Management
The current roles we have in the Management Path are:
- Coordinator
- Manager
- Senior Manager
- Head of
Each one of the roles is expected to have different leadership traits as we explored in the chapter Leadership.
Management Path Levels
In the Management Path, there are 4 Levels per role that you can grow into. To move up from one level to the other it’s evaluated the authority and involvement regarding:
Coordinators - Our pace setters
The core duties of a coordinator are to get the work done through process management. They are in contact with customers, suppliers, and employees of all levels; therefore, they need to navigate frequently between different audiences to set-up the right context.
Our Coordinators are required to deliver fast results. These leaders are primarily focused on performance. They often set high standards and hold their team members accountable for hitting their goals.
The fast-paced work environment fostered by the coordinators can also create miscommunications, so in order to ensure effectiveness, they have to be able to provide clear instructions and have an outstanding ability to manage adversities, chaos, and change.
COORDINATOR | |||||
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Technical Leadership | |||||
PROCESS AND KNOWLEDGE | Level 1 | Level 2 | Level 3 | Level 4 | |
RACI | Completeness |
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Achievement |
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KAI | Completeness | Doesn't define the set of knowledge for the department at this level. | Doesn't define the set of knowledge for the department at this level. | Doesn't define the set of knowledge for the department at this level. | Doesn't define the set of knowledge for the department at this level. |
Achievement |
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Ceremonies | Completeness | Doesn't design the outline of the ceremonies at this level. | Doesn't design the outline of the ceremonies at this level. | Doesn't design the outline of the ceremonies at this level. | Doesn't design the outline of the ceremonies at this level. |
Achievement | Invited to participate in the ceremonies and makes an effort to be participative, bringing insights | Actively engages in the ceremonies |
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Participates, engages and demonstrates good judgement when suggesting improvements | |
Business Leadership | |||||
KPIs AND GOALS | Level 1 | Level 2 | Level 3 | Level 4 | |
Balanced Scorecard | Completeness |
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Involved in a department level with coordinating strategic initiatives, KPIs, and tasks |
Achievement | Receives tasks and successfully accomplishes them frequently, supporting the achievement of strategic goals |
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Department's strategic tasks are successfully measured and controlled | |
Strategy (Set-up Context) | Completeness | No authority to set-up context to subordinates (not applicable at this level) | No authority to set-up context to subordinates (not applicable at this level) | No authority to set-up context to subordinates (not applicable at this level) | No authority to set-up context to subordinates (not applicable at this level) |
Achievement | Not involved in strategic discussions on a department level but understands the impact of their role in the overall strategy | Usually involved in discussions about the implications of tasks and strategic initiatives in the department's strategy | Has a thorough understanding of the teams' strategy and how each teammate contributes to it |
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Career Management Leadership | |||||
CAREER MANAGEMENT | Level 1 | Level 2 | Level 3 | Level 4 | |
Performance Evaluation | Completeness | No authority. | Might provide insights for peer evaluations | Might be asked to evaluate as a secondary reviewer | Might be asked to evaluate as a secondary reviewer |
Achievement | Not applicable | Not applicable | Not applicable | Not applicable | |
Workforce Planning | Completeness | Not applicable | Not applicable | Not applicable | Not applicable |
Achievement | Not applicable | Not applicable | Not applicable | Not applicable | |
Adaptive Leadership | |||||
Adaptive Leadership Perspective | Level 1 | Level 2 | Level 3 | Level 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 - Understands what's going on in the room/meeting/situation and can distinguish expected and unexpected situations. Occasionally reacts to them accordingly.
Time - Identifies if the issue is routine or non-routine and occasionally acts at the required pace considering the consequences that are to come. Object - Sufficiently understands how things are organized People - Reads the people. Identifies their mood and body language. Reads between the lines and occasionally have the ability to navigate between different audiences. From time to time, he/she acts at the right pace and with the right language. |
Space - Understands what's going on in the room/meeting/situation and can distinguish expected and unexpected situations. Consistently reacts to them accordingly.
