Strategic Sales Leader Navigator Individual Feedback ...learn.wilsonlearning.com/Presale/Reports/INENGSLN03_P.pdf · Current Target Gap: Current - Target Opportunity Behaviors Your

Strategic Sales Leader NavigatorIndividual Feedback Report For:Rebecca Lee

Finding your way in today's world of work

This report includes ratings from:Self 1Manager 1Direct Report 5Peer 4Customer 4Unclassified 2

Copyright 2007, 2008 Wilson Learning Worldwide Inc.

All rights reserved.Wilson Learning Worldwide Inc. owns all rights, including the rights to copyright in these materials. Wilson Learning is licensing these materials for the use by one individual only. No rightsto produce, transfer, assign, or create derivative works based on these materials are granted without written permission of Wilson Learning Worldwide Inc.WLW NAVI002 Version 1.22 11/09 Date: 04/01/2010

Table of ContentsOverall Summary 3Strengths and Opportunities Summary 4

Strengths Summary 4Opportunities Summary 4

Behavior Summary 5Strength Behaviors 5Opportunity Behaviors 7

Character 9Social Character 9Organizational Character 10Personal Character 11

Sales Process Management 12Open-Ended Comments 13Behavioral Detail 16

Coaching 16Cultivating a Learning Environment 17Creating Vision & Purpose 18Planning Strategy 20Developing Structure and Processes 22Understanding the Competitive Environment 23Understanding the Market 25Setting Employee Goals 26Monitoring Sales Activities 27Delegating Decisions 29Hiring & Staffing 31Demonstrating Interpersonal Versatility 33Resolving Conflict 35Negotiating 37Persuading Others 39Listening 41Presenting to Groups 42Building Sales Teams 44

Name: Lee, RebeccaStrategic Sales Leader NavigatorIndividual Feedback Report

Page: 1Date: 04/01/2010 NAVI002:[INENGSLN03:30064][702:8958:37000] Copyright 2007, 2008 Wilson Learning Worldwide Inc. All rights reserved.

Adapting to Cultural Differences 46Understanding Business Issues 47Making Decisions 49Supporting Sales Efforts 51

Development Recommendations 52Strengths Summary 52Opportunities Summary 54

Creating Vision & Purpose 55Listening 60Understanding Business Issues 65Leadership Character 72Sales Process Management 82

Using This Report 86What information is in this report? 87

Overall Summary 88Strength & Opportunity Summary 89Behavior Summary 90Leadership Character Summary 91Sales Process Management Summary 92Open-Ended Comments 93Behavior Detail 94Development Recommendations 95

How do I use this report to plan my development? 96Frequently Asked Questions 98

Glossary 100



Your ScoreGap:

Current-Target

Current TargetOverall Summary LimitedExtent

ModerateExtent

GreatExtent

Role Competency 0 25 50 75 100 Current TargetVisionary Coaching 66 80 -14.9

Cultivating a Learning Environment 64 83 -19.4Creating Vision & Purpose 49 83 -33.6

Planning Strategy 60 82 -22.3Developing Structure and Processes 63 77 -14.4

Understanding the Competitive Environment 61 83 -21.8Understanding the Market 55 82 -27.1

Tactician Setting Employee Goals 54 79 -25.7Monitoring Sales Activities 70 81 -10.4

Delegating Decisions 54 80 -25.2Hiring & Staffing 60 86 -25.9

Facilitator Demonstrating Interpersonal Versatility 61 80 -18.5Resolving Conflict 72 79 -6.6

Negotiating 60 82 -22.4Persuading Others 57 82 -24.7

Listening 53 83 -30.6Presenting to Groups 62 79 -17.7Building Sales Teams 73 82 -8.6

Adapting to Cultural Differences 58 83 -25.1Contributor Understanding Business Issues 53 80 -27.2

Making Decisions 57 82 -24.8Supporting Sales Efforts 68 79 -11.8



Gap:Current -Target Indicator

Current TargetStrengths SummaryYour Score Organization Norm

LimitedExtent

ModerateExtent

GreatExtent

Raters 0 25 50 75 100 Current Target Current TargetAll Other 72 79 -6.6 56 78 p

Self 75 69 6.3 57 76 Resolving Conflictt

All Other 73 82 -8.6 57 79 pSelf 81 56 25.0 56 72

Building Sales Teamst

All Other 70 81 -10.4 56 78 pSelf 75 63 12.5 58 75

Monitoring Sales Activitiest


Current TargetOpportunities SummaryYour Score Organization Norm

LimitedExtent

ModerateExtent

GreatExtent

Raters 0 25 50 75 100 Current Target Current Target

All Other 49 83 -33.6 50 79 qSelf 69 63 6.3 59 73

Creating Vision & Purposet

All Other 53 83 -30.6 54 80 qSelf 67 67 0.0 44 78

Listeningt

All Other 53 80 -27.2 52 78 qSelf 75 94 -18.7 59 81

Understanding Business Issuest



Current Target

Gap:Current -Target

Strength BehaviorsYour Score Organization Norm

LimitedExtent

ModerateExtent

GreatExtentBehavior (Competency)


All Other 81 79 2.3 59 78Self 75 75 0.0 40 75

t Creates teams by selecting capable members whocomplement each other's strengths and weaknesses(Building Sales Teams)

All Other 77 76 1.8 57 77Self 50 75 -25.0 51 74

t Ensures that work objectives continue to be meteven when a conflict cannot be immediately resolved(Resolving Conflict)

All Other 75 75 0.3 57 78Self 75 75 0.0 39 70

t Demonstrates executive presence when interactingwith customers (Supporting Sales Efforts)

All Other 76 77 -1.0 63 75Self 75 50 25.0 68 74

t Adapts sales objectives and forecasts when facedwith changes with the customer or marketplace(Monitoring Sales Activities)

All Other 74 76 -1.7 55 78Self 100 50 50.0 69 68

t Establishes processes for monitoring sales groupperformance (Monitoring Sales Activities)

All Other 77 81 -3.7 52 81Self 75 50 25.0 46 71

t Addresses potential conflict before it escalates tonegatively impact business outcomes (ResolvingConflict)

All Other 66 72 -6.5 54 76Self 75 75 0.0 63 76

t Determines the sales processes needed to executethe organization's strategy (Developing Structureand Processes)

All Other 72 81 -9.2 58 81Self 100 100 0.0 82 90

t Recognizes when the audience is losing interest oris becoming confused and takes steps to correct theproblem (Presenting to Groups)

All Other 60 71 -11.0 51 77Self 100 75 25.0 63 75

t Focuses on issues, behaviors, and outcomes ratherthan personalities when managing conflict(Resolving Conflict)

All Other 76 88 -11.5 56 83Self 100 50 50.0 54 72

t Promotes the team's achievements to others(Building Sales Teams)



Current Target

Gap:Current -Target

Strength BehaviorsYour Score Organization Norm

LimitedExtent

ModerateExtent



All Other 68 80 -12.0 56 78Self 75 50 25.0 64 68

t Takes action to help resolve team workflowproblems, such as division of responsibilities,obstacles, or communication issues (Building SalesTeams)

All Other 66 78 -12.2 57 80Self 75 75 0.0 46 78

t Advocates the establishment of systems andprocesses to support ongoing learning (Cultivatinga Learning Environment)

All Other 73 86 -13.2 61 83Self 75 75 0.0 56 75

t Anticipates industry changes and their effect onorganizational competitiveness (Understanding theCompetitive Environment)

All Other 60 73 -13.2 55 78Self 75 50 25.0 47 69

t Delegates decisions to the employees best qualifiedto make them (Delegating Decisions)

All Other 69 82 -13.2 56 76Self 75 50 25.0 67 74

t Establishes common understanding of team's goals,objectives, timeframes, deliverables, and expectedlevel of performance (Building Sales Teams)



Current Target

Gap:Current -Target

Opportunity BehaviorsYour Score Organization Norm

LimitedExtent

ModerateExtent



All Other 45 87 -42.2 49 83Self 75 75 0.0 56 78

t Helps sales staff translate the organization's visioninto executable strategies and plans (CreatingVision & Purpose)

All Other 46 86 -39.5 53 83Self 75 50 25.0 37 72

t Pays close attention to the meaning of what othersare saying (Listening)

All Other 43 82 -39.0 51 77Self 50 100 -50.0 36 86

t Analyzes business and economic trends to identifymarket opportunities (Understanding the Market)

All Other 56 92 -36.2 56 83Self 75 100 -25.0 70 90

t Identifies internal talent that could fill higher-levelpositions (Hiring & Staffing)

All Other 46 82 -36.2 54 81Self 75 75 0.0 28 70

t Chooses the best solution after carefully weighingthe alternatives (Making Decisions)

All Other 50 84 -34.2 47 77Self 75 50 25.0 64 68

t Involves others in shaping the sales group'spurpose and vision (Creating Vision & Purpose)

All Other 50 84 -34.0 50 81Self 25 75 -50.0 44 76

t Determines strategies with the best risk/reward ratios(Planning Strategy)

All Other 54 87 -33.0 54 80Self 50 50 0.0 61 75

t Articulates the organization's vision with excitementand passion (Creating Vision & Purpose)

All Other 50 83 -33.0 50 81Self 50 75 -25.0 49 72

t Clarifies delegation parameters (for example:timeframes, deadlines, expenses, limits of authority)(Delegating Decisions)

All Other 54 87 -33.0 55 76Self 75 75 0.0 51 86

t Pays attention to how things are said by others (forexample: tone, feelings, context, nonverbal cues)(Listening)

All Other 54 87 -32.7 54 82Self 100 100 0.0 81 93

t Ensures that employee goals are challenging, yetachievable (Setting Employee Goals)

All Other 56 88 -32.0 54 83Self 50 75 -25.0 49 74

t Creates negotiated agreements that reflect theinterests and needs of all sides (Negotiating)



Current Target

Gap:Current -Target

Opportunity BehaviorsYour Score Organization Norm

LimitedExtent

ModerateExtent



All Other 54 85 -31.0 54 78Self 50 75 -25.0 56 80

t Adapts own actions and communications to meet thecultural norms and values of others (Adapting toCultural Differences)

All Other 55 85 -30.7 54 80Self 75 75 0.0 57 74

t Delivers messages in a way that appeals to theneeds and values of others (Persuading Others)

All Other 53 82 -29.2 53 80Self 75 75 0.0 55 70

t Considers the impact and implications of decisionsbefore making them (Understanding BusinessIssues)



Your Score

Gap:Other -

SelfOrganization

Norm

Character LimitedExtent

ModerateExtent

GreatExtent

Raters 0 25 50 75 100

Social Character

All Other 63 53Self 75 -11.7 49

t Integrity - Keeps organizational and personal promisesand commitments

All Other 76 54Self 100 -23.7 69

t Compassion - Shows genuine concern for the welfareand feelings of others

All Other 63 61Self 75 -11.7 68

t Propriety - Demonstrates professional and culturallyappropriate behavior when dealing with others

All Other 63 56Self 75 -11.7 56

t Values Diversity - Values diversity of race, gender, age,organizational level, and cultural experiences andbeliefs

All Other 62 52Self 100 -38.2 42

t Cooperative - Willingly offers to help, assist, orcollaborate with others in accomplishing work goals

All Other 62 57Self 50 12.0 47

t Accessible - Makes self available to others



Your Score

Gap:Other -

SelfOrganization

Norm


ModerateExtent

GreatExtent

Raters 0 25 50 75 100

Organizational Character

All Other 64 54Self 75 -11.5 68

t Ethical - Maintains high ethical standards

All Other 50 51Self 100 -50.5 68

t Customer Focus - Acts to ensure a high level of customerservice

All Other 60 51Self 100 -40.2 53

t Leadership Courage - Maintains own principles in theface of organizational or business challenges

All Other 56 54Self 75 -19.2 54

t Organizational Commitment - Supports theorganization's decisions, goals, and values



