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Leadership model
- 1. Leadership Workshop March 25, 2011
- 2. Why a LeadershipModel? •Develop a shared vision of what we aspire to as leaders •Provide focus and direction on how to realize the vision •Provide an objective framework for measuring progress •Define what success looks like 2
- 3. The Model Leader Employee What success Modeling Behaviors looks like Coaching and What we Feedback Competencies develop Qualities Inspiration What we aspire to 3
- 4. Qualities - whatwe aspire to •Authenticity – sincere commitment to – Strategy, goals, vision of the broader organization – People – Near term business objectives – Durable, positive change •Vision – 360-degree view and vision that integrates that view – Goals, strategic direction and decisions take into account • Direction from senior leadership • Alignment with peers, partners, stakeholders • Team capabilities, capacity, and development •Acknowledgement – sincere and informed – Acknowledgement of contributions and individual value at all levels – Respect for chain of command, but not dependent on it – Genuine openness to feedback and showing influence of others – Inclusive decision-making 4
- 5. Qualities – whatwe aspire to •Inspiration – to develop as well as to deliver – Personal and emotional – Constant, irresistible challenge •Rigor – clear and demanding expectations – Strength of leader / employee relationship supports difficult messages – “Hi-fidelity” message on what meeting and exceeding expectations means •Resilience – source of strength in difficult times – Composure and confidence – Consistent positive attitude •Impact – driving significant and positive change – Focused and practical innovation – Changing the rules of the game – Winning in the marketplace •Integrity – an example to emulate 5
- 6. So how dowe do this? Leadership Competencies
- 7. Leadership Competencies Strategic thinking Building and leveraging relationships Proactive Talent development Financial and business acumen Turning strategies into workable plans Driving results Execution Communication Managing conflict Sound judgment Responsive Functional expertise 7
- 8. Leadership Competencies -Proactive Competency What it means High Performing Low Performing Developing long-term Team has a strategic plan No plan beyond immediate plans and is following the plan deliverables Anticipating problems Problem-solving always Surprised by problems Strategic Thinking Integrating diverse teams takes a wide view Bad decisions due to lack of and initiatives Instrumental in strategy strategic vision beyond own team Identifying stakeholders No relationship gaps Chronic problems with Building and Establishing credibility Asks for – and gets – help groups or individuals leveraging Establishing trust when needed Unaware of problems relationships Consistent positive intent Consistently finds win-win Unwilling to help Attracting and retaining Consistent recruiting and Surprised by attrition top talent retention success Bad hiring or promotion Talent Managing individual All team members actively decisions development developing “Ceremonial” PD development Building high-performing Exemplary PD teams Understanding key Anticipates P & L impacts Unable to discern minor business drivers Fast and accurate response from major business issues Financial and Basics of financial to financial queries Loose control over team management Strong negotiating skills financials business acumen Sound accounting 8
- 9. Leadership Competencies -Execution Competency What it means High Performing Low Performing Developing programs and Strategic vision is clearly Over-promising and under- projects according to a reflected in day-to-day delivering Turning strategies strategic plan execution Crippled, low-value delivery into workable Negotiating scope and No surprises or “anti- Chronic over-subscription requirements to assure strategic” delivery of team – heroics required plans high-value delivery Heroics not required Marshalling resources Consistently delivers fully Fails to consistently meet and motivating team to on commitments commitments fully consistently deliver Handles all problems, Takes path of least Driving results Overcoming obstacles to regardless of source resistance instead of “get it done” Always finds a way to full attacking problems success Too easily satisfied Delivering key messages Key messages are Others are often asked to to stakeholders internalized and repeated clarify intent Messages are tailored to by stakeholders Key stakeholders are often context and audience – Misunderstandings are very not informed of events that right message, right time, rare impact them Communication right medium No surprises due to failure Team has trouble Team is well-informed to communicate understanding leadership Team understands leader direction 9
- 10. Leadership Competencies -Responsive Competency What it means High Performing Low Performing Anticipating or resolving Anticipates problems that Naively pursues actions that conflicts among will lead to conflicts and will lead to avoidable colleagues before they seeks to proactively resolve conflict result in team or business them Avoids constructive conflict Managing conflict impacts Addresses conflicts directly resolution and constructively Escalates needlessly Consistently making Decisions consistently Decisions often based on decisions that take into withstand the test of time incomplete information or account all relevant Actions, decisions and faulty reasoning considerations communication always fit Often fails to see the full Sound judgment Optimizing on the right together - integrity picture things at the right time Regularly consulted Inconsistent, unpredictable leadership Business and/or technical Can speak clearly to Has only a vague idea of knowledge required for a technical issues what team does in detail leader’s area of Understands experts and Cannot speak to details responsibility provides strong functional independently Functional Special skills required to leadership Struggles with technical expertise lead in this area Trusted advisor in decision-making functional area 10
