Management: Difference between revisions
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* Level & Step Reviews are done according to SGMM rules. | * Level & Step Reviews are done according to SGMM rules. | ||
* Open positions in the department are mapped. | * Open positions in the department are mapped. | ||
* Communicates with senior management and subordinates regarding the KAI and its importance for the business. | |||
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* Evaluations are done according to SGMM, and K-POCs are set | * Evaluations are done according to SGMM, and K-POCs are set up in the system with SMART goals. Identifies knowledge GAP from internal references and creates relevant initiatives to mitigate them. | ||
* Open positions in the department are mapped and with clear Responsibilities and Accountabilities and needed set of knowledge (KAI) | * Open positions in the department are mapped and with clear Responsibilities and Accountabilities and needed set of knowledge (KAI) | ||
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* Open positions in the department are mapped and with clear Responsibilities and Accountabilities and needed set of knowledge (KAI). | * Open positions in the department are mapped and with clear Responsibilities and Accountabilities and needed set of knowledge (KAI). | ||
* Advises the Recruitment Team with outlining the skills, knowledge, and experience to fill in open management positions. | * Advises the Recruitment Team with outlining the skills, knowledge, and experience to fill in open management positions. | ||
* Fosters a culture of documentation and knowledge sharing across different departments | |||
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* Evaluations are done according to SGMM rules. | * Evaluations are done according to SGMM rules. | ||
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* Open positions in the department are mapped and with clear Responsibilities and Accountabilities and needed set of knowledge (KAI). | * Open positions in the department are mapped and with clear Responsibilities and Accountabilities and needed set of knowledge (KAI). | ||
* Advises the Recruitment Team with outlining the skills, knowledge, and experience to fill in open management positions | * Advises the Recruitment Team with outlining the skills, knowledge, and experience to fill in open management positions | ||
* Fosters a culture of documentation and knowledge sharing across the organization | |||
* Promotes a knowledge-sharing and knowledge accountability culture within several teams and cross-departments. | |||
|- style="font-size:12px;" | |- style="font-size:12px;" | ||
| Achievement / Performance | | Achievement / Performance | ||
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* The Manager achieves Grade 2 in the overall Department KAI. | |||
* Growth expectations are not clear to subordinates | * Growth expectations are not clear to subordinates | ||
* The teams show a lack of progression due to non-set-up/non-defined K-POCs | * The teams show a lack of progression due to non-set-up/non-defined K-POCs | ||
* Workforce planning is not done and hiring is on-demand (firefighting) | * Workforce planning is not done and hiring is on-demand (firefighting) | ||
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* * The Manager achieves Grade 2 in the overall Department KAI. | |||
* Subordinates are aware of what's needed to grow and Sr Managers sometimes help their subordinates and other managers to overcome obstacles, resolve blockers, and complete work tasks. Gives or shares credit where due. | * Subordinates are aware of what's needed to grow and Sr Managers sometimes help their subordinates and other managers to overcome obstacles, resolve blockers, and complete work tasks. Gives or shares credit where due. | ||
* K-POCs are still solely the responsibility of the subordinates. The Manager doesn't help them achieve their K-POCs | * K-POCs are still solely the responsibility of the subordinates. The Manager doesn't help them achieve their K-POCs. * Shares their knowledge frequently with their teammates and subordinates. | ||
* Workforce planning and hiring process are reactive and unplanned with uncertainty | * Workforce planning and hiring process are reactive and unplanned with uncertainty | ||
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* The Manager achieves Grade 3 in tools and 4 in concepts in the overall Department KAI. | |||
* The Manager successfully guides and coaches employees for them to achieve their K-POCs. | * The Manager successfully guides and coaches employees for them to achieve their K-POCs. | ||
* Growth is constant in the department. | * Growth is constant in the department. | ||
* Desirable turnover occurs reactively: an employee whose performance falls below the company’s expectations is replaced by someone whose performance meets or exceeds expectations. | * Desirable turnover occurs reactively: an employee whose performance falls below the company’s expectations is replaced by someone whose performance meets or exceeds expectations. | ||
* Knowledge-sharing is effectively structured and effectively achieved cross-team. | |||
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* The Manager achieves Grade 4 in tools and 5 in concepts in the overall Department KAI. | |||
* The whole team has a successful record of leveling-up and stepping-up. | * The whole team has a successful record of leveling-up and stepping-up. | ||
* Leadership development is successful. | * Leadership development is successful. | ||
* Desirable turnover occurs proactively: an employee whose performance falls below the company’s expectations is replaced by someone whose performance meets or exceeds expectations. | * Desirable turnover occurs proactively: an employee whose performance falls below the company’s expectations is replaced by someone whose performance meets or exceeds expectations. | ||
