5 things to consider before launching your own surveys


It is easy to think “I will just create a quick survey for that” and then go off and email a link out to a group of people to collect responses. Looking at the big picture perspective, firstly be clear on your overall survey objectives and how you will use the input you receive.

Once you have defined that, take a few more minutes to think through 5 key aspects of launching a survey before you proceed:

  1. What exactly is the message?
  2. The platform you plan to use
  3. CHECK the text
  4. The intro matters
  5. The thank you

The message

Launching a survey is a message too

(It says: I want to know, I value your opinion, I am listening, Tell me what you think)

Take the time to write down all the messages about the survey that intended participants need to know. What do other stakeholders need to know – think of managers who may need to help you communicate to their groups about the survey. What do you need to make sure they know about it before your launch date?

People need to know what the survey is for and why it is important. What is this survey linked to and how do you hope to use the input to drive decision-making?

When can they expect the survey to be open and how will they access it? Link via email or QR codes around the building/email or will it be an app on their mobile devices?

Will you be emailing out the announcement of the survey or is there a communication plan that is much broader than the survey? Perhaps some messages will be on social media or notice boards? If you need to make a communication plan, this template can help:

Be sure to share this information with intended survey participants when you map out your communication messages:

  • This survey is coming on (date)
  • The reason we do this is (….)
  • What we hope to review/change/update/introduce as a result of this survey is (…)
  • Why we are asking for your input is (…..)
  • It will only take (…..) minutes of your time to complete
  • We will let you know about the results (time) and (how/where)
  • How will you protect their privacy and if the survey contains sensitive information – who will see it and how long will you maintain the data before destroying it?
  • Can they participate anonymously?

The platform

There are various survey platforms available these days – some are free, and others are not. In general, those with paying options come with additional features such as help to analyse your data, automatic graphic creations for communicating your survey results, text analysis options etc.

Whichever platform you choose to use, test it first. Create a quick survey and send out the link to some trusted colleagues or to yourself to see how it displays. Can you access the survey using the link without any firewalls or other error screens interfering with ease of access? Is it easy to complete the survey online? Is there a phone app for it? How well does the phone app work?

Also look at the reports you can get from the platform. To what degree does the platform offer you some level of analysis as a download? Can you download a spreadsheet which you then need to analyse yourself to create a presentation or a report? Knowing what remains for you to do is an important consideration in choosing the right platform for the survey.

Check the text

Make sure you have read each sentence out aloud. Missing words or repeated words can be overlooked when you just glance through your survey. Reading it out loud – word for word – often highlights areas that may need to be reworded or corrected. Answer these questions about your survey wording:

  • Do the instructions make sense? If I ask other people how they would interpret the instructions you plan to use, would they know what to do next?
  • Is each question or statement to be rated constructed in a simple way to avoid confused answers? i.e. do not ask about more than one thing at the same time such as “do you think it was easy to do and did you like the fun tests we handed out at cafeteria last week?” In this case your results could be hard to interpret. If the final scores are low, was it because people thought it was NOT easy or was it because they did NOT like it? Or was it both?
  • If the platform has a spell check function, use it. If it does not, copy and paste the text into a document where you are able to check spelling before you proceed to launch the survey

The intro matters

Even if you did a great job at communicating about the survey in your communication plan activities and presentation messages, people may not have seen or heard all of your early messages. Tell them the highlights in the introduction section of the survey: (after the survey title and before you start with your questions or statements to rate etc).

Intro points:

  • What it is FOR?
  • Why are THEY asked for input?
  • What will you DO with the information obtained?
  • Is it anonymous or will you be telling others what they said in the survey?
  • By WHEN do you expect their response to have been completed after which you will close the survey?
  • HOW LONG is it likely to take participants to complete the survey?

Say thank you

When people answer your surveys, they are prioritizing your request given other tasks that lie before them. They are making time out of often busy days to provide you with feedback. A simple thank you message can go a long way to ensure people are open to respond to future survey participation requests.