- 11. Summary Behaviors are high-level, observable,repeated actions that show leadership strength Behaviors Competencies are the building blocks required for strong leadership. They provide an objective basis for development planning, coaching, feedback and Competencies leadership performance assessment. Qualities express our vision of Qualities how we want to lead. To achieve this vision, we need to develop the competencies and practice the behaviors 11
- 12. Expectations • At leastonce a month, each employee will have a focused discussion with his or her leader including – Progress toward goals, resetting expectations or adjusting priorities as necessary – Progress on development plan, discussing any changes or new opportunities – Employee needs (e.g. support from other teams, resources, strategic guidance) – Clear and actionable feedback • Leaders will strive to model high-performing behaviours • Leaders will share accountability for our progress • We will become a place to grow great leaders as well as great technical talent 12
- 13. Developing Leadership Competencies •Developing leadership competencies requires focus and commitment from both leaders and colleagues – Leader needs to call out development opportunities and provide coaching and development opportunities – Employee needs to recognize importance of all competencies and commit to development – Dialog between leader and employee needs to regularly focus on leadership development – Peers and other leaders need to support and acknowledge leadership development across the organization • Leadership development training opportunities should be fully leveraged as part of development plans • Development actions should extend beyond formal training to include situational coaching, mentoring, and leader-supported development opportunities • Development opportunities in different competencies require different approaches • Different individuals have different learning styles and receptiveness • There is no “one size fits all” approach to leadership development 13
- 14. Developing Leadership Competencies- Proactive Competency Low Performing High Performing Developing No plan beyond immediate Team has a strategic plan Recognize and reward deliverables and is following the plan strategic engagement Surprised by problems Problem-solving always Hold employee accountable Strategic Thinking Bad decisions due to lack of takes a wide view for decisions strategic vision Instrumental in strategy Create opportunities to beyond own team take broader view Chronic problems with No relationship gaps Assess key relationships Building and groups or individuals Asks for – and gets – help Action 360 feedback Unaware of problems when needed Identify role model/mentor leveraging Unwilling to help Consistently finds win-win Situational coaching relationships Surprised by attrition Consistent recruiting and Talent reviews Bad hiring or promotion retention success Review PD plans and Talent decisions All team members actively reviews constructively development “Ceremonial” PD developing Feedback from skip-levels Exemplary PD Personal development Unable to discern minor Anticipates P & L impacts Hold employee accountable from major business issues Fast and accurate response for financials Loose control over team to financial queries Business / finance mentor Financial and financials Strong negotiating skills Challenge with business acumen opportunities to contribute to financial strategy 14
- 15. Proactive Competencies –Employee Development Competency Employee Development Reserve time for strategic planning by yourself (at least once a week, for at least one hour to start, building to 4 hrs / wk minimum) Ask your leader and colleagues for sample strategic plans or roadmaps that have been successfully implemented – use as examples, not recipes Strategic Thinking Identify a small number (<10) of strategic objectives for yourself and/or your team and measure each decision you make or initiative you start against these objectives. Challenge yourself and your team to “explain” on a weekly basis everything they are doing in relation to these objectives. Conduct a “relationship inventory” and review with your leader Building and Solicit and action 360 feedback leveraging Identify a relationship role model/mentor relationships Track frequency and effectiveness of contacts with key “relationship partners” Reserve sufficient time for effective talent review and discussion with your leader Solicit feedback from your leader and your team members on the effectiveness of the PD reviews that you write and deliver Talent development Demonstrate commitment to your own development and that of your team Take initiative to acquire and take ownership of financials for an area, activity or supplier Financial and business Identify a business / finance mentor acumen Review company financials and ask questions of your leader or finance liaison Business or finance training classes 15
