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TALENT KICKOFF 2013. The Journey. Where to go from here. ‘Would you tell me, please, which way I ought to go from here?’, Alice asked . ‘That depends a good deal on where you want to get to’, said the Cat . ‘I don’t much care where‘, said Alice.
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Where to go from here ‘Would you tell me, please, which way I ought to go from here?’, Alice asked. ‘That depends a good deal on where you want to get to’, said the Cat. ‘I don’t much care where‘, said Alice. ‘Then it doesn’t matter which way you go’ said the Cheshire Cat.
End of the journey • Specialist/Expert ? • Senior manager ? • Manager ? • Team manager ? What does it look like ? Which competencies are needed?
The 5 Competency Clusters • Information Management • Behaviour needed to collect, analyze, process, develop and communicate information, facts, knowledge and ideas. • Task Management • Behaviour needed to accomplishing goals optimally; from simply performing a task, over solving problems, planning and organizing, to managing changes and building up an entire organization. • People Management • Behaviour needed when leading people within a hierarchical context; from simply transferring knowledge in order to secure goal accomplishment to acting as a role model for the company values. • Interpersonal Management • Behaviour needed when interacting with people without a hierarchical context; from communicating with peers to building up networks with strategic business partners. • Personal Management • Behaviour needed to ensure ones own task accomplishment, accountability and development. Each competency cluster contains 8 competencies
Coaching/developing others • Providing positive and negative feedback to others about their performance in a constructive way, helping and guiding them in their growth. • Developing competencies • Giving feedback 3.4 People Management
Problem solving • Responding to and controlling unexpected situations by evaluating possible solutions based on experience and knowledge and by taking the initiative to implement the best solution. • Managing the unexpected • Acting on your own initiative • Implementing solutions 2.6 Task Management
Job/Employee Competencies • The 40 generic competencies are used as basis for descriptions of a job’s/employees required core behavioral competencies. Information management Task management Personal management People management Interpersonal management ECCO employee
Leadership Principles and Competencies For each of the management levels 8-9 competencies were selected as representing the 5 leadership principles
Senior Manager Competences • Developing vision • Business understanding • Enterprising • Managing business • Networking • Relating • Organisational ownership • Developing oneself
Portrait of a Senior Manager • A Senior manager is entrepreneurial, contributes to developing the overall company vision and strategy, has complete understanding of the full business and drives the organisational change and transition processes. • He/she is competitive, has high energy and leadership drive. He is driven by reaching ambitious business goals, shows organisational ownership, likes being influential and is self confident. • He is focused on solving business challenges in a rational and pioneering manner, which combines cross functional perspectives. He is hard-working, structured, stays stable under pressure and is trustworthy. • A Senior manager has social skills and likes networking with colleagues and external contacts. He is motivated by developing his team and encourages cooperation and knowledge sharing. He is considerate and perceptive towards other peoples needs and emotions and open to feedback.
Manager Competences • Innovating • Managing • Organising • Building teams • Coaching • Relating • Acheiving objectives • Developing oneself
Portrait of a Manager • A Manager is competitive, has high energy and leadership drive. He/she is driven by reaching ambitious business goals, likes being influential and is self confident. • He has a solid understanding of the strategic parameters, which he manages with the aim of optimising processes throughout the business. He looks at things from a broad perspective across departments and is innovative and keeps up-to-date with changes to stay ahead of competitors. • A Manager rationally assesses and manages time as well as material, human and financial resources, including regular follow-ups and corrective interventions in accordance with the objectives to be reached. He is hard-working, structured, stays stable under pressure and is trustworthy. • A Manager establishes and maintains formal and informal relationships within and outside the organization and across various organisational levels. He is motivated by developing his team and encourages cooperation and knowledge sharing. He is focused on coaching and developing his employees, is considerate and perceptive towards other people needs and emotions and open to feedback.