And while you are saying thank you, it may be an idea to provide a link to a website to visit if they want to find out more, volunteer or whatever other actions you would like them to take after completing the survey.

Surveys are so easy to create these days and the need to collect recent data and employee feedback is becoming more mainstream in companies than in previous decades. The annual employee survey is no longer the only way that change managers and management obtain feedback. Surveys can be a powerful feedback tool and yet, they can also create confusion and frustration if they are not communicated and launched with some forethought and planning.

Avoid Leader Derailment


The Center for Creative leadership’s (CCL) research on executive success and failure identified the significance of “derailers”, and how they differ from just mere weaknesses. They studied leaders who made it to at least the General Manager level, but then their careers had involuntarily stalled, or they had been demoted, dismissed, or asked to take early retirement.

A derailer is not just a weakness. We all have many weaknesses that we may never choose to improve, and some weaknesses do not impact our career success in a major way. A derailer is a weakness that requires improvement if employees wish to realize their full potential in their careers and especially as leaders.

Why do leaders fail?

Leaders most often fail due to unaddressed weaknesses, derailers, and if left unaddressed for long enough these become habits that start to shape a leader’s style of interacting with others. The steady number of reported incidents involving significant leadership behavior issues in companies of all sizes and across industries is a strong reminder not to think that it cannot happen in your company.

Most leadership derailers will not cause the fall of an entire organization. But they can certainly lead to a failed career. The question you need to ask yourself is: “What type of derailers would cause a leader in my organization to fail?” Or, as a leader, “Which derailers am I prone to and how can I address them?”

How do successful leaders avoid derailment?

  1. They seek feedback throughout their careers from people at various leadership levels and from various functions both within the organization and external to the organization (as appropriate).
  2. He or she seeks developmental opportunities that can help overcome flaws and ask for developmental advice from other trusted leaders, coaches, or confidants.
  3. They seek extra support and coaching during transitions and especially when a possible “trigger” event occurs, which they do not cope well with.
  4. They remain aware that new jobs require new approaches and behaviors and successful leaders not only recognize this but reach out to ensure they have the right support and advice to successfully navigate through a transition into a new role.

How can the organization help to avoid a leader from derailing?

Organizations can take actions to ensure that leaders are aware of weaknesses which could derail them in the future and the following cautions can help with that:

  • Consider career paths that include time spent in various different groups, business units, or functions instead of a career path that simply moves in a straight vertical line within the organization.
  • Encourage and promote feedback to employees that focuses on “how you did it” instead of “what you did” only.
  • Beware to not consider one failure by a leader as a sign that he or she is completely “off the track” and using it as a critical development need to address instead.
  • Avoid moving managers to new roles too fast and instead allow them to remain in a role long enough to experience the consequence of business decisions and learn from it. A strong culture of learning and “failing forward” is a great environment for leaders to address high-risk weaknesses at an early stage of their careers.

Identify possible derailers – Self Assessment for leaders

This self assessment can be done between a leader and his or her coach to open up conversations about “what can stop me from reaching my leadership goals and ambitions?”

An honest look at the listed factors can help a leader identify perhaps the one or two behavioral traits that could possibly derail him or her in the future. Working with a coach, a leader can explore different ways to handle some of the situations which they had not handled well in the past.

Both organizations and leaders within the organization need to take responsibility for identifying signs of weaknesses that could derail a leader in future and then commit to addressing the issue before it becomes a derailer. The costs of failure in this area is not only public humiliation for the leader and a public relations challenge for companies, but also has tangible costs when one considers for example costs associated with a high staff turnover, which often accompanies groups where the derailed leader has worked over the years.  

Learning Book


A learning book is a great tool to use for learners who are keen to capture the key points of learning moments. It is also useful for coaches or trainers who may want to make them available to coachees or class participants to help them along on their learning journey. A pdf version of a learning book is available for free download below – letter size, A4 size an A5 size.

