TEACHING
IN A STRUCTURED SETTING
Demonstrates a commitment to the continuous education and training
of others as a means of increasing their overall competency and
productivity; prepares more structured sessions to cover the most
critical areas of learning for the audience; stays on top of information
needed by colleagues and customers in an effort to serve as a resource;
takes responsibility for motivating others to learn and retain key
information; reinforces what is being taught through periodic repetition;
regularly assesses individual and group competencies and routinely
addresses them by adjusting his training
HIGHS
- Prepares scheduled and consistent programs to train or educate
others
- Establishes measurable criteria for assessing progress in the
learning process
- Demonstrates patience and a willingness to repeat or reinforce
ideas and information until the audience understands
- Focuses training sessions on those competencies that will make
a difference in the group’s ultimate effectiveness
- Concentrates more on the results produced or change accomplished
through his training than with how attractive or entertaining
the training can be
LOWS
- Prefers one-on-one training or a more loosely organized curriculum
to the structured requirements of a scheduled class session
- Expects the people he is training to be self-motivated to learn
and becomes impatient when required to repeat or reinforce information
he has already covered
- Does not implement a tracking process for assessing the effectiveness
of his teaching efforts or the progress of his trainees
- Enjoys working on content delivery and may be more concerned
with the audience’s assessment of his public speaking skills
than with the subject matter
- Tries to make the training entertaining at the expense of providing
only relevant information
MAKES JOINT CALLS
Accepts a supporting role in the sales process and sets level of
involvement in accordance with what the primary salesperson needs;
uses joint sales calls as opportunities to share expertise or demonstrate
effective techniques; is dedicated to providing backup and expertise
to help salespeople secure a close; uses joint calls to model sales
techniques for less experienced salespeople; knows when to move
to the forefront in the sales process, and when to stay in the background
HIGHS
- Regularly observes assigned salespeople in action to offer suggestions
for skill development
- Is willing to step out of the limelight and function in a supporting
role
- Responds to sales opportunities with minimal preparation; able
to ‘think on his feet’ when circumstances change and
share his rationale with the primary salesperson
- Adjusts coaching or assistance to accommodate the unpredictable
aspects of each customer contact
- Keeps the focus of his training and support on getting the order,
relegating his own administrative or procedural tasks to a lower
priority
LOWS
- Can be tempted to take the sale out of the salesperson’s
hands (show him how it’s done) rather than stand back and
function as a final safety net (let him learn from his mistakes)
- Needs too much information or preparation time to take the initiative
in quickly evolving opportunities
- May focus on tracking administrative or procedural issues at
the expense of joining the salesperson on actual calls
DIRECTS AND CONTROLS OTHERS IN A BUSINESS UNIT
Possesses a span of control that allows direct access to all of
the key staff people in the group or organization; practices a hands-on,
face-to-face coaching style and seeks personal involvement in day-to-day
tasks; utilizes a walk-around style to follow up and ensure that
delegated tasks are effectively completed
HIGHS
- Provides full and complete information in making assignments,
including timelines and results expectations
- Ensures that subordinates understand the measurements that monitor
progress toward goals and results
- Consistently follows up to track results and understands the
need for occasional repetition or reinforcement of guidelines
- Does not abdicate in delegation, but stays personally involved,
using first-hand knowledge of the steps for achieving the goal
to coach less experienced individuals
- Broadens his control by giving subordinates a chance to develop
their skills and contribute to the organization, but remains a
presence so that deviations from the goal can be quickly identified
LOWS
- Gives insufficient information or explanation when assigning
tasks
- Does not expect to repeat himself or find it necessary to restate
objectives or performance criteria
- Assumes subordinates can do what he can do without intervention,
and experiences frustration when results do not meet expectations
- Prefers to direct others through more formal processes and expects
them to perform as agreed without reminding or coaching
- Resists personal involvement in monitoring or assisting with
subordinate efforts and results, expecting them to be self-motivated
and self-directed
- Assigns tasks but abdicates responsibility
PROFIT CONSCIOUS IN A MANAGEMENT ROLE
Manages the allocated resources to produce optimum bottom-line
results; works to understand and control the key factors that influence
profit production; balances the priorities and skills of self and
others to generate profitable results; won’t become distracted
by issues that don’t influence the bottom-line; protects the
interests of investors, employees, customers, and others who depend
upon the success and survival of the company as a result of its
ability to generate profits
HIGHS
- Sees primary role as generating profit for the business
- Entrepreneurial with a bottom-line versus administrative orientation
- Has a realistic grasp of the financial aspects of the organization,
shows responsiveness to the need for economies and cost control,
and is able to draw meaningful implications from financial data
- Places other business concerns as secondary to profit generation
- Focuses on approaches and techniques designed to increase production
or decrease costs, enhancing overall organizational profitability
- Has little time or patience for ideas or programs that do not
impact the bottom line
LOWS
- Does not become distracted by or waste time on trivial problems,
unnecessary paperwork, or personality issues that don't affect
profitable results
- Sees the big picture beyond departmental or single function
concerns that on their own will not positively impact overall
profitability
- Does not see the production of profit as the organization’s
primary objective
- Focuses on accomplishing process steps and administrative tasks
to tie up loose ends and deal with immediate demands regardless
of their overall impact on the bottom-line
- Cannot find the time or justify the effort to establish and
review financial controls
- Bases evaluations of an outcome on the effort extended or the
elegance of the result rather than the profitability of the result
