Management: Difference between revisions
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| rowspan="2" style="text-align:center; font-weight:bold;" | Ceremonies | | rowspan="2" style="text-align:center; font-weight:bold;" | Ceremonies | ||
| style="text-align:center;" | Completeness / Core Duties | | style="text-align:center;" | Completeness / Core Duties | ||
| | | | ||
* Understands | * Understands the concept and importance of the ceremonies on a superficial/theoretical level. | ||
* Identifies the need for certain ceremonies and does not structure them or doesn't identify needed ceremonies at all. | |||
| | | | ||
* | * Understands their division's ceremonies and works with subordinates and other managers to resolve disagreements in a healthy manner. | ||
* Usually identifies the purpose and the needed stakeholders of ceremonies. Might lack knowledge and/or judgment regarding expectations and outcomes. | |||
* Structures ceremonies and communicates the desired outcomes based on divisions' needs. | |||
* | * Fosters a culture where people are encouraged to share their opinions and function well across diverse groups. | ||
* | |||
| | | | ||
* | * Builds ceremonies based on the needs of a variety of teams and departments/divisions. | ||
* | * Encourages the division to openly share their opinions, integrates their point of view, and coaches them to contribute to discussions in a respectful manner. | ||
* Fosters a culture of clear, concise, effective, audience-oriented communication with other managers and subordinates. | |||
* Effectively communicates cross-dependencies between projects and re-aligns the efforts through ceremonies to successfully achieve goals in different teams and divisions. | |||
| | |||
* The manager facilitates engagement between other managers, teams, and stakeholders to contribute to discussions in a respectful manner. | |||
* Improves and monitors the current needs of different teams and serves as an advisor in cross-division ceremonies to accomplish business needs. | |||
* Influences, plans, and leads decisions in different teams. | |||
* Re-aligns ceremonies with business needs and communicates effectively on such changes. | |||
| | |||
* Communicates effectively with all stakeholders, so they are fully aware of the ceremony's purpose and goals and what is their impact on it before the actual ceremony. | |||
* Re-aligns ceremonies with business needs and market strategy. Communicates effectively on such changes. | |||
* Fosters a culture of clear, concise, effective, audience-oriented communication across the whole organization. | |||
* Ceremonies are designed to aid competitive advantage. | |||
|- | |- | ||
| style="text-align:center; font-size:12px;" | Achievement / Performance | | style="text-align:center; font-size:12px;" | Achievement / Performance | ||
| style="font-size:12px;" | | | style="font-size:12px;" | | ||
* Ceremonies happen without previous organization and in an unstructured way. | * Ceremonies happen without previous organization and in an unstructured way. | ||
* Ceremonies are not followed and their importance is not understood. | |||
| style="font-size:12px;" | | |||
* Execute some ceremonies and tries to bring some structure to them. Division members are encouraged to openly share their opinions. | |||
* The division understands the importance of effective communication in an audience-oriented way, in written and verbal form but does not implement it. | |||
* The manager conducts conversations based on organizational strategy and principles with division members when appropriate to ensure alignment. | |||
* Managers and divisions contribute to ceremonies in a respectful and non-biased manner. | |||
* Ceremonies' importance is understood by the division. | |||
| style="font-size:12px;" | | | style="font-size:12px;" | | ||
* | * Actively listens to others and ensures they are understood. Respects the time of the audience. | ||
* The | * Division and teams have most ceremonies structured, and Managers are engaged in the execution of such ceremonies. Issues have defined action steps and are reviewed as a follow-up. | ||
* The | * The right stakeholders are effectively involved for problem resolution through clear, concise communication in written and verbal form both technical and non-technical subjects and in an audience-oriented way. | ||
* The division and teams are empowered to share concerns and action plans in an unbiased way and capable is of having conversations based on organizational strategy and principles to create alignment. | |||
* The teams have a shared understanding of the desired outcomes and are open to changing their perspective and plans based on others' input. | |||
| style="font-size:12px;" | | | style="font-size:12px;" | | ||
* | * Most ceremonies are structured and executed and have complete documentation: follow-up actions, outcomes, objectives, and stakeholders' level of involvement. | ||
* | * The teams' disagreements are approached non-defensively, and contradictory opinions are used as a basis for constructive, productive conversations. | ||
* | * Communication based on organizational strategy is assured. | ||
* | * Ceremonies are aligned with the business needs and promote innovation through unbiased, respectful discussions. | ||
* | * Teams and divisions are successfully communicated regarding their impact on Secure Group's overall strategy and have the necessary context to achieve it. | ||
* Facilitates and inspires cross-division collaboration and collaboration with others departments. | |||
| style="font-size:12px;" | | | style="font-size:12px;" | | ||
* | * All necessary touchpoints are mapped and successfully executed with complete documentation. The participants are fully engaged throughout the process. | ||
* Stakeholders are frequently communicated on their impact and understand their role and expected outcomes in the ceremonies. | |||
* The team is known for a culture of clear, concise, effective, audience-oriented communication, ensuring all participants actively listen to others and are understood. | |||
* Ceremonies promote collaboration within divisions and teams. | |||
* | |||
* The team is known for a culture of clear, concise, effective, audience-oriented communication, ensuring all participants actively listen to others and are understood. | |||
|} | |} | ||
Revision as of 14:32, 27 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 | |
---|---|---|
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 explainable | General Factors | 1 or 2 | Scores 2 in at least one criteria |
Internal Factors | 1 or 2 | |||
Managed | Manager is successfully 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 | ||||||
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. |
|
|
|
|
|
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 |
|
|
|
|
|
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 thorough 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 |
|
|
|
|
|
Achievement / Performance |
|
|
|
|
|
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. |
|
|
|
|
|
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 |
|
|
|
|
|
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. |
|
|
|
|
|
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 |
|
|
|
|
| |
Ceremonies | Completeness / Core Duties |
|
|
|
|
|
Achievement / Performance |
|
|
|
|
|
Business Leadership
Capability Definition
- General Factors
Score | Definition | |
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1 | Limited | Has a basic understanding of every team's overall domain and SG strategic plan. Lacks understanding of leaders' technical domain or do not possess the needed technical knowledge to succeed in his/her own role. |
2 | Intermediate | Has a complete understanding of every team's domain, and how it contributes to the overall organization's strategy. Has a complete understanding of every 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 every 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 every team's technical domain. 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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Key Concepts
- Level 1 managers are responsible for coordinating processes and stakeholders.
- Level 2 Step 1 and Step 2 managers are involved in the operation and execution of their department's processes while Level 2 Step 3 and Step 4 are responsible for process management on a higher level of report, design, automation, and monitoring.
- Level 3 managers are responsible for coaching and ensuring people's growth in more than one team or department.
- Level 4 managers focus on the organization's performance, growth, and alignment.