Your Score

Gap:Other -

SelfOrganization

Norm


ModerateExtent

GreatExtent

Raters 0 25 50 75 100

Personal Character

All Other 54 55Self 75 -21.2 69

t Risk Taking - Willing to take risks when doing so is in thebest interest of the organization

All Other 56 54Self 100 -44.0 60

t Initiative - Seeks opportunities to initiate actions thataddress important business issues

All Other 76 56Self 75 0.8 50

t Drive - Works with a high level of energy and focus

All Other 69 58Self 75 -5.7 56

t Sense of Urgency - Responds quickly to pressingorganizational demands

All Other 64 61Self 75 -11.0 69

t Tenacity - Perseveres with an issue or problem until thematter is settled or the objective is no longer attainable

All Other 61 56Self 75 -14.2 57

t Resilience - Remains focused and productive in the faceof pressure or setbacks

All Other 63 53Self 100 -37.5 58

t Flexibility - Demonstrates willingness to adapt to newsituations and work demands

All Other 59 56Self 75 -15.7 58

t Stress Management - Manages job-related stress for selfand employees



StronglyDisagree Neutral Strongly

Agree Your Score Organization NormSales Process ManagementRaters 0 25 50 75 100 Current Current

Qualifying Ratios All Other 69 59Self 63 57

All Other 75 57Self 50 65

t Created new business opportunities


t Increased the number of leads that are well qualified

Access Ratios All Other 77 65Self 50 32


t Created effective messages for gaining access to prospectivecustomers


t Gained greater access to the key decision makers in customerorganizations

Opportunity Ratios All Other 71 58Self 63 60


t Increased the number of proposals/bids considered bycustomers


t Increased the proportion of well-qualified prospects who askfor proposals/bids

Win Ratios All Other 65 60Self 88 62


t Increased the number of accounts that we win


t Improved our overall win/loss ratio

Growth Ratios All Other 76 55Self 50 51


t Achieved or exceeded our customer satisfaction objectives


t Increased the number of customers who make add-on oradditional purchases



Open-Ended CommentsWhat do you consider to be this person's area of greatest strength on the job?

Rebecca's greatest strength is her ability to quickly resolve issues within her team and between her team and other areas of the company.t

Rebecca has been effective in establishing processes and metrics for evaluating overall sales performance.t

She is a very skilled negotiator.t

She is a student of the industry and a good resource for competitive information.t

Rebecca has built a solid team of sales managers in her region.t

She is always supportive of her team's actions and decisions.t

Good presentation skills.t

She knows the company well, and is a great source of advice for overcoming internal obstacles.t

Rebecca promotes salesforce training and development and that will lead to better sales numbers.t

I like the way she can modify her style and message to address the needs of different audiences.t

Rebecca has put in place some good mechanisms to monitor sales performance.t



Open-Ended Comments In what area does this person most need to improve his/her job performance? What specific activity would you suggest that will most help this person improve in

this area? t tAsking and acting on feedback Seek feedback from others and modify behavior in accordance with that feedback.

You have great potential and others would like to see you be successful. t tI'm not always clear on what Rebecca has assigned to me or my group. Be clear about your delegation parameters. Specify the task, the deadline, and the

anticipated budget. t tNeeds to more clearly communicate the team's strategy. Inform the team how she expects each member to contribute to the team's strategy. t tNeeds to work on her flexibility, especially when under stress. I suggest that she take a class on stress management. t None t tQuality and timeliness of decisions Apply logic by weighing the benefits/costs of alternatives when making decisions. t tRebecca tries to make everybody on her team happy on almost every decision,

which makes her seem slow to respond.Before asking for input, first decide how the decision should be made (e.g., byconsensus, in consultation, without input).

t tRebecca's business strategies are not always in alignment with the organization'sstrategies.

Ask a mentor to review her strategic plans.

t tShe can be indecisive at times. Develop a process and discipline for making decisions. t tShe does not inspire support for the organization's vision. As a leader, she should publicly support the organization and choose her words

carefully when talking about the organization's vision and direction, even when shedoesn't always agree.

t tShe needs to focus more on the goals and strategy of the organization. Demand that each sales manager link their goals to the organization's goals andstrategy.

t tUnderstanding emerging trends in the market. Talk to customers about their business drivers and current issues.



Open-Ended CommentsWhat additional comments would you like to share regarding this person's Leadership Character?

Rebecca needs to improve her team's customer focus.t

Rebecca must demonstrate greater flexibility when she works with her peers.t

No comments at this time.t

She has high drive and brings substantial energy to work each day.t

She cares about the welfare of her team.t

It has not been a good year for us - so I appreciate Rebecca's resilience.t

I am not sure she is as courageous as we need leaders to be in this organization.t

I'd like Rebecca to show higher commitment to the organization.t

To be effective, she'll need to learn to take greater initiative to improve broken processes.t

I'd like her to be more involved in resolving customer problems.t

Rebecca needs to be more accessible and responsive to the leaders in other groups.t



Your Score Organization Norm

Current Target


Behavioral DetailLimitedExtent

ModerateExtent

GreatExtent


All Other 66 80 -14.9 55 79Self 75 100 -25.0 60 88

Manager 67 92 -25.0 50 87Direct Report 73 83 -10.0 49 86

Peer 40 69 -29.2 54 73Customer 81 79 2.1 67 72

Unclassified 67 79 -12.5

.

Coaching

All Other 59 73 -14.2 50 74Self 50 100 -50.0 38 88


Peer 31 56 -25.0 44 61Customer 81 75 6.3 62 69


t Provides specific job performance adviceto help sales staff develop their skills

All Other 71 87 -15.7 57 82Self 75 100 -25.0 58 83


Peer 44 81 -37.5 65 80Customer 88 81 6.3 72 72


t Models appropriate behaviors for thesales staff

All Other 66 81 -14.7 58 81Self 100 100 0.0 85 94


Peer 44 69 -25.0 54 77Customer 75 81 -6.2 67 74


t Provides guidance to help others achievetheir career objectives




Current Target



ModerateExtent

GreatExtent


All Other 64 83 -19.4 58 81Self 67 75 -8.3 48 78


Peer 65 85 -20.8 63 82Customer 52 67 -14.6 55 68


.

Cultivating a Learning Environment

All Other 63 90 -27.0 60 83Self 75 75 0.0 61 75


Peer 81 88 -6.2 71 84Customer 56 75 -18.7 58 73


t Champions the importance of continuouslearning and development

All Other 63 82 -19.0 57 80Self 50 75 -25.0 36 81

Manager 75 75 0.0 58 83Direct Report 75 95 -20.0 64 86

Peer 50 88 -37.5 55 82Customer 38 75 -37.5 49 70

Unclassified 75 75 0.0

t Allocates resources, such as time orbudget, for employee and groupdevelopment

All Other 66 78 -12.2 57 80 pSelf 75 75 0.0 46 78


Peer 63 81 -18.7 63 82Customer 63 50 12.5 58 60


t Advocates the establishment of systemsand processes to support ongoinglearning




Current Target



ModerateExtent

GreatExtent


All Other 49 83 -33.6 50 79 qSelf 69 63 6.3 59 73


Peer 48 81 -32.8 49 79Customer 56 78 -21.9 58 72


.

Creating Vision & Purpose

All Other 54 87 -33.0 54 80 qSelf 50 50 0.0 61 75


Peer 50 88 -37.5 50 78Customer 63 75 -12.5 65 69


t Articulates the organization's vision withexcitement and passion

All Other 50 84 -34.2 47 77 qSelf 75 50 25.0 64 68


Peer 38 94 -56.2 40 84Customer 63 81 -18.7 57 72


t Involves others in shaping the salesgroup's purpose and vision

All Other 45 87 -42.2 49 83 qSelf 75 75 0.0 56 78


Peer 69 75 -6.2 64 77Customer 44 81 -37.5 51 74


t Helps sales staff translate theorganization's vision into executablestrategies and plans




Current Target



ModerateExtent

GreatExtent


All Other 49 74 -24.5 50 78Self 75 75 0.0 57 72


Peer 38 69 -31.2 44 76Customer 56 75 -18.7 58 73


t Ensures sales staff see the progressmade toward achieving the vision




Current Target



ModerateExtent

GreatExtent


All Other 60 82 -22.3 56 80Self 40 90 -50.0 48 86


Peer 55 78 -22.5 55 78Customer 61 70 -9.5 61 69


.

Planning Strategy

All Other 60 85 -25.0 60 82Self 50 75 -25.0 58 83


Peer 63 81 -18.7 61 80Customer 56 75 -18.7 64 70


t Identifies potential strategies to addressbusiness drivers, competitive trends, andopportunities

All Other 50 84 -34.0 50 81 qSelf 25 75 -50.0 44 76


Peer 44 81 -37.5 47 83Customer 63 50 12.5 59 60


t Determines strategies with the bestrisk/reward ratios

All Other 60 80 -20.5 56 77Self 50 100 -50.0 28 89


Peer 69 81 -12.5 64 74Customer 50 75 -25.0 53 69


t Develops strategies that align with theorganization's vision




Current Target



ModerateExtent

GreatExtent


All Other 63 80 -17.0 55 79Self 25 100 -75.0 44 85


Peer 56 63 -6.2 50 75Customer 63 69 -6.2 59 72


t Modifies strategies and plans to respondto industry, market, and competitivechanges

All Other 67 83 -15.5 61 81Self 50 100 -50.0 63 94


Peer 44 81 -37.5 54 78Customer 69 81 -12.5 69 74


t Candidly and directly assesses theorganization's readiness to execute itsstrategy




Current Target



ModerateExtent

GreatExtent


All Other 63 77 -14.4 52 79Self 83 75 8.3 57 77


Peer 65 54 10.4 60 71Customer 67 67 0.0 60 68


.

Developing Structure and Processes

All Other 68 82 -14.2 56 82Self 75 75 0.0 54 74


Peer 56 69 -12.5 57 77Customer 81 75 6.3 68 73


t Identifies job roles needed to accomplishstrategic objectives

All Other 55 77 -22.5 48 78Self 100 75 25.0 53 81


Peer 69 44 25.0 64 65Customer 38 75 -37.5 47 70


t Ensures that sales processes aresufficiently flexible to meet business needs

All Other 66 72 -6.5 54 76 pSelf 75 75 0.0 63 76


Peer 69 50 18.8 60 71Customer 81 50 31.3 66 60


t Determines the sales processes neededto execute the organization's strategy




Current Target



ModerateExtent

GreatExtent


All Other 61 83 -21.8 56 81Self 50 56 -6.2 49 73


Peer 55 73 -18.7 58 76Customer 64 78 -14.1 63 72


.

Understanding the CompetitiveEnvironment

All Other 53 77 -23.2 57 74Self 50 50 0.0 64 75


Peer 50 63 -12.5 60 69Customer 69 75 -6.2 67 69


t Maintains knowledge of ownorganization's competitive strengths andvulnerabilities

All Other 62 86 -24.5 55 81Self 25 50 -25.0 42 67


Peer 50 75 -25.0 57 77Customer 69 81 -12.5 62 72


t Stays informed about key competitors andtheir strategies, strengths, andweaknesses

All Other 57 83 -26.2 51 84Self 50 50 0.0 37 74


Peer 50 75 -25.0 53 77Customer 50 81 -31.2 57 74


t Keeps current on the competitiveimplications of economic and businesstrends




Current Target



ModerateExtent

GreatExtent


All Other 73 86 -13.2 61 83 pSelf 75 75 0.0 56 75


Peer 69 81 -12.5 63 81Customer 69 75 -6.2 64 73


t Anticipates industry changes and theireffect on organizational competitiveness




Current Target



ModerateExtent

GreatExtent


All Other 55 82 -27.1 53 78Self 75 83 -8.3 59 82


Peer 52 85 -33.3 55 79Customer 60 67 -6.2 59 67


.