* Hiring process for senior employees is usually successful due to the correct role definition | * Hiring process for senior employees is usually successful due to the correct role definition | ||
* Teams are coached and trained through creative initiatives and action plans, which help eliminate the knowledge gaps | |||
| | | | ||
* The Manager achieves Grade 4 in tools and 5 in concepts in the overall Department KAI. | |||
* K-POCs cycles are always being achieved with employees being responsible/accountable for it and the manager successfully communicating the progress, providing directions and context, and promoting a high-performance team. | * K-POCs cycles are always being achieved with employees being responsible/accountable for it and the manager successfully communicating the progress, providing directions and context, and promoting a high-performance team. | ||
* The leaders are leveling-up and stepping-up on time. | * The leaders are leveling-up and stepping-up on time. | ||
* The manager embraces turnover in terms of being capable of taking the best out of the employees while they are in the company and is capable of managing employees leaving and coming in a healthy way. | * The manager embraces turnover in terms of being capable of taking the best out of the employees while they are in the company and is capable of managing employees leaving and coming in a healthy way. | ||
* Hiring process for senior employees has a track record of being successful due to correct role definition. | * Hiring process for senior employees has a track record of being successful due to correct role definition. | ||
* All departments' KAIs are achieved, knowledge sharing is structured cross-teams, and subordinates are empowered and accountable for knowledge sharing. | |||
|} | |} | ||
Revision as of 07:37, 7 July 2021
Levels & Steps
We currently have four Levels for our Management Path. Each one of the levels is expected to have different leadership traits as we explored in the chapter Leadership.
In the Management Path, there are also four steps per level that you can grow into. To move up from one step to the other it’s evaluated the authority and involvement regarding:
Level 1 - Our pace setters
Technical Leadership
Technical Leadership | ||||||
Criteria | Step A | Step 1 | Step 2 | Step 3 | Step 4 | |
RACI | Completeness / Core Duties |
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Achievement / Performance |
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Ceremonies | Completeness / Core Duties |
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Achievement / Performance |
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Business Leadership
Capability Definition
- General Factors
Score | Definition | |
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1 | Limited | Has a basic understanding of their team's overall domain and SG strategic plan. Lacks understanding of his/her team's technical domain or do not possess the needed technical knowledge to succeed. |
2 | Intermediate | Has a complete understanding of their team's domain, and how it contributes to the overall organization's strategy. Has a complete understanding of their team's technical domain but lacks judgement on how to apply technical skills on projects and when delegating tasks. |
3 | Experienced | Has a thorough understanding of their team's overall domain, how it's built in the strategic map and how it contributes to overall business strategy. Has a thorough understanding of their team's technical domain, and has a complete understanding of adjacent teams' technical domains. It’s capable of successfully delegate and evaluate tasks and cross-department projects, |
4 | Exceptional | Has a thorough understanding of the entire business, including all department's technical domains, and how they co-relate to each other. |
- Internal Factors
Score | Definition | |
---|---|---|
1 | Limited | Has a basic organizational understanding of company’s business, industry, and market space. Has a basic understanding of adjacent teams' business domains. |
2 | Intermediate | Has a complete organizational understanding of company’s business industry, and market space. Strong knowledge of adjacent teams' business domains. |
3 | Experienced | Has a thourough organizational understanding of company’s business industry, and market space. Has a thorough understanding of adjacent teams' strategies and how they map to their team and interaction points. |
4 | Exceptional | Has a thorough understanding of the entire business including all department's domains, industry and market space. |
Capability Scoring
Capability | Definition | Criteria | Score | Additional Comment |
---|---|---|---|---|
Incomplete | Manager has no strategic involvement due to incomplete approach | General Factors | 1 | N/A |
Internal Factors | 1 | |||
Initial | Manager's Strategic involvement is based on intuitive action - not organized, not explanable | General Factors | 1 or 2 | Scores 2 in at least one criteria |
Internal Factors | 1 or 2 | |||
Managed | Manager is succesfully working and communicating on department's strategy - proven record | General Factors | 2 or 3 | Scores 3 in at least one criteria |
Internal Factors | 2 or 3 | |||
Defined | Manager is constantly working on department's and cross-department's succesfully communicating and providing strategic guidance | General Factors | 3 or 4 | Scores 4 in at least one critera |
Internal Factors | 3 or 4 | |||
Optimal | Manager works on organizational strategic matters and provides context at all levels | General Factors | 4 | N/A |
Internal Factors | 4 |
Opportunity Definition
Opportunity Category | Definition | Scope |
---|---|---|