Time - Identifies if the issue is routine or non-routine and consistently acts at the required pace considering the consequences that are to come. Object - Effectively understands how things are organized People - Reads the people. Identifies their mood and body language. Reads between the lines and consistently have the ability to navigate between different audiences. Consistently acts at the right pace and with the right language. |
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.
Time - Identifies if the issue is routine or non-routine and has the ability to very often act in the required pace considering to avoid negative consequences. Object - Understands how things are organized and understands very often the reason why they are organized in such way. People - Reads the people. Identifies their mood and body language and possible reactions. Reads between the lines and can very often navigate between different audiences (including organization-wide) at the right pace and language. |
Space - Understands what's going on in the room/meeting/situation and can distinguish expected and unexpected situations, always reacting to them accordingly.
Time - Identifies if the issue is routine or non-routine and always acts at the required pace considering the consequences that are to come. Object - Understands how things are organized and why they are organized in such way. People - Reads the people. Identifies their mood and body language. Reads between the lines and navigates between different audiences (organization-wide, external stakeholders, and department) at the right pace and language according to each of them. | ||
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. | Identifies adaptive challenges but doesn't act on them | Identifies adaptive challenges but and points out the need for change | Identifies adaptive challenges and acts on them reactively |
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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 | Doesn't regulate distress on the team, suppliers, and/or customers | Because there's lack of knowledge on how to act on adaptive challenges might not be able to regulate distress (ex: tells people something is wrong repeatedly but cannot explain the reasons properly, causing frustration and demotivation) |
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Maintain disciplined attention | Ability to counteract any type of distraction that prevent people from dealing with the adaptive issue | Doesn't maintain disciplined attention and tends to turn back to operational tasks |
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Very often can reframe the issue, debate it, and break it into parts. |
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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 | Get the work done but might jeopardize the quality and/or delivery time. | Prioritizes the tasks that need to be done in order to get the work done | Supports corporate needs by pursuing good communication with stakeholders |
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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. | Not applicable for this level. | Not applicable for this level. | Not applicable for this level. | Not applicable for this level. |
Managers - Our coaches
The managers are responsible for the performance of their teams. They are involved in strategic decisions and are required to anticipate technical issues and complex and ambiguous problems or opportunities that are often systemic with no readily understood answers. They are responsible for identifying these situations in their teams, requiring a change of mindset or attitude, and providing the right corporate context.
They are quickly to recognize their team members’ strengths, weaknesses, and motivations to help each individual improve. They assist team members in setting smart goals, ensure quality and efficiency through processes management and provide regular feedback with challenging initiatives to promote growth. They’re skilled in setting clear expectations and creating a positive, motivating environment.
Managers promote the development of new skills, innovation, free-thinking and empowerment while building high-performing teams.
