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SNP43YD57XW/TG729DIKY5
Professional Development Survey
(Sample)
Ima Sample
Feedback Report
7/27/2007
www.echospan.com | Atlanta, Georgia
1
About This Survey
Ima Sample , 9/4/2006
Introduction
This multi-rater survey is designed to assist you in your professional development. Every aspect of the process
is customized to your organization and the core competencies believed to be important to your professional
growth and development. When used effectively, the survey will:

Encourage candid and honest communication between you and your colleagues

Help you identify your professional strengths and developmental opportunities

Establish a quantitative baseline that will allow you to assess your progress

Give you the opportunity to improve your skills by being more aware of others' perceptions and
observations of your performance

Guide your conversations with your colleagues to ensure you remain informed of others' observations
and suggestions

Demonstrate your organization's commitment to your professional development
Rater Groups That Provided Feedback
The following groups of individuals provided feedback in this survey.
Rater Group
No. of Respondents
Self
1
Direct Reports
8
Peers
4
Supervisors
1
About The Rating Scale
This survey employed the following rating scale when asking Raters to provide feedback about their
observations of the subject's behaviors.
Rater Group
Assigned Value
Not Observed
0
Never
1
Almost Never
2
Sometimes
3
Frequently
4
Almost Always
5
Always
6
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Summary of All Items
Ima Sample , 9/4/2006
The chart below shows a summary of all responses sorted by Rater group.
Reading the Box and Whisker Diagram.
The Box and Whisker chart above is useful in summarizing and interpreting a range of data. The example chart
below shows the different components of the Box and Whisker diagram and how to interpret the data.
Lowest Score: This is the lowest score that the individual received from a particular Rater group.
Range Box: This box represents all values lying plus or minus 1 standard deviation from the mean.
Approximately 68 percent of all scores fall within this range.
Mean Marker: The center line of the graph represents the average score received from a particular Rater
group.
Highest Score: This value is the highest rating provided by a particular Rater group.
3 of 16
Competency Profile
The Competency Profile radar chart below shows scores with each rating group across all Competencies.
Radar charts are useful in easily spotting gaps between Rater groups' perceptions and observations of an
individual's behaviors. More favorable scores fall toward the outside of the chart.
4 of 16
Competency Summary
Ima Sample, 9/4/2006
Summary of all competency groups sorted by Rater group.
Responses by Rater Group
Credibility
Keeps promises and honors commitments; Uses resources
responsibly; Accepts responsibility for his/her actions and mistakes;
Does not become defensive when corrected or challenged; Can be
trusted; exhibits high ethical standards and integrity
Communication
Is an effective public speaker; Writes clearly and effectively;
Communicates information completely and accurately; This person
listens to me; Creates an environment of open, honest
communication
Acting with Courage
Candidly shares his/her ideas; Speaks up appropriately when a
problem or issue needs to be addressed; Disagrees with others in a
constructive manner; Makes difficult or unpopular decisions when
necessary; Exhibits the courage to challenge “the way we’ve always
done it.”
Results Orientation
Obtains the resources needed to get the job done; Asks others for
help when needed; Sets priorities, and follows through on them; Sets
challenging goals; Exhibits a bias for action; takes initiative to make
things happen
Leadership
Sets long-term direction for the business; Demonstrates commitment
to firm's strategy and values; Clearly communicates goals
and strategies for success; Is a positive role model; Treats me with
dignity and respect
Coaching
Helps others understand their strengths and developmental needs;