Experience | Learning and knowledge that come from on-the-job experiences, equipping managers with the opportunity to discover and develop job related skills, addressing challenges, and learning from their mistakes. Through working in cross-department projects, contact with stakeholders and complex tasks, managers build the knowledge of how their role reflects on and is affected by the roles of others. | * Projects and Task complexity |
Exposure | Shared based learning sees the managers working closely together with team members and other managers, under a more collaborative and co-operative approach, with constant support, monitoring and feedback providing. This supportive element assists in making learning self driven and more autonomous. | * Coaching and mentoring, * Ability to reinvent him/herself when facing role changes |
Education | Learning and knowledge that come from a more formalized approach to learning, with courses, formal training and e-learning. | * Formal courses |
Opportunity Scoring
Opportunity Category | Definition | Incomplete | Initial | Managed | Defined | Optimal |
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Experience | Project & Task Complexity | Works on projects of limited scope in their own department –does not demonstrate ability and knowledge to participate in cross-department initiatives | Works on projects of moderate scope, including cross-department initiatives. Lacks understanding to notice dependencies. | Works on projects of diverse scope in his/her department and cross-department (proven record of success), promotes alignment and ensures dependencies are noticed. | Works on unique tasks and cross-department projects. Ensures organizational alignment. | Works on projects that directly impact business success and investments. It’s accountable for organization-wide initiatives. |
Exposure | Coaching & Mentoring | Feedback is clear, and constructive. Lacks sense of time which does not prompt reflection or further action. | Feedback is clear, constructive and timely prompting further action. Majority of feedback is informal. | Clear, constructive and timely feedback is part of the department’s routine. Majority of feedback is formal. | Clear, constructive and timely feedback is formally recorded and the effect measured. Department’s possess a proven record of applying feedback ensuring overall growth. | Clear, constructive and timely feedback is recorded and the effect measured. Department’s possess a proven record of applying feedback ensuring overall growth. |
Ability to reinvent him/herself | Does not find the skills and strengths to cope with fast needed changes and challenges (bounce back) | Possess the skills and strengths to cope with new challenges. Overcomes adversities without a clear action plan (disorganized growth due to lack of understanding of the new picture) | Understands the new picture and traces an action plan to conquer new challenges. Does it in a structured way. | Completely understands the new picture and traces action plans. Always overcomes adversities that come from fast changes and effectively manages new challenges using them as a tool for growth. | Taps into inner resources, skills and strengths to constantly overcome adversities from fast changes. Always makes sense of past experiences, has a proven record of reinventing him/herself and uses new challenges as a tool for growth | |
Score | 1 | 1 and 2 | 2 and 3 | 3 and 4 | 4 |
Career Management Leadership
Career Management Leadership | ||||||
Criteria | Step A | Step 1 | Step 2 | Step 3 | Step 4 | |
Workforce Planning & Development |
Completeness / Core Duties |
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Achievement / Performance |
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Adaptive Leadership
Adaptive Leadership | ||||||
Perspective | Step A | Step 1 | Step 2 | Step 3 | Step 4 | |
Get on the Balcony | Ability to view the situation and the responses of participants from a mental “balcony”, from which one can see patterns, minimize one's own emotional responses and react (or not!) in ways that will help the other employees engage in the adaptive challenge. |
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Space - Doesn't understand what's going on in the room/meeting/situation and cannot distinguish expected and unexpected situations. |
Space - Understands what's going on in the room/meeting/situation and can distinguish expected and unexpected situations. Occasionally reacts to them accordingly. |
Space - Understands what's going on in the room/meeting/situation and can distinguish expected and unexpected situations. Consistently reacts to them accordingly. |
Space - Understands what's going on in the room/meeting/situation and can distinguish expected and unexpected situations and very often reacts to them accordingly. |
Space - Understands what's going on in the room/meeting/situation and can distinguish expected and unexpected situations, always reacting to them accordingly. | ||
Identify Adaptive Challenges | Ability to identify challenges that require people to learn new ways of doing things, change their attitudes, values, and norms, and adopt an experimental mindset. |
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Regulate Distress | Ability to enable employees to see the need for change, while ensuring they do not become overwhelmed by the change itself |
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Maintain disciplined attention | Ability to counteract any type of distraction that prevent people from dealing with the adaptive issue |
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Give the work back to the people | Ability to place the work where it belongs, being willing to be part of the challenge rather than directing its solution by providing answers from a position of formal authority |
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Protect the voices from below | Ability to give voice to all people willing to experiment and learn. Incentives original voices that routinely got discouraged or silenced in the organization even if they are not as articulate as one would wish. |
