Behaviour FLSMITH

April 16, 2018 | Author: sharmarr054540 | Category: Goal, Strategic Management, Expert, Self-Improvement, Motivation
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Planning & Organizing



Conceptual Thinking

• •



Influencing & Conflict Resolution

Teamwork Team Leadership



Strategic Orientation



Quality Focus



Empowering & Delegation



Learning &



People Development



Communication



Decision Making



Problem Solving



Customer Focus



Business perspective

Knowledge Management •

Achievement Orientation



Innovation & Creativity



Performance Management



Managing Change



Holding People Accountable

Planning & Organizing Definition:

Planning & Organizing

Proficiency Level

Visualizes the end state for own area/ deliverable before commencing with activities to achieve goals. Is able to manage tasks by prioritizing, using all relevant resources, scheduling the work, anticipating and resolving problems, and working with a team to achieve the objectives. Is able to allocate an even spread of workload over time and across the team. Sets up critical points to monitor progress

1 (Novice) Ad hoc approach; prefers to take things as they come; does not prioritize and moves into activity mode.

2 (Learner) Is able to plan and organise for routine matters; applies this parallely in new situations. Approaches situations in a sequential manner. Ensures adherence to the laid down timeframe / plan.

3 (Practitioner) Visualizes the end state for own area before commencing with activities to achieve goals. Is able to create prioritizations; identifies resource requirements and evenly allocates resources for relatively known situations in own area; anticipates problems and prepares for them. Sets up critical points to monitor progress

4 (Expert)

5 (Guru)

Visualizes the end state for own area and linkages before commencing with activities to achieve goals. Creates prioritizations and alternative contingency plans to manage changes in the environment; does flexible resource deployment to manage these changes; uses planning tools to build quality plans. Uses a system/ methodology to keep track of work schedules and deadlines.

Looks at the connections across areas and plans for these before commencing activity. Creates highly efficient and effective plans in his section; uses forecasting techniques to accurately define timelines; creates new possibilities of resources to meet plans; generates various scenarios, creates various planning options and chooses

Conceptual Thinking

Definition:

Conceptual Thinking

Proficiency Level

Is able to identify patterns or connections between situations that are not obviously related. Is able to identify the key or underlying issues in complex situations. It includes using creative or inductive/deductive reasoning.

1 (Novice) Is not able to see the visible linkages between various issues and scenarios across areas; needs guidance or instructions to solve problems or identify connections in his workplace

2 (Learner) Is able to see the trends in data/scenarios based on his past experience; and/or sees only patterns that are apparent

3 (Practitioner) Is able to see patterns and connections in data/scenarios for the processes related to his department in the immediate environment, which are not obvious to others; breaks problems into smaller parts; analyses to identify cause-andeffect relationships and then solve the problem as a whole

4 (Expert) Is able to create linkages across processes from different departments to create a more indepth understanding; breaks the problem and applies concepts to see underlying structure and multiple linkages to solve it

5 (Guru) Identifies patterns and trends cutting across various functions for indepth understanding. Is able to identify potential links between apparently unrelated issues/events

Teamwork Definition:

Teamwork

Is able to be a part of any team and play the role of team member. Can share ideas, information, responsibilities and credit with others. Does not hesitate to assist team members, if required. Team’s interests are as important to him as his own. Is able to balance the priorities of different teams which he is part of and collaborates with others on multiple issues. Maintains a constructive outlook in the team.

1 (Novice)

Is not inclined to working in teams; doesn’t understand how to work as a team; doesn’t know how to Proficiency participate in Level teams. Shows more interest in working alone, as compared to working in a team. Tends to get affected by conflict on the team.

2 (Learner) At times, participates in teamwork, only when pushed by others/or the situation. Prefers to work by himself, when given a choice. Does not seek involvement/ inputs of others in his work. Avoids conflict in the team.

