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Critical Competencies for Emerging Leaders

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Critical Competencies for Emerging Leaders

  1. 1. Critical Competencies for Emerging Leaders Rob Devine, Consultant Senior Facilitator Judy Chartrand, Pearson TalentLens Consultant Chief Scientist
  2. 2. Who’s Ready to Lead?
  3. 3. Agenda for Today
  4. 4. Hot Topics in Executive Development
  5. 5. Competencies Most Lacking
  6. 6. High Potential Identification
  7. 7. Accelerating Hi-Po Development
  8. 8. “Classic” Executive Success Factors
  9. 9. Critical Thinking & Personality Complete the Leadership Picture
  10. 10. Assessment/Competency Matrix
  11. 11. Critical Thinking: Watson-Glaser RED Model <ul><li>Recognize Assumptions </li></ul><ul><li>Ability to discern facts from opinions. </li></ul><ul><li>Evaluate Arguments </li></ul><ul><li>Ability to evaluate arguments that are </li></ul><ul><li>intended to persuade you to believe or </li></ul><ul><li>act a certain way. </li></ul><ul><li>Draw Conclusions </li></ul><ul><li>Ability to arriving at conclusions that logically </li></ul><ul><li>follow from the available evidence. </li></ul>
  12. 12. <ul><li>Critical thinking is like any other skill (e.g., becoming a good golfer) – it requires practice </li></ul><ul><li>But developing critical thinking is more challenging than behavioral skills (e.g., golf) because you can’t easily “see” it </li></ul>Critical Thinking Can Be Developed …But Not Without Effort and Feedback
  13. 13. <ul><li>260-item, empirically-derived </li></ul><ul><li>personality instrument </li></ul><ul><li>Describes you as if being characterized by knowledgeable & objective peers </li></ul><ul><li>Picks up on “normal” characteristics that are recognizable to all and that matter </li></ul><ul><li>Produces results on 29 scales </li></ul>Personality: CPI 260® Purposes & Intentions
  14. 14. The CPI 260® Describes… <ul><li>Interpersonal style </li></ul><ul><li>Ways of Leading </li></ul><ul><li>Motivation & drive </li></ul><ul><li>Need (or lack) for structure </li></ul><ul><li>Personal characteristics </li></ul><ul><ul><li>Flex/adaptability vs. Traditional approaches </li></ul></ul><ul><ul><li>Tough mindedness vs. Softer approach </li></ul></ul>
  15. 15. Exercise: Analyzing Readiness to Lead Kevin Brian Tracy Meredith
  16. 16. Case Study 1: Kevin Keep in place, in order to develop more experience and confidence; needs to upgrade DM & PS; needs to increase assertiveness; develop through mentoring, books, coursework Will need input, guidance, oversight by superiors; will need help in unfamiliar territory, or when forced to operate in ambiguous and/or highly complex situations Quiet, dutiful, conscientious, (seen in all relevant assessments); low WG Now What (should we do about it? i.e. the IDP) So What (are the implications of this?) What (does the data say?)
  17. 17. Case Study 2: Tracy Needs to be more communicative; should vary her style for some direct reports; be more willing to confront, ensure voice gets heard; use mentoring & job rotation to develop Behind the scenes; SME; dedicated; known for high quality decisions, but not inspirational Quieter, low-key, self-controlled, (from the interview and CPI 260); more task-than-people oriented (in work sim), plus high CT on WG; Now What (should we do about it? i.e. the IDP) So What (are the implications of this?) What (does the data say?)
  18. 18. Case Study 3: Brian Upgrade that DM and PS; slow down!; be more attentive to facts, analysis, data; develop through coursework, coaching Willing to decide, take action, but can misinterpret facts, not drill down into analysis; makes mistakes Assertive, outgoing, impatient, quick, impulsive, (from interviews, CPI 260, in-basket exercise); low WG Now What (should we do about it? i.e. the IDP) So What (are the implications of this?) What (does the data say?)
  19. 19. Case Study 4: Meredith Needs to remember to let empathy and appreciation show through; can show frustration and impatience if others don’t keep up; needs to remember to delegate; develop through coaching, stretch assignments Works well with others; seeks leadership responsibility; effective DM & PS; generally effective team member and team leader; opinionated, results oriented Assertive, responsible, tough-minded, high WG Now What (should we do about it? i.e. the IDP) So What (are the implications of this?) What (does the data say?)
  20. 20. Questions or Comments? <ul><li>Live Q&A Now – Send questions via Chat </li></ul><ul><li>Judy Chartrand ( [email_address] ) </li></ul><ul><li>Rob Devine ( [email_address] ) </li></ul>For more information on the combined Watson-Glaser/ CPI 260 assessment, visit http://www.panpowered.com/watsonglaserIIcpi260.asp

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