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Level 2 - Our coaches
Technical Leadership
Technical Leadership | ||||||
Criteria | Step A | Step 1 | Step 2 | Step 3 | Step 4 | |
RACI | Completeness / Core Duties |
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Achievement / Performance |
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Ceremonies | Completeness / Core Duties |
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Achievement / Performance |
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Business Leadership
Capability Definition
- General Factors
Score | Definition | |
---|---|---|
1 | Limited | Has a basic understanding of their team's overall domain and SG strategic plan. Lacks understanding of his/her team's technical domain or do not possess the needed technical knowledge to succeed. |
2 | Intermediate | Has a complete understanding of their team's domain, and how it contributes to the overall organization's strategy. Has a complete understanding of their team's technical domain but lacks judgement on how to apply technical skills on projects and when delegating tasks. |
3 | Experienced | Has a thorough understanding of their team's overall domain, how it's built in the strategic map and how it contributes to overall business strategy. Has a thorough understanding of their team's technical domain, and has a complete understanding of adjacent teams' technical domains. It’s capable of successfully delegate and evaluate tasks and cross-department projects, |
4 | Exceptional | Has a thorough understanding of the entire business, including all department's technical domains, and how they co-relate to each other. |
- Internal Factors
Score | Definition | |
---|---|---|
1 | Limited | Has a basic organizational understanding of company’s business, industry, and market space. Has a basic understanding of adjacent teams' business domains. |
2 | Intermediate | Has a complete organizational understanding of company’s business industry, and market space. Strong knowledge of adjacent teams' business domains. |
3 | Experienced | Has a thourough organizational understanding of company’s business industry, and market space. Has a thorough understanding of adjacent teams' strategies and how they map to their team and interaction points. |
4 | Exceptional | Has a thorough understanding of the entire business including all department's domains, industry and market space. |
Capability Scoring
Capability | Definition | Criteria | Score | Additional Comment |
---|---|---|---|---|
Incomplete | Manager has no strategic involvement due to incomplete approach | General Factors | 1 | N/A |
Internal Factors | 1 | |||
Initial | Manager's Strategic involvement is based on intuitive action - not organized, not explanable | General Factors | 1 or 2 | Scores 2 in at least one criteria |
Internal Factors | 1 or 2 | |||
Managed | Manager is succesfully working and communicating on department's strategy - proven record | General Factors | 2 or 3 | Scores 3 in at least one criteria |
Internal Factors | 2 or 3 | |||
Defined | Manager is constantly working on department's and cross-department's succesfully communicating and providing strategic guidance | General Factors | 3 or 4 | Scores 4 in at least one critera |
Internal Factors | 3 or 4 | |||
Optimal | Manager works on organizational strategic matters and provides context at all levels | General Factors | 4 | N/A |
Internal Factors | 4 |
Opportunity Definition
Opportunity Category | Definition | Scope |
---|---|---|
Experience | Learning and knowledge that come from on-the-job experiences, equipping managers with the opportunity to discover and develop job related skills, addressing challenges, and learning from their mistakes. Through working in cross-department projects, contact with stakeholders and complex tasks, managers build the knowledge of how their role reflects on and is affected by the roles of others. | * Projects and Task complexity |
Exposure | Shared based learning sees the managers working closely together with team members and other managers, under a more collaborative and co-operative approach, with constant support, monitoring and feedback providing. This supportive element assists in making learning self driven and more autonomous. | * Coaching and mentoring, * Ability to reinvent him/herself when facing role changes |
Education | Learning and knowledge that come from a more formalized approach to learning, with courses, formal training and e-learning. | * Formal courses |
Opportunity Scoring
Opportunity Category | Definition | Incomplete | Initial | Managed | Defined | Optimal |
---|---|---|---|---|---|---|
Experience | Project & Task Complexity | Works on projects of limited scope in their own department –does not demonstrate ability and knowledge to participate in cross-department initiatives | Works on projects of moderate scope, including cross-department initiatives. Lacks understanding to notice dependencies. | Works on projects of diverse scope in his/her department and cross-department (proven record of success), promotes alignment and ensures dependencies are noticed. | Works on unique tasks and cross-department projects. Ensures organizational alignment. | Works on projects that directly impact business success and investments. It’s accountable for organization-wide initiatives. |
Exposure | Coaching & Mentoring | Feedback is clear, and constructive. Lacks sense of time which does not prompt reflection or further action. | Feedback is clear, constructive and timely prompting further action. Majority of feedback is informal. | Clear, constructive and timely feedback is part of the department’s routine. Majority of feedback is formal. | Clear, constructive and timely feedback is formally recorded and the effect measured. Department’s possess a proven record of applying feedback ensuring overall growth. | Clear, constructive and timely feedback is recorded and the effect measured. Department’s possess a proven record of applying feedback ensuring overall growth. |