To really learn something new, one must chew on it – write it down, read what you wrote and then consider how it changes your perspective or increases your awareness or understanding. The learning book helps learners to capture ideas and thoughts. It gives them a chance to go back and review what they had written before to remind learners of what they had thought at the time and planned to do about their own continued learning.

“Whoever ceases to be a student has never been a student.”

– George Iles –

There are many ways that someone can learn something. Classroom sessions are not the only option. See the list of opportunities to learn below: (and this list is not exhaustive)

The learning book is a place to capture all new thoughts, ideas, and areas that a learner wants to learn more about in one place.

Feel free to add additional pages that would help guide the learner along a developmental path.

The book is broken down into 3 parts: Prepare to learn, Learning, and Follow-up. In the preparation to learn section, there is space to capture the topics that the learner would like to know more about.

Prepare to learn

Learning

The learning section has a few pages to prompt learners about aspects that may be important for them to remember later. It covers aspects such as areas to research further after the learning event. Or maybe they want to capture the highlights of their learning journey a particular week. Maybe there were a few statements of quotes that they really want to remember – the learning book has a page for that. There is also a page to capture any favorite speakers or writers that they came across and want to know more about.

Follow up

After a learning event or conference, we often have great plans for new initiatives to implement or people to contact – topics to research. And unfortunately, many of those great ideas dissipate when our normal lives resume. The Follow-up section is about capturing the actions you plan to take and it gives you a section to capture dates or months when you plan to work on it.

It’s a great way to help you check back on how you are doing with follow-up activities.

Reviewing your own learning notes from the last few months can help you pick-up again on an interesting point you still wanted to follow up on. Perhaps you had planned to call someone or to do an internet search, but somehow you forgot about it. Having it written down in your learning book and being able to review it, you can pick up on those points and ensure that you do complete the task that you had planned to do.

The download file links below contain *.pdf versions of a learning book for 3 different printed sizes: letter size, A4 size and A5 size (which is half the size of an A4).

Developmental Assignment Template


Developing leaders by placing them on specific assignments is a great way to broaden their perspective while ensuring their highest development needs are being addressed in a structured way. The template (download link below) ensures transparency regarding developmental focus and management expectations of the outcomes of an assignment.

An assignment may require a change in location, but not always. An assignment could also be a temporary changed reporting relationship or being part of a different group or business unit. A different group of colleagues and managers to work with provides an assignee with the opportunity to broaden his or her internal network and learn to build relationships fast. International assignments can add additional learning objectives such as developing more cultural awareness and skills involving collaboration and communicating across cultures.

The example shown, helps to illustrate how one would go about using the developmental assignment template I am sharing above (see download link).

What should he/she learn?

The areas to develop (called Leadership Aspects in the example) would depend on the competencies that have been selected for leadership development and the latest ratings from the performance management process can be used to provide you with the ratings for each leader. This helps you to focus on the development needs with the highest priorities at that time. A conversation with the leader’s direct manager could be very useful in selecting the highest priorities. If the employee had been included in a recent talent review, there may be additional information available to complete the template and select the focus areas for his or her leadership development.

How will he/she learn?

Selecting the development activities, it is important to first understand specifically which aspect of that development priority the employee needs to learn more about.

  • Theoretical (mainly improving awareness)? Then an online self-paced course could be the answer. Or even sending the employee to attend an external class or read a book (or selection of books).
  • Learning new behaviors? Coaching and feedback based on actual examples encountered could be a good approach. You could also do a pre-test and post-test with some experiential workshop or learning intervention taking place between the tests. Workshops which include options to practice new behaviors can be great solutions.

A combination of learning interventions is the best way to address development needs. Look at each high priority learning need and look for ways to combine class-room training, self-paced learning, short On The Job (OTJ) assignments or tasks and perhaps coaching too. Each of the interventions would then strengthen learning and reinforce principles introduced.

Be sure to document who will mentor or coach the employee. He or she needs to understand the support you are making available to him/her on the journey of learning new skills.

What is the definition of Done?

