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2012 11-20 MLQ30 Management and Leadership Questionnaire
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2012 11-20 MLQ30 Management and Leadership Questionnaire

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Presentation about the MLQ30 Management and Leadership Questionnaire published by MySkillsProfile and Pan.

Presentation about the MLQ30 Management and Leadership Questionnaire published by MySkillsProfile and Pan.

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  • This is a self-playing presentation about the Management and Leadership Questionnaire which is published by MySkillsProfile.com, and pan, a TALX company.
  • In the next fifteen minutes, we will look at the purpose of the test, some different applications for it, how the test was developed and the model of leadership skills and competencies that lies behind the test. We will define what the scales measure, how an individual’s responses are transferred into standardized scores and the design and contents of the computer generated feedback report. In the final part of the presentation, we will cover the technical properties of the instrument and what reviews of the test have said.
  • The MLQ30 leadership assessment test has two purposes. First, at the individual level, the purpose of the instrument is to assess a person's management and leadership skills, style and competencies, and give them suggestions about how to improve their performance and reach their potential. Second, at the corporate or organizational level, the purpose of the instrument is to benchmark the skills and competencies of a group of executives, to, for example, help understand where their strengths and weaknesses lie, and to help design learning and development programs.
  • The test is suitable for different scenarios. Here are some examples. In selection, the test provides a framework of competencies to compare candidates against, and use as the foundation for competency-based interviews. In assessment centers, the MLQ30 profile provides information about a candidate’s leadership level, style, strengths and development needs, to put alongside information from in-tray and group exercises. In executive education programs, the instrument will help students to understand and reflect on their strengths and development needs. In coaching, the interpretive report provides a structure for the coach and client, to jointly explore the client’s management and leadership skills and competencies. And in team building, sharing profiles will help the team to understand the range of skills and competencies that the team possesses, and it will help reveal gaps in the team’s capabilities. Finally, the data from a group of completed profiles will provide metrics about an organization’s management capability and training needs.
  • This is a summary of how the test was developed. Development started with a review of the literature on management and leadership, to identify characteristics of effective leaders. The authors then examined published competency frameworks, to identify the competencies that occurred frequently under management and leadership. These activities led to the generation of a concept model of management and leadership. The model is described in the next slide. The authors then wrote items for scales, and developed a trial questionnaire, which was made available as a free test on the internet. There followed an iterative process of analysis and revision until the questionnaire demonstrated acceptable reliability. Norms for the questionnaire were then developed and data on validity was collected.
  • The concept model has two key factors: management, and leadership. In each of these areas, there are three clusters of five competencies. The leadership key factor comprises transformational competencies, to do with strategic and creative thinking, leading and deciding, and developing and changing. The management key factor comprises transactional competencies, to do with implementing and improving, communicating and presenting, and relating and supporting. The test is called the MLQ30 because it has thirty competency scales.
  • This table shows the leadership scales, and what the scales measure. Look at the first scale in the area of strategic and creative thinking at the top of the table. It is called thinking and managing globally. It measures how skilled you are at, for example, keeping up to date with global trends, reviewing the company’s global position, and, developing business relationships with people in other countries. You will find more detailed descriptions of the scales, and how to interpret scale scores, in the user manual.
  • This table is in the same format as the previous one. It shows what the management scales measure. These two tables show, that the MLQ30 assesses a person's leadership and management capability, rigorously and comprehensively. Read chapter 3 of the user manual, to develop your understanding of the MLQ30 scales.
  • This is an example of the more detailed scale descriptions that you find in the user manual. This table shows how to interpret high, moderate, and low scores on the scale that measures a person’s ability, to think and manage globally. It gives an example of the scale items, discussing global business trends. It also shows which other scales this scale has strong correlations with. Thinking and managing globally, has strongest correlations with, managing knowledge, developing strategy, and managing money.
  • In the MLQ30, raw scores are transformed into Standard Ten, or sten, scores, to indicate a test taker’s approximate position to other managers in the population. This table shows how to interpret sten scores, using percentiles, leadership levels, and definitions of competence. For example, a person who gets a sten score of 7 on a scale, has scored higher than about seventy five per cent of managers in the benchmark group. This is defined as level four, and it indicates a well-developed competency, and an emerging strength. Scores in the range of four to seven can be interpreted as average scores, with seven being high average, and four being low average. A sten of 8 or more suggests above average or outstanding performance, and a sten of 3 or less suggests below average, or low performance.