Ability to reinvent him/herself | Does not find the skills and strengths to cope with fast needed changes and challenges (bounce back) | Possess the skills and strengths to cope with new challenges. Overcomes adversities without a clear action plan (disorganized growth due to lack of understanding of the new picture) | Understands the new picture and traces an action plan to conquer new challenges. Does it in a structured way. | Completely understands the new picture and traces action plans. Always overcomes adversities that come from fast changes and effectively manages new challenges using them as a tool for growth. | Taps into inner resources, skills and strengths to constantly overcome adversities from fast changes. Always makes sense of past experiences, has a proven record of reinventing him/herself and uses new challenges as a tool for growth | |
Score | 1 | 1 and 2 | 2 and 3 | 3 and 4 | 4 |
Career Management Leadership
Career Management Leadership | ||||||
Criteria | Step A | Step 1 | Step 2 | Step 3 | Step 4 | |
Workforce Planning & Development |
Completeness / Core Duties |
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Achievement / Performance |
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Adaptive Leadership
Adaptive Leadership | ||||||
Criteria | Step A | Step 1 | Step 2 | Step 3 | Step 4 | |
Get on the Balcony | Ability to view the situation and the responses of participants from a mental “balcony”, from which one can see patterns, minimize one's own emotional responses and react (or not!) in ways that will help the other employees engage in the adaptive challenge. |
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Space - Doesn't understand what's going on in the room/meeting/situation and cannot distinguish expected and unexpected situations. |
Space - Understands what's going on in the room/meeting/situation and can distinguish expected and unexpected situations. Occasionally reacts to them accordingly. |
Space - Understands what's going on in the room/meeting/situation and can distinguish expected and unexpected situations. Consistently reacts to them accordingly. |
Space - Understands what's going on in the room/meeting/situation and can distinguish expected and unexpected situations and very often reacts to them accordingly. |
Space - Understands what's going on in the room/meeting/situation and can distinguish expected and unexpected situations, always reacting to them accordingly. | ||
Identify Adaptive Challenges | Ability to identify challenges that require people to learn new ways of doing things, change their attitudes, values, and norms, and adopt an experimental mindset. |
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Regulate Distress | Ability to enable employees to see the need for change, while ensuring they do not become overwhelmed by the change itself |
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Maintain disciplined attention | Ability to counteract any type of distraction that prevent people from dealing with the adaptive issue |
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Give the work back to the people | Ability to place the work where it belongs, being willing to be part of the challenge rather than directing its solution by providing answers from a position of formal authority |
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Protect the voices from below | Ability to give voice to all people willing to experiment and learn. Incentives original voices that routinely got discouraged or silenced in the organization even if they are not as articulate as one would wish. |
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Level 3 – Our visionaries and servant leaders
Technical Leadership
Technical Leadership | ||||||
Criteria | Step A | Step 1 | Step 2 | Step 3 | Step 4 | |
RACI | Completeness / Core Duties |
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Achievement / Performance |
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Ceremonies | Completeness / Core Duties |
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Achievement / Performance |
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Business Leadership
Capability Definition
- General Factors
Score | Definition | |
---|---|---|
1 | Limited | Has a basic understanding of their team's overall domain and SG strategic plan. Lacks understanding of his/her team's technical domain or do not possess the needed technical knowledge to succeed. |
2 | Intermediate | Has a complete understanding of their team's domain, and how it contributes to the overall organization's strategy. Has a complete understanding of their team's technical domain but lacks judgement on how to apply technical skills on projects and when delegating tasks. |
3 | Experienced | Has a thorough understanding of their team's overall domain, how it's built in the strategic map and how it contributes to overall business strategy. Has a thorough understanding of their team's technical domain, and has a complete understanding of adjacent teams' technical domains. It’s capable of successfully delegate and evaluate tasks and cross-department projects, |
4 | Exceptional | Has a thorough understanding of the entire business, including all department's technical domains, and how they co-relate to each other. |
- Internal Factors
Score | Definition | |
---|---|---|
1 | Limited | Has a basic organizational understanding of company’s business, industry, and market space. Has a basic understanding of adjacent teams' business domains. |
2 | Intermediate | Has a complete organizational understanding of company’s business industry, and market space. Strong knowledge of adjacent teams' business domains. |