MANAGER | |||||
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Technical Leadership | |||||
PROCESS AND KNOWLEDGE | Level 1 | Level 2 | Level 3 | Level 4 | |
RACI | Completeness | Starts setting processes in a reactive way |
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Design, control, and report on processes | Improve and adjust the processes to be structured and flexible in case of changes |
Achievement | Ensures the processes are being followed and communicated with the team |
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The processes are constantly improved and cover all aspects of the department | |
KAI | Completeness | Understands what's needed for the team |
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Department has defined and measured KAI, often reported to senior levels |
Achievement |
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Ceremonies | Completeness | Awareness of the department's ceremonies |
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Achievement | Does not ensure the execution of ceremonies | Executes some ceremonies, and identifies action steps for issues addressed, and involves stakeholders for resolution (if necessary) |
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Business Leadership | |||||
KPIs AND GOALS | Level 1 | Level 2 | Level 3 | Level 4 | |
Balanced Scorecard | Completeness |
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Follows up KPIs and strategic initiatives, monitors, and reports on them | Department's strategic map is successfully filled with initiatives, KPIs, and goals, taking into consideration Secure Group's overall strategy |
Achievement | The strategic map is set up with business goals and strategic theme priorities |
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Initiatives and KPIs are successfully monitored and reported | The team successfully contributed to Secure Group's overall strategy | |
Strategy (Set-up Context) | Completeness | Communicates with the team on strategic matters | Drills down the strategy to all levels in the department | Shares strategic context with all team members regarding every task/project | Communicates and coordinates with other managers to identify cross-department opportunities |
Achievement | The team is communicated of the strategic map's priorities |
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Career Management Leadership | |||||
CAREER MANAGEMENT | Level 1 | Level 2 | Level 3 | Level 4 | |
Performance Evaluation | Completeness | Evaluations are done according to SGMM rules | Evaluations are done according to SGMM, and K-POCs are set-up in the system | All subordinates have a clear K-POC set-up in the system, and the manager frequently communicates with them regarding objectives achievement | K-POCs are clear to each subordinate; they understand and assimilate what needs to be done to reach the next level of their career path |
Achievement |
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The whole team has a successful record of leveling-up and stepping-up. The Manager avoids stagnation through coaching and mentoring. |
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Workforce Planning | Completeness | Open positions in the department are mapped | Open positions in the department are mapped and with clear Responsibilities and Accountabilities and needed set of knowledge | Open positions in the department are mapped and with clear Responsibilities and Accountabilities and needed set of knowledge. The manager knows exactly what to test in each candidate in terms of knowledge and skills | All open positions are defined with full information and a clear view of what he/she is looking for in candidates in terms of knowledge, skills, and experience. |
Achievement | Workforce planning and hiring process are reactive and unplanned with uncertainty | Desirable turnover occurs reactively: an employee whose performance falls below the company’s expectations is replaced by someone whose performance meets or exceeds expectations. |
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Adaptive Leadership | |||||
Adaptive Leadership Perspective | Level 1 | Level 2 | Level 3 | Level 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 - Understands what's going on in the room/meeting/situation and can distinguish expected and unexpected situations. Occasionally reacts to them accordingly.
Time - Identifies if the issue is routine or non-routine and occasionally acts at the required pace considering the consequences that are to come. Object - Sufficiently understands how things are organized People - Reads the people. Identifies their mood and body language. Reads between the lines and occasionally have the ability to navigate between different audiences within the team and sometimes in the organization. From time to time acts at the right pace and with the right language. |
Space - Understands what's going on in the room/meeting/situation and can distinguish expected and unexpected situations. Consistently reacts to them accordingly.
Time - Identifies if the issue is routine or non-routine and consistently acts at the required pace considering the consequences that are to come. Object - Effectively understands how things are organized People - Reads the people. Identifies their mood and body language. Reads between the lines and consistently have the ability to navigate between different audiences within the team and sometimes in the organization. Consistently acts at the right pace and with the right language. |
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.
Time - Identifies if the issue is routine or non-routine and has the ability to very often act in the required pace considering to avoid negative consequences. Object - Understands how things are organized and understands very often the reason why they are organized in such way. People - Reads the people. Identifies their mood and body language and possible reactions. Reads between the lines and can very often navigate between different audiences (including organization-wide: other leaderships and departments) at the right pace and language. |
Space - Understands what's going on in the room/meeting/situation and can distinguish expected and unexpected situations, always reacting to them accordingly.