Provides advice, counsel, and coaching to help others develop;
Supports and encourages others in their efforts to develop; Assigns
responsibilities to others that allow them to grow and develop;
Supports others when they fail
Delegating
Encourages others to participate in decision-making; Allows others to
make decisions and act independently; Effectively assigns
responsibility to others while ensuring an appropriate match to their
interests and capabilities; Does not delegate his/her own
responsibilities to others; Checks the status of delegated projects or
tasks appropriately to ensure quality
Creating a Motivating Environment
Maintains consistently high standards of performance; Conveys
confidence in others’ ability to succeed; Inspires me to do my best
work; Gives others credit for helpful ideas and suggestions; Uses
acknowledgement and praise to drive performance
Managing Performance
Clarifies others’ roles and responsibilities; Sets goals that are clear
and specific; Clearly articulates his/her expectations and standards;
Provides others with regular feedback about their performance;
Creates an environment of accountability
Supervisors
Peers
Direct Reports
Self
Avg
5.8
5.8
5.6
5.4
Hi
6
6
6
6
Lo
5
5
5
4
Supervisors
Peers
Direct Reports
Self
Avg
5.4
5.5
5.6
4.8
Hi
6
6
6
6
Lo
5
4
3
4
Supervisors
Peers
Direct Reports
Self
Avg
5.6
5.3
5.3
5.2
Hi
6
6
6
6
Lo
5
4
3
4
Supervisors
Peers
Direct Reports
Self
Avg
5
5.4
5.4
5.8
Hi
6
6
6
6
Lo
4
4
4
5
Supervisors
Peers
Direct Reports
Self
Avg
5.6
5.6
5.6
5.4
Hi
6
6
6
6
Lo
5
4
3
5
Supervisors
Peers
Direct Reports
Self
Avg
5
5.5
5.2
5.4
Hi
5
6
6
6
Lo
5
4
3
4
Supervisors
Peers
Direct Reports
Self
Avg
5.6
5.6
5.1
5.4
Hi
6
6
6
6
Lo
5
4
3
5
Supervisors
Peers
Direct Reports
Self
Avg
5.2
5.5
5.7
5.4
Hi
6
6
6
6
Lo
5
4
3
5
Supervisors
Peers
Direct Reports
Self
Avg
5.4
5.5
5
5
Hi
6
6
6
5
Lo
5
4
3
5
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Building Collaborative and Productive Teams
Effectively attracts, selects and develops talent; Demands
cooperation and teamwork; Encourages others to express their ideas
and opinions; Fosters healthy debate within the team; Relates well to
people at all levels of the organization
Supervisors
Peers
Direct Reports
Self
Avg
5.8
5.7
5.4
5.6
Hi
6
6
6
6
Lo
5
4
3
5
6 of 16
Individual Survey Items
Ima Sample , 9/4/2006
Graphs below show how this individual performed on each survey item, sorted by Rater Group
Credibility
Responses by Rater Group
1. Keeps promises and honors commitments.
Supervisors
Peers
Direct Reports
Self
Avg
5
5.8
5.4
4
Hi
5
6
6
4
Lo
5
5
5
4
2. Uses resources responsibly.
Supervisors
Peers
Direct Reports
Self
Avg
6
5.8
5.4
5
Hi
6
6
6
5
Lo
6
5
5
5
3. Accepts responsibility for his/her actions and mistakes.
Supervisors
Peers
Direct Reports
Self
Avg
6
5.8
6
6
Hi
6
6
6
6
Lo
6
5
6
6
4. Does not become defensive when corrected or
challenged.
Supervisors
Peers
Direct Reports
Self
Avg
6
5.8
5.3
6
Hi
6
6
6
6
Lo
6
5
5
6
5. Can be trusted; exhibits high ethical standards and
integrity.
Supervisors
Peers
Direct Reports
Self
Avg
6
6
5.9
6
Hi
6
6
6
6
Lo
6
6
5
6
6. Is an effective public speaker.
Supervisors
Peers
Direct Reports
Self
Avg
5
4.5
5.3
4
Hi
5
5
6
4
Lo
5
4
3
4
7. Writes clearly and effectively.
Supervisors
Peers
Direct Reports
Self
Avg
5
5.5
5.6
4
Hi
5
6
6
4
Lo
5
5
5
4
8. Communicates information completely and accurately.
Supervisors
Peers
Direct Reports
Self
Avg
5
5.8
5.6
5
Hi
5
6
6
5
Lo
5
5
5
5
Communication
Responses by Rater Group
7 of 16
9. This person listens to me.
Supervisors
Peers
Direct Reports
Self
Avg
6
5.8
5.8
5
Hi
6
6
6
5
Lo
6
5
5
5
10. Creates an environment of open, honest
communication.
Supervisors
Peers
Direct Reports
Self
Avg
6
5.5
5.8
6
Hi
6
6
6
6
Lo
6
4
5
6
11. Candidly shares his/her ideas.
Supervisors
Peers
Direct Reports
Self
Avg
5
5
5.1
6
Hi
5
6
6
6
Lo
5
4
3
6
12. Speaks up appropriately when a problem or issue
needs to be addressed.
Supervisors
Peers
Direct Reports
Self
Avg
5
5.8
5.5
6
Hi
5
6
6
6
Lo
5
5
4
6
13. Disagrees with others in a constructive manner.
Supervisors
Peers
Direct Reports
Self
Avg
6
5.8
5.5
5
Hi
6
6
6
5
Lo
6
5
4
5
14. Makes difficult or unpopular decisions when
necessary.