3 | Experienced | Has a thourough organizational understanding of company’s business industry, and market space. Has a thorough understanding of adjacent teams' strategies and how they map to their team and interaction points. |
4 | Exceptional | Has a thorough understanding of the entire business including all department's domains, industry and market space. |
Capability Scoring
Capability | Definition | Criteria | Score | Additional Comment |
---|---|---|---|---|
Incomplete | Manager has no strategic involvement due to incomplete approach | General Factors | 1 | N/A |
Internal Factors | 1 | |||
Initial | Manager's Strategic involvement is based on intuitive action - not organized, not explanable | General Factors | 1 or 2 | Scores 2 in at least one criteria |
Internal Factors | 1 or 2 | |||
Managed | Manager is succesfully working and communicating on department's strategy - proven record | General Factors | 2 or 3 | Scores 3 in at least one criteria |
Internal Factors | 2 or 3 | |||
Defined | Manager is constantly working on department's and cross-department's succesfully communicating and providing strategic guidance | General Factors | 3 or 4 | Scores 4 in at least one critera |
Internal Factors | 3 or 4 | |||
Optimal | Manager works on organizational strategic matters and provides context at all levels | General Factors | 4 | N/A |
Internal Factors | 4 |
Opportunity Definition
Opportunity Category | Definition | Scope |
---|---|---|
Experience | Learning and knowledge that come from on-the-job experiences, equipping managers with the opportunity to discover and develop job related skills, addressing challenges, and learning from their mistakes. Through working in cross-department projects, contact with stakeholders and complex tasks, managers build the knowledge of how their role reflects on and is affected by the roles of others. | * Projects and Task complexity |
Exposure | Shared based learning sees the managers working closely together with team members and other managers, under a more collaborative and co-operative approach, with constant support, monitoring and feedback providing. This supportive element assists in making learning self driven and more autonomous. | * Coaching and mentoring, * Ability to reinvent him/herself when facing role changes |
Education | Learning and knowledge that come from a more formalized approach to learning, with courses, formal training and e-learning. | * Formal courses |
Opportunity Scoring
Opportunity Category | Definition | Incomplete | Initial | Managed | Defined | Optimal |
---|---|---|---|---|---|---|
Experience | Project & Task Complexity | Works on projects of limited scope in their own department –does not demonstrate ability and knowledge to participate in cross-department initiatives | Works on projects of moderate scope, including cross-department initiatives. Lacks understanding to notice dependencies. | Works on projects of diverse scope in his/her department and cross-department (proven record of success), promotes alignment and ensures dependencies are noticed. | Works on unique tasks and cross-department projects. Ensures organizational alignment. | Works on projects that directly impact business success and investments. It’s accountable for organization-wide initiatives. |
Exposure | Coaching & Mentoring | Feedback is clear, and constructive. Lacks sense of time which does not prompt reflection or further action. | Feedback is clear, constructive and timely prompting further action. Majority of feedback is informal. | Clear, constructive and timely feedback is part of the department’s routine. Majority of feedback is formal. | Clear, constructive and timely feedback is formally recorded and the effect measured. Department’s possess a proven record of applying feedback ensuring overall growth. | Clear, constructive and timely feedback is recorded and the effect measured. Department’s possess a proven record of applying feedback ensuring overall growth. |
Ability to reinvent him/herself | Does not find the skills and strengths to cope with fast needed changes and challenges (bounce back) | Possess the skills and strengths to cope with new challenges. Overcomes adversities without a clear action plan (disorganized growth due to lack of understanding of the new picture) | Understands the new picture and traces an action plan to conquer new challenges. Does it in a structured way. | Completely understands the new picture and traces action plans. Always overcomes adversities that come from fast changes and effectively manages new challenges using them as a tool for growth. | Taps into inner resources, skills and strengths to constantly overcome adversities from fast changes. Always makes sense of past experiences, has a proven record of reinventing him/herself and uses new challenges as a tool for growth | |
Score | 1 | 1 and 2 | 2 and 3 | 3 and 4 | 4 |
Career Management Leadership
Career Management Leadership | ||||||
Criteria | Step A | Step 1 | Step 2 | Step 3 | Step 4 | |
Workforce Planning & Development |
Completeness / Core Duties |
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Achievement / Performance |
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|
Adaptive Leadership
Adaptive Leadership | ||||||
Criteria | Step A | Step 1 | Step 2 | Step 3 | Step 4 | |
Get on the Balcony | Ability to view the situation and the responses of participants from a mental “balcony”, from which one can see patterns, minimize one's own emotional responses and react (or not!) in ways that will help the other employees engage in the adaptive challenge. |
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Space - Doesn't understand what's going on in the room/meeting/situation and cannot distinguish expected and unexpected situations. |
