Step 2: Explain that the emphasis within each competency shifts as an individual
moves up the leadership ladder. For example, a top manager or
executive devotes more time to long-term planning and forecasting than
a middle manager, who needs to focus on developing programs to
implement the plans. Lower level supervisors, on the other hand, are
responsible for executing the plans. All these activities lie within the
planning dimension, but the focus is tied to each person’s job role.
As leaders change levels, they must also change behaviors. This
requires giving up some activities (even if they were good at them) to
devote enough time to new leadership responsibilities.
Step 3: Distribute a copy of Handout 17.1 to each participant. Ask them to focus
on a single competency, such as Communication. Explain how to read
the matrix. As an example, choose one level (i.e., middle management)
and review the skills generally required of leaders at that particular level.
Step 4: Ask participants to focus on the leadership position they currently hold as
they complete this assessment.
Step 5: Coding directions for the assessment are as follows: “Read each
leadership behavior or competency in the selected column. If you already
possess or have mastered a skill, decide how strong you are in that skill.
The rating code is:
+ 3 Perfected this skill and use it easily
+ 2 High degree of proficiency
+ 1 Some proficiency
If the skill needs to be developed, use this rating code:- 1 Needs some perfecting
- 2 A lot of work is needed
- 3 A completely undeveloped skill
Place your rating number to the left of the box showing each skill. Do
not forget the plus (+) or minus (–) sign. For example, “+1 in Writing
Reports.”
Step 6: Once all participants have rated each item in the selected column, ask
them to review all areas with a minus sign.
TO THINE OWN SELF BE TRUE^81