Spend some time considering how you will close out the assignment with the specific learning needs. Will you want a written report detailing the learning that took place over the assignment period? Or will you want a report and also a presentation? Or perhaps just assign a presentation to be developed whereby the assignee is asked to share his or her key learning achievements with a panel of senior-level stakeholders? Assign the completion activity early so the assignee can prepare for it from the moment he or she starts the new assignment.

Include stakeholders early

Share rating templates with the intended evaluation panel and the assignee before the final event or evaluation of a written report. The transparency helps all concerned to anticipate the level of detail required and where the focus areas will be. This helps the employee prepare from early-on in the assignment to provide the required final product or presentation.

Documenting the learning objectives of an assignment helps to orient and align all stakeholders on how to positively impact the development of that leader – the leader himself/herself, his/her direct manager or supervisor, his/her coach and HR or L&D staff supporting the assignment.

Use your “like” scores to make a decision


Most of us have had a situation where we are really not sure which way to go – which choice is best for us in a given moment? Some people ask all their friends and family for advice and then go with the most popular idea that came up. Others do a lot of research and still find themselves unable to make that final decision – option A, B, or C?

I learned this way of making decisions from a manager some years back. He called it a chicken-chart. I really do not know why, but the method has really helped me get clarity about decisions that were hard to make because none of the options were obviously better than another option from my perspective.

Simple steps to help you make decisions

Step 1
  • What is the decision you have to make? Define it clearly. [In the example below the decision would be “Which company does Jack want to work for?”]
  • Then write down the options you are considering. [In the example here: Jack is considering only Company A and Company B – you can put in any names that may be right for your decision]
Step 2
  • Write down a list of the 5 to 7 most important things you want the solution to have. [In the example below Jack cares about a good salary, a good location for the office, the personality of his boss, the % of strategic tasks that he would be able to work on and the Potential impact that his work could have on team success]
  • (see the example being used – a person called Jack is trying to decide whether he wants to work for company A or company B)
Step 3

Decide how much you like each of the criteria you wrote down. If you like it more, put a higher percentage on it (either in a 50% format or a 0.5 format). In the example below, you can see Jack decided that a good salary counts at least 30% towards his decision to work for company A or B.

Step 4

Start recording how much you like all of those aspects for company A. Then do the same for company B. Give each aspect a score between 1 and 5, where 1 is a really bad score and 5 is an excellent score for that company and for that aspect that is important to you.

Step 5

Let’s calculate the weighted score for each line item. It is really simple. It is simply: the weighting x score = weighted score.

Step 6

Now it is time to add up the totals. Get the total for the scores alone and then get the totals for the weighted scores.

Conclusion

If you look at the result from this example you can see that the difference between the total score for Company A (12.5) and the total score for Company B (18) in simple likes or scores is relatively small and if you used those scores to make the decision, you may have doubt about the choice ahead of you. The difference between your score for Company A and Company B is 44%.

If you look at the difference between the total weighted scores for Company A (2.35) and Company B (3.7), you see that the difference is much bigger because it now also includes how much Jack liked each of the criteria that he included in this exercise. In this case, the difference is 57%, which is bigger than the previous difference of 44% (for using only scores alone).

The final decision now seems more logical – to choose for company B because the difference between the two options is bigger – 57%. When you include the level of how much you liked one aspect of your criteria over another one – the difference (in this example) increased and it became much easier to know what to choose!

See it in a video

Assess Employee Retention Risks


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It has been said that your most valuable asset walks out of the doors every single day and you can but hope they come back the next day – your employees!

Keeping employees from leaving a company could be as simple as engaging with them, including them, helping them develop new skills and listening to their ideas. While that sounds deceptively simple, not every leader finds it easy to act when they hear that advice.

Get the facts

Before taking action it is almost always a good idea to get the facts first. Do we have an issue? If so, where are we most at risk? In the case of employees the questions may be – who may be most at risk of leaving the company and what can I (as manager/supervisor/coach) do to avoid that?