Space - Understands what's going on in the room/meeting/situation and can distinguish expected and unexpected situations. Occasionally reacts to them accordingly. |
Space - Understands what's going on in the room/meeting/situation and can distinguish expected and unexpected situations. Consistently reacts to them accordingly. |
Space - Understands what's going on in the room/meeting/situation and can distinguish expected and unexpected situations and very often reacts to them accordingly. |
Space - Understands what's going on in the room/meeting/situation and can distinguish expected and unexpected situations, always reacting to them accordingly. | ||
Identify Adaptive Challenges | Ability to identify challenges that require people to learn new ways of doing things, change their attitudes, values, and norms, and adopt an experimental mindset. |
|
|
|
|
|
Regulate Distress | Ability to enable employees to see the need for change, while ensuring they do not become overwhelmed by the change itself |
|
|
|
|
|
Maintain disciplined attention | Ability to counteract any type of distraction that prevent people from dealing with the adaptive issue |
|
|
|
|
|
Give the work back to the people | Ability to place the work where it belongs, being willing to be part of the challenge rather than directing its solution by providing answers from a position of formal authority |
|
|
|
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Protect the voices from below | Ability to give voice to all people willing to experiment and learn. Incentives original voices that routinely got discouraged or silenced in the organization even if they are not as articulate as one would wish. |
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Level 4 – Our transformational leaders
Technical Leadership
Technical Leadership | ||||||
Criteria | Step A | Step 1 | Step 2 | Step 3 | Step 4 | |
RACI | Completeness / Core Duties |
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Achievement / Performance |
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KAI | Completeness / Core Duties |
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Achievement / Performance |
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Ceremonies | Completeness / Core Duties |
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Achievement / Performance |
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Business Leadership
Capability Definition
- General Factors
Score | Definition | |
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1 | Limited | Has a basic understanding of their team's overall domain and SG strategic plan. Lacks understanding of his/her team's technical domain or do not possess the needed technical knowledge to succeed. |
2 | Intermediate | Has a complete understanding of their team's domain, and how it contributes to the overall organization's strategy. Has a complete understanding of their team's technical domain but lacks judgement on how to apply technical skills on projects and when delegating tasks. |
3 | Experienced | Has a thorough understanding of their team's overall domain, how it's built in the strategic map and how it contributes to overall business strategy. Has a thorough understanding of their team's technical domain, and has a complete understanding of adjacent teams' technical domains. It’s capable of successfully delegate and evaluate tasks and cross-department projects, |
4 | Exceptional | Has a thorough understanding of the entire business, including all department's technical domains, and how they co-relate to each other. |
- Internal Factors
Score | Definition | |
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1 | Limited | Has a basic organizational understanding of company’s business, industry, and market space. Has a basic understanding of adjacent teams' business domains. |
2 | Intermediate | Has a complete organizational understanding of company’s business industry, and market space. Strong knowledge of adjacent teams' business domains. |
3 | Experienced | Has a thourough organizational understanding of company’s business industry, and market space. Has a thorough understanding of adjacent teams' strategies and how they map to their team and interaction points. |
4 | Exceptional | Has a thorough understanding of the entire business including all department's domains, industry and market space. |
Capability Scoring
Capability | Definition | Criteria | Score | Additional Comment |
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Incomplete | Manager has no strategic involvement due to incomplete approach | General Factors | 1 | N/A |
Internal Factors | 1 | |||
Initial | Manager's Strategic involvement is based on intuitive action - not organized, not explanable | General Factors | 1 or 2 | Scores 2 in at least one criteria |
Internal Factors | 1 or 2 | |||
Managed | Manager is succesfully working and communicating on department's strategy - proven record | General Factors | 2 or 3 | Scores 3 in at least one criteria |
Internal Factors | 2 or 3 | |||
Defined | Manager is constantly working on department's and cross-department's succesfully communicating and providing strategic guidance | General Factors | 3 or 4 | Scores 4 in at least one critera |
Internal Factors | 3 or 4 | |||
Optimal | Manager works on organizational strategic matters and provides context at all levels | General Factors | 4 | N/A |
Internal Factors | 4 |
Opportunity Definition
Opportunity Category | Definition | Scope |
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Experience | Learning and knowledge that come from on-the-job experiences, equipping managers with the opportunity to discover and develop job related skills, addressing challenges, and learning from their mistakes. Through working in cross-department projects, contact with stakeholders and complex tasks, managers build the knowledge of how their role reflects on and is affected by the roles of others. | * Projects and Task complexity |
