlling.

May short-circuit ambiguity, conflict or complexity withpat answers, quick decisions; may go to other extremeand study problems into the ground; doesnt seek best

practices or use operational excellence tools to improve.

Teamwork Builds Effective Teams

+ Blends people into teams when needed; creates strongmorale and spirit in his/her team; shares wins and successes;fosters open dialogue; lets people finish and be responsiblefor their work; defines success in terms of the whole team;creates a feeling of belonging in the team.

Doesnt assemble, build or manage in a team fashion;manages people on a one-to-one basis; doesnt createa common mindset or common challenge; rewards andcompliments individuals, not the team; may not hold many

team meetings; doesnt create any synergies in the team;everyone works on his/her own projects; doesnt managein a way that builds team morale or energy; doesnt havethe skills or interest to build a team; may be very actionand control oriented and wont trust a team to perform.

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Manages Vision and Purpose+ Communicates a compelling and inspired vision or sense of

core purpose; talks beyond today; talks about possibilities;is optimistic; creates mileposts and symbols to rally support

behind the vision; makes the vision sharable by everyone;can inspire and motivate entire units or organizations.

Cant communicate or sell a vision; not a good presenter;uncomfortable speculating on the unknown future; isntcharismatic or passionate enough to excite and energizeothers; cant simplify enough to help people understandcomplex strategy; may not understand how change happens;doesnt act like s/he really believes in the vision; morecomfortable in the here and now.

Manages Diversity+ Manages all kinds and classes of people equitably; deals

effectively with all races, nationalities, cultures, disabilities,ages and both sexes; hires variety and diversity withoutregard to class; supports equal and fair treatment andopportunity for all.

Not effective with groups much different from him/her;may be uncomfortable with those not like him/her; may actinappropriately with those different from him/her; defendsturf from outsiders; avoids conflict and the noise of differing views and agendas; doesnt see the business valueof diversity; treats everybody the same without regard totheir differences; very narrow and ethnocentric; believeshis/her group to be superior; may carry around negativeand demeaning stereotypes s/he has trouble getting rid of.

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Accountability

Drive for Results+ Can be counted on to exceed goals successfully; is

constantly and consistently one of the top performers; very bottom-line oriented; steadfastly pushes self and others for results. Champions and uses operational excellence toolsto get results.

Doesnt deliver results consistently; doesnt get things doneon time; wastes time and resources pursuing non-essentials;

something always gets in the waypersonaldisorganization, failure to set priorities, underestimatingtime frames, overcoming resistance; not bold or committedenough to push it through; procrastinates around whatever gets in his/her way; doesnt go all out to complete tasks;does the least to get by; doesnt use operational excellenceto address gaps.

Business Acumen+ Knows how businesses work; knowledgeable in current

and possible future policies, practices, trends, andinformation affecting his/her business and organization;knows the competition; is aware of how strategies andtactics work in the marketplace

Doesnt understand how businesses work; notknowledgeable and up-to-date about current and future

policies, trends, developments in e-commerce andinformation affecting his/her business and organization;doesnt know the competition; is unaware of how strategiesand tactics work in the marketplace.

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Drive for Results Can be counted on to exceed goalssuccessfully; is constantly and consistently one of the top

performers; uses operational excellence tools to get better results

Business Acumen Knows how businesses work; takes time tolearn the fundamentals of how the organization competes and issuccessful; understands the importance of efficiency, cost control,and revenue growth




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Appendix 63

Nine Key Tyco Behavior Definitions by Position

Manager

Champions Integrity and Trust Models those behaviors whichare expected of others; can present the unvarnished truth in anappropriate and helpful manner; keeps commitments

Managerial Courage Provides current, direct, complete,and actionable positive and corrective feedback to others;lets people know where they stand; is not afraid to takenegative action when necessary

Customer Focus Gets first-hand customer informationand uses it for improvements in products and services

Learning/Change Agility Knows how to manage in changingcircumstances; can be counted on to execute management decisionsand strategies; strongly advocates an independent point of view,

but understands the need for change before being told; adoptsand introduces best practices, such as operational excellence

Builds Effective Teams Creates strong morale and spirit inhis/her team; shares wins and successes; fosters open dialogue;lets people finish and be responsible for their work; creates a

feeling of belonging in the teamManages Vision and Purpose Creates mileposts and symbolsto rally support behind the vision; makes the vision sharable

by everyone; spends time explaining, translating the visionto individuals and the team

