STEP-BY-STEP PROCEDURE

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Step 1: Explain that the Organizational Leadership model used for this activity

separates the management staff into three levels:

Supervisory

Middle Management

Top Management

It organizes leader responsibilities into six dimensions or competencies:

Communication

Performance Management

Coaching and Counseling

Human Relations

Decision-Making

Planning

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.

Step 7: Next, distribute Handout 17.2, and ask people to list up to three skills

in the numbered spaces to the right of the competency. Explain that

the columns marked “Strategies” and “Resources” are where they

record ideas for achieving their development goals. Have the

participants select a second competency that most interests them and

follow the steps just outlined.

Step 8: Form groups with a maximum of five participants or have them gather

into their already formed IDEA groups. Take 10 to 15 minutes to discuss

their responses to the following questions:

_ How accurately did the model fit what you actually do in your

leadership position or what you imagine a person at that level

should do?

_ What did you observe about yourself? What surprised you? Explain

what you mean.

_ Based on your observations and your own plan, what are the

implications for your leadership development?

Step 9: Reassemble into one large group, and ask a representative from each

small group to summarize responses to the questions in Step 8.

Step 10: Then, address the issue of “overlap” between levels. For example,

many participants will say that they don’t seem to fit neatly into only

one column—they use some skills from the supervisory, middle, and

top-management categories. You will need to point out that in small

organizations, where fewer people do all the work, or in new ones

that have not clarified and institutionalized job roles, there will be an

overlap of responsibility and instances where individual employees

must take on tasks that go far beyond their defined roles.

Step 11: Next, explain that no human behavior is so cut and dried he or she

can be classified into only one dimension. The leadership behaviors

described in this model are often interrelated: Conflict resolution

appearing under “Human Relations” might also be a component of

“Counseling” or “Communication.”

Step 12: Reinforce that leadership is complicated; it is made up of many skills

and behaviors. The instrument is designed to make participants aware

of these leadership skills. Reassure them that the purpose of the

assessment is not to make them think they must possess all these skills,

but rather to focus on the skills they will need to be an effective leader

in the position they now hold.

Step 13: Remind participants that becoming a good leader takes time. As

individuals, we change as we learn and grow. Because leadership

opportunities and positions change, it is important to review one’s

leadership strengths and challenges on a regular basis. Complete a

new self-assessment quarterly, bi-annually, or annually within a position,

but also when you are considering a new leadership position.

Step 14: Summarize the original objectives for this activity and how you will use

what participants learned about their own leadership skills in the

remaining modules of your leadership program.