Team Manager Competences • Integrating • Organising • Deciding • Coaching • Motivating • Guiding People • Co-operating • Engaging • Developing oneself
Portrait of a Team Manager • A Team Manager is ambitious, has high energy and leadership drive. He/she is driven by reaching stretched goals, likes being influential and is self confident. • He has a detailed knowledge of the business area and understands and appreciates the whole value chain. A Team Manager translates the overall strategy into specific measurable objectives, draws up transparent plans, using the right resources and takes the necessary steps to avoid or overcome obstacles. He looks at things from a broad perspective and links various data into a coherent whole which leads to correct conclusions, followed by resolute implementation. • A Team manager rationally assesses and manages time as well as material, human and financial resources, including regular follow-ups and corrective interventions. He is trustworthy, hard-working, structured and shows perseverance even when confronted with frustration. • A Team Manager is motivated by leading and developing his employees and team and encourages cooperation and knowledge sharing. He adjusts his leadership style to match others needs and is focused on coaching. A Team manager establishes and maintains formal and informal relationships across the organization. He is open to feedback and focused on continuous self development.
Specialist Competences • Innovating • Integrating • Analyzing • Problem Solving • Providing Support • Transferring Expertise • Relating • Acheiving Objectives • Developing Oneself
Portrait of a Specialist • A Specialist is ambitious, has high energy and personal drive, He/she is driven by professional achievement, likes being influential and is self confident. • A Specialist stays up to date in his professional field in which he has extraordinary insight. He is driven by rational problem solving, is good at synthesizing, creative innovation and has an analytical approach. • A Specialist is conscientious, stays stable under pressure, goes for quality in look & feel and is dependable and structured. • A Specialist has social skills, likes interacting with colleagues and customers and is team oriented. He is motivated by helping others, sharing knowledge and by providing good service. He is considerate and perceptive towards other peoples needs and emotions and open for feedback.
Manager vs. Specialist Manager Specialist • Generalist competence • Macro perspective • Systemic – broad • Commited to organisation • Performs through others work • Motivated by leading people • Motivated by broadening of scope • Motivated by vertical growth • Expert “technical” competence • Micro perspective • Specific – deep • Committed to function • Performs through own work • Motivated by managing projects • Motivated by enrichment of tasks • Motivated by professional growth
Start of the journey • What are your current competencies?
Development levels Behaviour Can be developed Competences Skills Knowledge Cognitive abilities Foundation Personality Difficult to change
Why focus on personality? • Knowledge and skils are important, but the question of • what people what • how they get it and • what might come in their way • defines the final performance
How we learn
Concrete Experience Feeling Something is happening
Concrete Experience Feeling Something is happening What does it mean? Reflective ObservationWatching
Concrete Experience Feeling Something is happening What does it mean? What can be concluded? Reflective ObservationWatching Abstract ConceptualisationThinking
Concrete Experience Feeling Something is happening What does it mean? What can be concluded? How can we use it? Active ExperimentationDoing Reflective ObservationWatching Abstract ConceptualisationThinking
Learning reflection questions • What did I do; what happened? • How do I think/feel about this? • How well (or badly) did it go? • What have I achieved? • What have I learned about myself? • What other knowledge did I obtain? • What will I do differently next time? • How will I do it differently next time? • How does what I have been doing lead to me becoming better? • How can I use this to plan new learning experiences?
Action Learning defined • Action learning is an educational process whereby the participant studies their own actions and experience in order to improve performance. • It is based on the premise that there is no learning without action and no action without learning. • Action learning is done in conjunction with others, in small groups called action learning sets. • It enables each person to reflect on and review the action they have taken and the learning points arising. This should then guide future action and improve performance. • The method stands in contrast to problem solving which is aimed at creating solutions that makes problems go away • Action learning focuses on enquiry into action taken and knowledge emerges as a result that leads to the improvement of skills and performance.
Benefits • Reflecting based on practical situations • Practising ‘slow thinking’ and the postponement of judgement, providing an opportunity for new connections and answers to arise • Giving and receiving personal feedback • Learning from the parallel patterns between behaviour within and the action learning sessions • Safety and mutual support, which enables more comprehensive knowledge to be created.