Supervisors
Peers
Direct Reports
Self
Avg
6
5
5.4
5
Hi
6
6
6
5
Lo
6
4
5
5
15. Exhibits the courage to challenge “the way we’ve
always done it.”
Supervisors
Peers
Direct Reports
Self
Avg
6
5
5.1
4
Hi
6
6
6
4
Lo
6
4
3
4
16. Obtains the resources needed to get the job done.
Supervisors
Peers
Direct Reports
Self
Avg
4
5.3
5.4
6
Hi
4
6
6
6
Lo
4
5
5
6
17. Asks others for help when needed.
Supervisors
Peers
Direct Reports
Self
Avg
4
5
5.5
6
Hi
4
6
6
6
Lo
4
4
5
6
Acting with Courage
Results Orientation
Responses by Rater Group
Responses by Rater Group
8 of 16
18. Sets priorities, and follows through on them.
Supervisors
Peers
Direct Reports
Self
Avg
5
5.7
5.3
5
Hi
5
6
6
5
Lo
5
5
5
5
19. Sets challenging goals.
Supervisors
Peers
Direct Reports
Self
Avg
6
5.7
5.5
6
Hi
6
6
6
6
Lo
6
5
5
6
20. Exhibits a bias for action; takes initiative to make
things happen.
Supervisors
Peers
Direct Reports
Self
Avg
6
5.5
5.3
6
Hi
6
6
6
6
Lo
6
4
4
6
21. Sets long-term direction for the business.
Supervisors
Peers
Direct Reports
Self
Avg
5
5.7
4.8
6
Hi
5
6
6
6
Lo
5
5
3
6
22. Demonstrates commitment to firm's
strategy and values.
Supervisors
Peers
Direct Reports
Self
Avg
6
5.7
6
6
Hi
6
6
6
6
Lo
6
5
6
6
23. Clearly communicates goals and strategies for
success.
Supervisors
Peers
Direct Reports
Self
Avg
5
5
5.3
5
Hi
5
6
6
5
Lo
5
4
5
5
24. Is a positive role model.
Supervisors
Peers
Direct Reports
Self
Avg
6
5.8
6
5
Hi
6
6
6
5
Lo
6
5
6
5
25. Treats me with dignity and respect.
Supervisors
Peers
Direct Reports
Self
Avg
6
6
5.9
5
Hi
6
6
6
5
Lo
6
6
5
5
Avg
5
5.3
4.9
4
Hi
5
6
6
4
Lo
5
5
3
4
Leadership
Coaching
26. Helps others understand their strengths and
developmental needs.
Responses by Rater Group
Responses by Rater Group
Supervisors
Peers
Direct Reports
Self
9 of 16
27. Provides advice, counsel, and coaching to help
others develop.
Supervisors
Peers
Direct Reports
Self
Avg
5
5
5.1
5
Hi
5
6
6
5
Lo
5
4
3
5
28. Supports and encourages others in their efforts to
develop.
Supervisors
Peers
Direct Reports
Self
Avg
5
5.8
5.3
6
Hi
5
6
6
6
Lo
5
5
3
6
29. Assigns responsibilities to others that allow them to
grow and develop.
Supervisors
Peers
Direct Reports
Self
Avg
5
5.5
5.3
6
Hi
5
6
6
6
Lo
5
4
4
6
30. Supports others when they fail.
Supervisors
Peers
Direct Reports
Self
Avg
5
5.8
5.6
6
Hi
5
6
6
6
Lo
5
5
5
6
31. Encourages others to participate in decision-making.
Supervisors
Peers
Direct Reports
Self
Avg
6
5.5
5.3
6
Hi
6
6
6
6
Lo
6
4
3
6
32. Allows others to make decisions and act
independently.
Supervisors
Peers
Direct Reports
Self
Avg
6
5.8
5.3
6
Hi
6
6
6
6
Lo
6
5
4
6
33. Effectively assigns responsibility to others while
ensuring an appropriate match to their interests and
capabilities.
Supervisors
Peers
Direct Reports
Self
Avg
5
5.8
5
5
Hi
5
6
6
5
Lo
5
5
4
5
34. Does not delegate his/her own responsibilities to
others.