3 (Practitioner) Plays the role of active team member; does his job and contributes to teamwork as expected by others; views team interests to be as important as self interests. Shares information and knowledge openly when asked for. Is able to balance the priorities of different teams which he is part of and collaborates with others on multiple issues. Maintains a constructive outlook during conflict.

4 (Expert) Provides proactive support to other team members; encourages others to promote teamwork. Is able to build on other’s ideas, and views inputs as value add. Provides inputs for conflict resolution in the team.

5 (Guru) Leads the team/ discussions with a natural ability to take on the leadership role; gives suggestions to improve teamwork; nurtures a team spirit and generates cohesiveness

Team Leadership Definition:

Team Leadership

Proficiency Level

Gets diverse groups of people (geographical spread, age profiles, knowledge-new recruits) to work together effectively to achieve a stated objective (creating flexibility). Creates a supportive environment and helps teams to learn from their mistakes. Team members enjoy working with this person. Is sensitive to the use and abuse of power. Gives constructive feedback and recognizes best time(s) to give and seek feedback. Provides developmental opportunities to the team, inspires a positive attitude and a strong desire to succeed. Works more in the team as a whole and only incidentally as individuals.

1 (Novice)

2 (Learner)

3 (Practitioner)

4 (Expert)

5 (Guru)

Is not able to lead and/or form the correct team effectively; does not understand the importance of teamwork; does not have the skills for making people work in teams; does not give feedback or any support to

Leads the team only when forced by situation; is not able to form a team with the correct mix; is not able to take people along effectively; doesn’t inspire others to perform; gives feedback that is not very supportive; partially looks at development of people only from a

Forms and leads the team with the correct mix, as required by the organization/depart ment process; understands the peripheral concerns of others, provides development opportunities and constructive feedback; coexplores and gives the necessary

Looks at various available people resources; chooses the best to fit the team objectives; understands the real/unstated concerns of others; proactively facilitates in development of others through detailed feedback; empowers team members and

Looks beyond the available resources; influences other departments to get the right mix if required; encourages others to lead as well; looks at the process of existing team leadership (manning /utilizing / development /review) and suggests options to improve it; enables others to perform

others

transactional aspect

support the availablefrom resources

supports them from beyond the existing resources

better in teams as compared to individually

Empowering & Delegation Definition:

Delegates appropriately without losing control. Makes people at all levels accountable for their work. Takes into account the role complexity when delegating roles to team members. Gives them the latitude to exercise their own initiative and vests them with the power and authority to accomplish tasks successfully.

Empowering &

1

2

3

4

5

Delegation

(Novice)

(Learner)

(Practitioner)

(Expert)

(Guru)

Exercises delegation mechanically or without always assessing requirement, is able to develop accountability with certain individuals or in certain situations, inclined to maintain tight tight control

Able to delegate appropriately but tends to loose control in certain situations, realizes the importance of building accountability across levels, but has limited skills to build accountability, provides latitude to people in

Delegates appropriately without losing control. Makes people at all levels accountable for their work. Gives people the latitude to exercise their own initiative and vests them with the power and authority to accomplish tasks successfully.

Delegates spontaneously by assessing the strengths and the requirements of the tasks, uses various approaches to help build accountability across levels; encourages people to exercise initiative and and take on necessary

Uses delegation as a means to develop team members, focuses on building trust and accountability across levels, encourages team members to exercise initiative in their respective teams.

with little or no latitude to accomplish tasks.

many instances but follows up regularly

Proficiency Level

power and authority to accomplish tasks

People Development Definition:

People Development

Proficiency Level

Dialogues to identify the stated and unstated requirements of people and their unique development requirements. Uses this understanding to provide inputs to supervisor for future growth of team members. Motivates the team towards achievement of overall objectives and creating plans for development of team members. Provides coaching and feedback to enhance performance and skills/ knowledge. 1 (Novice)

2 (Learner)

Not open to listening to the views of others. Ignores, ridicules or questions input from subordinates. Tends to control or dominate others by imposing personal beliefs and views. Ignores need for guidance or support. Does not see motivating and enthusing others as a priority. Able to provide a few generic inputs in certain instances only.