Understanding the Market

All Other 64 81 -16.7 59 79Self 100 75 25.0 81 82


Peer 69 94 -25.0 59 85Customer 69 75 -6.2 69 70


t Promotes an understanding of thecustomer's business and industry

All Other 59 85 -25.5 50 79Self 75 75 0.0 60 78


Peer 31 88 -56.2 37 84Customer 56 50 6.3 53 60


t Reviews customer information to identifycommon customer needs within a market

All Other 43 82 -39.0 51 77 qSelf 50 100 -50.0 36 86


Peer 56 75 -18.7 68 68Customer 56 75 -18.7 54 69


t Analyzes business and economic trendsto identify market opportunities




Current Target



ModerateExtent

GreatExtent


All Other 54 79 -25.7 54 80Self 83 92 -8.3 66 83


Peer 56 77 -20.8 55 80Customer 65 79 -14.6 64 73


.

Setting Employee Goals

All Other 52 77 -25.7 54 80Self 75 100 -25.0 56 83


Peer 56 75 -18.7 58 82Customer 69 81 -12.5 63 72


t Translates overall sales objectives intoindividual goals and quotas

All Other 54 87 -32.7 54 82 qSelf 100 100 0.0 81 93


Peer 69 81 -12.5 63 79Customer 50 81 -31.2 62 74


t Ensures that employee goals arechallenging, yet achievable

All Other 55 74 -18.7 54 78Self 75 75 0.0 61 74

Manager 50 75 -25.0 50 78Direct Report 70 70 0.0 54 82

Peer 44 75 -31.2 44 80Customer 75 75 0.0 68 73


t Gains acceptance for goals andcommitment to achieve them




Current Target



ModerateExtent

GreatExtent


All Other 70 81 -10.4 56 78 pSelf 75 63 12.5 58 75


Peer 70 66 4.7 56 73Customer 72 67 4.5 59 68


.

Monitoring Sales Activities

All Other 67 91 -24.3 52 83Self 50 75 -25.0 39 82


Peer 69 81 -12.5 53 77Customer 83 75 8.3 58 70


t Gathers all relevant data to assess salesgroup performance (for example:forecasts)

All Other 65 79 -14.0 54 79Self 75 75 0.0 57 78


Peer 63 69 -6.2 50 77Customer 69 50 18.8 57 60


t Forecasts the sales group's progresstoward achieving sales goals and quotas

All Other 76 77 -1.0 63 75 pSelf 75 50 25.0 68 74


Peer 75 56 18.8 60 65Customer 81 75 6.3 71 69


t Adapts sales objectives and forecastswhen faced with changes with thecustomer or marketplace




Current Target



ModerateExtent

GreatExtent


All Other 74 76 -1.7 55 78 pSelf 100 50 50.0 69 68


Peer 75 56 18.8 60 73Customer 56 69 -12.5 52 72


t Establishes processes for monitoringsales group performance




Current Target



ModerateExtent

GreatExtent


All Other 54 80 -25.2 54 78Self 50 69 -18.7 42 74


Peer 59 61 -1.6 60 73Customer 67 67 -0.5 63 69


.

Delegating Decisions

All Other 60 73 -13.2 55 78 pSelf 75 50 25.0 47 69


Peer 69 44 25.0 65 67Customer 63 69 -6.2 59 74


t Delegates decisions to the employeesbest qualified to make them

All Other 50 83 -33.0 50 81 qSelf 50 75 -25.0 49 72


Peer 50 56 -6.2 52 73Customer 56 75 -18.7 59 73


t Clarifies delegation parameters (forexample: timeframes, deadlines,expenses, limits of authority)

All Other 49 74 -25.0 54 76Self 25 75 -50.0 47 81

Manager 25 44 79Direct Report 55 85 -30.0 45 82

Peer 50 63 -12.5 61 73Customer 67 75 -8.3 67 70


t Accepts employee's decision, even whenit differs from own




Current Target



ModerateExtent

GreatExtent


All Other 59 83 -24.2 55 78Self 50 75 -25.0 25 72


Peer 69 81 -12.5 63 81Customer 81 50 31.3 67 60


t Provides the employee with sufficientauthority, resources, and support toimplement the decision




Current Target



ModerateExtent

GreatExtent


All Other 60 86 -25.9 54 80Self 63 94 -31.2 54 82


Peer 53 88 -34.4 51 82Customer 61 78 -17.2 60 72


.

Hiring & Staffing

All Other 58 79 -20.7 51 75Self 25 100 -75.0 29 87


Peer 50 81 -31.2 48 75Customer 50 75 -25.0 53 69


t Assesses current and future staffingneeds of the sales group

All Other 61 87 -26.0 55 80Self 50 100 -50.0 51 81


Peer 50 88 -37.5 57 83Customer 69 81 -12.5 62 72


t Makes sound staffing decisions bymatching the job's requirements to theindividual's capabilities

All Other 56 92 -36.2 56 83 qSelf 75 100 -25.0 70 90


Peer 56 94 -37.5 54 85Customer 50 81 -31.2 62 74


t Identifies internal talent that could fillhigher-level positions




Current Target



ModerateExtent

GreatExtent


All Other 64 85 -20.7 52 82Self 100 75 25.0 63 72


Peer 56 88 -31.2 46 85Customer 75 75 0.0 64 73


t Scouts for talented individuals to create apipeline of potential employees




Current Target



ModerateExtent

GreatExtent


All Other 61 80 -18.5 53 78Self 50 63 -12.5 51 74


Peer 47 73 -26.6 55 75Customer 66 70 -4.7 59 68


.

Demonstrating InterpersonalVersatility

All Other 62 77 -15.2 56 77Self 75 75 0.0 44 81


Peer 50 69 -18.7 62 75Customer 63 75 -12.5 53 70


t Recognizes when differences incommunication style are impacting workrelationships

All Other 60 78 -18.5 53 77Self 50 75 -25.0 47 72


Peer 44 69 -25.0 56 74Customer 50 50 0.0 54 60


t Takes steps to reduce interpersonaltension during an interaction

All Other 60 80 -20.2 53 77Self 25 50 -25.0 58 75


Peer 50 81 -31.2 52 74Customer 63 75 -12.5 60 69


t Modifies own behavior to help ensure amore effective interaction




Current Target



ModerateExtent

GreatExtent


All Other 64 84 -20.0 50 79Self 50 50 0.0 54 69


Peer 44 75 -31.2 50 80Customer 88 81 6.3 69 72


t Adapts easily to different social situations




Current Target



ModerateExtent

GreatExtent


All Other 72 79 -6.6 56 78 pSelf 75 69 6.3 57 76


Peer 61 67 -6.2 59 75Customer 80 70 9.4 64 69


.

Resolving Conflict

All Other 77 81 -3.7 52 81 pSelf 75 50 25.0 46 71


Peer 69 69 0.0 54 74Customer 88 81 6.3 64 74


t Addresses potential conflict before itescalates to negatively impact businessoutcomes

All Other 60 71 -11.0 51 77 pSelf 100 75 25.0 63 75


Peer 50 56 -6.2 55 74Customer 56 75 -18.7 50 73


t Focuses on issues, behaviors, andoutcomes rather than personalities whenmanaging conflict

All Other 74 88 -13.5 65 79Self 75 75 0.0 68 85


Peer 63 81 -18.7 69 76Customer 81 75 6.3 74 70


t Allows each employee or group toexpress their views and offer solutions




Current Target



ModerateExtent

GreatExtent


All Other 77 76 1.8 57 77 pSelf 50 75 -25.0 51 74


Peer 63 63 0.0 58 75Customer 94 50 43.8 67 60


t Ensures that work objectives continue tobe met even when a conflict cannot beimmediately resolved




Current Target



ModerateExtent

GreatExtent


All Other 60 82 -22.4 57 79Self 75 94 -18.7 59 85


Peer 59 69 -9.4 60 73Customer 67 78 -11.4 63 72


.

Negotiating

All Other 59 81 -22.0 59 76Self 75 100 -25.0 51 90


Peer 63 50 12.5 68 63Customer 50 75 -25.0 50 69


t Plans in advance for a negotiation byidentifying the key interests of all parties

All Other 63 78 -14.5 57 79Self 100 100 0.0 68 86


Peer 38 63 -25.0 54 73Customer 81 81 0.0 68 72


t Asks questions to uncover unstatedinterests and needs

All Other 59 81 -22.4 57 79Self 75 100 -25.0 66 90


Peer 75 75 0.0 58 75Customer 42 81 -39.6 59 74


t Enters the negotiation with an alternateplan in the event that agreement is notreached




Current Target



ModerateExtent

GreatExtent


All Other 56 88 -32.0 54 83 qSelf 50 75 -25.0 49 74


Peer 63 88 -25.0 61 81Customer 88 75 12.5 73 73


t Creates negotiated agreements thatreflect the interests and needs of all sides




Current Target



ModerateExtent

GreatExtent


All Other 57 82 -24.7 53 79Self 81 63 18.8 61 75


Peer 59 86 -26.6 53 81Customer 59 70 -10.9 58 68


.

Persuading Others

All Other 58 77 -18.7 53 80Self 75 75 0.0 47 83


Peer 69 88 -18.7 57 82Customer 50 75 -25.0 55 70


t Supports arguments and positions withrelevant facts or data

All Other 55 85 -30.7 54 80 qSelf 75 75 0.0 57 74


Peer 56 81 -25.0 66 81Customer 56 50 6.3 55 60


t Delivers messages in a way that appealsto the needs and values of others

All Other 57 78 -20.5 55 76Self 100 50 50.0 79 75


Peer 56 94 -37.5 49 79Customer 63 75 -12.5 65 69


t Effectively responds to unanticipatedquestions, concerns, or challenges




Current Target



ModerateExtent

GreatExtent


All Other 59 88 -29.0 49 81Self 75 50 25.0 59 69


Peer 56 81 -25.0 39 82Customer 69 81 -12.5 59 72


t Communicates an openness to modifyown position when presented withcompelling facts or counterarguments




Current Target



ModerateExtent

GreatExtent


All Other 53 83 -30.6 54 80 qSelf 67 67 0.0 44 78


Peer 44 65 -20.8 54 73Customer 50 77 -27.1 57 73


.

Listening

All Other 46 86 -39.5 53 83 qSelf 75 50 25.0 37 72


Peer 38 69 -31.2 59 76Customer 50 81 -31.2 53 74


t Pays close attention to the meaning ofwhat others are saying

All Other 58 78 -19.2 55 80Self 50 75 -25.0 43 75


Peer 56 63 -6.2 48 76Customer 63 75 -12.5 62 73


t Probes to understand unexpressed orpoorly expressed thoughts

All Other 54 87 -33.0 55 76 qSelf 75 75 0.0 51 86


Peer 38 63 -25.0 54 68Customer 38 75 -37.5 56 70


t Pays attention to how things are said byothers (for example: tone, feelings,context, nonverbal cues)




Current Target



ModerateExtent

GreatExtent


All Other 62 79 -17.7 54 79Self 71 88 -16.7 54 83


Peer 59 69 -9.4 57 76Customer 65 71 -6.2 61 70


.