Supervisors
Peers
Direct Reports
Self
Avg
6
5.7
5.2
5
Hi
6
6
6
5
Lo
6
5
3
5
35. Checks the status of delegated projects or tasks
appropriately to ensure quality.
Supervisors
Peers
Direct Reports
Self
Avg
5
5
4.7
5
Hi
5
5
6
5
Lo
5
5
3
5
Delegating
Responses by Rater Group
10 of 16
Creating a Motivating Environment
Responses by Rater Group
36. Maintains consistently high standards of performance.
Supervisors
Peers
Direct Reports
Self
Avg
5
5.8
5.8
5
Hi
5
6
6
5
Lo
5
5
5
5
37. Conveys confidence in others’ ability to succeed.
Supervisors
Peers
Direct Reports
Self
Avg
5
5.8
5.8
6
Hi
5
6
6
6
Lo
5
5
5
6
38. Inspires me to do my best work.
Supervisors
Peers
Direct Reports
Self
Avg
5
5.8
5.9
5
Hi
5
6
6
5
Lo
5
5
5
5
39. Gives others credit for helpful ideas and suggestions.
Supervisors
Peers
Direct Reports
Self
Avg
6
5.3
5.9
6
Hi
6
6
6
6
Lo
6
4
5
6
40. Uses acknowledgement and praise to drive
performance.
Supervisors
Peers
Direct Reports
Self
Avg
5
5.3
5.3
5
Hi
5
6
6
5
Lo
5
4
3
5
41. Clarifies others’ roles and responsibilities.
Supervisors
Peers
Direct Reports
Self
Avg
5
5.5
5.3
5
Hi
5
6
6
5
Lo
5
5
5
5
42. Sets goals that are clear and specific.
Supervisors
Peers
Direct Reports
Self
Avg
6
5.8
5
5
Hi
6
6
6
5
Lo
6
5
4
5
43. Clearly articulates his/her expectations and
standards.
Supervisors
Peers
Direct Reports
Self
Avg
6
5.3
5
5
Hi
6
6
6
5
Lo
6
4
3
5
44. Provides others with regular feedback about their
performance.
Supervisors
Peers
Direct Reports
Self
Avg
5
5
4.8
5
Hi
5
6
6
5
Lo
5
4
3
5
Managing Performance
Responses by Rater Group
11 of 16
Avg
5
5.8
5
5
Hi
5
6
6
5
Lo
5
5
4
5
46. Effectively attracts, selects and develops talent.
Supervisors
Peers
Direct Reports
Self
Avg
5
5.8
5.1
5
Hi
5
6
6
5
Lo
5
5
4
5
47. Demands cooperation and teamwork.
Supervisors
Peers
Direct Reports
Self
Avg
6
5.5
5.5
5
Hi
6
6
6
5
Lo
6
4
5
5
48. Encourages others to express their ideas and
opinions.
Supervisors
Peers
Direct Reports
Self
Avg
6
5.8
5.5
6
Hi
6
6
6
6
Lo
6
5
5
6
49. Fosters healthy debate within the team.
Supervisors
Peers
Direct Reports
Self
Avg
6
5.8
5.1
6
Hi
6
6
6
6
Lo
6
5
3
6
50. Relates well to people at all levels of the organization.
Supervisors
Peers
Direct Reports
Self
Avg
6
5.5
5.6
6
Hi
6
6
6
6
Lo
6
4
4
6
45. Creates an environment of accountability.
Building Collaborative and Productive
Teams
Supervisors
Peers
Direct Reports
Self
Responses by Rater Group
12 of 16
Highest and Lowest Ranked Items
The tables below show the individual's highest and lowest ranked survey items. All ratings except for self-ratings
are included.
Highest Ranked Items (Most Frequently Observed Behaviors)
Score
1. Accepts responsibility for his/her actions and mistakes.
5.9
2. Can be trusted; exhibits high ethical standards and integrity.
5.9
3. Demonstrates commitment to firm's strategy and values.
5.9
4. Is a positive role model.
5.9
5. Treats me with dignity and respect.
5.9
6. Creates an environment of open, honest communication.
5.7
7. This person listens to me.
5.7
8. Conveys confidence in others’ ability to succeed.
5.7
9. Inspires me to do my best work.
5.7
10. Gives others credit for helpful ideas and suggestions.
5.7
Lowest Ranked Items (Least Frequently Observed Behaviors)
Score
1. Checks the status of delegated projects or tasks appropriately to
ensure quality.