The self audit list below may be a good place to start assessing how much anyone on your team may be tempted to leave your team or the company.

Self Audit template

Completing the checklist requires you to answer yes or no to a series of statements as they would apply to each employee on your team. Once you have completed the assessment, add up the numbers of “no” answers you have for each employee and use the Score guide at the top of the page to determine whether each employee would be in the low, medium or high risk from an employee retention perspective.

The next risk to assess, is the impact it would have on your project or team if that particular employee decided to leave. Look at each employee (each column) and consider the unique skills and talents that he or she brings to the project and rate the impact that his/her (unplanned) voluntary departure could have – low, medium or high.

Map it

Where to start? Map the answers from the self audit sheet onto the graphic below. The risk that each employee could decide to leave on the horizontal access and the impact on the project, in case that employee did leave, on the vertical axis.

Then write down the names of employees that would be in the “green zone” vs the “yellow zone” vs the “orange zone”.

The orange area requires immediate and high focus, the yellow zone does require focus, but less so. The green zone requires maintenance. Do not assume that because a retention risk is low today it would stay that way for years. Many talented employees get calls and offers from other companies and recruiters all the time! This means you should never stop reminding them why you are happy that they are on your team! And don’t only tell them, show them! Celebrate milestones and successes, recognize them in meaningful ways and show them how working with your team or company is the right long-term strategy for them. Make sure you offer them advantages towards their overall life goals, their career goals, their work-life balance goals etc.

Take action

Once you know where to focus, use the last worksheet as a checklist for areas where you can lower the risk that someone may consider leaving the team.

Use one checklist per employee and make sure that you have conversations with each employee about the areas where you either did not know the answers (looking at the self-audit worksheet) or you have not said anything to an employee about a particular area.

When it doesn’t work

Sometimes employees will leave for reasons you could neither foresee nor control and though it may negatively impact your team or project, you would need to hire someone else or promote someone else into the role that had become vacant. Make sure you are always developing several employees on your team to take on more tasks and responsibilities. A good pipeline of developing leaders is your best strategy for growth and also for voluntary employee turnover. Parting on good terms when valuable employees leave always leaves the door open for their potential return in the future.

Using this focused approach to assess your employee retention risk exposure does not guarantee that valued employees will not leave. it is simply a prudent way to keep an eye on your biggest assets, employees, and it supports the process of taking timely actions to lower those risks.

Steps to creating a life you love


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When someone wants to change something about his or her life or create new outcomes in key areas, they often need more than just someone telling them to create goals and then implement it. Most people seem to need the steps more clearly spelled out and a workbook or playbook is something they really appreciate.

The steps can be broken down in the steps shown below. The downloadable worksheets link is right here:

Step 1:

Understand the process:

Step 2:

What matters to you?

Being clear on what matters to you makes it easier to understand WHY you would want more of some things in your life and less of others things in your life. While most people think they know the answers to these questions, you will notice how much clearer it gets when you have to write it down and then read it back to yourself.

Step 3:

Do I have time for this?

Most of us would have more time to work on projects that matter to us if we simply started eliminating activities that do not add value to our lives – based on what is important to us. The next two sheets first of all help to highlight how you spend your weeks (typically) and then help you identify how much time you could potentially free up for working on meaningful activities to get you closer to the life that you want for yourself.

Step 4:

What would I like to achieve?

This sheet starts with jotting down new outcomes that one would like to see in some key areas and then it moves to the right planning needed – which activities would do you plan to do in each month? The overall objective is to avoid having competing priorities within the same time of the year. Spacing activities out over a year period helps to ensure you keep focused while making progress in the most important areas over a 12-month period. Note that is is almost always a good idea to pick only maybe two or three projects to work on every month to avoid feeling overloaded and overwhelmed. Those two can lead to feeling demotivated and abandoning all of your plans to create a life you can love.

Step 5:

How will I move forward?

