Critical Competencies for Emerging Leaders

Rob Devine, ConsultantSenior Facilitator

Judy Chartrand, Pearson TalentLensConsultant Chief Scientist

Who’s Ready to Lead?

Agenda for Today

Hot Topics in Executive Development

Competencies Most Lacking

High Potential Identification

Accelerating Hi-Po Development

“Classic” Executive Success Factors

Critical Thinking & PersonalityComplete the Leadership Picture

Assessment/Competency Matrix

Critical Thinking: Watson-Glaser RED Model Recognize Assumptions • Ability to discern facts from opinions.

Evaluate Arguments • Ability to evaluate arguments that are • intended to persuade you to believe or • act a certain way.

Draw Conclusions • Ability to arriving at conclusions that logically • follow from the available evidence.

Critical thinking is like any other skill (e.g., becoming a good golfer) – it requires practice

But developing critical thinking is more challenging than behavioral skills (e.g., golf) because you can’t easily “see” it

Critical Thinking Can Be Developed …But Not Without Effort and Feedback

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• 260-item, empirically-derived personality instrument

Describes you as if being characterized by knowledgeable & objective peers

Picks up on “normal” characteristics that are recognizable to all and that matter

Produces results on 29 scales

Personality: CPI 260® Purposes & Intentions

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The CPI 260® Describes…• Interpersonal style• Ways of Leading• Motivation & drive• Need (or lack) for structure• Personal characteristics

– Flex/adaptability vs. Traditional approaches– Tough mindedness vs. Softer approach

Exercise: Analyzing Readiness to Lead

Kevin BrianTracy Meredith

Case Study 1: Kevin

What (does the data say?)

So What (are the implications of this?)

Now What (should we do about it? i.e. the IDP)

Quiet, dutiful, conscientious, (seen in all relevant assessments); low WG

Will need input, guidance, oversight by superiors; will need help in unfamiliar territory, or when forced to operate in ambiguous and/or highly complex situations

Keep in place, in order to develop more experience and confidence; needs to upgrade DM & PS; needs to increase assertiveness; develop through mentoring, books, coursework

Case Study 2: Tracy

What (does the data say?)

So What (are the implications of this?)

Now What (should we do about it? i.e. the IDP)

Quieter, low-key, self-controlled, (from the interview and CPI 260); more task-than-people oriented (in work sim), plus high CT on WG;

Behind the scenes; SME; dedicated; known for high quality decisions, but not inspirational

Needs to be more communicative; should vary her style for some direct reports; be more willing to confront, ensure voice gets heard; use mentoring & job rotation to develop

Case Study 3: Brian

What (does the data say?)

So What (are the implications of this?)

Now What (should we do about it? i.e. the IDP)

Assertive, outgoing, impatient, quick, impulsive, (from interviews, CPI 260, in-basket exercise); low WG

Willing to decide, take action, but can misinterpret facts, not drill down into analysis; makes mistakes

Upgrade that DM and PS; slow down!; be more attentive to facts, analysis, data; develop through coursework, coaching

Case Study 4: Meredith

What (does the data say?)

So What (are the implications of this?)

Now What (should we do about it? i.e. the IDP)

Assertive, responsible, tough-minded, high WG

Works well with others; seeks leadership responsibility; effective DM & PS; generally effective team member and team leader; opinionated, results oriented

Needs to remember to let empathy and appreciation show through; can show frustration and impatience if others don’t keep up; needs to remember to delegate; develop through coaching, stretch assignments

Questions or Comments?• Live Q&A Now – Send questions via Chat• Judy Chartrand (Judy.Chartrand@Pearson.com)• Rob Devine (Rdevine@cwo.com)

For more information on the combined Watson-Glaser/ CPI 260 assessment, visit http://www.panpowered.com/watsonglaserIIcpi260.asp