- 16. Leadership Competencies -Execution Competency Low Performing High Performing Developing Over-promising and under- Strategic vision is clearly Regular initiative reviews delivering reflected in day-to-day Provide examples of Turning strategies Crippled, low-value delivery execution implementation plans into workable Chronic over-subscription No surprises or “anti- Situational coaching on of team – heroics required strategic” delivery negotiating scope plans Heroics not required Management training Fails to consistently meet Consistently delivers fully Clear goals commitments fully on commitments Prompt feedback on results Takes path of least Handles all problems, 360 feedback from Driving results resistance instead of regardless of source “customers” attacking problems Always finds a way to full Monthly reviews Too easily satisfied success Others are often asked to Key messages are Observable editing clarify intent internalized and repeated Immediate communication Key stakeholders are often by stakeholders feedback not informed of events that Misunderstandings are very Practice, practice, practice Communication impact them rare Recording / playback Team has trouble No surprises due to failure Skip-level playback understanding leadership to communicate direction Communications training Team understands leader 16
- 17. Execution Competencies –Employee Development Competency Employee Development Ensure regular initiative reviews and solicit feedback from leader, team and other stakeholders Weekly portfolio assessment with focus on plan variances (schedule, scope, budget) Turning strategies into and “variance RCA” (identify root causes and “remediations”) workable plans PMI or other management training classes Monthly strategic review with leader, focused on plan/strategy alignment Monthly review with team of workload and planning effectiveness Explicit, detailed, regular (weekly) updates with leader on goals Regular (weekly) partner / stakeholder updates emphasizing specific accomplishments and deliverables Driving results 360 feedback from “customers” Solicit feedback from leader and stakeholders after monthly reviews Identify a “delivery mentor” Reserve enough time to iterate communications through draft and review by leader or communications mentor Solicit immediate feedback after communications Ask team members / audience to summarize key points of your communications (to Communication observe what may be missed or misinterpreted) Develop communication plans for major initiatives (volunteer to help on cross-team communications) Communications training classes 17
- 18. Leadership Competencies -Responsive Competency Low Performing High Performing Developing Naively pursues actions Anticipates problems that Call attention to conflict that will lead to avoidable will lead to conflicts and Provide specific and conflict seeks to proactively resolve immediate feedback Avoids constructive conflict them Set specific conflict Managing conflict resolution Addresses conflicts directly resolution goals Escalates needlessly and constructively Provide relevant examples Decisions often based on Decisions consistently Constructive questioning incomplete information or withstand the test of time Share details of good faulty reasoning Actions, decisions and decision-making via Often fails to see the full communication always fit examples Sound judgment picture together - integrity Progressively increase Inconsistent, unpredictable Regularly consulted scope of decision-making leadership responsibility Has only a vague idea of Can speak clearly to Identify technical mentor what team does in detail technical issues Assign progressively more Cannot speak to details Understands experts and technical communications independently provides strong functional tasks Functional leadership Struggles with technical Develop specific technical expertise decision-making Trusted advisor in learning plan and track functional area progress regularly Constructive questioning 18
- 19. Responsive Competencies –Employee Development Competency Employee Development Relationship inventory assessments with leader Escalation checklist (Is escalation necessary? Have you addressed issue directly before escalating? Is context and medium of escalation appropriate? How will Managing conflict escalation be perceived?) Action impact checklist (Does action impact other groups / individuals? Will communication plan prevent misunderstandings / unnecessary conflicts?) Leverage mentor / trusted advisor and observe thought process, not just recommendation Review impact of all significant decisions with leader, applying critical hindsight Sound judgment Decision checklist (How does this decision support our strategic plan? How is it consistent with other decisions that I and others on the leadership team have made? What will it look like 6 months from now? A year from now? 2 years…?) Leverage technical mentor(s) and work with them to develop learning program Take on technical communication tasks, supported by mentors / SMEs Over-prepare for updates and presentations, measuring yourself on how you Functional expertise respond to questions Perform “personal RCA” on knowledge gaps and adjust learning program to address identified gaps immediately. Track “incidents” with leader. 19
- 20. Development Planning –Whole Employee View Leadership is what drives the future – both for the employee Leadership and the organization as a whole Job Knowledge is what we consume on a daily basis – needs to stay current and also fuel the Job Knowledge pump Engagement is the pump – Engagement motivates and drives development 20