4.8
2. Helps others understand their strengths and developmental needs.
4.9
3. Provides others with regular feedback about their performance.
4.9
4. Is an effective public speaker.
5
5. Candidly shares his/her ideas.
5.1
6. Exhibits the courage to challenge “the way we’ve always done it.”
5.1
7. Provides advice, counsel, and coaching to help others develop.
5.1
8. Clearly articulates his/her expectations and standards.
5.1
9. Sets long-term direction for the business.
5.2
10. Clearly communicates goals and strategies for success.
5.2
13 of 16
Open-ended Comments
All respondents are asked to provide open-ended commentary on skills. The comments below are segmented
by question and presented exactly as they were entered by the respondent.
Identify and describe this individual's 3 greatest strengths (maximum:
2,000 characters)
1. Supervisor: 1) Credibility in character and work performance. 2) Ability to lead a
team and accomplish objectives in a location far from corporate HQ. 3) Goal and
result-oriented - puts plant and business success ahead of his personal
accomplishments.
2. Peer: 1. Ima is a personable, compassionate individual. 2. He appears to
possess a more than adequate degree of technical expertise to successfully
perform the duties of Plant Manager. 3. His commitment to the success of his
Operation and Team and the time and emotional investments he invests to
achieve success.
3. Peer: Depth of experience. Team player. Positive attitude.
4. Peer: listens well, excellent follow up, clearly articulates expectations
5. Peer: Ima is able to set high standard. He is a great model for anyone that
knows him He is the kind of team leader we want to see more and more in our
division
6. Direct Report: 1. Ima is outgoing, caring, and well liked by everyone on his staff.
I’ve never heard anyone say an ill word about him; 2. Ima is very knowledgeable
about the raw materials, finished products, environmental impacts, and
manufacturing processes at his facility. Because of this knowledge, he is a good
mentor to all of his staff, no matter what their positions are; 3. Tim is hardworking
and dedicated. He cares about the plant and the people who work there, and he
gives 100%.
7. Direct Report: Calm, thoughtful, and only communicates correct answers to
problems. Very professional and is excited about making positive changes.
8. Direct Report: Caring-He really cares about everything, from the people who
work for him to the people and company he works for. Intelligent-He knows a lot
about how things work and what is going on, and seems to make his decisions
based on all the information available. Hardworking-There is rarely a time that I
see him not working on something, and such rare times are often consumed by
necessities like taking a break for lunch.
9. Direct Report: Listening Industry Expertise Approachable
10. Direct Report: Ima is very approachable and you can go to him with any
concern without reservation. He's honest and straightforward in almost all that he
does and quickly builds trust with the people around him. Tim is also a hard
worker and sets the bar for his dedication to his job.
11. Direct Report: Tim's greatest strength is that he keeps an even keel despite
the situation. He will look at a problem objectively, will develop a plan with the
input from his reports and expects the plan to be executed. Tim also allows those
around them to perform their role without micromanaging, but will give input or
offer advice when asked. Tim makes sure that he reinforces our values of
Honesty Integrity and Hard work. He works to make sure his presence is felt on
the floor.
14 of 16
12. Self: Ability to work in and lead teams. Ability to listen to others. Fair.
Identify and describe this individual's 3 greatest opportunities for
improvement (maximum: 2,000 characters)
1. Supervisor: 1) Sometimes reluctant to ask for help when significant issues come
up - there are division and corporate reources that can help. 2) Can create higher
expectations and more accountability with some of his weaker direct reports.
2. Peer: 1. From a distance, it appears Ima needs to apply a stronger level of
leadership. I'm concerned that individuals may be tempted to take advantage of
his "passive" management style. 2. Based on feedback I have received, Ima could
spend more time "out in the trenches" getting to know his Associates better and
personally commending them for "work well done". 3. Challenge his subordinates
to perform at an optimum level and hold them accountable for their areas of
control.
3. Peer: Challenging the way things always been done Seeking for help in other
part of the company when resources are too heavily loaded
4. Peer: implement cost cutting objectives,
5. Peer: State goals more clearly.
6. Direct Report: 1. Ima could make his expectations clearer to his staff. It would
help to know what he expects of us – Can we work flex time as long as we are
there a certain number of hours per day? By what time does he expect us to show
up to work each morning? How many hours per week does he expect us to work?