Time - Identifies if the issue is routine or non-routine and always acts at the required pace considering the consequences that are to come. Object - Understands how things are organized and why they are organized in such way. People - Reads the people. Identifies their mood and body language. Reads between the lines and navigates between different audiences (organization-wide, external stakeholders, and cross-department) at the right pace and language according to each of them. | ||
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. | Identifies adaptive challenges and points out the need for change | Identifies adaptive challenges and acts on them reactively | Identifies adaptive challenges and acts on them by providing directions and the corporate context in a proactive way |
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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 | Doesn't regulate distress on the team and other departments | Regulates distress only when it's inside their comfort zone (meaning, they have enough knowledge to provide context) |
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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 | Subordinates tend to follow instructions because of the Sr. Manager's authority position. |
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Protect the voices from below | Ability to give voice to all people that are 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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Senior Managers – Our visionaries and servant leaders
The core duties of our Sr. Managers are strategic and high-level. They are responsible for providing direction for different teams and, at the same time, ensure there are no knowledge gaps in them. They are constantly monitoring the market and Secure Group's strategy to ensure our competitive advantage. They have a powerful ability to drive progress and usher in periods of change by inspiring employees and earning trust for new ideas. They are also advisors in establishing a strong organizational culture by fostering confidence among direct reports and colleagues alike.
Sr. Managers live by a people-first mindset and believe that when team members feel personally and professionally fulfilled, they’re more effective and more likely to produce great collaborative work regularly. These leaders are exceptionally skilled in building employee morale and helping people re-engage with their work.
Focused on the big picture, they have the capacity to boost employee productivity, improve employee development and decision-making, cultivate trust, and create future leaders. Sr. Managers help the company to grow, unite teams, and improve outdated technologies or practices.
SR. MANAGER | |||||
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Technical Leadership | |||||
PROCESS AND KNOWLEDGE | Level 1 | Level 2 | Level 3 | Level 4 | |
RACI | Completeness |
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Leads process change management on an organizational level |
Achievement | The processes are continually improved |
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KAI | Completeness | Drafts the KAI for all teams based on the organigram | Builds the KAI for all teams based on organigram and strategic needs | Monitors the departments' KAI and designs creative solutions to fill the knowledge gap | Promotes a culture of knowledge accountability and knowledge-sharing |
Achievement |
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Ceremonies | Completeness |
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Builds ceremonies based on team needs | Improves and monitors the current needs and advises in cross-department ceremonies to accomplish business needs | Re-aligns ceremonies based on business strategy and market needs |
Achievement | Teams have some structured ceremonies, and Managers are communicated regarding the execution | Teams have most structured ceremonies, and Managers are engaged in execution and have a shared understanding |
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Business Leadership | |||||
KPIs AND GOALS | Level 1 | Level 2 | Level 3 | Level 4 | |
Balanced Scorecard | Completeness | Establishes department's strategy in agreement with other Senior-level managers |
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Develops, modifies, and innovates regarding business goals and initiatives that have a company-wide effect |
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Achievement | Department's strategy is defined, and Managers are communicated |
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Secure Group's overall strategy is achieved | |
Strategy (Set-up Context) | Completeness | Shares strategic context with Managers |
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Coordinates strategic communication with senior management to ensure execution on all levels | Covers all aspects of the departments regarding strategic communication |
Achievement | Managers are fully aware of their impact on the company's strategy |
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Team members at all levels understand their impact on the overall strategy |
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Career Management Leadership | |||||
CAREER MANAGEMENT | Level 1 | Level 2 | Level 3 | Level 4 | |
Performance Evaluation | Completeness | Evaluations are done according to SGMM rules | Evaluations are done according to SGMM, and K-POCs are set-up in the system | All subordinates have a clear K-POC set-up in the system, and the manager frequently communicates with them regarding objectives achievement | K-POCs are clear to each subordinate; they understand and assimilate what needs to be done to reach the next level of their career path |
Achievement |
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Workforce Planning | Completeness | Open positions in the department are mapped | Open positions in the department are mapped and with clear Responsibilities and Accountabilities and needed set of knowledge |
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Achievement | Workforce planning and hiring process are reactive and unplanned with uncertainty | Desirable turnover occurs reactively: an employee whose performance falls below the company’s expectations is replaced by someone whose performance meets or exceeds expectations. |
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Adaptive Leadership | |||||
Adaptive Leadership Perspective | Level 1 | Level 2 | Level 3 | Level 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 - Understands what's going on in the room/meeting/situation and can distinguish expected and unexpected situations. Occasionally reacts to them accordingly.