Manages Diversity Manages all kinds and classes of peopleequitably; hires variety and diversity without regard to class;

promotes an environment in which diverse individuals feelcomfortable and valued




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Drive for Results Very bottom-line oriented steadfastly pushesself and others for results; adopts and introduces operationalexcellence tools

Business Acumen Knowledgeable in current and possiblefuture policies, practices, trends, and information affecting his/her

business and organization; knows the competition Knowledgeablein current and possible future policies, practices, trends, andinformation affecting his/her business and organization; knowsthe competition

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Nine Key Behavior Definitions by Position

Executive

Champions Integrity and Trust Is widely trusted in theorganization; demands integrity in others; takes decisive actionwhen integrity is compromised

Managerial Courage Rewards and promotes managerialcourage throughout the organization; builds processes to foster and protect openness and candor

Customer Focus Acts with customers in mind; promotescustomer-focused business practices; takes time to establish

personal contact with some customers, and ensures that theorganization meets their needs

Learning/Change Agility A change leader; creates effective plans to promote change; seizes opportunities; drives operationalexcellence and other best practices for organizationalimprovement

Builds Effective Teams Believes in and supports the valueof teams as a business tool; creates the conditions necessary for teams to succeed; blends people into teams when needed; definessuccess in terms of the whole team

Manages Vision and Purpose Communicates a compelling andinspired vision or sense of core purpose; talks beyond today; talksabout possibilities; is optimistic; can inspire and motivate entireunits or organizations

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6 Career Ambition

Knows what he/she wants from a career and actively works on it;is career knowledgeable; makes things happen for self; marketsself for opportunities; doesnt wait for others to open doors.

7 Caring About Direct Reports

Is interested in the work and non-work lives of direct reports;asks about their plans, problems, and desires; knows about their concerns and questions; is available for listening to personal

problems; monitors workloads and appreciates extra effort.

8 Comfort Around Higher Management

Can deal comfortably with more senior managers; can presentto more senior managers without undue tension and nervousness;understands how senior managers think and work; can determinethe best way to get things done with them by talking their language and responding to their needs; can craft approacheslikely to be seen as appropriate and positive.

9 Command Skills

Relishes leading; takes unpopular stands if necessary; encouragesdirect and tough debate but isnt afraid to end it and move on;is looked to for direction in a crisis; faces adversity head on;energized by tough challenges.

10 Compassion

Genuinely cares about people; is concerned about their work andnonwork problems; is available and ready to help; is sympatheticto the plight of others not as fortunate; demonstrates real empathywith the joys and pains of others.

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11 Composure

Is cool under pressure; does not become defensive or irritatedwhen times are tough; is considered mature; can be counted on tohold things together during tough times; can handle stress; is notknocked off balance by the unexpected; doesnt show frustrationwhen resisted or blocked; is a settling influence in a crisis.

12 Conflict Management

Steps up to conflicts, seeing them as opportunities; readssituations quickly; good at focused listening; can hammer outtough agreements and settle disputes equitably; can find commonground and get cooperation with minimum noise.

13 Confronting Direct Reports

Deals with problem direct reports firmly and in a timely manner;doesnt allow problems to fester; regularly reviews performanceand holds timely discussions; can make negative decisions whenall other efforts fail; deals effectively with troublemakers.

14 Creativity

Comes up with a lot of new and unique ideas; easily makesconnections among previously unrelated notions; tends to

be seen as original and value-added in brainstorming settings.

15 Customer Focus

Is dedicated to meeting the expectations and requirements of internal and external customers; gets first-hand customer information and uses it for improvements in products and services;acts with customers in mind; establishes and maintains effectiverelationships with customers and gains their trust and respect.

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16 Timely Decision Making

Makes decisions in a timely manner, sometimes with incompleteinformation and under tight deadlines and pressure; able to makea quick decision.

17 Decision Quality

Makes good decisions (without considering how much time ittakes) based upon a mixture of analysis, wisdom, experience, and

judgment; most of his/her solutions and suggestions turn out to becorrect and accurate when judged over time; sought out by othersfor advice and solutions.

18 Delegation

Clearly and comfortably delegates both routine and importanttasks and decisions; broadly shares both responsibility andaccountability; tends to trust people to perform; lets directreports finish their own work.

19 Developing Direct Reports

Provides challenging and stretching tasks and assignments; holdsfrequent development discussions; is aware of each direct reportscareer goals; constructs compelling development plans andexecutes them; pushes direct reports to accept developmentalmoves; will take direct reports who need work; is a people builder.