What time does he expect us to work until each day? Even if the times are flexible,
it would be nice to know what he expects instead of looking around at the other
staff and going by what they do
7. Direct Report: Be more active or aware of the problems on the floor, (I am
aware of his time constraints). Be more assertive with people who are not working
up to expectations. I believe this person is exceptional,of high quality, and should
be groomed or pushed for more responsibilities.
8. Direct Report: Feedback-when I get feedback, it is good constructive feedback.
I would like to see it more frequently. Expectations-Sometimes expectations could
use clarity. I work really well with expected completion dates. It is almost like
challenging me to finish by that date. Open ended deadlines do not adequately
express the importance of tasks. Developement-recognize our weaknesses, and
give us tasks to develope those areas into our strengths. When you give us these
tasks, directly tell us what w
9. Direct Report: I would like to see a more well laid out plan for what is expected
of those who work for Ima as it's not always clear whether you're meeting or
exceeding long-term expectations enough to advance within the company. This
has become clearer during this year's review but still could use some clarification
especially because career paths are not always well defined by the company. It
would also be beneficial to see Tim challenge his employees more in terms of
setting more aggressive deadlines an
10. Direct Report: Presentation of information Followup Communicating
Expectations
11. Direct Report: While Tim does a great job of making sure everyone realizes
they are responsible for safety, which is the first and foremost priority, I think it
is important that he help reinforce the idea that every employee in the facility is
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also responsible for, and can affect, quality, production and efficiency.
12. Self: Would like to see more assertiveness in decision making. Would like to
see improvement in written and spoken communications. Needs to seek out
valuable team building opportunities for the staff. Should develop a strategy of
improving communications within the facility.
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Recommended Developmental Reading (Beta)
Based on the results of your feedback survey, we'd like to recommend the following articles, brought to you in partnership
with Harvard Business Review. You can retrieve or purchase these articles by visiting http://www.echospan.com/articles and
entering the article ID below the article's title.
Courage as a Skill
Kathleen K. Reardon
Article ID: A200721
A division vice president blows the whistle on corruption at the highest levels of his company. A
young manager refuses to work on her bosss pet project because she fears it will discredit the
organization. A CEO urges his board, despite push back from powerful, hostile members, to
invest in environmentally sustainable technology. What is behind such high-risk, often
courageous acts? Courage in business, the author has found, seldom resembles the heroic
impulsiveness that sometimes surfaces in life-or-death situations. Rather, it is a special kind of
calculated risk taking, learned and refined over time. Taking an intelligent gamble requires an
understanding of what she calls the courage calculation: six discrete decision-making
processes that make success more likely while averting rash or unproductive behavior. These
include setting attainable goals, tipping the power balance in your favor, weighing risks against
benefits, and developing contingency plans. Goals may be organizational or personal. Tania
Modic had both types in mind when, as a young bank manager, she overstepped her role by
traveling to New York -- on vacation time and on her own money -- to revitalize some accounts
that her senior colleagues had allowed to languish. Her high-risk maneuver benefited the bank
and gained her a promotion. Lieutenant General Claudia J. Kennedy weighed the risks and
benefits before deciding to report a fellow officer who had plagiarized a research paper at a
professional army school. In her difficult courage calculation, loyalty to army standards proved
stronger than the potential discomfort and embarrassment of snitching on a fellow officer. When
the skills behind courageous decision making align with a personal, organizational, or societal
philosophy, managers are empowered to make bold moves that lead to success for their
companies and their careers.
Developing the Talent You Have: Strategies for Training and Development
Harvard Business School Press
Article ID: A200762
While many companies consider employee training a good investment, others question how the
organization benefits if employees move on and take that training elsewhere. Encouraging
employee training and development, this chapter describes several cost-effective methods of
doing it while retaining the most competent individuals.
Developing Your Leadership Pipeline
Jay A. Conger, Robert M. Fulmer
Article ID: A200758
Why do so many newly minted leaders fail so spectacularly? Part of the problem is that in many
companies, succession planning is little more than creating a list of high-potential employees
and the slots they might fill. Its a mechanical process thats too narrow and hidebound to
uncover and correct skill gaps that can derail promising young executives. And its completely
divorced from organizational efforts to transform managers into leaders. Some companies,
however, do succeed in building a steady, reliable pipeline of leadership talent by marrying
succession planning with leadership development. Eli Lilly, Dow Chemical, Bank of America,
and Sonoco Products have created long-term processes for managing the talent roster
throughout their organizations--a process Conger and Fulmer call succession management.