An issue • Action learning centers around an issue, project, challenge or task, the resolution of which is of high importance to an individual, team and/or organization. • The issue should be significant, urgent and be the responsibility of the team to solve. • It should also provide an opportunity for the group to generate learning opportunities, to build knowledge and to develop individual, team and organizational skills. • Groups may focus on a single issue of the organization or multiple issues introduced by individual group members
Guideline to choosing an issue • Is the challenge important, significant, complex and real? • Who, if anybody, needs to approve of my choice of issue? • Am I certain I will be able to take action on the dilemma? • What is the time frame for making progress on the issue? • How would I feel if I were not able to resolve the challenge? • Can I explain what is in my head and heart to other people? • Am I willing to be challenged on this area of my work, life or personality? • Would it be most useful to work on a familiar or unfamiliar issue? • What is troubling me or exciting me? • Who knows about (understands) the issue being tackled? • Who cares (genuinely wants something done) about the issue? • Who can (has enough power to) get something useful done about it?
The issue bringer • The issue-bringer comes to the set prepared to share their issue and have the group work on it with them. • They will have a unique, personal perspective on the issue and, as they are intimately involved, are often passionate about seeing it solved. Helpful behaviours by the issue-bringer: • Prepare for meetings • Structure your time • Be clear about what you would like – or would like the group – to focus on • Learn to ask for what you want • Learn how to get an empathetic response • Learn how to receive • Learn how to generate action points. • Provide the minimum amount of context for the group to be helpful to you • Explain what has already been tried and with what degree of success • If possible, what you see as the options at the moment.
The action learning group • The core entity in action learning is the action learning group composed of four-to-eight individuals • The group should have diversity of background and experience so as to acquire various perspectives and to encourage fresh viewpoints. • Group members operate as coaches to the issue-bringer. They aim to use all the best coaching skills and the assist the issue-bringer to move towards learning. • They are responsible TO the issue-bringer, not responsible FOR the issue bringer or the issue. They are there to work with the issue-bringer to help the issue-bringer to solve his/her issue. • They may well have their own perspective on the issue, which they should refrain from sharing • Their aim is to both suspend judgement and the offering of advice/solutions/etc, until they have explored the issue-bringer’s context, perspective and ‘wants’ fully.
A process that emphasizes questioning and listening • Action learning emphasizes questions and reflection above statements and opinions. • By focusing on the right questions rather than the right answers, action learning focuses on what one does not know as well as on what one does know. • Action learning tackles challenges through a process of first asking questions to clarify the exact nature of the problem, reflecting and identifying possible solutions, and only then taking action. • The focus is on questions since great solutions are contained within the seeds of great questions. • Questions build group dialogue and cohesiveness, generate innovative and systems thinking, and enhance learning results.
Helpful behaviours from the group • Agreeing a form of contract with the issue-bringer regarding the way you will all work together • Questioning skills • Active listening skills • The ability to give and receive feedback • An understanding of group process • Creative problem solving skills • The skill of reflection • Understanding the process of learning • Aiming to maintain a respectful and honest approach • Using a blend of open and closed coaching questions • Checking in with the issue-bringer regularly to see if what they are doing at present is still the most useful thing to be doing • Using where necessary, a blend of summarising, reflecting on and reframing
A commitment to learning • Solving an organizational problem provides immediate, short-term benefits to the company. The greater, longer-term benefit, however, is the learning gained by each group member as well as the group as a whole and how those learnings are applied on a systems-wide basis throughout the organization. • Thus, the learning that occurs in action learning has greater value strategically for the organization than the immediate tactical advantage of early problem correction. • Accordingly, action learning places equal emphasis on the learning and development of individuals and the team as it does on the solving of problems; for the smarter the group becomes, the quicker and better will be the quality of its decision-making and action-taking
Facilitation • Facilitation or coaching is necessary for the group to focus on the important (i.e., the learnings) as well as the urgent (resolving the challenge). • The action learning coach helps the team members reflect both on what they are learning and how they are working. • Through a series of questions, the coach enables group members to reflect on how they listen, how they may have reframed the problem, how they give each other feedback, how they are planning and working, and what assumptions may be shaping their beliefs and actions. • The learning coach also helps the team focus on what they are achieving, what they are finding difficult, what processes they are employing and the implications of these processes. • The coaching role may be rotated among members of the group or may be a person assigned to that role throughout the duration of the group’s existence.
Facilitating learning about learning • Observations and feedback from the facilitator might help both issue bringer and team to learn about their learning process and learning preferences • This could for example include • preferred learning style and consequences of that • group process • culture • communication • square wheels • underlying guiding metaphors • etc.