Listens to others and focuses on apparent issues. Believes in others and makes positive comments about their contribution and abilities, but may not be able to provide developmental feedback. Provides support when asked for. Motivates others in certain instances while using a few standard and known approaches.

3 (Practitioner) Dialogues with team members to identify stated and unstated needs. Provides, seeks opportunities for them to develop based on these needs. Provides coaching and feedback at times, on familiar/specific improvement areas. Clarifies role and expectations and uses together with development feedback . Uses motivational techniques to energize individuals to achieve performance goals.

4 (Expert)

5 (Guru)

Creates opportunities for dialogue to identify uniqueness and create development plans. Anticipates need for support and guidance to team members. Uses unique approaches to motivate the team. Encourages team members to undertake self development. Provides constructive feedback on a variety of areas beyond basic work requirements.

Looks to identify long-term developmental requirements of individuals in line with their priorities. Develops unique approaches for development. Shares best practices on unique development approaches with peers. Encourages people within team to provide constructive feedback to each other. Motivates towards continuous development.

Communication Definition:

Communication

Proficiency Level

Is able to clearly articulate the expectations from others. Appreciates and addresses the stated and unstated requirements of others. Puts across own point of view assertively with individuals and in group situations. Is able to provide feedback in an open and supportive manner. Encourages open discussions and exchange of ideas across the team. Understands the sensitivity of the context and modifies communication as per the requirement of the audience.

1 (Novice) Limited inclination to communicate and dialogue on expectations with others; not able to understand the process of dialogue; is unable to create an environment for an open discussion. Communicates with no regard for the audience or the context.

2 (Learner) Is open to mutual sharing of expectations with individuals, but dominates the conversation at times; focuses more on sharing own expectations, but is not impactful; partially clear communication (verbal and written); is not able to always explain/or understand others fully. Not comfortable in group situations.

3 (Practitioner) Consciously dialogues with other team members to understand stated and unstated expectations; communicates own expectations with clarity; listens and articulates expectations of others. Is comfortable in providing feedback and does it constructively. Is able to deliver impactful message in a group.

4 (Expert)

5 (Guru)

Plans for communication of complex issues for a variety of audiences, to communicate message with clarity and conviction. Engages individual members in the group as well as the group as a whole, to encourage sharing and create influence. Looks to strategize feedback as per the needs of the audience

Is spontaneous while communicating (verbal and written) and is able to sense the needs of a variety of audience; leaves a high impact on the audiences through own communication. Builds an environment where people can state their reservations and thoughts; Is able to provide feedback even to people who may otherwise be closed to the same.

Decision-making Definition: Solicits ideas from customers, vendors, industry analysts and colleagues within the organization. Takes decisions based on all facts and ideas. It may include “digging” or pressing for information even from unfamiliar sources, unfamiliar functions and people by asking a series of questions, arriving at options (options which others have given) and evaluating options impartially. Weighs the pros and cons in all situations, addresses the long-term and short-term goals of the function and the business in drawing conclusions. Accepts the risk factor involved in judgment (risk taking go up). Takes speedy but not hasty decisions.

Decision Making

1 (Novice)

Delegates decisions or often is undecided; does limited search for information required to Proficiency take Level decisions; is not able to evaluate alternatives; takes decisions that are hasty, or is overcautious

2 (Learner)

3 (Practitioner)

4 (Expert)

5 (Guru)

Looks for data around his area only and not outside for decision-making; has partial skills to take decisions; depends on past experience to take decisions; is able to take decisions only for short term; takes

Is able to take long term decisions for own function; searches for data/information required for decision making even through unfamiliar sources; looks at available options; reaches clear conclusions by analysing risks and evaluating implications of solutions both in

Is able to take complex decisions for own function; looks beyond the existing alternatives and generates new alternatives; follows the decisions with contingencies; trusts his own