Drawing on the experiences of these best-practice organizations, the authors outline five rules
for establishing a healthy succession management system: Focus on opportunities for
development, identify linchpin positions, make the system transparent, measure progress
regularly, and be flexible.
Discovering Your Authentic Leadership
Bill George, Peter Sims, Andrew N. McLean, Diana Mayer
Article ID: A200743
The ongoing problems in business leadership over the past five years have underscored the
Copyright 2007 EchoSpan, Inc. www.echospan.com
15
need for a new kind of leader in the 21st century: the authentic leader. Author Bill George, a
Harvard Business School professor and the former chairman and CEO of Medtronic, and his
colleagues, conducted the largest leadership development study ever undertaken. They
interviewed 125 business leaders from different racial, religious, national, and socioeconomic
backgrounds to understand how leaders become, and remain, authentic. Their interviews
showed that you do not have to be born with any particular characteristics or traits to lead. You
also do not have to be at the top of your organization. Anyone can learn to be an authentic
leader. The journey begins with leaders understanding their life stories. Authentic leaders frame
their stories in ways that allow them to see themselves not as passive observers but as
individuals who learn from their experiences. These leaders make time to examine their
experiences and to reflect on them, and in doing so they grow as individuals and as leaders.
Authentic leaders also work hard at developing self-awareness through persistent and often
courageous self-exploration. Denial can be the greatest hurdle that leaders face in becoming
self-aware, but authentic leaders ask for, and listen to, honest feedback. They also use formal
and informal support networks to help them stay grounded and lead integrated lives. The
authors argue that achieving business results over a sustained period of time is the ultimate
mark of authentic leadership. It may be possible to drive short-term outcomes without being
authentic, but authentic leadership is the only way to create long-term results.
Discovering Your Authentic Leadership
Bill George, Peter Sims, Andrew N. McLean, Diana Mayer
Article ID: A200743
The ongoing problems in business leadership over the past five years have underscored the
need for a new kind of leader in the 21st century: the authentic leader. Author Bill George, a
Harvard Business School professor and the former chairman and CEO of Medtronic, and his
colleagues, conducted the largest leadership development study ever undertaken. They
interviewed 125 business leaders from different racial, religious, national, and socioeconomic
backgrounds to understand how leaders become, and remain, authentic. Their interviews
showed that you do not have to be born with any particular characteristics or traits to lead. You
also do not have to be at the top of your organization. Anyone can learn to be an authentic
leader. The journey begins with leaders understanding their life stories. Authentic leaders frame
their stories in ways that allow them to see themselves not as passive observers but as
individuals who learn from their experiences. These leaders make time to examine their
experiences and to reflect on them, and in doing so they grow as individuals and as leaders.
Authentic leaders also work hard at developing self-awareness through persistent and often
courageous self-exploration. Denial can be the greatest hurdle that leaders face in becoming
self-aware, but authentic leaders ask for, and listen to, honest feedback. They also use formal
and informal support networks to help them stay grounded and lead integrated lives. The
authors argue that achieving business results over a sustained period of time is the ultimate
mark of authentic leadership. It may be possible to drive short-term outcomes without being
authentic, but authentic leadership is the only way to create long-term results.
Employee Development: Helping People Grow in Their Careers
Harvard Business School Press
Article ID: A200763
Managers who take employee development seriously are those who are likely to attract good
people, produce a workplace with high morale and standards, and maintain a record of
continuous improvement. This chapter offers practical ideas for developing the capabilities of
your staff.
Evolution and Revolution as Organizations Grow
Larry E. Greiner
Article ID: A200749
The influence of history on an organization is a powerful but often overlooked force. Managers,
in their haste to build companies, frequently fail to ask such critical developmental questions as,
Where has our organization been? Where is it now? and What do the answers to these
questions mean for where it is going? Instead, when confronted with problems, managers fix
their gaze outward on the environment and toward the future, as if more precise market
projections will provide the organization with a new identity. In this HBR Classic, Larry Greiner
(professor of management and organization at the University of Southern Californias Marshall
Copyright 2007 EchoSpan, Inc. www.echospan.com
16
School of Business) identifies a series of developmental phases that companies tend to pass
through as they grow. He distinguishes the phases by their dominant themes: creativity,
direction, delegation, coordination, and collaboration. Each phase begins with a period of
evolution, steady growth, and stability, and ends with a revolutionary period of organizational
turmoil and change. The critical task for management in each revolutionary period is to find a
new set of organizational practices that will become the basis for managing the next period of
evolutionary growth. Those new practices eventually outlast their usefulness and lead to
another period of revolution. Managers therefore experience the irony of seeing a major
solution in one period become a major problem in a later period. Originally published in 1972,
the articles argument and insights remain relevant to managers today. Accompanying the
original article is a commentary by the author updating his earlier observations.