This step gets into more detail regarding your plan. There is an area to select what the next step may be for each of the projects you want to work on. It could be that you may need to gather more information or maybe you need to reach out to more people to learn from them or get advice from them- but who? Perhaps you need to build a prototype or get others to give you feedback on your idea? Maybe you need to try to see how it works for you – trying a new way of doing something? The page continues on with identifying whom you know who could help you with advice or maybe introduce you to someone who could help you. And then finally identifying where (place or area of interest) you need to do some research to find out more about what you could explore next and which organizations in your area may be able to help you move forward.

Step 6:

What is my plan for the next few months?

Looking at what needs to be investigated or one over the next few months, this sheet provides a space to keep rack of the top 2 or 3 things you would like to achieve this month to move forward on the projects you have picked for the next few months. There is also a handy check-box which helps you keep track of completed activities versus ones that are still open.

Step 7:

How am I doing?

Sometimes we start on the path of working on life improvement projects and then we get stuck or we get so distracted that we lose our focus. There are many reasons why we might get stuck but getting unstuck is not always easy. This sheet helps you do that.

Taking you from your original objectives, this sheet helps you acknowledge how far you got and what you have completed. Then it helps you think through what the next steps would be. You may need to continue making progress and maybe you need to stop and ask for advice or get more information in order to move forward.

Step 8:

Go back to Step 2 and renew your plans

When you have worked through the sheets and some months have passed it is a good idea to go back and review the reasons you are working on the projects – which are captured in Step 2. Then follow through each of your completed sheets to consider what you might like to change or add to your planning to renew your approach. Some projects end up unfinished because they seem less important once yo have taken more time to do research and talk to people with more knowledge in a specific area. It is okay to decide to abandon these project if they do not matter to you anymore.

Other new projects may be started while a few may continue from your earlier efforts and enter new phases – maybe you are ready to finalize a website or start selling something you have been meaning to put on the market.

I hope these workbook/playbook pages have given you new enthusiasm to plan out and move forward on creating more outcomes in your life that matter to you resulting in having a life that you love!

Assigning Roles for Meetings


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Have meetings felt unproductive and have not been building your confidence in the value they may have added? Was there insufficient time to consider all the options available or making the best decisions following an open discussion? Perhaps it is time to consider assigning roles to those who attend your meetings.

Productive Meetings

The reason why assigned roles work is that meeting participants are often not fully engaged in asking questions, stimulating discussions, summarizing agreements reached, critically review suggestions or ideas, or ensuring that everyone there has a chance to contribute. Having a specific role to play at a meeting helps participants to focus on helping the team fully explore options, evaluate the options, and make high-quality decisions following the discussion.

The roles are specific and defined and it would require specific individuals to act accordingly for the duration of the meeting. Roles vary from being the one to bring up a lot of questions about the issues on the agenda to being someone who plays devils advocate or being the critical one when it comes to suggestions tabled for consideration. Of course, all meeting participants continue to bring their own skills, opinions, and knowledge to the meeting and are expected to contribute those to the discussions too.

How to assign roles

Roles can be assigned before a meeting, the chairperson can ask meeting participants to volunteer for the various roles before the meeting starts or the chairperson can randomly assign roles at the start of the meeting (often done by means of handout out cards which explain the task of each role on a 2×4 inch card).

Task roles to assign

Initiator/Contributor

Contributes ideas and suggestions or proposes solutions and decisions. Proposes new ideas or reframes existing ideas in a different way.

Information Seeker

Asks for clarification related to comments – are they based on verified data? Asks for information or facts relevant to the problem. Suggests when more information may be needed before making decisions.

Opinion Seeker

Asks for clarification related to comments made by meeting participants.  Find out how people feel about ideas on the table.  Include those who have not yet been able to contribute an opinion during the discussion.

Critic

In a constructive manner, verbalizes ways in which a suggestion or idea could have unforeseen negative consequences for other (internal or external) stakeholders in the implementation of such suggestion/idea.