- 21. Development Plan Questions •Does the plan make progress on leadership competencies? – Which competencies and how? – Does the plan address the leadership areas of opportunity identified in PD? • Does the plan enhance technical knowledge and skills? – How exactly – i.e., what skills and knowledge and why are these valuable? – How will we assess progress? • Does the plan promise to improve engagement? – What parts of the plan will be most interesting to the employee? – What parts of the plan open new doors? – What parts of the plan may improve engagement of other colleagues? 21
- 22. Monitoring Development –“KPIs” • Examples of leadership competency improvement (or challenge) – Link and label these for the employee and tie back to development plan • Informal assessment of tech knowledge / opportunities to demonstrate – Use probing, but supportive, questioning to assess progress – Provide opportunities to present ideas / make decisions / produce deliverables • Formal certifications • Accomplishments – Link and label, tying back to development plan and actions • Is discretionary time being applied to development activities? – Look for signs of interest / self-motivation and if lacking, revisit the plan • Is employee actively sharing / exercising new knowledge and skills? – Recognize and reward • Is employee participating more actively in team activities and meetings 22
- 23. Evaluating Training Options •Does the training contribute significantly to leadership, technical and engagement goals in development plans? – How does the training fit into individual development plans? – How does the training contribute to group / organizational development goals? • What is the “useful life” of the training? – Is it immediately valuable? If not, when will employee(s) leverage it? – How long will it deliver value for the employee(s)? • How much primary value is provided by the training itself? – Does the training provide a unique opportunity that is not available via self-study or other means? – Is the training time- and resource - efficient? • How much secondary value does the training provide? – Can the benefits of the training be shared more broadly beyond those directly involved? If yes, is there a commitment to do so? – Does the training enable new business or technical opportunities for the organization as a whole? 23
- 24. Evaluating Stretch Assignments •Does the assignment contribute significantly to leadership, technical and engagement goals for the individual(s)? – How does the assignment fit into individual development plans? – How does the assignment contribute to group / organizational development goals? • How will development be supported via the assignment? – What are the specific development objectives associated with the assignment? – How will development be monitored and supported? – What are the key success or risk indicators? • What is the opportunity cost associated with the assignment? – Is there a potential productivity cost? Are we prepared to compensate for any such cost? – What other areas of development may be negatively impacted by the assignment? • How will the assignment be integrated into the individuals PD plan and assessment? – How will the “stretch” nature of the assignment be weighed in assessing performance? – What are the performance risks associated with the assignment and are these risks understood and accepted by all parties? 24
- 25. Development Plan Example1 • Technology and operations leader with solutions delivery, risk and control, QA, operations and business leadership responsibility – Significant gaps in understanding of key technical and operational areas – e.g. ETL, account processing – Gaps in currency of knowledge on emerging payments technologies and business models – Leadership competencies dimensions for improvement: communication, financial and business acumen, functional expertise • Key components of development plan – Attend Financial Services Technology Summit – Attend Emerging Tech Conference – Self-study Amazon, PayPal infrastructure, APIs, and applications – Engage Corporate Communications to focus on team communications – Leverage deep dives, system documentation and team resources to learn ETL and end-to-end account processing – Self-study emerging distributed computing paradigms (cut through cloud hype and fog) – Detailed review of monthly BCUS and division financial results, leveraging experts in finance to answer questions and improve comprehension 25
- 26. Development Plan Example2 • Technical operations individual contributor with leadership aspirations, interested in broader operations roles and database operations in particular – Strong knowledge of Microsoft desktop and server products – No Unix knowledge or experience – No prior people leadership experience – Limited knowledge of BCUS business – Leadership competencies dimensions for improvement: communication, financial and business acumen, talent development, strategic thinking, turning strategies into plans, managing relationships • Key components of development plan – Microsoft SQL Server training (3-day offsite) – Stretch assignment on Unix server build team – PMI (project management) certification training course – Oracle DBA fundamentals training (self-study courseware) 26
- 27. Development Plan Exercise Foreach example – and a third “volunteered” if possible 1. Review the development plan and point out any obvious significant gaps 2. Formulate a list of questions to be answered by the employee and leader 3. Assess the value of the plan by answering the Development Plan Questions 4. Assess training and stretch assignments 5. Develop a plan for monitoring and evaluating effectiveness of the plan 27