Presenting to Groups

All Other 61 75 -13.7 54 77Self 75 75 0.0 41 75


Peer 63 63 0.0 52 75Customer 69 50 18.8 63 60


t Adjusts message to match others' level ofunderstanding

All Other 56 81 -25.0 49 77Self 50 100 -50.0 39 89


Peer 69 69 0.0 62 71Customer 50 75 -25.0 53 69


t Communicates concisely withoutjeopardizing the message's clarity

All Other 61 77 -16.7 50 79Self 75 100 -25.0 63 85


Peer 50 75 -25.0 47 80Customer 50 69 -18.7 54 72


t Demonstrates a confident presentationalstyle




Current Target



ModerateExtent

GreatExtent


All Other 72 81 -9.2 58 81 pSelf 100 100 0.0 82 90


Peer 56 75 -18.7 60 78Customer 81 81 0.0 75 74


t Recognizes when the audience is losinginterest or is becoming confused andtakes steps to correct the problem

All Other 60 81 -21.0 54 80Self 75 75 0.0 61 76


Peer 38 75 -37.5 44 82Customer 63 75 -12.5 57 73


t Solicits questions from the audience

All Other 61 81 -20.5 57 81Self 50 75 -25.0 39 82


Peer 81 56 25.0 76 69Customer 75 75 0.0 63 70


t Maintains composure when dealing withchallenging or hostile questions




Current Target



ModerateExtent

GreatExtent


All Other 73 82 -8.6 57 79 pSelf 81 56 25.0 56 72


Peer 70 75 -4.7 60 76Customer 73 72 1.6 62 69


.

Building Sales Teams

All Other 81 79 2.3 59 78 pSelf 75 75 0.0 40 75


Peer 94 69 25.0 67 77Customer 81 50 31.3 67 60


t Creates teams by selecting capablemembers who complement each other'sstrengths and weaknesses

All Other 69 82 -13.2 56 76 pSelf 75 50 25.0 67 74


Peer 63 69 -6.2 52 70Customer 75 75 0.0 67 69


t Establishes common understanding ofteam's goals, objectives, timeframes,deliverables, and expected level ofperformance

All Other 68 80 -12.0 56 78 pSelf 75 50 25.0 64 68


Peer 63 81 -18.7 61 79Customer 50 81 -31.2 52 72


t Takes action to help resolve teamworkflow problems, such as division ofresponsibilities, obstacles, orcommunication issues




Current Target



ModerateExtent

GreatExtent


All Other 76 88 -11.5 56 83 pSelf 100 50 50.0 54 72


Peer 63 81 -18.7 60 79Customer 88 81 6.3 62 74


t Promotes the team's achievements toothers




Current Target



ModerateExtent

GreatExtent


All Other 58 83 -25.1 55 79Self 67 75 -8.3 57 73


Peer 56 81 -25.0 57 81Customer 77 67 10.4 67 68


.

Adapting to Cultural Differences

All Other 65 82 -16.7 58 81Self 75 75 0.0 56 70


Peer 75 75 0.0 64 80Customer 81 75 6.3 69 73


t Takes into account others' culturalbackgrounds when interpreting theircommunications and actions

All Other 54 85 -31.0 54 78 qSelf 50 75 -25.0 56 80


Peer 56 88 -31.2 58 82Customer 69 75 -6.2 68 70


t Adapts own actions and communicationsto meet the cultural norms and values ofothers

All Other 54 82 -27.5 52 79Self 75 75 0.0 58 70


Peer 38 81 -43.7 50 82Customer 81 50 31.3 64 60


t Adjusts business and social practices toaccommodate the local norms




Current Target



ModerateExtent

GreatExtent


All Other 53 80 -27.2 52 78 qSelf 75 94 -18.7 59 81


Peer 50 63 -12.5 52 72Customer 52 77 -24.9 57 72


.

Understanding Business Issues

All Other 46 71 -24.2 49 72Self 100 100 0.0 61 86


Peer 44 63 -18.7 54 65Customer 50 75 -25.0 50 69


t Defines the full scope of the problembefore taking action

All Other 59 86 -27.2 54 80Self 75 100 -25.0 61 80


Peer 63 56 6.3 48 74Customer 75 75 0.0 66 72


t Differentiates critical from non-criticalissues in order to prioritize actions

All Other 52 81 -28.2 55 79Self 50 100 -50.0 60 89


Peer 56 56 0.0 61 72Customer 38 81 -43.7 57 74


t Gathers information from a variety ofsources




Current Target



ModerateExtent

GreatExtent


All Other 53 82 -29.2 53 80 qSelf 75 75 0.0 55 70


Peer 38 75 -37.5 45 77Customer 44 75 -31.2 54 73


t Considers the impact and implications ofdecisions before making them




Current Target



ModerateExtent

GreatExtent


All Other 57 82 -24.8 54 79Self 75 65 10.0 53 70


Peer 61 83 -21.2 58 79Customer 59 70 -10.8 59 69


.

Making Decisions

All Other 54 82 -28.0 49 80Self 75 75 0.0 44 77


Peer 38 75 -37.5 48 77Customer 50 75 -25.0 56 70


t Recognizes when to obtain the input ofothers before making decisions

All Other 59 74 -15.7 51 77Self 100 75 25.0 72 70


Peer 56 81 -25.0 46 82Customer 44 50 -6.2 50 60


t Makes timely decisions in spite ofcomplexity, ambiguity, and uncertainty

All Other 70 93 -22.8 62 78Self 75 50 25.0 75 70


Peer 94 94 0.0 77 79Customer 83 75 8.3 72 69


t Does not delay in making decisions thatmay produce unpleasant consequences




Current Target



ModerateExtent

GreatExtent


All Other 57 77 -20.0 53 77Self 50 50 0.0 48 61


Peer 56 88 -31.2 52 83Customer 75 69 6.3 63 72


t Makes decisions that reflect long-term, aswell as short-term, interests

All Other 46 82 -36.2 54 81 qSelf 75 75 0.0 28 70


Peer 63 75 -12.5 69 74Customer 50 81 -31.2 53 74


t Chooses the best solution after carefullyweighing the alternatives




Current Target



ModerateExtent

GreatExtent


All Other 68 79 -11.8 55 78Self 67 75 -8.3 49 73


Peer 65 63 2.1 58 75Customer 73 67 6.3 65 68


.

Supporting Sales Efforts

All Other 75 75 0.3 57 78 pSelf 75 75 0.0 39 70


Peer 69 56 12.5 64 74Customer 94 75 18.8 75 73


t Demonstrates executive presence wheninteracting with customers

All Other 60 81 -20.5 53 79Self 75 75 0.0 59 80


Peer 56 69 -12.5 50 76Customer 50 75 -25.0 58 70


t Recognizes when to take part in customermeetings

All Other 67 83 -15.2 53 78Self 50 75 -25.0 50 70


Peer 69 63 6.3 60 75Customer 75 50 25.0 62 60


t Provides guidance in identifying productsor solutions that address customers'needs



Development RecommendationsStrengths Summary

The following competencies represent your strengths as identified in this report.

Resolving Conflictt

Building Sales Teamst

Monitoring Sales Activitiest

Focusing time and energy on your strengths is as important as addressing your developmental opportunities. Strengths represent the skills in which you excel and often represent your uniquetalents. Your strengths are important assets to you and to your organization, and continued growth of your strengths is critical to your own and your organization's success. There are threeprimary approaches to growing your strengths: Develop, Leverage, and Share.

DevelopContinuing to develop your strengths will ensure that they become even more useful and valued. Keep in mind that strengths, when left alone, will atrophy and may eventually disappear.There are several actions you can take to develop your strengths.

First, look at your strengths as a whole and consider what they may indicate about your unique talents. In other words, what are the unique skills you bring to your group or organization?Create your own "Talent Statement." This is a document in which you describe what you believe are the unique and valuable contributions you make to the organization. Share this withothers, such as a peer, manager, or coach. Ask them if they agree with your statement or how they might modify it.Compare your Talent Statement to your current job or position.Are you frequently provided with opportunities to use your talents?If your talents are not currently being used, are there ways to modify your job or expand your position that would allow you to use your talents?Consider developing your talent into an expertise. For some skills, there is no limit to how much you can learn, and having a true expert in your area of talent could be of value to you andyour organization.Make a personal commitment to yourself to master a specific talent.Seek out information to continue to learn about and grow that talent.Find an existing expert and ask him or her to mentor you in growing that talent.



LeverageLeveraging a strength means finding new or different ways to use your talent to create greater value for your organization, your community, or yourself. Consider some of the actions below thatmight help you identify how to use a talent in new ways or in new situations.

Are there specific work responsibilities or projects that will allow you to apply your strengths in new ways? Ask your manager or coach whether there are new assignments orresponsibilities you could take on.Are there ways that other departments or groups in your organization might be able to use your talents? For example, if you have a talent for team building, are there ways for you toconsult with other departments on their teams? If you have a talent for writing, can you use, and expand, your talent by doing some writing for Marketing or for publication in tradejournals?Are there ways to use your talents in other parts of your life or in your community? Helping your neighborhood school, arts organization, or community group can both help you developyour talents faster and provide needed assistance to community or nonprofit organizations.

ShareEveryone who has ever taught knows that the best way to learn is by teaching. By sharing your talents with others, you not only help them grow and develop, you also help yourself improve.

The first step in teaching or coaching someone is clarifying for yourself how your talent was developed. Think about how you first started developing your talent. Break the talent downinto component skills before trying to coach others.Identify someone whose developmental need is the same as your area of strength, and offer to coach him or her in that area of need.Identify a newer or less-experienced employee whose performance could be enhanced by acquiring your talent. Offer to be a mentor to that person in developing that talent. Manyexperts believe that growing your talents is important for long-term career success. All championship athletes, renowned scientists, and accomplished professionals found something theywere good at and focused on growing that talent. It is no different for you-it is always valuable for you to focus energy and time on growing, improving, and expanding your talents ascompletely as possible.



Opportunities Summary

The following competencies represent your greatest developmental opportunities as identified in this report. You can improve your performance and your contributions to the success of theorganization by focusing your developmental activities on these competencies.

Creating Vision & Purposet

Listeningt

Understanding Business Issuest

The remaining pages of this report provide a description of each opportunity and specific developmental recommendations for improving these skills. Recommendations are in the form ofon-the-job activities you can perform as well as books, seminars, and other resources that may help you acquire or improve upon these competencies.



Creating Vision & Purpose

In the past, it was sufficient for an organization to set a strategy and then manage departments and individuals toward executing that strategy. However, in the volatile and dynamic business environment of today, organizational effectiveness comes not from the control of day-to-day actions and decisions, but from the shared understanding of and commitment to a common purpose or vision. A clear vision and purpose within a sales group or organization provides direction and coordination, but retains the critical flexibility and agility needed to respond to changing conditions. Organizations need a shared vision of the future. Individual salespeople and teams also need a shared purpose and belief about how they help the organization achieve that vision. And everyone needs to contribute to creating that vision.

Taking Action

As a sales leader, the vision you share involves more than just having a clear sense of personal purpose. It involves communicating inspiring personal and sales group expectations that motivate people to take action. To evolve your current set of skills, consider the following activities.

Meet with employees one-on-one to help them connect their role to the team's and organization's vision.The more ways you connect the salespeople and support staff in your group to the vision of the company, the more engaged they will be.

1. Arrange to meet one-on-one with individuals in your group. Let them know the purpose for the meeting and ask them to think in advance about the talents they bring to the sales team and how those talents contribute to the group's and organization's vision.

2. Open the meeting by talking through the organization's vision and how your group supports that vision. Ask for and address any questions or concerns.3. Discuss ways in which the individual is key to the success of the sales team. Ask about any challenges or barriers to successfully performing his or her role.4. Talk about any action steps that are needed and, if necessary, schedule a follow-up meeting.5. Afterwards, reflect on the discussion and use this as feedback to yourself. How well have you communicated your messages and ensured that your staff has a clear

understanding of the vision and their roles? What, if anything, do you need to do differently in the future?6. Check in with your sales team to assess their progress in implementing any action steps and to identify any additional needs.



Schedule a time for the team to craft your group's vision.While it is important to have a vision for your group that relates to the organization's vision, it is even more valuable to have your employees develop the sales group's vision statement.