Evolution and Revolution as Organizations Grow
Larry E. Greiner
Article ID: A200749
The influence of history on an organization is a powerful but often overlooked force. Managers,
in their haste to build companies, frequently fail to ask such critical developmental questions as,
Where has our organization been? Where is it now? and What do the answers to these
questions mean for where it is going? Instead, when confronted with problems, managers fix
their gaze outward on the environment and toward the future, as if more precise market
projections will provide the organization with a new identity. In this HBR Classic, Larry Greiner
(professor of management and organization at the University of Southern Californias Marshall
School of Business) identifies a series of developmental phases that companies tend to pass
through as they grow. He distinguishes the phases by their dominant themes: creativity,
direction, delegation, coordination, and collaboration. Each phase begins with a period of
evolution, steady growth, and stability, and ends with a revolutionary period of organizational
turmoil and change. The critical task for management in each revolutionary period is to find a
new set of organizational practices that will become the basis for managing the next period of
evolutionary growth. Those new practices eventually outlast their usefulness and lead to
another period of revolution. Managers therefore experience the irony of seeing a major
solution in one period become a major problem in a later period. Originally published in 1972,
the articles argument and insights remain relevant to managers today. Accompanying the
original article is a commentary by the author updating his earlier observations.
Leadership That Gets Results
Daniel Goleman
Article ID: A200752
A leaders singular job is to get results. But even with all the leadership training programs and
expert advice available, effective leadership still eludes many people and organizations. One
reason, says Daniel Goleman, is that such experts offer advice based on inference, experience,
and instinct, not on quantitative data. Now, drawing on research of more than 3,000 executives,
Goleman explores which precise leadership behaviors yield positive results. He outlines six
distinct leadership styles, each one springing from different components of emotional
intelligence. Each style has a distinct effect on the working atmosphere of a company, division,
or team, and, in turn, on its financial performance. The styles, by name and brief description
alone, will resonate with anyone who leads, is led, or, as is the case with most of us, does both.
Coercive leaders demand immediate compliance. Authoritative leaders mobilize people toward
a vision. Affiliative leaders create emotional bonds and harmony. Democratic leaders build
consensus through participation. Pacesetting leaders expect excellence and self-direction. And
coaching leaders develop people for the future. The research indicates that leaders who get the
best results dont rely on just one leadership style; they use most of the styles in any given
week. Goleman details the types of business situations each style is best suited for, and he
explains how leaders who lack one or more of these styles can expand their repertories. He
maintains that with practice leaders can switch among leadership styles to produce powerful
results, thus turning the art of leadership into a science.
Leadership That Gets Results
Daniel Goleman
Article ID: A200752
A leaders singular job is to get results. But even with all the leadership training programs and
Copyright 2007 EchoSpan, Inc. www.echospan.com
17
expert advice available, effective leadership still eludes many people and organizations. One
reason, says Daniel Goleman, is that such experts offer advice based on inference, experience,
and instinct, not on quantitative data. Now, drawing on research of more than 3,000 executives,
Goleman explores which precise leadership behaviors yield positive results. He outlines six
distinct leadership styles, each one springing from different components of emotional
intelligence. Each style has a distinct effect on the working atmosphere of a company, division,
or team, and, in turn, on its financial performance. The styles, by name and brief description
alone, will resonate with anyone who leads, is led, or, as is the case with most of us, does both.
Coercive leaders demand immediate compliance. Authoritative leaders mobilize people toward
a vision. Affiliative leaders create emotional bonds and harmony. Democratic leaders build
consensus through participation. Pacesetting leaders expect excellence and self-direction. And
coaching leaders develop people for the future. The research indicates that leaders who get the
best results dont rely on just one leadership style; they use most of the styles in any given
week. Goleman details the types of business situations each style is best suited for, and he
explains how leaders who lack one or more of these styles can expand their repertories. He
maintains that with practice leaders can switch among leadership styles to produce powerful
results, thus turning the art of leadership into a science.
Copyright 2007 EchoSpan, Inc. www.echospan.com
18