  • The MLQ30 feedback report is written in the second person, self help style, and is a mixture of text and graphics. The introduction describes what the test measures, and how to interpret scores. The second section defines what the scales measure. The report then provides a concise one page summary, of the executive’s leadership level, leadership style, and situational leadership effectiveness. The next five sections describe the respondent’s style and competencies in more detail, and there is a final section with suggested next steps. There is also a link in the final section to a downloadable performance improvement guide. The report gives a wide-ranging description of a person's style and competencies, but it is not overly long.
  • The MLQ30 indicates an executive’s approximate leadership level using a five level model similar to the Level 5 Leadership framework developed by leadership author Jim Collins in his book Good to Great. In the MLQ30 framework, a level 5 leader is defined as an outstanding leader who delivers exceptional performance through a combination of well-developed skills and competencies in management and leadership. At the other end of the continuum, a level one leader is defined as an individual contributor who needs to boost their management and leadership skills and competencies in order to join the management ranks. The leadership level indicator is based on an executive’s total score on the questionnaire. In order to achieve a level 5, you need to score in the top 10 per cent.
  • One aspect of an executive’s style is based on an assessment of how far they focus on managing and how far they focus on leading. The feedback report positions executives on a leadership style matrix based on their scores on the scales that measure transformational and transactional competencies. This matrix classifies executives into four styles: leader, strategist, manager, and individual contributor. The objective is to encourage executives to think about their current style and what they need to do to become more effective leaders.
  • A second aspect of an executive’s style is based on an assessment of how far they focus on people issues, and how far they focus on task issues. The feedback report positions executives on a leadership style matrix, based on their scores on the scales that measure people-related competencies, and task-related competencies. This matrix classifies executives into four styles: executives who have a balanced people and task focus, executives who have a people focus, executives who have a task focus, and, executives who have an embryonic approach. Once again, the objective is to encourage executives to think about their current style, and what they need to do to become more effective leaders.
  • Effective leadership varies according to the people that are being led, and according to the task, job, or function that needs to be carried out. This slide shows part of the situational leadership effectiveness chart that appears in the feedback report. It shows how far an executive is likely to be effective, in situations where particular types of competencies are required. For example, this is the profile of an executive who is quite likely to require some development and support, in situations where strong leadership skills are required, and where a transformational leader is required to deliver change.
  • The feedback report has six scorecards showing the MLQ30 scale scores. Each scorecard shows the person's sten score, the percentile score, and their current level of competence, on the area assessed. This scorecard shows scores on the five competencies, that are aspects of strategic and creative thinking. In this profile, you can see that thinking and managing globally, and managing knowledge and information, appear to be strengths, whereas creating and innovating, looks like an area to focus development on.
  • The MLQ development guide contains practical tips and recommendations, and a development planning template, to help those who have taken the test, think about and plan development activities. The booklet contains reading recommendations and suggestions, for first-level, middle, and senior managers. This slide shows the type of suggestions and recommendations that appear in the booklet. There is a link to download the booklet in the next steps section of the feedback report.
  • The MLQ30 was designed to meet the standards of a modern psychometric test. It has been reviewed by the British Psychological Society, Psychological Testing Centre. The review by the BurosCenter for Testing will be published in the 2013 Mental Measurements Yearbook. The British Psychological Society, Psychological Testing Centre, assessed the overall adequacy of the norms as good, and the overall adequacy of the validity and reliability of the instrument, as satisfactory or reasonable. The instrument is supplied with one set of international norms, with the vast majority of respondents coming from the USA, Canada, the UK, Australia and New Zealand. Although there are statistically significant differences related to management level, gender, and age, the observed differences are very small, so there is no need for separate norms for men and women, or for managers at different levels, or different age groups.
  • If you are interested in using the MLQ30, but want to know more about it, reading the user manual and having a look at a sample report are a good place to start. You can also download these documents using the links below, and you can also get them from our website.Thank you for your interest in the MLQ30.