1. Talk with your group about the organization's vision and ensure they understand it.2. Explain to them the importance of having a clear sales group vision that supports the organization's vision. Ask them to identify the ways that they see the group

contributing to customer satisfaction and the success of the organization.3. Have individuals share their ideas (this could be during a meeting or shared in an online forum).4. Once all ideas are collected, meet with the group to discuss the ideas.5. Facilitate a discussion during which the group articulates the links between their success and the organization's vision. Identify three to five specific ways the sales

group supports the achievement of the organization's vision.6. Develop your group's vision statement based on the results of this discussion. Use the organization's vision as a guideline; check with your peers to see if they have

created (or contributed to the creation of) similar vision statements. Obtain copies of those statements to use as examples when creating your sales group's vision statement.

7. Make the vision a regular part of communications (e.g., the reason for a particular activity, or why a decision was made) so employees continually see the vision as guiding the work.

Align your day-to-day decisions with your vision.Part of the value of a vision statement is that it helps guide decision making. However, this use of a vision statement can be easy to overlook, especially at first.

1. Examine recent decisions you or your group made and identify how the organization's vision guided those decisions.2. When the decision was aligned with the vision, what were the benefits of this alignment? Was it easier to procure resources? Did people accept the decision more

readily? Was there significant movement toward a goal?3. Review recent decisions that did not align with the vision. In retrospect, what should have been done? What would have been the benefit of a different decision? How

can this type of decision be easier in the future?4. Discuss your analysis with anyone else who was involved in or affected by the decisions. Determine whether there are any checks that need to be put in place to

ensure more aligned decisions in the future.



Link your vision to business and customer trends.A vision can truly become a natural part of your work life when the reason for the vision extends beyond your own sales group or organization.

1. Ask group members to identify three to five current and future trends within your industry and with your customers.2. During sales calls, have your salespeople talk with customers to identify ways in which fulfillment of your group's or organization's vision will help them better serve

their customers' needs.3. As a group, discuss their findings and come up with a list of current and future trends that your group and/or organization must address.4. Look for areas of congruence between the trends and your vision. Identify ways that your vision could be adjusted to better reflect the marketplace.5. Set times to periodically revisit the sales group's vision and purpose in the context of the marketplace trends.

Learning Resources

Building the Bridge As You Walk On It:A Guide for Leading Change. Jossey-Bass. (Book)By: Robert E. Quinn

http://www.amazon.com/dp/078797112X/?tag=wilsonlearnin-20

The Mind of the CEO. Perseus Books. (Book)By: Jeffery E. Garten

http://www.amazon.com/dp/0465026168/?tag=wilsonlearnin-20

Leading on the Edge of Chaos:The Ten Critical Elements for Success in Volatile Times. Prentice Hall. (Book)By: Emmett C. Murphy and Mark A. Murphy


Vision Management:Translating Strategy Into Action. Productivity Press. (Book)By: Edited by SANNO Management Development Research Center and Translated by Frank Czupryna








The Trusted Leader:Bringing Out the Best in Your People and Your Company. Free Press. (Book)By: Robert Galford and Anne Siebold Drapeau

http://www.amazon.com/dp/B0001CJ9G8/?tag=wilsonlearnin-20

How Great Leaders Get Great Results. McGraw-Hill. (Book)By: John Baldoni


The DNA of Leadership:Leverage Your Instincts to Communicate, Differentiate, Innovate. Adams Media Corporation. (Book)By: Judith E. Glaser


Leading Corporate Transformation:A Blueprint for Business Renewal. Jossey-Bass. (Book)By: Robert H. Miles


The Leader Manager: Achieving Performance with FulfillmentDirection module (Workshop) Wilson Learning Corporation

Competitive organizations require managers to possess both managerial and leadership skills; they look for visionary leaders who can master change, develop a vision to which people can commit, provide a framework for growth, and create a supportive environment. Direction is a half-day module of The Leader Manager program focused on understanding employee and organizational needs in the context of the organization'vision and strategy. Participants learn a dialogue process to get employees involved in and committed to organizational and work group direction.

www.wilsonlearning.com



http://www.amazon.com/dp/B0001CJ9G8/?tag=wilsonlearnin-20




http://www.wilsonlearning.com/

Leading for Growth:Creating a Shared Vision module (Workshop)Wilson Learning Corporation

Rapid market changes force business strategy shifts and create a need for highly skilled employees to integrate innovative solutions. Equally necessary is a corporate culture that encourages shared responsibility and allows leaders to make the most of their talented employees. Developed in partnership with Dr. David Bradford (Stanford's Graduate School of Business) and Dr. Allen Cohen (Babson College), Leading for Growth shows leaders how to build a cohesive, shared-responsibility team with a common vision that guides strategy implementation. In the Creating a Shared Vision half-day module, participants learn how to collaboratively create a shared vision.





Listening

Listening skills are essential for success in today's work environment. Focusing on the underlying meaning and essence of what others are saying can encourage dialogue. Often the true issue can be uncovered by focusing on the intent rather than just the words. A critical role of a sales leader is to create an environment in which everyone's ideas are listened to and treated with respect, which in turn allows the best ideas to come forward.

Taking Action

Attending to what others are saying is critical to your understanding of their points of view. Not only must you listen carefully to what is being said; you need to pay attention to nonverbal signs, such as body language. To improve in your ability to listen effectively, consider the following activities.

Restate major points that others are trying to make.Misunderstanding what another person says can often derail a conversation. One way to be sure that you understand what others are saying is to restate clearly the key concepts of their communications.

1. Attend a company meeting where key information is being communicated to employees.2. During the meeting, focus on what is being communicated as well as the intent of the communication.3. After the meeting, schedule time to meet with your manager to restate the major points made during the company meeting.4. Ask for feedback from your manager on how well you captured both the actual message and the intent of the statement.5. Reflect on your manager's feedback and identify areas for improvement.6. Continue practicing this skill in your interactions with others (e.g., during meetings, after presentations, etc.). As with many other aspects of listening, the ability to

identify the major points of others' communications can improve over time.



Encourage others to communicate more.Clearly, to be a good listener you must find ways to encourage others to communicate. Sometimes that involves asking questions and drawing out information.

1. Think of a person you know who may be quiet or hesitant to communicate, despite having useful information to share about a customer, sales effort, activity, or area of expertise.

2. Consider different ways you could draw this person out. What types of questions might you ask that person? For example, you could use a range of open-ended questions such as:

"Could you tell me more about your idea?""What else can you tell me about this opportunity?""How do you feel about my suggestion?"

3. Also plan to ask closed-ended questions. These questions evoke a specific, concrete response. Questions like, "What date did you want to launch the sales campaign?" or "Whom do you want at the sales presentation?" would be considered closed-ended.

4. Remember to avoid "why" questions, because even though they can be open-ended in nature, the word "why" can sound accusatory.5. Once you have given thought to the types of questions you can ask, use those questions the next time you meet with that individual.6. After you meet with this person, take time to reflect on whether the questions were useful in getting him or her to communicate more. Did you gain a better of sense of

what he or she was trying to communicate?

Use questions to gain a better understanding of what is communicated. Being a good listener often requires more than sitting quietly as the other person speaks. Good listening requires the ability and willingness to ask questions that clarify your understanding of what is being communicated.

1. In an upcoming meeting or exchange, opt to spend a concentrated period of time only asking questions.2. Make a point of clarifying your understanding of the other person's comments. You can use questions or statements such as, "Let me make sure I understand what you

are saying . . ." as a way to make sure you clearly understand the message.3. After the meeting, take time to determine if you gained a better understanding of the meeting because of the questions that you asked.4. Ask a colleague who was at the meeting if he or she also gained a better understanding.5. Suggest, if applicable, to have a concentrated period of time for questions and answers in future meetings.



Seek to effectively balance your communications.The recommended ratio of speaking time to listening time in a group is suggested to be 80 percent listening and 20 percent talking. To ensure that a balanced dialogue occurs, track the amount of time you talk versus the time you spend listening.

1. At the end of the day, list the major interactions you had with others, such as your manager, salespeople, or customers. Include one-on-one and group meetings.2. For each meeting, estimate how much of the time you spent listening and how much of the time you spoke.3. Look for trends. Consider:

Do you speak about 20 percent of the time? More? Less?Do you tend to speak more in one-on-one conversations or more in group settings?Did your balance of speaking versus listening change depending on who was in the room? For example, do you speak less when dealing with customers?

4. Think about those instances in which you were speaking more. What was the reason? For example, were you trying to make a point, asking questions, leading the conversation, or taking part in a sales presentation? What do you think would have happened if you had spoken less? Could you have communicated your intended message in fewer words?

5. While exact percentages are not important, use this 80/20 rule to gauge how you should rebalance time spent speaking versus listening.

Learning Resources

The Lost Art of Listening:How Learning to Listen Can Improve Relationships. The Guilford Press. (Book)By: Michael Nichols


The 8th Habit:From Effectiveness to Greatness. Free Press. (Book)By: Dr. Stephen R. Covey






Crucial Conversations:Tools for Talking when Stakes Are High. McGraw-Hill. (Book)By: Kerry Patterson, Joseph Grenny, Ron McMillan, and Al Switzler


How the Way We Talk Can Change the Way We Work:Seven Languages for Transformation. Jossey-Bass. (Book)By: Robert Kegan and Lisa Laskow Lahey


A Journey into the Heroic Environment:A Personal Guide for Creating a Work Environment Built on Shared Values. Prima Lifestyles. (Book)By: Rob Lebow


Turning to One Another:Simple Conversations to Restore Hope to the Future. Berrett-Koehler Publishers. (Book)By: Margaret J. Wheatley


The Zen of Listening:Mindful Communications in the Age of Distractions. Quest Books. (Book)By: Rebecca Z. Shafir


Consulting with Clients (Workshop)Wilson Learning Corporation

While employees receive large amounts of training and education in their specific technical or professional field, they often are not as well equipped with the business and interpersonal skills needed to work with people from other disciplines to identify issues and solve problems. Consulting with Clients teaches employees skills for collecting and organizing information about business issues and needs, creating productive working relationships with other professionals, and facilitating others in making decisions and taking actions to implement change. Included with Consulting with Clients is an electronic tool designed to help participants implement the skills and manage individual initiatives.










Leading for Performance:Communicating with Purpose (Workshop)Wilson Learning Corporation

Effective one-to-one communication is critical to business success. The half-day Communicating with Purpose module explores common obstacles to effective business communication. It also provides participants with skills to deliver clear, purposeful messages; actively listen to assure they understand what others are communicating; and select the appropriate delivery method based on the purpose of the message.





Understanding Business Issues

Effective sales leaders understand that the most critical and pertinent business issues they face are typically the most difficult to identify and define. Successful leaders recognize trends from a variety of information sources and understand which issues are the most important to address in order to drive overall sales performance and accomplish objectives.

Taking Action

You must understand the business implications in information and situations in order to anticipate and identify problems that may require action. Consider the following activities to improve your ability to understand business issues.

Evaluate the quality of data you receive.If you are not comfortable with the data you receive, you will usually be just as uncomfortable with your resulting analyses. Periodically review your information to determine whether it could be better.

1. Create and prioritize a list of the most important information you receive on a regular basis. Be certain that you can explain why the data are so important to your sales efforts.

2. Determine whether you receive this information in the most useful way. Consider the:

Amount of information receivedFrequency with which you receive the informationForm in which the information arrives

3. Describe how the information format and quality could change to be more useful to you and your sales group.4. Meet with your manager to discuss your conclusions and to discuss ways to make the information flow more useful.5. Then meet with the providers of information and share your thoughts and conclusions about improving the exchange of information.6. Evaluate the changes made by your information providers. Are the data more useful to you now? What other improvements might be needed?



Work with other groups to address issues.It is easy to keep your focus on the issues or problems that are affecting your sales team. However, you will often find that the significant problems tend to impact other areas as well. By working together with other areas in the organization, you will increase your chances of resolving an issue or problem for good.

1. Create a "critical relationship" map that shows the links between your sales group and other groups within the larger organization. Note critical links that are important to your sales group's efforts.