Time - Identifies if the issue is routine or non-routine and occasionally acts at the required pace considering the consequences that are to come. Object - Sufficiently understands how things are organized People - Reads the people. Identifies their mood and body language. Reads between the lines and occasionally have the ability to navigate between different audiences within the team and sometimes in the organization. From time to time acts at the right pace and with the right language. |
Space - Understands what's going on in the room/meeting/situation and can distinguish expected and unexpected situations. Consistently reacts to them accordingly.
Time - Identifies if the issue is routine or non-routine and consistently acts at the required pace considering the consequences that are to come. Object - Effectively understands how things are organized People - Reads the people. Identifies their mood and body language. Reads between the lines and consistently have the ability to navigate between different audiences within the team and sometimes in the organization. Consistently acts at the right pace and with the right language. |
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.
Time - Identifies if the issue is routine or non-routine and has the ability to very often act in the required pace considering to avoid negative consequences. Object - Understands how things are organized and understands very often the reason why they are organized in such way. People - Reads the people. Identifies their mood and body language and possible reactions. Reads between the lines and can very often navigate between different audiences (including organization-wide: other leaderships and departments) at the right pace and language. |
Space - Understands what's going on in the room/meeting/situation and can distinguish expected and unexpected situations, always reacting to them accordingly.
Time - Identifies if the issue is routine or non-routine and always acts at the required pace considering the consequences that are to come. Object - Understands how things are organized and why they are organized in such way. People - Reads the people. Identifies their mood and body language. Reads between the lines and navigates between different audiences (organization-wide, external stakeholders, and cross-department) at the right pace and language according to each of them. | ||
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. | Identifies adaptive challenges and points out the need for change | Identifies adaptive challenges and acts on them reactively | Identifies adaptive challenges and acts on them by providing directions and the corporate context in a proactive way |
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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 | Doesn't regulate distress on the team and other departments | Regulates distress in a reactive way (when realizes that managers and subordinates are already under stress) |
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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 | Subordinates tend to follow instructions because of the manager's authority position. |
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Protect the voices from below | Ability to give voice to all people that are 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. | Not an active listener |
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Promotes a culture of inclusion |
Head of – Our transformational leaders
Our Heads of Departments are responsible for setting strategic direction, developing context, and fostering our corporate culture on an organizational level. They focus on clear communication, goal-setting, and the company’s productivity.
Instead of placing the majority of the energy into each employee’s individual aspects, they are driven by a commitment to organizational objectives. However, they are also committed to developing the next generation of Secure Group leaders and build a strong relationship with our shareholders. The "Heads of" also value the company's ethics and teams while focusing on high-performance in the long-term.