Process guard

Indicates decision-making errors and biases which may be skewing support towards a particular outcome. Points out departures from agreed-on agenda and discussion goals. Tries to bring the group back to the central issues and raises questions about the direction in which the group is heading

Summarizer

Summarizes what has taken place and what decisions have been made to date. Reminds the group of assumptions made along the way during discussions.

Note-taker and timekeeper

Keeps notes of decisions made, and actions agreed to. Reminds the group of an approaching break/end of the meeting.

Dysfunctional roles at meetings

Sometimes meetings are unproductive because one or more meeting participant is engaging in playing a dysfunctional role during the meeting which stifles discussion, shuts down conversations, and focuses the attention in unhelpful ways. Discussing these before the meeting starts could be another way to create awareness of unproductive meeting behaviors in order to avoid them. Sometimes it can be interesting to review a meeting in hindsight to identify if anyone engaged in any of these dysfunctional roles. This would be useful to help meeting participants develop self-awareness related to their meeting participant behaviors.

dysfunctional roles

It can be an taxing task to keep track of progress, keep an eye on the clock while also making sure that actions and decisions are captured while ensuring that discussions make optimal use of the skills and experience in the meeting room. Assigning task roles to meeting participants can give you a much-improved chance of having a productive meeting which ensures full engagement of all those present.

Competence – getting to the top level


According to competence development, there are four levels that a learner goes through on their journey to being consciously competent at a skill they wish to be good at. Knowing which level you are at for the new skill or competency that you are trying to learn is important, but it is also true that until someone gains awareness almost nobody knows when they are at level 1.

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Level 4 is the goal that any learner wants to achieve, and it is that state of skillfulness that does not require effort to execute. Think for example of how you tie your shoelaces or drive your car. If you have been doing it for a few years you can probably have many other thoughts in your head and while you are doing it. This is possible because you have reached Level 4 in the skills required to tie your shoelaces or drive your car.

Going from Level 1 to Level 4

Level 1 means you are not skilled at something specific, but you do not know it. Until someone provides you with feedback in this area or until you are somehow confronted with the fact that you have no or limited skills in a specific area. We do not even think about that area as something we need to work on and we are often blissfully unaware of the potential development need in an area. The main way to move out of level 1 is to ask for feedback and to look for ways to understand how your behavior, actions, communications and way of working impact others.

From Level 1 to Level 2 – Get input. When was the last time you asked a friend, a co-worker or a family member “Tell me one thing that I would have to get better at if I would be a better friend/co-worker/member of this family or better at my job?”

Going from Level 2 to Level 3 – Learn and practice using new ways of doing or thinking. This is where the heavy-lifting comes into play. To make this transition of learning a new skill takes focus, dedicating time in your busy schedule to actively acquire a new skill. This requires a lot of discipline and you will not only need to schedule the time for this, but you will need to practice what you are learning on a regular basis and keep track of your own progress. It is important also in this stage to get input from others so that you can gauge the progress you are making towards acquiring and demonstrating skilfulness in new areas.

Going from Level 3 to Level 4 – It just happens. There comes a day when someone mentions that you have been demonstrating your skills in a new area without you being aware of making the effort. At that time, you will have acquired an unconsciously skilled state whereby you no longer need to focus or concentrate very hard in order to demonstrate your skill in a particular area.

What is the value of using this model?

If you are a trainer, it is important to know at which stage your training participants are because it would drive the kinds of information you make available, the kinds of practice sessions you build into your training class and the kinds of tests you provide for them to measure their progress. A pre-test or exercise can often help determine the level of awareness and knowledge that training participants have in the skills area(s) that you will be focusing on during the class. For example, a trainer may use more assessments to increase awareness if the class is at level 1 or the trainer may use more practical exercises and instructional sessions if the person is at level 2 or 3.

As a mentor, it is important to understand not only the goals and development needs that a mentee would like to work on but also what his or her current level of competence is in that particular area. This knowledge helps you to provide helpful guidance to help him or her reach the next level of competence.