20 Directing Others

Is good at establishing clear directions; sets stretching objectives;distributes the workload appropriately; lays out work in a well-

planned and organized manner; maintains two-way dialogue withothers on work and results; brings out the best in people; is a clear communicator.

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21 Managing Diversity

Manages all kinds and classes of people equitably; dealseffectively with all races, nationalities, cultures, disabilities,ages and both sexes; hires variety and diversity without regardto class; supports equal and fair treatment and opportunity for all.

22 Ethics and Values

Adheres to an appropriate (for the setting) and effective set of core values and beliefs during both good and bad times; acts inline with those values; rewards the right values and disapprovesof others; practices what he/she preaches.

23 Fairness to Direct Reports

Treats direct reports equitably; acts fairly; has candid discussions;doesnt have hidden agenda; doesnt give preferential treatment.

24 Functional / Technical Skills

Has the functional and technical knowledge and skills to do the job at a high level of accomplishment.

25 Hiring and Staffing

Has a nose for talent; hires the best people available from insideor outside; is not afraid of selecting strong people; assemblestalented staffs.

26 Humor

Has a positive and constructive sense of humor; can laughat him/herself and with others; is appropriately funny andcan use humor to ease tension.

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27 Informing

Provides the information people need to know to do their jobsand to feel good about being a member of the team, unit, and/or the organization; provides individuals information so that theycan make accurate decisions; is timely with information.

28 Innovation Management

Is good at bringing the creative ideas of others to market; has good judgment about which creative ideas and suggestions will work;has a sense about managing the creative process of others; canfacilitate effective brainstorming; can project how potential ideasmay play out in the marketplace.

29 Integrity and Trust

Is widely trusted; is seen as a direct, truthful individual; can present the unvarnished truth in an appropriate and helpfulmanner; keeps confidences; admits mistakes; doesntmisrepresent him/herself for personal gain.

30 Intellectual Horsepower

Is bright and intelligent; deals with concepts and complexitycomfortably; described as intellectually sharp, capable, and agile.

31 Interpersonal Savvy

Relates well to all kinds of people, up, down, and sideways, insideand outside the organization; builds appropriate rapport; buildsconstructive and effective relationships; uses diplomacy and tact;can diffuse even high-tension situations comfortably.

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37 Negotiating

Can negotiate skillfully in tough situations with both internal andexternal groups; can settle differences with minimum noise; canwin concessions without damaging relationships; can be bothdirect and forceful as well as diplomatic; gains trust quicklyof other parties to the negotiations; has a good sense of timing.

38 Organizational Agility

Knowledgeable about how organizations work; knows how toget things done both through formal channels and the informalnetwork; understands the origin and reasoning behind key policies,

practices, and procedures; understands the cultures of organizations.

39 Organizing

Can marshal resources (people, funding, material, support)to get things done; can orchestrate multiple activities at onceto accomplish a goal; uses resources effectively and efficiently;arranges information and files in a useful manner.

40 Dealing with Paradox

Can act in ways that seem contradictory; is very flexible andadaptable when facing tough calls; can combine seeming oppositeslike being compassionately tough, stand up for self withouttrampling others, set strong but flexible standards; can actdifferently depending upon the situation; is seen as balanceddespite the conflicting demands of the situation.

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50 Priority Setting

Spends his/her time and the time of others on whats important;quickly zeros in on the critical few and puts the trivial many aside;can quickly sense what will help or hinder accomplishing a goal;eliminates roadblocks; creates focus.

51 Problem Solving

Uses rigorous logic and methods to solve difficult problems witheffective solutions; probes all fruitful sources for answers; can seehidden problems; is excellent at honest analysis; looks beyond theobvious and doesnt stop at the first answers.

52 Process Management

Good at figuring out the processes necessary to get things done;knows how to organize people and activities; understands howto separate and combine tasks into efficient work flow; knowswhat to measure and how to measure it; can see opportunitiesfor synergy and integration where others cant; can simplifycomplex processes; gets more out of fewer resources.

53 Drive for Results

Can be counted on to exceed goals successfully; is constantly andconsistently one of the top performers; very bottom-line oriented;steadfastly pushes self and others for results. Champions and usesoperational excellence tools to get results.

54 Self Development

Is personally committed to and actively works to continuouslyimprove him/herself; understands that different situations andlevels may call for different skills and approaches; works todeploy strengths; works on compensating for weakness and limits.