- Has a strong concern for personality issues and having people
feel good about their results as the true measure of success
- Does not consistently implement steps to monitor key financial
or customer data that can potentially impact bottom-line profitability
- Becomes distracted from the primary goal of corporate profitability
by ‘squeaky wheel’ situations or single function demands
that offer a short-term appearance of increased efficiency or
reduced costs
TAKES INITIATIVE IN A BUSINESS UNIT
Demonstrates a willingness to take action on problems or opportunities
without prompting; possesses the intrinsic desire and willingness
to push toward achieving a desired goal or end-state without suggestion
from others; prepares alternatives so the outcome is not jeopardized
by unexpected barriers; exhibits the desire to blaze new trails
as a means to an end
HIGHS
- Champions new initiatives and identifies opportunities or issues
requiring change without prompting
- When barriers to goal accomplishment are encountered, is willing
to introduce and implement a solution throughout his sphere of
influence
- Is willing to take the lead, even if others don’t initially
understand or approve
- Focuses effort and resources on initiatives or solutions that
will positively contribute to the desired result; does not simply
try to ‘build a better mousetrap’
- Changes the present status in order to improve the position
of the group or organization in meeting its objectives
- Installs targeted, selective changes that provide real added
value to the organization
- More than simply overcoming a negative or preventing a loss,
the solutions or changes he initiates leave the job (task, project)
with something gained
LOWS
- Is uncomfortable developing a solution to a problem or trying
a different approach without positive directives from a higher
authority
- Hesitates to push own ideas or drive new goals
- May be too willing to leave well enough alone and conforms to
established rules and principles
- Uncomfortable pushing beyond easy or traditional responses to
creative or original thinking
- Tends to wait patiently for situations to settle over time or
to correct themselves in a more natural fashion
MAKES FORMAL PRESENTATIONS
Focuses on sharing information in an exciting and memorable manner;
prefers group presentations; focuses equally on preparing delivery
and content; stages a formal presentation to promote a more intangible
product or service; responds to audience cues and reactions by altering
a prepared presentation as it progresses
HIGHS
- Customizes the program to the audience, using minimal boilerplate
components
- Takes the time to prepare a studied presentation, injecting
into the content and delivery the cues and jargon with which the
audience can identify
- Is sensitive to audience feedback and adjusts the presentation
to sustain their interest
- Creates a memorable stage presence
- Enjoys applause and attention when successful
LOWS
- Prefers to share information in a more spontaneous and off-the-cuff
manner
- Does not prepare a presentation with the audience in mind, but
starts with a standard framework and makes cursory adjustments
- Without the structure of a prepared presentation, he may fail
to incorporate key components into the presentation or respond
effectively to audience reactions
FOCUSED ON QUANTITATIVE RESULTS
Uses his time to produce tangible results; judges effectiveness
by the quantity of what has been accomplished in a given time frame;
derives personal satisfaction from accomplishing measurable outputs
HIGHS
- Focuses on the quantitative measure of results produced, whether
engaged in a repetitious, singular activity or frequently changing
and diverse tasks
- Gains personal satisfaction from producing tangible results
- Judges his effectiveness by how much he accomplishes in a given
timeframe
- Establishes concrete dimensions and steps that can become quantifiable
measures of his progress
LOWS
- Can too easily lose interest in results-oriented activities
in favor of more satisfying opportunities offered in the arenas
of personal relationships or influence and power
- May judge his effectiveness in task achievement using standards
of quality, creativity, or efficiency rather than measure accomplishment
by the sheer quantity or volume produced
- Tends to be rather casual or informal about tracking progress
in results achievement and is comfortable with variable output
levels
PRACTICAL INTELLIGENCE
Absorbs new information quickly and is comfortable dealing with
abstract concepts and relationships; relates new information to
previously acquired knowledge to expand and refine his frame of
reference; enjoys learning and expanding the breadth and depth of
his understanding on a variety of subjects
HIGHS
- Enjoys learning and broadening his depth of learning and insight
in a wide array of topics
- Absorbs, stores and recalls new information quickly
- Deals comfortably with abstract concepts and relationships
- Pursues academic, theoretical or research-based information
LOWS
- Needs repetition to process new information and requires additional
time to integrate it into his repertoire
- Prefers concrete tasks
- Learns best through one-on-one instruction and improves his
base skill level through experience and hard work
- Uses practice opportunities or trial runs to become completely
knowledgeable of and comfortable with methods or techniques he
needs to use
ANALYTIC ABILITY
Systematically applies a combination of inductive and deductive
reasoning to arrive at a well-founded, logical conclusion; remains
objective in analyzing information and data so as not to make false
assumptions or reach judgments without full knowledge and information;
recognizes and neutralizes personal biases that can influence his
thought process; effectively weighs the accuracy of different types
of information in order to define a problem and reach a valid conclusion
HIGHS
- Possesses strong deductive reasoning skills and is capable of
thinking through problems in a systematic and logical manner
- Draws sound conclusions from the information presented
- Effectively weighs the accuracy of different types of information,
including inferences, abstractions, or generalizations
- Maintains a detached/objective demeanor in the gathering and
analysis of information
LOWS
- Allows biases to prevent him from seeing all sides of an issue
and influence his perception
- Quickly draws conclusions or makes assumptions without full
knowledge and information
- Makes decisions according to clearly defined rules and depends
upon an existing frame of reference in unfamiliar situations
- A penchant for action versus analysis leads him to move forward
with minimal review of critical input or weighing of alternatives
- Relies on previously acquired information and like-minded people
for input into decisions
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