  • Transcript

    • 1. MANAGEMENT ANDLEADERSHIPQUESTIONNAIRELeadership Assessment and Development Turn on your sound
    • 2. MYSKILLSPROFILE © 2012 2Contents• Purpose• Applications• Development approach• Concept model• What the scales measure• Scoring approach• Feedback report• Technical properties
    • 3. MYSKILLSPROFILE © 2012 3PurposeIndividualAssess management and leadership style andcompetencies and provide recommendations forperformance improvementCorporateBenchmark group competencies and providerecommendations for organizational development
    • 4. MYSKILLSPROFILE © 2012 4Applications• Selection interviews• Assessment centers• Executive education• Coaching• Team building• Training needs analysis/metrics
    • 5. MYSKILLSPROFILE © 2012 5Development Approach• Review of literature on management and leadership• Analysis of existing organizational competency frameworks• Development of concept model• Generation of items for scales• Online trial of draft questionnaire• Reliability and factor analysis• Revision of items and scales• Generation of norms
    • 6. MYSKILLSPROFILE © 2012 6Concept Model Leadership Management competencies competencies Strategic and Implementing and creative thinking improving Leading and Communicating deciding and presenting Developing and Relating and changing supporting
    • 7. MYSKILLSPROFILE © 2012 7What the Scales MeasureLeadership/Transformational Competencies1 Strategic and Creative Thinking Competency Requirements Keep up to date with global trends, review the companys position, develop business relationships in1.1 Thinking and managing globally other countries. Developing strategy and acting See the big picture, pick up changes in the marketplace, review and analyze the business units1.2 strategically strategy. Keep up with advances in business area, benchmark performance against industry leaders, seek advice1.3 Managing knowledge and information from experts. Help people to think differently about a problem, get buy-in for creative ideas, turn novel ideas into1.4 Creating and innovating reality. Managing costs and financial1.5 Read and interpret financial reports, set financial targets, review and improve financial performance. performance2 Leading and Deciding Competency Requirements Help new employees get up to speed quickly, give people challenging job assignments, monitor people’s2.1 Attracting and managing talent performance. Motivating people and inspiring them to Communicate high expectations of people, trust capable people to do their work, celebrate team2.2 excel achievement. Provide people with assignments to develop their skills, give timely coaching, act as a role model for2.3 Coaching and developing people development. Define acceptable workplace behavior, challenge bias and intolerance, act as a role model of inclusive2.4 Managing culture and diversity behavior.2.5 Making sound decisions Assess options and risks, consult people and take their views and ideas into account, act decisively.3 Developing and Changing Competency Requirements3.1 Displaying initiative and drive Start tasks right away, get things done quickly, be ready to go the extra mile. Do what is right despite personal risk, say no when necessary, have the courage to take tough3.2 Showing courage and strength decisions.3.3 Learning and developing continuously Seek feedback, set personal development goals, show a sense of humor and perspective. Sell the benefits of change, model the change expected of others, establish roles and structures to3.4 Managing and implementing change support change.3.5 Adapting and coping with pressure Adapt quickly to new situations, handle stress successfully, keep composure in difficult circumstances.
    • 8. MYSKILLSPROFILE © 2012 8What the Scales MeasureManagement/Transactional focus4 Implementing and Improving Competency Requirements Provide direction and support, delegate responsibility to the appropriate people, hold people accountable4.1 Executing strategies and plans for delivery. Allocate responsibility for improvement, learn lessons from process breakdowns, improve business4.2 Improving processes and systems processes. Managing customer relationships and4.3 Set high standards for customer service, exceed customer expectations, resolve customer issues quickly. services Gather information from a wide variety of sources, approach problems from different angles, brainstorm4.4 Analyzing issues and problems possible solutions with others.4.5 Managing plans and projects Develop bold plans, obtain resources to carry out projects, manage critical dependencies and risks.5 Communicating and Presenting Competency Requirements Facilitating and improving Create a climate where people share views and ideas, exchange information with the team, bosses and5.1 communication stakeholders.5.2 Influencing and persuading people Promote views and ideas, influence people by addressing their needs and priorities, negotiate effectively.5.3 Managing feelings and emotions Know which emotions you are feeling and why, handle other people’s feelings and emotions sensitively. Speaking with confidence and presenting5.4 Demonstrate presence, communicate with self-assurance, give effective presentations to groups. to groups Produce clearly written reports, write effectively for different audiences, edit other peoples written work5.5 Writing and reporting skillfully.6 Relating and Supporting Competency Requirements Work effectively with other people, build rapport and keep others in the loop, use networks to get things6.1 Relating and networking done.6.2 Listening and showing understanding Put people at ease, pay attention to their feelings and emotions, listen without interrupting.6.3 Building trust and modeling integrity Act in accordance with values and principles, give consistent messages, keep promises.6.4 Identifying and resolving conflict Encourage debate, bring disagreements into the open, address and resolve conflict early. Set the teams direction and priorities, review the teams successes and failures, help team members6.5 Cultivating teamwork and collaboration work well together.