2. Meet individually with leaders from other parts of the organization who represent these critical links to discuss how well the relationship is working as a whole. Invite each leader to work with your group to resolve any recurring business issues.

3. Set up a monthly meeting with your manager and with leaders from other parts of the organization who represent critical links to your sales group. At this meeting:

Discuss business issues that have emerged in the past month.Share perceptions and insights about these business issues and their causes.Devise approaches to not only resolve the business issues, but also ways to minimize the potential for recurrence.

4. Document your discussions and conclusions and keep the documentation for ready reference in the future.5. Consider distributing your documentation to others in the organization who might be facing similar issues.



Differentiate issues based on criticality.There will be times when you will have a number of issues that seem to appear frequently or perhaps all at once. Your first reaction may be to try to address them at the same time, which usually is ineffective. Keep in mind that frequency and importance are not the same thing-learn to differentiate so that you can better prioritize the actions you take.

1. Keep a record of all the problems that have occurred in your sales group in the past 90 days.

Which problems were recurring, and how often did they recur?Which problems would you consider to be more critical-due to potential impact on a customer if not addressed, how urgently a response was needed, etc.?

2. In a document, make four columns:

Frequent and criticalFrequent but not criticalInfrequent but criticalInfrequent and not critical

3. Assign each problem to one of the four columns.4. With your sales team, identify any common themes that may not have been evident when you examined each problem individually.5. As a group, create a plan of action for dealing with each of the four problem types in the future. This plan does not have to be designed for each specific problem you

identified; rather, the plan should contain general guidelines for dealing with problems based on their frequency and criticality.6. Discuss this plan with peers and/or your manager. Get their feedback and input, and determine what aspects of the plan you may be able to implement together.7. Implement your plan and monitor how well it works for you over the next 90 days.



Identify internally generated issues.Because your sales team does not work in isolation, there is always a good chance that you will be directly impacted by the decisions and actions of those above you and in other parts of the organization. When this happens, go to the source of the issue to better understand what is driving the issue and how you should respond.

1. Review any recent requests or mandates either from your manager or from other areas within the larger organization.2. Consider how those requests have impacted or will impact the performance of your sales group, or might otherwise create a potential problem or issue.3. Speak to the sponsors of any requests that will have significant impact. The purpose of the discussion is to make sure you not only understand the request, but also

understand the motives and interests behind the request.4. Talk with your manager and with other colleagues who may be similarly affected by the requests. Share what you have learned about the issue and ask for any

additional information they may have.5. With your sales group, discuss the issues and decide how you will address them.6. Share your plan with your manager and colleagues. Look for opportunities to partner in addressing the issue-perhaps by sharing resources, enacting different parts

of the plan, etc.7. Seek advice from your manager regarding how to address those issues that seem beyond your influence or control.8. Implement your plan and monitor the results. Are you fulfilling the request as it was intended? Are you keeping to a minimum any negative impact on your group and

customers?

Use other groups' performance data to analyze issues.The key to identifying issues sometimes resides not in the information that others provide to you, but in the information they use for themselves.

1. Regularly ask for and review the performance reports of other areas in the company that are critical to the success of your sales group.2. Use the data to anticipate issues. These issues may be:

Upstream-which hamper the performance of your sales groupDownstream-which affect the quality of your customers' experience, and impact overall satisfaction

3. When you see data that might indicate a potential problem, meet with your manager and together develop a plan for pre-empting the impact on your sales group's performance.

4. Keep track of any trends you see in other areas of the company. Use that data to influence how you interact with those other areas. Also, consider what you might do to your sales team's processes to help insulate the group's ability to perform given the business issues you identified elsewhere in the organization.



Practice anticipating issues.As with many other aspects of work, one of the best predictors of future business issues is past business issues you have faced. While not a perfect method for prediction, reviewing recent business issues carefully can give some indication of what issues may arise in the near future.

1. Consider all the variables that need to be in place for your sales group to achieve its performance objectives-salesperson and support staffing, budget, marketing materials, etc.

2. Reflect on any business issues you've had in the past 30 to 60 days that affected these variables or otherwise affected your sales group's performance.3. Now, forecast the sales objectives for your team for the next 30 days and again consider the variables you need to have in place in order to achieve those objectives.4. Based upon your needs for the next 30 days and any recent business issues, what problems are likely to arise in the immediate future that might impede performance?5. Discuss your considerations and conclusions with your sales group and your manager.6. Work together to create an approach that will allow you to avoid and/or minimize any problems related to these issues.7. Repeat this business issue forecast every month.

Learning Resources

The Mirage of Global Markets:How Globalizing Companies Can Succeed As Markets Localize. Financial Times Prentice-Hall. (Book)By: David Arnold


The Essential Drucker:The Best of Sixty Years of Peter Drucker's Essential Writings on Management. HarperBusiness. (Book)By: Peter F. Drucker


Lessons from the Future:Making Sense of a Blurred World. Capstone. (Book)By: Stan Davis







Changing Fortunes:Remaking the Industrial Corporation. John Wiley & Sons. (Book)By: Nitin Nohria, Davis Dyer, and Frederick Dalzell


Leading with Knowledge:The Nature of Competition in the 21st Century. Sage Publications Ltd. (Book)By: Richard C. Huseman, Ph.D. and Jon P. Goodman, Ph.D.


Reinventing Strategy:Using Strategic Learning to Create and Sustain Breakthrough Performance. John Wiley & Sons. (Book)By: Willie Pietersen


The Agenda:What Every Business Must Do to Dominate the Decade. Crown Business. (Book)By: Michael Hammer

http://www.amazon.com/dp/B0001FZGMG/?tag=wilsonlearnin-20

The Phoenix Effect:9 Revitalizing Strategies No Business Can Do Without. John Wiley & Sons. (Book)By: Carter Pate and Harlan Platt

http://www.amazon.com/dp/B0002XGVC6/?tag=wilsonlearnin-20

Leading for Performance:Problem Solving (Workshop)Wilson Learning Corporation

In the one-day Problem Solving module, managers learn to distinguish two points of view about problem solving, recognize barriers to problem solving, and learn and practice a six-step process for solving problems. The outcome is the ability to reach better solutions faster and to facilitate their team in problem-solving efforts.







http://www.amazon.com/dp/B0001FZGMG/?tag=wilsonlearnin-20

http://www.amazon.com/dp/B0002XGVC6/?tag=wilsonlearnin-20


Consulting with Clients (Workshop)Wilson Learning Corporation

While employees receive large amounts of training and education in their specific technical or professional field, they often are not as well equipped with the business and interpersonal skills needed to work with people from other disciplines to identify issues and solve problems. Consulting with Clients teaches employees skills for collecting and organizing information about business issues and needs, creating productive working relationships with other professionals, and facilitating others in making decisions and taking actions to implement change. Included with Consulting with Clients is an electronic tool designed to help participants implement the skills and manage individual initiatives.


Turning Information into Sales (Workshop)Wilson Learning Corporation

In more complex sales environments, the ability to discover and understand client business information is critical. Turning Information into Sales is a one day program that teaches salespeople how to effectively discover business needs, identify what is most important to the customer, and apply this information in their sales efforts. They will develop the ability to discover information needed to create solutions that best meet the customer's needs.






Leadership Character

Developing Leadership Character requires a different approach than what is typically used in developing leadership skills. It requires reflection on your current value system, an increasedself-awareness of the impact of your Character on others, and a long-term commitment to changing how you react to different people and situations. This long-term commitment is not somethingto be taken lightly. Changing your Character is not something that can occur overnight. However, with effort and endurance, you and others will see a change in the strength of yourLeadership Character, and a strong positive impact on your life and work.-

Taking Action

There is no single best approach to developing Character that works for everyone. Given this, the first step is for you to identify your own path to developing your LeadershipCharacter. Below are some general guidelines to help you define your path.emptyIdentify your core Character values.

A good place to start is to review your multirater results. Specifically, what do your results suggest about what you value most in Leadership?

Compare your highest and lowest Character scores. What do these scores suggest about what you value most, and value least? For example, consider a person who scores high in Organizational Commitment but lower on Willingness to Adapt. This may be because he or she views having high organizational commitment and loyalty as more important than having a great willingness to change rapidly.Reflect on what the overall pattern of results might suggest. For example, are you consistently higher on the Social Character elements (such as Integrity or Compassion) than on the Organizational Character elements (such as Leadership Courage or Organizational Commitment)?Based on this evaluation, create a Core Values Statement, which is a short description of what you think your core Character values are. Try to write this in a short paragraph. One way to begin this paragraph is with a statement such as, "Above all else, it is important that others see me as ___." Keep the paragraph short and clear.Share your Core Values Statement with someone whom you trust to give you fair and honest feedback. This is where you may want to enlist the help of a coach or mentor. Ask him or her to review the statement. Does he or she also believe it is an accurate reflection of your actions and behavior? Discuss how you arrived at this statement.



Identify a Character element you would like to change.The next step is to identify elements of your Character you would like to change. Sometimes leaders make the mistake of trying to change too much at one time. To help ensure your success, it is important to start small and focus on the long-term value of others seeing a new consistency in your behavior. Therefore, we suggest you identify one aspect of Leadership Character that is important to you. To guide you in this choice, you might want to think about:

An element of your Core Values Statement that is not as strong as you would like. This could be an element of Character that has a lower score or larger Self-Other gap than you expected to receive.An aspect of Character element that complements your Core Values Statement. An example may be adding Tenacity to an existing Core Value of Initiative. In this case, by focusing both on starting a difficult task (Initiative) and persisting (Tenacity) in order to complete that task, you can strengthen overall character.

Spend time in reflection.Part of changing Leadership Character is reflecting deeply on what you want to change. The next section contains a series of reflection questions for each Leadership Character element on which you received feedback. Reflect on how you would answer these questions, starting with the Character element you want to change. Now is also an appropriate time to review your choices with your coach and to begin exploring what and how you will need to change. Some approaches to reflection include:

Spending time alone considering Leadership Character, using some of the reflection questions in the section below.Giving thought to what you would like people to say differently about you. Then consider what you may need to alter regarding your Leadership Character in order to make that difference.Meeting with your coach to share your thoughts on the reflection questions.Working with your coach to identify "stretch experiences" that will help you in building your Leadership Character.

Engage in "stretch experiences." You will not change your Leadership Character by only reading a book or attending a course. While there are books and courses that can help, significant changes in Leadership Character are usually achieved by participating in Character-building stretch experiences. Stretch experiences are assignments or structured tasks that will challenge, or "stretch," you to demonstrate a Character element you are trying to develop. Again, there is no single best set of stretch experiences, so the first step is to identify the stretch experiences that will have the greatest impact, given your particular needs. Consider the following activities to start identifying the stretch experiences that are best for you:

Work with your coach to identify some potential stretch experiences. What situations would require the most effort for you to express the Leadership Character element you are trying to develop?Explore options for making this stretch experience happen. Is there a special project in which you could be involved? Is there a job responsibility or position you could take?Use the books listed in the Resources section below to identify other stretch experiences.



Key Reflection Questions

In this section you will find reflection questions designed to help you explore each element of your Leadership Character. To use these questions effectively, identify the LeadershipCharacter elements you are trying to improve and locate the corresponding questions.emptySocial Character

Integrity - Keeping organizational and personal promises and commitments and maintaining high ethical standards

What is your principal struggle with keeping commitments? Are you unwilling to make a commitment? Do you overcommit?People express their commitment differently. Some people take a statement such as, "I will try to complete it by tomorrow" as a firm commitment,while others see the statement as less definite - that you are not sure you will have the task done by tomorrow. How do you express commitments? Could this influence how others see your Integrity?

Compassion - Showing genuine concern for the welfare of others

Everyone is compassionate, but some leaders are better at expressing it than others. What gets in your way of expressing your compassion for others' needs and feelings?Do you have a tendency to quickly see and point out the flaws in others' ideas and suggestions? Think about how such an action might affect the other person's feelings about him- or herself. Are there other ways you can express the same judgments and concerns using a more compassionate tone or approach?