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55 Self Knowledge

Knows personal strengths, weaknesses, opportunities, and limits;seeks feedback; gains insights from mistakes; is open to criticism;isnt defensive; is receptive to talking about shortcomings; looksforward to balanced (pluses and minuses) performance reviewsand career decisions.

56 Sizing Up People

Is a good judge of talent; after reasonable exposure, can articulatethe strengths and limitations of people inside or outside theorganization; can accurately project what people are likelyto do across a variety of situations.

57 Standing Alone

Will stand up and be counted; doesnt shirk from personalresponsibility; can be counted on when times are tough; willingto be the only champion for an idea or position; is comfortableworking alone on a tough assignment.

58 Strategic Agility

Sees ahead clearly; can anticipate future consequences and trendsaccurately; has broad knowledge and perspective; is futureoriented; can articulately paint credible pictures and visionsof possibilities and likelihood; can create competitive and

breakthrough strategies and plans.

59 Managing Through Systems

Can design practices, processes, and procedures which allowmanaging from a distance; is comfortable letting things managethemselves without intervening; can make things work throughothers without being there; can impact people and results remotely.

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60 Building Effective Team

Blends people into teams when needed; creates strong moraleand spirit in his/her team; shares wins and successes; fostersopen dialogue; lets people finish and be responsible for their work; defines success in terms of the whole team; createsa feeling of belonging in the team.

61 Technical Learning

Picks up on technical things quickly; can learn new skills andknowledge; is good at learning new industry, company, product, or technical knowledge; does well in technical courses and seminars.

62 Time Management

Uses his/her time effectively and efficiently; values time; concentrateshis/her efforts on the more important priorities; gets more done inless time than others; can attend to a broader range of activities.

63 TQM/Re-engineering

Is dedicated to providing the highest quality products and serviceswhich meet the needs and requirements of internal and externalcustomers; is committed to continuous improvement throughempowerment and management by data; is willing to re-engineer

processes from scratch; is open to suggestions andexperimentation; creates a learning environment leadingto the most efficient and effective work processes.

64 Understanding Others

Understands why groups do what they do; picks up the senseof the group in terms of positions, intentions, and needs; whatthey value and how to motivate them; can predict what groupswill do across different situations.

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65 Managing Vision and Purpose

Communicates a compelling and inspired vision or sense of core purpose; talks beyond today; talks about possibilities; isoptimistic; creates mileposts and symbols to rally support behindthe vision; makes the vision sharable by everyone; can inspireand motivate entire units or organizations.

66 Work / Life Balance

Maintains a conscious balance between work and personal lifeso that one doesnt dominate the other; is not one-dimensional;knows how to attend to both; gets what he/she wants from both.

67 Written Communications

Is able to write clearly and succinctly in a variety of communication settings and styles; can get messages acrossthat have the desired effect.

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Legal Provide structure and direction in those areas that aregoverned by laws and regulations. Manage certain transactionswith employees, former employees, and other firms re:management/personnel relationships, environmental health,responsibilities to consumers and obligations to society.

Production Process raw materials or components that arefabricated and assembled into finished products.

Marketing Develop strategies, systems and materials by which goods and services are sold and purchased.

Mergers/Acquisitions Identify, qualify, and support theacquisition of other organizations.

Operations Manage the procedures, processes, and functionsnecessary to the day-to-day operation of the organization.

Plant Management Manage one or more plants or sites.

Project Management Plan, estimate, and oversee complex projects.

Quality Assurance Systematically monitor and evaluate variousaspects of a project, service or facility.

Research and Development Investigate/experiment on current

and proposed products and ideas, create prototypes, andrecommend viability of use or production.

Safety Provide direction and tools to ensure a secure and safework conditions. May also provide support re: managementof financial loss to company.

Sales Generate new revenue by identifying, contacting, andregistering new customers or order. Develop merchandisingfunctions and campaigns designed to increase consumptionand demand for a companys products or services.

Service Service and maintain products/equipment for customers.

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Six Sigma Lead the introduction, implementation, andevaluation of Six Sigma processes. Train others in the acquisitionof Six Sigma knowledge and skills.

Sourcing/Purchasing Manage the process of acquiring goodsand services for the Company, on the most favorable terms andin accordance with requirements.

Telecommunications Develop infrastructure that supportstelephonic communications between divisions, departments, etc.

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