As a leader of a department or a function, you will likely have people within your group or team that are at different levels of competence. Situational Leadership will be required from you as you assign tasks, delegate or provide feedback to each person focusing on the level of competence that he or she is at for that particular skill set that is needed.

Having a framework and process for moving from unconscious incompetence to being consciously competent helps mentors and learners. It is easier to select the right developmental tool or resource for development when it is clear which level of being skilled the learner is at. And the starting point is most often the results from 360 reports for leaders or communication and collaboration style feedback tools and exercises.


Note 1:
In February 1969, management trainer Martin M. Broadwell called the model “the four levels of teaching”. Paul R. Curtiss and Phillip W. Warren mentioned this model in their 1973 book The Dynamics of Life Skills Coaching. In the late 1970s, this model was used at Gordon Training International by its employee Noel Burch. He called it the “four stages for learning any new skill”. Later the model was frequently (but incorrectly) attributed to Abraham Maslow, although the model does not appear in his major works.

Leadership Behavior Scorecard


The behavior of leaders is a very powerful indicator of how a company truly operates from a people perspective. Which aspects of the business are mostly focused on by leaders? How are decisions made and communicated? Most change initiatives include specific behaviors which leaders need to role model in order to ensure a successful outcome for the initiative.

The typical approach to measure how leaders are behaving is to obtain input from those around each leader – those who interact with the leader on a regular basis.  The groups of people asked to provide ratings for each leader could be:

  1. People who report to the leader
  2. People who are colleagues of the leader
  3. People who are more senior than the leader
  4. If appropriate – external parties who interact with the leader on a regular basis.

Process of assessing leaders

The process of assessing leadership behavior typically follows these basic steps: Collecting ratings, consolidating the ratings, providing feedback to leaders and using the results to plan further actions as needed.

201906 process

The mechanism needed for this exercise needs to be developed, reviewed and agreed and then introduced before the process starts. Once the key behavioral elements are defined, create a way to capture feedback from others about leadership behaviors.

The resource above can be downloaded. It is a set of behavioral statements which can be shared with those who need to provide ratings and comments. The scores or ratings relate to actual behavior observed against desired behaviors for each leader that they interact with on a regular basis. Some people automate their chosen feedback gathering using a free tool like http://www.surveymonkey.com

Process notes:

  • Behaviors used for ratings have to be very well defined so that they can be observed and does not require someone to guess at the intentions or motivations of the leader. A behavior must be observable or produce visible results.
  • Ask raters to add comments to help you interpret the scores. This understanding enables the creation of realistic follow-up actions after the results are available.
  • Ratings should not be requested too often – raters get “survey-fatigue” and your results become less meaningful.
  • The objective is for the tool to support the leaders by providing helpful and actionable feedback. The tool also helps to understand how the change initiative is progressing towards desired milestones.

You will notice in the shared resource (tool) example that leadership behaviors were defined in 4 categories: Commitment Behaviors, Communication Behaviors,  Teamwork/Collaboration Behaviors, and Safety Behaviors. Your categories will be determined by your own change initiative and you will need to also define the specific behaviors that are desirable for leaders given your project. Simply use the downloaded excel sheet and type over the category names and behavior definitions to create your own Leadership Behavior Scorecard.

Important watch-outs:

  • Be careful when you consolidate the results from various raters. If you had agreed to keep rater identities confidential, summarize the results by subgroup. Provide an average per subgroup for each of the behavioral elements. Do not provide a subgroup score if there were less than 3 raters.
  • Follow-up actions should also include recognition/appreciation for those leaders who are role modeling the desired behaviors in the organization.
  • Consider using some examples from the higher ratings to create case studies to the organization. It is easier for leaders and employees to understand how to apply desired behaviors when they receive actual examples that illustrate how decisions were made or implemented using the desired behaviors. An example makes it easier for others to follow.

The tool is relatively simple to use, but it is vital that it is designed well and introduced correctly into the organization. Assessment tools can be seen as a negative element if the objectives and the way results will be used are not communicated appropriately.