Propriety - Demonstrating proper and culturally appropriate behavior when dealing with others

Is it important to you to fit in socially? Or do you enjoy being considered unique because of how you dress or how you express yourself?Consider the possibility that your current use of language or how you dress might be limiting your employment options. Is advancement important enough to you to make changes in your appearance or mannerisms? Recognize that Propriety is not about hiding who you are as a person, but about minimizing distractions so that others focus on you as a person and a leader - rather than focusing only on how you speak or dress.



Values Diversity - Valuing diversity of individual backgrounds, cultural experiences, organizational levels, and beliefs

Sometimes a lack of awareness of different cultural norms and expectations may lead others to think you do not value diversity. Consider how aware you are of different cultures. Can you name specific behaviors that are appropriate in one culture but not another?What is your level of curiosity about other cultures? Are you the type of person who feels comfortable asking others about their culture and cultural norms?

Cooperative - Assisting or collaborating with others in accomplishing work goals

Some people have a preference for working alone and taking full responsibility for their own work efforts. Think about your own work style. Could this cause others to see you as less cooperative?Think of a time when you cooperated successfully with others. What do you think made this a successful experience? How can you recreate those conditions?

Accessible - Making oneself accessible to employees

Think about your work style. How comfortable do you think it is for others to interrupt you? Are there things that you can change about how you work (or your work environment) that could make you seem more approachable and accessible?Some people prefer-and need-fewer distractions and interruptions to work effectively. If this is true of you, have you communicated this to others and identified times when people can approach you with unscheduled questions or tasks?



Organizational CharacterEthical - Acting in a manner that demonstrates high standards for appropriate personal and organizational behavior

What ethical dilemmas have you faced in your work? What has your response to these dilemmas said about your ethical principles?How knowledgeable are you of your organization's ethical and legal requirements? Could you have unknowingly violated them?

Customer Focus - Taking action to demonstrate and communicate the importance of high-level customer satisfaction

Customer Focus is an important Leadership Character element for sales leaders, but how often are you directly involved with customers? Ask other sales leaders how often and in what context they spend time with customers. Are you in contact more or less frequently than you should be?What kinds of decisions or actions do you take that affect customers, either directly or indirectly? Do you consistently consider this customer impact when taking those actions or making those decisions?

Leadership Courage - Maintaining principles in the face of organizational or business challenges

Sometimes, showing loyalty to a manager or senior executive can be perceived as an unwillingness to challenge decisions that are not in the organization's best interests. Have there been cases where you have supported the decisions of others but in retrospect you should have challenged them? Why do you think you did that, and what should you have done differently?Think of an action or decision that others in authority might make with which you would likely disagree. What would you do to appropriately challenge the person's action or decision?

Organizational Commitment - Demonstrating support for the company's decisions, goals, and values

Sometimes, challenging what you believe to be questionable organizational policies and decisions can lead others to believe that you are not showing commitment to the organization. What are some ways you can express disagreement with a decision or action, while at the same time showing your commitment to the organization?What does it mean to you to be committed to the organization? What are some ways in which you could express this commitment?



Personal CharacterRisk Taking - Initiating unconventional, uncommon, or risky action in striving to achieve significant organizational benefit or advantage

Taking risks and being conservative in your decision making can be difficult to balance. In thinking about your decisions, do you tend to be more conservative or more risk taking than others in your organization?What would it take for you to be more comfortable taking risks?

Initiative - Seeking opportunities to initiate actions that address important business issues

What are some work assignments for which you could volunteer that are outside your normal area of responsibility?How could the organization use your skills differently-in a way that would be beneficial to you and the organization?

Drive - Working with a high level of energy and focus

Sometimes a more deliberate pace that is focused on detail can be viewed as a lack of drive. What is it about your work pace that might lead people to believe you have a lack of drive?To be seen as having drive, what behaviors do you feel you may need to change?

Sense of Urgency - Responding quickly to pressing organizational demands

We all have natural tendencies in how we react when faced with an urgent or crisis situation. Some tend to "fight" the crisis head on, while others tend to be more "flight" oriented and avoid the crisis. What is your natural tendency? Does it need to change, and if so, what can you do to change it?Sometimes the ability to react quickly comes from having clear criteria for when a situation requires immediate action. What criteria can you apply to such situations in your day-to-day work?



Tenacity - Persevering with an issue or problem until the matter is settled or the objective is no longer attainable

There is often a fine line between persisting in spite of barriers and continuing even when the required effort is not worth the outcome. On which side of the line do you see yourself?When addressing an issue or problem, what could you do to evaluate your potential for success in a way that would allow you to be more persistent?

Resilience - Remaining focused and productive in spite of adverse circumstances

Think back to a time when you handled stress well. What was it about that situation that allowed you to deal with the stress quickly and keep focused?What can you do or tell yourself that will help you remain productive during stressful times?

Flexibility - Adjusting to new situations and work demands

Persisting on a task can sometimes be perceived as an unwillingness to adapt. Do you tend to continue a course of action and persist to the end, or to shift focus rapidly?How do you respond to new information about a situation? How do you consider the impact of that information on your priorities?

Stress Management - Dealing effectively with job-related stress for self and employees

Think back to a time when stress got in the way of being productive. What were the signs that could potentially help you anticipate when stress might interfere with performance?What are you currently doing to prevent or manage your stress? What coping mechanisms could you use to help alleviate stress in your life?

Learning ResourcesArtful Work:Awakening Joy, Meaning, and Commitment in the Workplace. Berkley Trade. (Book)By: Dick Richards


Awakening the Leader Within:A Story of Transformation. John Wiley & Sons. (Book)By: Kevin Cashman with Jack Forem






Be Your Own Brand:A Breakthrough Formula for Standing Out from the Crowd. Berrett-Koehler Publishers. (Book)By: David McNally and Karl Speak


The Eagle's Secret. Dell. (Book)By: David McNally


Even Eagles Need a Push:Learning to Soar in a Changing World. Dell. (Book)By: David McNally


A Journey into the Heroic Environment:A Personal Guide for Creating a Work Environment Built on Shared Values. Prima Lifestyles. (Book)By: Rob Lebow


The Leadership Engine:How Winning Companies Build Leaders at Every Level. HarperCollins. (Book)By: Noel M. Tichy with Eli Cohen


The Legacy Leader:Leadership with a Purpose. 1st Books Library. (Book)By: Anthony B. Lopez










The Other 90%:How to Unlock Your Vast Untapped Potential for Leadership and Life. Three Rivers Press. (Book)By: Robert K. Cooper


The Power of Full Engagement:Managing Energy, Not Time, Is the Key to High Performance and Personal Renewal. Free Press. (Book)By: Jim Loehr and Tony Schwartz


Principle-Centered Leadership. Free Press. (Book)By: Stephen R. Covey


Prisoners of Our Thoughts:Viktor Frankl's Principles for Discovering Meaning in Life and Work. Berrett-Koehler Publishers. (Book)By: Alex Pattakos and Stephen R. Covey


We Are All Self-Employed:How to Take Control of Your Career. Berrett-Koehler Publishers. (Book)By: Cliff Hakim


The Web of Inclusion:Architecture for Building Great Organizations. Beard Books. (Book)By: Sally Helgesen










Building Relationship Versatility:Social Styles at Work (Workshop)Wilson Learning Corporation

Ineffective communication is one of the greatest barriers to organizational effectiveness, and interpersonal Versatility is one of the greatest tools a leader has today for dealing with the communication problems cause by today's increasingly diverse workforce. Wilson Learning's Building Relationship Versatility is a two-day workshop that takes a performance-based approach to teaching leaders how to increase their interpersonal Versatility and how to use this skill to more effectively communicate with direct reports and colleagues, resolve conflicts within the organization, and address the tension that can affect the performance of individuals and the group. Based upon Wilson Learning's Social Style model, participants learn how their own style affects others' performance, how to identify others' Social Style, how to adapt their behavior to reduce tension, and how to manage relationships when interpersonal conflict is affecting performance.


Leading from Within (Workshop)Wilson Learning Corporation

Leading from Within® is a unique one-day workshop that explores the challenges of leadership. As a discovery process that helps participants define who they are as leaders, it provides participants with the tools and strategies to enhance their personal effectiveness, examine their leadership approach, share their leadership philosophy, develop a personal vision for leadership, and create a map to track their leadership integrity.


Leading in Challenging Times (Workshop)Wilson Learning Corporation

Customer-focused, rapidly changing organizations need to get the best from their employees. Change, however, often results in employees who become frustrated or frozen. In response, the organization quickly becomes reactive and loses the speed and adaptability that won customers in the first place. Leading in Challenging Times(tm) is a powerful organizational development program that will help leaders understand their role in implementing business strategy, taking charge of the change process, and refocusing their people. The two-day program provides practical and actionable tools that help leaders understand their role in a changing environment, identify unproductive reactions to change, and create conditions for dealing effectively with change.







Sales Process Management

In short, it is the job of the sales leader to manage the sales process. While some think that this job resides with salespeople, in truth, salespeople execute the sales process. It is the responsibility of sales leaders to monitor the effectiveness of the process, analyze inefficiencies in how the process is executed, communicate methods for improving the effectiveness of the process, and coach salespeople on how to execute each step of the process. Each organization's sales process is somewhat different; however, the processes often share some fundamental aspects. Therefore, we provide suggested actions related to the five major elements of a sales process:

QualifyingAccessingIdentifying OpportunitiesWinningGrowing



Taking Action

Each organization has different expectations of sales leaders regarding management of the sales process. Thus, it is difficult to provide specific information about which actions youshould take. Therefore, we have provided some general guidelines for defining your role in managing each step of the sales process, and for determining the correct actions to take.

1. Qualifying. How your salespeople qualify potential new prospects will have a great impact on your performance. Time spent on unqualified or nonproductive prospects is time wasted. Equally damaging is the choice to not pursue a viable prospect because of poor or incorrect qualifying criteria. An effective sales leader works to eliminate unqualified prospects while making sure all qualified prospects pass the initial screens.

Qualifying ratio: Your qualifying ratio is the proportion of prospects who actually become customers. Do you know your qualifying ratio? Go back 6 to 12 months (depending on your sales cycle) and list all of the prospects your salespeople were calling on. Count the number that made a purchase. This represents your qualifying ratio.Business development: Helping create new business opportunities for your salespeople will greatly improve your qualifying ratio. Think of actions you can take to identify new types of business. Is there a new industry segment you could address? Is there a new combination of products and services that could fill a need in your current client base?Prospecting coaching: Work with your salespeople the next time they have a new prospect. Coach them on how to identify the right criteria for qualifying the account, how to identify the buying points, how to match the client profile to a product line, and how to determine the best way to gain entry to the client.

2. Accessing. The key to developing a qualified prospect often resides in gaining access to the right decision makers and influencers. Talking to the right person in the account can quickly determine whether there is a viable sales opportunity, while talking to the wrong person could lead to wasting countless hours and resources.

Access coaching: When your salespeople are planning to call on new prospects, review their access plans beforehand. How did they determine the appropriate person to call on? What information do they have about the prospect and the company? How did they use this information to determine the right approach to take? Have they determined how to address potential gatekeepers who may closely manage access to the key decision maker? Have they identified more than one access point?Access messages: Gaining access to the right decision maker is one thing, but gaining that person's attention with the right message is another. As a sales leader, you need to work with your salespeople to come up with clear and impactful messages that lead new prospects to ask for more information. Identify the key issues facing your customers and prospects. Craft those issues, and your company's abilities, into brief access messages. Identify the right mix of mail, e-mail, phone and face-to-face methods of delivering those messages.



3. Identifying Opportunities. Gaining access to a key decision maker does not necessarily lead to a sales opportunity. Effective discovery and solution strategies are critical for turning that access into a sale.