    • 9. MYSKILLSPROFILE © 2012 9What the Scales MeasureScale 1.1. Thinking and managing globallyCompetency DescriptionKeep up to date with global trends, review the companys position, develop business relationships in othercountries.High ScorerCompetence LevelMuch more competent than the average manager in the comparison group.Example scale itemDiscussing global business trends.Moderate ScorerCompetence LevelDemonstrates average/moderate level of competence.OrIs fairly confident about ability to think globally.OrHas some knowledge and understanding of how to manage a global business but needs more experience.Low ScorerHas little knowledge and experience of how to operate and compete globally.Relationships with Other Scales PositiveStrongest correlations with Managing knowledge Developing strategy Managing money
    • 10. MYSKILLSPROFILE © 2012 10Scoring ApproachSten Percentile Meaning Level Competence A score of 8 is higher than about Very well-developed competency/key8-10 5 90% of the comparison group strength to capitalize on A score of 7 is higher than about Well developed competency/emerging7 4 75% of the comparison group strength A score of 5 is higher than about Moderately well developed competency/mid-5-6 3 40% of the comparison group range skill A score of 4 is higher than about4 2 Less developed competency/embryonic skill 25% of the comparison group A score of 3 is higher than about1-3 1 Least developed competency/possible flaw 10% of the comparison group
    • 11. MYSKILLSPROFILE © 2012 11Feedback Report1. Introduction2. MLQ30 competency framework3. Leadership profile summary4. Leadership level5. Management versus leadership focus6. Task/conceptual versus people/social focus7. Situational leadership effectiveness8. Management and leadership competency scorecards9. Next steps
    • 12. MYSKILLSPROFILE © 2012 12Leadership LevelLevel Core Competencies Outstanding leader who delivers exceptional performance through a5 combination of well-developed skills and competencies in management and leadership. Effective leader who possesses many well-developed skills and4 competencies in management and leadership. Competent manager who possesses moderately well-developed skills and3 competencies in management and leadership. Junior-level manager with some moderately well-developed skills and2 competencies in management and leadership and some weaker areas and gaps. Individual contributor who needs to boost management and leadership skills1 and competencies in order to join the management ranks.
    • 13. MYSKILLSPROFILE © 2012 13Management versus Leadership
    • 14. MYSKILLSPROFILE © 2012 14Task versus People Approach
    • 15. MYSKILLSPROFILE © 2012 15Situational Leadership Effectiveness
    • 16. MYSKILLSPROFILE © 2012 16Competency ScorecardsStrategic and Creative Thinking
    • 17. MYSKILLSPROFILE © 2012 17Development TipsStrategic and creative thinking1.1 Thinking and managing globallyFirst-levela Read The New Secrets of CEOs: 200 Global Chief Executives on Leading by Steve Tappin and Andrew Cave.b Look for a position or project that will give you international experience.c Attend a course or conference on how to do business overseas.d Identify colleagues who can coach/advise you on doing business overseas.e Investigate the organization’s global market position.Middlea Read The New Secrets of CEOs: 200 Global Chief Executives on Leading by Steve Tappin and Andrew Cave.b Find out more about the company’s international strategies. c Research business practices in other countries.d Build contacts with colleagues working in other countries. e Investigate the strategies of your competitors in other countries.Seniora Read The New Secrets of CEOs: 200 Global Chief Executives on Leading by Steve Tappin and Andrew Cave.b Review and refresh the company’s international strategies.c Forecast how international developments and trends will affect the organization’s position.d Act as a mentor/coach on how to do business in other countries.e Review the organization’s image and reputation in other countries.
    • 18. MYSKILLSPROFILE © 2012 18Technical Properties• Reliabilities range from 0.78 to 0.92 and the median scale reliability is 0.86• Correlations with job performance range from 0.22 to 0.42 with a median correlation of 0.36• Standardization sample has roughly equal numbers of men and women. The mean age of the sample is 37 years.• No need for separate norms for men and women, or for managers at different levels or different age groups.• Registered test with BPS Psychological Testing Centre (PTC). Submitted to Buros Center for Testing for review.
    • 19. MYSKILLSPROFILE © 2012 19Further Information• Download the User Manual--click here• Have a look at an example feedback report--click here• Purchase an individual assessment--click here• Open an account to test a group--click here• More questions--email us

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