- 28. Assessing Leadership Competencies- Principles • Assessments should call out characteristics of high and low performance and support these by specific examples • Examples should be representative and assessment should not focus on isolated incidents or uncharacteristic behaviours • Examples of exceeding expectations should be “exemplary” – i.e., they should serve as examples for those developing the competency to follow • Competency should be assessed over the entire assessment period, without undue weight applied to recent or most “visible” events • Leadership competencies are meant to be universal (i.e. applicable to all roles), but the means of demonstrating competencies are different for different roles and levels of responsibility • Leaders should provide a complete assessment and ensure that the full assessment is understood 28
- 29. Assessing Leadership Competencies- Proactive Meets Exceeds Significantly Competency Expectations Expectations Exceeds Team has a strategic plan Strategic plans or ideas are Transformational advances in No “anti-strategic” decisions distinctive, including original strategy and direction and non-obvious ideas Strategic impact beyond team Leader and team are Strategic Thinking appropriately engaged in Team is motivated and directed Recognized by partners, strategic decision-making by strategic vision industry or other external Several key strategic decisions sources as strategic thought made or influenced leader Adequate working relationship Strong trust and working Recognized by colleagues as Building and with all key stakeholders relationships with all key great collaborator Recognizes relationship issues stakeholders Exceptional relationship leveraging and deals with them adequately Counted on by peers for development successes relationships Meets peers support support expectations Consistently finds win-win No preventable regrettable Team is highly engaged Team shows exceptional attrition PD exceeds expectations engagement Talent PD reviews meet expectations Multiple employee development PD significantly exceeds development Team members have successes Leader is recognized as great development plans Strong, proactive talent mentor / development resource management Exceptional talent planning Understanding of BCUS Anticipates P & L impacts Demonstrates broad knowledge financials adequate to role Fast and accurate response to of BCUS business and team Adequate control over team financial queries impact on the business Financial and financials / financial impacts of Strong negotiating skills Recognized as financial business acumen team actions Material contribution to management role model Meets all tracking / reporting meeting BTG/BCUS financial Exceptional contribution to requirements goals financial analysis and/or goals 29
- 30. Assessing Leadership Competencies- Execution Exceeds Significantly Competency Meets Expectations Expectations Exceeds Meets delivery expectations Strategic vision is clearly Distinguished leadership Team is consistently tasked, reflected in day-to-day executing strategic agenda but not over-subscribed execution Recognized as “goto” leader for Turning strategies Stakeholders are satisfied with No surprises or “anti-strategic” strategic initiatives into workable delivery and agree it is aligned delivery Maximum strategic leverage of with mutually understood Heroics not required by team resources beyond own team plans strategy Delivery on strategic initiatives Turns strategic challenges into exceeds expectations opportunities and exploits them Generally meets commitments, Consistently delivers fully on Significantly exceeds with any misses aligned with commitments expectations in results delivery stakeholders Overcomes non-trivial Manages through complex and Provides clear direction and obstacles to delivering results difficult execution challenges Driving results supports team in execution Sets high standards for self and Makes durable improvements Has appropriate expectations team and motivates team to to results delivery beyond own self and team and ensures deliver at a higher level team these expectations are met Exceeds expectations on goals Drives exceptional business value Communications to team and Key messages are internalized Communications are influential stakeholders are clear and and repeated by stakeholders and lead to consistent and sufficient Misunderstandings are very reinforcing messages Team understands leadership rare Leader is recognized as an Communication direction No surprises due to failure to effective communicator Stakeholders impacted by communicate Exceptional communications actions of team are provided Difficult communications drive business value beyond sufficient advance notice handled effectively own team 30