Takes decisions in unfamiliar situations where many variables are unknown; digs deep to identify information from even unfamiliar sources, people, functions; creates scenarios, synthesizes diverse pieces of

speedy in some decisions simple situations

long term short term; Also and involves others in Decision making process; plans and takes speedy but not hasty solutions

sensesat tothe finally arrive decision

information to create alternatives

Problem Solving Definition: Can diagnose, understand and solve problems and issues that arise in day-to-day work. Confronts obstacles/problems, differentiates critical ones from trivial ones and works out tangible alternatives to resolve or surmount them. Commits to actions based on resources available and organizational values. Seeks sustainable solutions rather than short-term ones.

Problem Solving

1 (Novice)

Is not able to identify problems; delegates problem solving; and/or is not able to diagnose the problem and/or is Proficiency not able to Level differentiate critical problems from trivial ones

2 (Learner) Is able to diagnose simple day-today problems in his area; analyses the problems, but only identifies some issues; uses past experience to generate solutions that are short term and may not be sustainable

3 (Practitioner) Is able to identify all day-to-day problems in his areas; analyses them and establishes causeeffect relationships; generates solutions, weighs pros and cons and chooses solutions that are sustainable and not short-term

4 (Expert)

5 (Guru)

Looks at trends and interrelationships for recurring problems; is able to identify the root cause of the given problem; applies creativity in developing new solutions

Continuously diagnoses and anticipates the trends and applies problem solving techniques to generate sustainable solutions; identifies patterns across different sets of data/scenarios

Customer Focus Definition:

Customer Focus

Proficiency Level

Makes efforts to understand the customer (everyone an individual interacts with); anticipates customer needs; gives high priority to customer satisfaction

1 (Novice) Has a limited understanding of the customer concept and may believe that there is little one can do to improve customer satisfaction

2 (Learner) Listens patiently to the customer. Performs basic tasks to avoid customer dissatisfaction

3 (Practitioner) Works towards immediate customer requirements. Follows through on complaints

4 (Expert) Ensures customer needs are met to avoid complaints. Takes initiatives to make the customer happy. Maintains constant communication

5 (Guru) Understands customer relationships and requirements. Tries to delight the customer. Proactively prepares customer for eventualities

Business Perspective Definition:

Business Perspective

Proficiency Level

Perceives the function as an integral part of the business. Understands the role of each function in the unit, their interdependence, their contribution to the overall business results and their mutual impact. Uses the function as a lever to be able to provide competitive advantage to the unit and business. Understands unit/business strategy and balances current functional needs with future unit/business goals.

1

2

3

4

5

(Novice)

(Learner)

(Practitioner)

(Expert)

(Guru)

Shows limited inclination towards understanding other areas, focused only on his own role/function; limited knowledge of the interdependenc e with other functions

Knows his function well and always looks forward to leveraging the contribution of the function for overall organizational growth; understands other functions, but is not able to comprehend their interdependence and contribution to overall business; though not averse to additional inputs on other functions, prefers to contribute the best through his function by accommodating the needs of other functions

Understands that his function is as important to the organization as other functions are; understands the interdependence with other functions and their contribution to overall business; comprehends the overall strategic plan and then aligns his function along with others to synergize for achievement of organizational objectives

Thoroughly understands the business, its value drivers, and the marketplace; leverages his functional expertise for enhancing unit/business success; is able to balance his functional strategies; applies business management principles to identify opportunities, risks and returns for his functional strategies

Uses his insights on business understanding to create long and short term balance between his various functional strategies; sustains business success through his functional strategies; has thorough understanding of business management principles, which further enhances the identification of notso-obvious opportunities, risks, returns, etc.

Influencing and Conflict Resolution Definition:

Influencing and Conflict

Uses appropriate interpersonal styles and methods to persuade and guide individuals and teams towards goal achievement; modifies behavior to accommodate the tasks, situations and individuals involved; establishes credibility, gains acceptance and impacts others through multiple ways. Probes for information and resolves issues constructively.