HEAD OF | |||||
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Technical Leadership | |||||
PROCESS AND KNOWLEDGE | Level 1 | Level 2 | Level 3 | Level 4 | |
RACI | Completeness | Define processes at an organizational level | Identifies dependencies across departments and promotes alignment for continuous improvement | Identifies external factors and re-aligns process management with them |
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Achievement | Comprehension of process management in senior levels is achieved | Organization-wide processes are successfully managed and constantly improved | Process management is successfully aligned in business, market, and other external factors | Departments at all levels achieved an effective process management strategy | |
KAI | Completeness | Defines KAI at an organizational level | Defines KAI at an organizational level that promotes competitive advantage | Identifies external factors and re-aligns KAI with market and business strategy | Promotes an organization-wide culture of knowledge accountability and knowledge-sharing |
Achievement | KAI is understood within senior levels and mostly achieved in the departments | Knowledge Accountability Indexes are successfully achieved at an organizational level |
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The organization is accountable for knowledge management at all levels | |
Ceremonies | Completeness | Identifies needed ceremonies at an organizational level | Builds ceremonies at an organizational level that will aid competitive advantage | Re-aligns needed ceremony with market/business strategy and promotes innovation | Fosters a culture of ceremonies for effective communication at an organizational level |
Achievement | Ceremonies' importance is understood at an organizational level | Ceremonies are properly set-up, and teams are effectively communicated | Ceremonies are aligned with business/market strategy | The organization has a culture of effective communication through ceremonies | |
Business Leadership | |||||
KPIs AND GOALS | Level 1 | Level 2 | Level 3 | Level 4 | |
Balanced Scorecard | Completeness | Defines strategy at an organizational level |
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Considers external factors and builds an organizational strategy that will aid competitive advantage | Fosters a culture of strategic management at all levels |
Achievement | Secure Group's overall strategy is defined | Strategic maps are defined and communicated | Strategic themes are achieved | Secure Group's overall strategy is overachieved | |
Strategy (Set-up Context) | Completeness | Shares and aligns strategic context with Sr. Managers |
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Covers Secure Group's overall strategic communication at all levels by promoting innovation |
Achievement |
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Career Management Leadership | |||||
CAREER MANAGEMENT | Level 1 | Level 2 | Level 3 | Level 4 | |
Performance Evaluation | Completeness | Communicates with every employee in the Management Path for the 4 required leadership categories in order to grow |
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Management layer has a defined K-POC set-up in the system and the "Head of" frequently communicates with them regarding objectives' achievement |
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Achievement |
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Workforce Planning | Completeness | Leadership open positions in the department are mapped | Leadership open positions in the department are mapped and with clear Responsibilities and Accountabilities and needed set of knowledge |
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Achievement | Workforce planning and hiring processes are reactive and unplanned with uncertainty |
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Adaptive Leadership | |||||
Adaptive Leadership Perspective | Level 1 | Level 2 | Level 3 | Level 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 - Understands what's going on in the room/meeting/situation and can distinguish expected and unexpected situations. Occasionally reacts to them accordingly.
Time - Identifies if the issue is routine or non-routine and occasionally acts at the required pace considering the consequences that are to come. Object - Sufficiently understands how things are organized People - Reads the people. Identifies their mood and body language. Reads between the lines and occasionally have the ability to navigate between different audiences within the team and sometimes in the organization. From time to time acts at the right pace and with the right language. |
Space - Understands what's going on in the room/meeting/situation and can distinguish expected and unexpected situations. Consistently reacts to them accordingly.
Time - Identifies if the issue is routine or non-routine and consistently acts at the required pace considering the consequences that are to come. Object - Effectively understands how things are organized People - Reads the people. Identifies their mood and body language. Reads between the lines and consistently have the ability to navigate between different audiences within the team and sometimes in the organization. Consistently acts at the right pace and with the right language. |
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.
Time - Identifies if the issue is routine or non-routine and has the ability to very often act in the required pace considering to avoid negative consequences. Object - Understands how things are organized and understands very often the reason why they are organized in such way. People - Reads the people. Identifies their mood and body language and possible reactions. Reads between the lines and can very often navigate between different audiences (including organization-wide: other leaderships and departments) at the right pace and language. |
Space - Understands what's going on in the room/meeting/situation and can distinguish expected and unexpected situations, always reacting to them accordingly.
Time - Identifies if the issue is routine or non-routine and always acts at the required pace considering the consequences that are to come. Object - Understands how things are organized and why they are organized in such way. People - Reads the people. Identifies their mood and body language. Reads between the lines and navigates between different audiences (organization-wide, external stakeholders, and cross-department) at the right pace and language according to each of them. | ||
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. | Identifies adaptive challenges and points out the need for change | Identifies adaptive challenges and acts on them reactively | Identifies adaptive challenges and acts on them by providing directions and the corporate context in a proactive way |
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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 | Doesn't regulate distress on the team and other departments |
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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 | Subordinates tend to follow instructions because of the manager's authority position. |
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Protect the voices from below | Ability to give voice to all people that are 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. | Not an active listener |
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