- 31. Assessing Leadership Competencies- Responsive Exceeds Significantly Competency Meets Expectations Expectations Exceeds Manages day-to-day team and Anticipates problems that will Turns challenging team or interpersonal contacts lead to conflicts and seeks to interpersonal conflicts into adequately proactively resolve them opportunities Managing conflict Escalates appropriately, Addresses conflicts directly and Drives durable change in attempting to resolve conflicts constructively people, process or technology first Provides strong collaborative issues at the root of persistent leadership example to team conflicts Decisions generally well- Decisions consistently hold up All decisions – including several considered and based on to questioning before and after difficult and complex examples adequate information and the fact – hold up to scrutiny analysis Actions, decisions and Exceptional balance of strategic Sound judgment Consistent leadership communication always fit and tactical (decisions make sense to team together Recognized by peers for and stakeholders) Regularly consulted by peers exceptional competency in this and other colleagues dimension Can provide adequate level of Can speak clearly and with Recognized expert in area of detail in describing functional authority to technical issues responsibility – both internally tasks and responsibilities Understands experts and and externally (incl partners, Functional Makes technical decisions provides strong functional suppliers, industry, etc.) expertise effectively leadership Drives high-value durable and strategic change by leveraging Can respond quickly and Trusted advisor in functional accurately to requests for area functional expertise information 31
- 32. Special Challenges forTechnical Leaders Competency Challenge Strategies Conflicts are often due to Take extra time to ensure that misunderstandings / lack of shared stakeholders have a shared understanding of technical issues understanding of all relevant Managing conflict technical facts Decisions often have multi-year impact Make sure you fully understand the and are not reversible without great long-term impact of your decisions expense and do not allow near-term pressure Sound judgment to cause you to make hasty decisions without full facts and analysis. Use your leader. There is too much to know. It is not Establish strong mastery of possible to truly be an expert in all fundamentals and focus on areas that touch on your area of developing your ability to rapidly responsibility. learn on as-needed basis. Functional expertise Learn “vicariously” through your team, external contacts, and colleagues. 32
- 33. Special Challenges forTechnical Leaders (cont). Competency Challenge Strategies Stakeholders with whom you need to Rely less on work context as the Building and leveraging build relationships are generally source of shared interest / informal clueless technically and have different interaction relationships interests Technical talent development planning Leverage other team members and and assessment for some team external resources; ask questions Talent development members may require knowledge that you do not have Best laid technical implementation Ask probing questions regularly and plans often run into problems, causing aggressively so you learn of Turning Strategies into implementation to stray from strategy “divergence” early and get early and or intent open dialog to happen when issues Workable Plans occur. If necessary, revisit the strategy. It is hard to get technical people Recognize and reward concise, motivated to develop communications interesting, communications from and hard to get nontechnical your team and hold stakeholders Communication audiences to pay attention to them, accountable for receiving them so… 33
- 34. Prioritization and Planning– Problem Statement “Nothing is getting done” Unplanned, uncoordinated “astrategic” workload Constant Escalation Demands directed randomly Stakeholders No apparent strategy Lack of trust Leader Resource Resource overloads underloads Impossible to Team plan Lack of Vision Heroics Resource Required Overloads “We’re overrun!” 34
- 35. How We WouldLike Things to Be… We win in the marketplace We drive competitive advantage We always deliver We respond We are strategic partners How others We add value think of us We make things happen We say “yes we can!” Leader We do the right thing We have a plan How we think We have the right resources at the right time of ourselves We develop our people We continuously improve We give heads up to partners We have consistent work/life balance 35
- 36. Building Blocks –Organizational Capabilities Strategic Roadmap development and alignment alignment process 4 Prioritization and planning Prioritization process 3 Metrics and reporting Capacity planning tools 2 Forecasting and sizing Historical data & models 1 Time tracking Time tracking system 0 36
- 37. Understanding Team Capacity •When setting up time tracking, resist the temptation to create large buckets for “BAU” – you need to understand the components of this • Use historical data to designate “Run the Engine” (RTE) or “BAU” activities and carve out capacity for these. Aim should be to continuously improve efficiency so these activities can be executed at lower cost. • Set “utilization targets” for subteams and/or individuals, expressing the proportion of time resources can be allocated to non-RTE work • Where possible, link RTE demand to business drivers and forecast accordingly • Capacity for non-RTE work – what you spend most of your prioritization time and energy to – is what remains when RTE demand has been forecasted • Where possible, implement a variable resourcing model that allows “fixed” FTE resources to be augmented by “variable” resources that can go up and down as demand fluctuates • To make “variabilization” work, forecasting must be accurate 37
- 38. Leadership Competencies forPrioritization and Planning Strategic thinking Strategic alignment Building and leveraging Hard conversations relationships Proactive Talent development Resource planning Financial and business Prioritization acumen Turning strategies into Initiative planning workable plans Execution Driving results Meeting forecasts Communication Metrics, reporting, alignment Managing conflict Prioritization Sound judgment Planning Responsive Functional expertise Planning, forecasting, strategy 38