1 (Novice)

2 (Learner)

3 (Practitioner)

4 (Expert)

5 (Guru)

Is able to convince some members in the group individually, but may not be able to carry the group along as a whole. Usually uses a single approach/ logic to influence others. Looks for help from others while influencing. Uses available information to overcome conflicts

Is able to create a commitment in the group towards a set of options. Questions to understand the views of others. Uses multiple ways to influence people. Creates an approach which incorporates the views of, and addresses the need of of the individuals in the group. Seeks

Is able to bring out the views of members who may not otherwise be participating in the group. Resolves conflict based on understanding of the individuals’ requirements. Is able to sense emerging conflict in a few

Uses multiple arguments to persuade. Is able to anticipate potential issues in groups and addresses it.Creates complete ownership for the group decisions among all members.

in certain situations.

logic in the argument of others. Understands and attempts to resolve the conflict in groups.

situations. Gains credibility as a leader.

Resolution

Proficiency Level

Disregards the views of other members of the group, or is overly conscious of the presence of others. Is not able to convince the individual members in the group. Communication is not based on particular logical argument.

Strategic Orientation Definition:

Is able to successfully balance between short-term operating results and long-term business possibilities. Has the skill and mindset to address issues for sustaining competitive edge and provide the relevant organizational response. The issues addressed could cover a wide spectrum of areas including people, technology, products, market opportunities, competitive threats and customers. Understands rapidly changing environmental trends at national and global levels.

Strategic

1

2

Orientation

(Novice)

(Learner)

Has internal focus; develops tactical plans to improve efficiencies; Proficiency has limited understandi Level ng of the environmen t and identifies partial linkages & does not apply them to create organsiatio nal response

Understands business strategy and balances it with short term operating results in some cases; has the mindset for sustaining competitive edge however is slow in providing organisation response in dynamic situations; has partial understanding of environment changes and generates responses focusing on certain key areas such as products, technology with limited focus on other areas

3 (Practitioner) Understands the business strategy and balances it with shortterm operating results; has a competing mindset; understands the current changes happening in the environment at national and global level and creates unit response to manage these changes; generates rapid response by connecting multiple areas including people, technology, products, customers and creating new options

4

5

(Expert)

(Guru)

Builds long-term perspective in his approach which deals with short-term goals; anticipates the medium term changes in the environment in terms of new competition, business opportunities impacting business/unit and uses this to create flexibility in generating relevant organisational response; is passionate about unit/business success and creates mechanisms to provide speedy responses

Impacts business strategy, provides insights to business head in terms of possible business categories; anticipates long-term changes and creates innovative mechanisms to proactively meet the changing requirements

Quality Focus Definition:

Quality Focus

Proficiency Level

Works with attention to detail. Delivers as per requirement and as per the set standards. Avoids mistakes in the first place and hence, does not have to redo things. Does not allow poor quality work to go forward without correctional improvement.

1 (Novice)

Not passionate about quality; not able to identify what quality means; does not know how to deliver quality at work; often compromises on quality

2 (Learner)

Partially delivers quality outputs at work; compromises on the quality at times such as to achieve deadlines

3 (Practitioner)

Is concerned about quality; follows and delivers quality outputs consistently at work

4 (Expert)

Has insights, understands the purpose of quality; makes improvements in his work to improve quality

5 (Guru)

Inclination to see the impact of the quality of outputs in other related areas

Learning and Knowledge Management Definition:

Learning & Knowledge Management

Proficiency Level

Gains knowledge, acquires new skills, assimilates it and practices it on the job. Seeks to gain new knowledge/skills constantly to apply them to work situations and train others to do the same. Is both willing to learn and is capable of learning. Does not hesitate to learn from people across levels, functions and backgrounds (recruitment example: “same as me”). Is aware and acknowledges limitations. Captures knowledge and learning generated from different parts of the project for the future and encourages others to do the same.