Exposure | Shared based learning sees the managers working closely together with team members and other managers, under a more collaborative and co-operative approach, with constant support, monitoring and feedback providing. This supportive element assists in making learning self driven and more autonomous. | * Coaching and mentoring, * Ability to reinvent him/herself when facing role changes |
Education | Learning and knowledge that come from a more formalized approach to learning, with courses, formal training and e-learning. | * Formal courses |
Opportunity Scoring
Opportunity Category | Definition | Incomplete | Initial | Managed | Defined | Optimal |
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Experience | Project & Task Complexity | Works on projects of limited scope in their own department –does not demonstrate ability and knowledge to participate in cross-department initiatives | Works on projects of moderate scope, including cross-department initiatives. Lacks understanding to notice dependencies. | Works on projects of diverse scope in his/her department and cross-department (proven record of success), promotes alignment and ensures dependencies are noticed. | Works on unique tasks and cross-department projects. Ensures organizational alignment. | Works on projects that directly impact business success and investments. It’s accountable for organization-wide initiatives. |
Exposure | Coaching & Mentoring | Feedback is clear, and constructive. Lacks sense of time which does not prompt reflection or further action. | Feedback is clear, constructive and timely prompting further action. Majority of feedback is informal. | Clear, constructive and timely feedback is part of the department’s routine. Majority of feedback is formal. | Clear, constructive and timely feedback is formally recorded and the effect measured. Department’s possess a proven record of applying feedback ensuring overall growth. | Clear, constructive and timely feedback is recorded and the effect measured. Department’s possess a proven record of applying feedback ensuring overall growth. |
Ability to reinvent him/herself | Does not find the skills and strengths to cope with fast needed changes and challenges (bounce back) | Possess the skills and strengths to cope with new challenges. Overcomes adversities without a clear action plan (disorganized growth due to lack of understanding of the new picture) | Understands the new picture and traces an action plan to conquer new challenges. Does it in a structured way. | Completely understands the new picture and traces action plans. Always overcomes adversities that come from fast changes and effectively manages new challenges using them as a tool for growth. | Taps into inner resources, skills and strengths to constantly overcome adversities from fast changes. Always makes sense of past experiences, has a proven record of reinventing him/herself and uses new challenges as a tool for growth | |
Score | 1 | 1 and 2 | 2 and 3 | 3 and 4 | 4 |
Career Management Leadership
Career Management Leadership | ||||||
Criteria | Step A | Step 1 | Step 2 | Step 3 | Step 4 | |
Workforce Planning & Development |
Completeness / Core Duties |
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Achievement / Performance |
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Leadership development is successful.
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Adaptive Leadership
Adaptive Leadership | ||||||
Criteria | Step A | Step 1 | Step 2 | Step 3 | Step 4 | |
Get on the Balcony | Ability to view the situation and the responses of participants from a mental “balcony”, from which one can see patterns, minimize one's own emotional responses and react (or not!) in ways that will help the other employees engage in the adaptive challenge. |
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Space - Doesn't understand what's going on in the room/meeting/situation and cannot distinguish expected and unexpected situations. |
Space - Understands what's going on in the room/meeting/situation and can distinguish expected and unexpected situations. Occasionally reacts to them accordingly. |
Space - Understands what's going on in the room/meeting/situation and can distinguish expected and unexpected situations. Consistently reacts to them accordingly. |
Space - Understands what's going on in the room/meeting/situation and can distinguish expected and unexpected situations and very often reacts to them accordingly. |
Space - Understands what's going on in the room/meeting/situation and can distinguish expected and unexpected situations, always reacting to them accordingly. | ||
Identify Adaptive Challenges | Ability to identify challenges that require people to learn new ways of doing things, change their attitudes, values, and norms, and adopt an experimental mindset. |
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Regulate Distress | Ability to enable employees to see the need for change, while ensuring they do not become overwhelmed by the change itself |
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Maintain disciplined attention | Ability to counteract any type of distraction that prevent people from dealing with the adaptive issue |
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Give the work back to the people | Ability to place the work where it belongs, being willing to be part of the challenge rather than directing its solution by providing answers from a position of formal authority |
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Protect the voices from below | Ability to give voice to all people willing to experiment and learn. Incentives original voices that routinely got discouraged or silenced in the organization even if they are not as articulate as one would wish. |
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