1 (Novice) Inclined to learning but only learns only things required to do current job and learns from only few methods, takes a lot of time to learn. Seeks inputs each time an activity has to be repeated.

2 (Learner) Is able to learn from a variety of methods (experience of self, others, observations, experimentation , etc). Is able to maintain information as per the given requirements/ formats.

3 (Practitioner)

4 (Expert)

Constructs agenda for learning for self and the team and ensures people apply it at work. Captures knowledge and learning generated from different parts of the project for the future and encourages

Encourages other peers and subordinates in the department to enhance their learnings and implement the same at work; understands own and others' limitations to apply and objectively seeks application at work. Creates

others to do the same.

systems to capture knowledge and is able to suggest its application across areas.

5 (Guru) Searches for self and creates opportunity for others both within and outside the department; creates and monitors processes for application. Encourages and coaches others to apply knowledge across different areas

Achievement Orientation

Definition: The person is motivated by success and for achieving more for its own sake rather than for material rewards. Is constantly looking for ways to improve performance and has a strong drive to do better than others and have unique accomplishments in life. Is able to handle critical situations independently.

Achievement Orientation

Proficiency Level

1 (Novice)

2 (Learner)

Disinterested to work on the goals, even when guided by others. Is not able to handle critical situations.

Requires more than normal supervision and meets only the assigned goals, and does not go beyond. Looks for guidance to handle critical situations.

3 (Practitioner) Works for the given goals on his own; stretches beyond these goals when pushed and meets goals within deadlines; looks for ways to improve his performance. Is able to handle critical situations independently.

4 (Expert) Makes efforts to stretch beyond the given goals. Is able to motivate the team to stretch for targets without compromising on quality. Guides others when confronted with critical situations

5 (Guru) Continuously benchmarks across sections to improve outcomes; consistently stretches and exceeds goals. Coaches others to enable them to handle critical situations themselves.

Innovation and Creativity Definition: Generates new ideas and strives to implement them to achieve functional objectives and organizational goals. Excites people to generate new and diverse ideas across functions and levels. Creates systems and processes to harness the creative abilities of employees and aligns them to organizational challenges, implements processes to identify and eliminate challenges to creativity & innovation across levels, recognizes & builds on new ideas and supports new idea implementation. Innovation & Creativity

Proficiency Level

1

2

(Novice)

(Learner)

Not able to generate ideas to meet organizational and functional goals. Not open to new or radical ideas. Does not demonstrate an understanding of the need to determine barriers and the needs to overcome them or ignores the identified barriers. Provides support to simple ideas

Open to new and different ideas though is not always able to generate creative and srcinal ideas. Supportive of others ideas though does not encourage team towards experimentati on. Identifies certain apparent barriers to creativity and attempts to overcome them.

3 (Practitioner) Generates new ideas to achieve functional objectives and organizational goals. Excites people to generate new and diverse ideas across functions and levels. Creates systems and processes to harness the creative abilities of employees and aligns them to organizational challenges, implements processes to identify and eliminate challenges to creativity & innovation across levels, recognizes & builds on new ideas and supports new idea implementation.

4

5

(Expert)

(Guru)

Uses innovative ways and approaches to inspire people across levels & functions to be innovative and creative. Leads from the front in highlighting and implementing conditions across functions for people to be creative and innovative. Understands the roadblocks to creativity & innovation and accordingly guides team members / direct reports for overcoming these roadblocks.

Promotes and leads a culture of innovation and creativity across functions. Uses various mechanisms to foster creativity and spirit of innovation across levels in line with the organizational strategy and direction. Provides a new meaning to creativity and innovation across the organization. Sensitizes functions towards potential challenges to building an innovative and creative culture and focuses on building a shared organization response to it. Preempts what could be the blocks for creativity & innovation in the organization and builds systems to ensure that the same are not created

Performance Management Definition: Takes responsibility not just for the deliverables of the department and its constituents, but also for enabling success of the project. Sets high standards of performance for self and others and provides a clear direction for the team to achieve objectives. Uses performance management tools and techniques to elicit superior performance. Performance Management

Proficiency Level

1 (Novice)

2 (Learner)

3 (Practitioner)

4 (Expert)

5 (Guru) Volunteers and takes responsibility for other related and non-related areas as well; attempts to influence and enhance the existing linkages of the inter-functional and unit goals; sets direction for function on desired performances in line with the overall scenario of unit/business; looks for systemic improvements (e.g. PMS) to manage performance

Takes little responsibility for the function goals; shows little understanding of the goals of function/key drivers and their linkages with other functions/units and internal departments; is not inclined to setting performance standards for function; has little knowledge/inclina tion to use tools

Takes responsibility for the functional goals but blames others as well; understands the goals/key drivers but has some understanding of their linkages with other external/internal entities; sets low standards of performance; uses some tools to manage performance only when enforced by the organization system; little understanding of

Takes responsibility for the functional goals; understands the goals and the key drivers and the linkages with the overall unit; sets achievable performance standards; uses the normal tools and techniques of performance management; understands and follows the development of others, with performance management as a

Looks for improvements in the existing responsibilities and functional goals; deep understanding of the function goals/key drivers and their linkages with other functional and overall unit goals; sets high performance standards, suggests improvements in the existing process for better performance management; attempts to set some direction for

to manage performance of the function (or the departments within)

linking development of others to performance management

process requirement

the function to improve performance

Managing Change Definition: Shows openness to change at a personal level. Seeks opportunities for improvement at an individual and team level. Understands the implications of process or organizational change for the team. Embraces new ways of working, technology, ways to meet customer needs, employees needs etc. Facilitates change for team by providing rationale and support.

Managing Change

1 (Novice)

Is resistant to organizational or personal change. Is rigid about way of doing things. Views change as a Proficienc problem.Takes time to get y Level attuned to/ avoids new ways of working.

2 (Learner) Understands the necessity for change in processes and systems but unable to identify the actual change requirements. Is open to change when the detailed implications are explained. Requires support to meet change requirements for self and the team.

3 (Practitioner) Understands the implications and context for change. Is open to new ideas understands the need for personal change. Is quick to adapt to change and helps the team do the same. Focuses on identifying improvement opportunities in the team

4 (Expert) Is focused on continuous improvement. Is able to create excitement among team members to take up new ways of doing things. Encourages team to contribute to improvement. Spontaneous for change.

5 (Guru) Is able to anticipate how environment changes can impact the project or team. Encourages team members towards active experimentation with new ideas and opportunities.

Holding People Accountable Definition:

Is able to establish in others a commitment to achieve results and gets them to perform in accordance with stated expectations and goals. Gives credit for a job well done and expects people to take responsibility for slip-ups. Has a clear focus on attainment of outcomes and does not hesitate to pull up people, when objectives are not met. Applies standards of accountability equitably.

Holding

1

2

3

4

5

People Accountable

(Novice)

(Learner)

(Practitioner)

(Expert)

(Guru)

Does not know how to make people own up to their actions; does not hold subordinates accountable for performance; and/or blames non-performance on external factors; provides no support to enable performance

Attempts to make some people feel responsible for their actions through obvious levers (like performance results, group competition, learning opportunity, etc.) without deep understanding of those levers (and/or their impact); holds people accountable for their performance only in cases of slips and is not equal to all; looks at external and internal

Proficiency Level

factors; to support,attempts so as to enable performance

Understands and uses some obvious levers on others to make them own up their actions; holds others accountable for performance in an equitable manner, both in success and failure situations; provides some direction, resources and support to enable performance

Understands the various levers and uses the right ones, specifically as required by others; promotes ownership & responsibility in subordinates by adequate support, motivation and development, so that they accept accountability on their own

Deep understanding of general tactics (like internal and external competition, motivational inputs, etc.) and specific ones; uses a proper mix of levers to make people own their actions and behavior; propagates an accountability spirit in his area by using systematic approaches

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