Discovery questioning: Identifying individual sales opportunities requires a meaningful dialogue with the potential client to determine his or her priorities and needs. Before their next calls, review your salespeople's client-discovery questions. Are they getting at a range of issues? Are your salespeople providing enough open-ended questions to allow customers to express their needs clearly? Are the questions getting at important information? Do the questions lead to the identification of an appropriate product or service solution?Solution strategy: Winning an opportunity also means coming up with a product or service solution that provides a better return for the customer than the competition's solution would. Review with your salespeople the results of their most recent client discovery calls. With each salesperson, help identify a combination of products, services, and options that most effectively address the customer's primary business needs. Discuss ways to increase the value of the solution to the customer.

4. Winning: Once an offer or proposal has been made, it is not enough to sit back and wait for the customer to decide. As a sales leader, you need to help salespeople manage the win, and help determine what leads to wins.

Analyzing win/loss ratios: Improving the proportion of offers and proposals you win requires an analysis of what caused a particular proposal to end in a win. Take the most recent 10 to 20 proposals or offers submitted to customers and record the similarities and differences among them. Look for clues that are consistent among the wins to provide indications of what factors lead to wins. Also look for clues among the losses to identify factors to avoid.Competitive strategy: Sometimes you lose a sale, not because you didn't have the best solution, but because the competition was able to convince the customer that their solution was best. Help your salespeople find information on who else might be offering a proposal. What is their advantage over you? What is your advantage over them? How can you best approach this customer to make sure the customer recognizes your strategic advantages?



5. Growing: To increase performance, it is rarely enough to win individual opportunities. As a sales leader, you need to help your salespeople see opportunities to grow a client's business. Help them identify new products or offerings to position, or new departments or divisions that have similar needs.

Client retention: The first step to growing a client relationship is to ensure that the client is satisfied with the initial purchase. Work with your salespeople to identify ways to monitor client satisfaction. Identify things your salespeople or your organization can do to increase customer satisfaction and loyalty.Leveraging relationships: Other departments or divisions are more likely to pay attention to references and referrals from within their organization than from outside. Help your salespeople identify ways to use their satisfied clients to develop other contacts-either within the client organization or in other organizations.

Learning ResourcesemptyDiscover Your Sales Strengths:How the World's Greatest Salespeople Develop Winning Careers. Business Plus. (Book)By: Benson Smith and Tony Rutigliano

http://www.amazon.com/dp/0446530476/?tag=wilsonlearnin-20The Power to Get In:A Step-by-Step System to Get in Anyone's Door. St. Martin's Griffin. (Book)By: Michael A. Boylan

http://www.amazon.com/dp/0312195222/?tag=wilsonlearnin-20ProActive Sales Management:How to Lead, Motivate, and Stay Ahead of the Game. AMACOM. (Book)By: William Miller

http://www.amazon.com/dp/0814405452/?tag=wilsonlearnin-20Sales Management. McGraw-Hill. (Book)By: Robert Calvin








Using This ReportUsing This Report will help you understand and learn from the information in this report. In this section you will find the following categories:

What information is in this report?How do I use this report to plan my development?A list of Frequently Asked QuestionsGlossary of terms

Before reviewing this section, please consider the following important points regarding your results in general:Feel free to just explore this report using the embedded links.Most of the terms used in this report are linked to definitions in the Glossary.All scores in the report are based on a 0- to 100-point scale. This scale makes score differences clearer and eliminates the need to work with decimal point scores. The best way to thinkabout your scores is as percent of effectiveness. That is, a score of 80 indicates that you are 80% effective. If you want to know how your score compares to the survey ratings, the scaleconversion used is as follows:

12345

Survey RatingScale

0255075100

ReportScale

The Behavior Detail section of this report shows separate results for each rater group. These groups can include your manager, peers, direct reports, customers, and your self-ratings.These results are shown separately so that you can better identify differences in how these groups perceive your performance. To preserve confidentiality, these separate scores for peers,direct reports, or customers are provided ONLY if there are two or more completed surveys in that group.You may also see a rater group called "Unclassified." There are two reasons why you may see this rater group in your report:

1. You may have used this category to ask for feedback from individuals who do not fit into the other rater groups (i.e., Manager, Peers, Direct Reports, or Customers).2. If you did not assign any raters to the Unclassified group, yet still see it in your report, this means that you did not have at least two raters in one or more of the other rater groups

(i.e., Peers, Direct Reports, or Customers). For example, if you received only one completed Peer survey, that survey is reassigned as Unclassified. Then, if there are two or moreUnclassified surveys, those surveys are reported as Unclassified in the report.



What information is in this report?

This report contains the information you need to begin identifying opportunities to become more successful in your role and to create your development plan. The report is organized into thesemain sections:

1. Overall Summary - a single-page, high-level overview of your feedback results2. Strength & Opportunity Summary - a review of the competencies that were identified as your top strengths and your top development opportunities3. Behavior Summary - an overview of those individual behaviors that were identified as your strengths and development opportunities4. Leadership Character Summary - a review of your overall Character feedback results across 18 Character traits5. Sales Process Management - a summary of the results of the ten Sales Process Management questions in the survey6. Open-Ended Comments - verbatim responses to open-ended questions about your strengths and opportunities7. Behavior Detail - a reference section containing detailed feedback results for each competency and behavior8. Development Recommendations - suggested development activities, business books, and training courses for your specific development opportunities



Overall Summary

This section of your report provides you with a high-level "executive overview" of your feedback results.

How do I read this section?The long bars indicate your overall current performance rating for each competency. This is the level of performance that your feedback providers feel you are currently exhibiting.These performance ratings are based on the average rating of all your rater groups, but excludes your self-ratings.The small white bars show the target performance for each competency. This is the level of performance that should be exhibited by you in order to be the most successful. Again, thisvalue is based on the average target rating of all your rater groups, but excludes your self-ratings.The greatest strengths and opportunities are determined by the size of the gap between your current and target performance. To calculate gap, the target score is subtracted from thecurrent score. Positive gap scores indicate that the current exceeds the target. Negative gap scores indicate that the target exceeds the current. Most gaps will be negative.Colors show which competencies are your strengths (green bars) and which competencies are your development opportunities (red bars).Each competency label is linked to more detailed information on that competency in the Behavior Detail section of this report.



Strength & Opportunity Summary

The results presented in this section address only the competencies identified as your greatest strengths and your greatest development opportunities.

How do I read this section?The greatest strengths and opportunities are determined by the size of the gap between your current and target performance. To calculate gap, the target score is subtracted from thecurrent score. Positive gap scores indicate that the current exceeds the target. Negative gap scores indicate that the target exceeds the current. Most gaps will be negative.Strengths are the competencies with the smallest negative gap (or largest positive gap) scores. Development opportunities are the competencies with the largest negative gaps.This summary compares your self-ratings to the average combined ratings of all rater groups.Each competency label is linked to more detailed information on that competency in the Behavior Detail section of this report.Selecting the link in the Indicator column will take you to a list of development resources -- such as books, classes, and on-the-job activity recommendations -- that can help youdevelop that competency.

How do I use this section?The purpose of this section is to provide you with a clear view of your individual strengths and development opportunities. If your primary purpose for completing this assessment is to quicklyidentify skills that will help improve your job performance, then you should concentrate on this Strength and Opportunity Summary. To use this section:

Focus first on your strengths to identify the competencies in which you are currently excelling. Select the link to examine the Behavior Detail section of your strengths to determinewhether there are specific behaviors that need some additional attention. Then select the Indicator link to examine recommendations for how you can leverage your strengths.Next, examine your development opportunities. Select the link to the Behavior Detail section for more specific information regarding these competencies. Then select the Indicator linkto identify specific activities for improving in these competency areas.



Behavior Summary

This section provides an alternative way of looking at your strengths and development opportunities. Rather than showing the broad competencies, this section shows individual survey items,or behaviors, that were identified as strengths or opportunities.

How do I read this section?The greatest strengths and opportunities are determined by the size of the gap between your current and target performance. To calculate gap, the target score is subtracted from thecurrent score. Positive gap scores indicate that the current exceeds the target. Negative gap scores indicate that the target exceeds the current. Most gaps will be negative.Strengths are the behaviors with the smallest negative gap (or largest positive gap) scores. Development opportunities are the behaviors with the largest negative gaps.This summary compares your self-ratings to the average combined ratings of all rater groups.Each behavior label is linked to the detailed information on that behavior in the Behavior Detail section of the report. In the Behavior Detail section, you will see the separate averagesfor all people who responded to your survey.This section also identifies the competency associated with each behavior. Thus, a competency can be listed more than once if several behaviors in that competency are identified asstrengths or opportunities.

How do I use this section?The purpose of this section is to provide you with a way to more specifically examine your strengths and opportunities. Sometimes a close review of individual behaviors tells a different storyabout your strengths and opportunities than does a review of competencies alone.

First, determine whether most of the behaviors in this section are associated with either your strength or development opportunity competencies. If so, this confirms that thosecompetencies are an accurate reflection of how people see your skills, and that your development efforts should focus on those competencies.If most of the behaviors listed in this section are associated with competencies other than the identified strength and opportunity competencies, examine those additional competencies.Are your gap scores for those competencies similar to your gap scores for the strength and development opportunity competencies identified in the Strength and Opportunity Summarysection? If so, you might consider making one or more of these additional competencies part of your development plan.Finally, examine the pattern of all of the behaviors and competencies identified as strengths and opportunities in this section. Does the pattern tell you something new about yourprimary strengths and opportunities?



Leadership Character Summary

This section summarizes the results of the Leadership Character items in the survey.

How do I read this section?Interpreting Leadership Character results is different from interpreting skill results because the important gap is not between current and target performance, but between your view ofyour Leadership Character and others' views of your Leadership Character.Leadership Character gaps are calculated by subtracting your ratings from the average combined ratings of all rater groups except self.A large negative gap indicates that you see that element of Character as being stronger than others see it. This could indicate that others perceive your actions and decisionsdifferently from how you perceive them.A large positive gap indicates that others see that element of Character as being stronger than you see it in yourself. This may indicate that you are less aware of some of the strengthsthat others perceive in your Character.A small gap indicates a consistency in how you and others see that element of Character. This does not necessarily mean that this element is a Character strength for you -- it justindicates that you and others agree on the relative strength of that Character element.

How do I use this section?Responding to Leadership Character results should be done with a certain amount of reflection and thoughtful consideration. We suggest turning to the Development Recommendationssection for further guidance on how to change your Leadership Character:

Character scores are not necessarily good or bad; they are a reflection of what you value. Consider what your pattern of scores suggests about what you value.Larger gaps between your self-perceptions and others' perceptions indicate a difference between how you interpret your behaviors and how others interpret your behaviors. Thinkabout what could lead to these different interpretations.



Sales Process Management Summary

This section summarizes the results of the Sales Process Management questions in the survey.

How do I read this section?Unlike the other sections of this report, Sales Process Management focuses not your actions, but on the results you achieve throughout the sales process.

The ten outcome questions address the five steps of the Sales Process: Qualifying, Access, Opportunity, Win, and Growth. There are two questions for each Sales Process step.For each question, your respondents were asked how much they agree (or disagree) with the statement that, as a result of your actions, your sales team's performance improved in thatspecific Sales Process area.The graph shows:

Your ratingsAll Other ratings (the combined ratings from your respondents -- Manager, Direct Reports, Peers, and/or Unclassified). Customers are not asked for feedback on Sales ProcessManagement.

While there are no strict cutoff points, ratings generally indicate the following:100 to 60: Your respondents agree that your actions had a positive impact on your sales team's efforts.59 to 41: Your respondents neither agree nor disagree with the statements.40 and below: Your respondents do not feel your actions had a positive impact on your sales team's efforts.

A large difference between Self and All Other scores indicates that you and others have a different view of the impact your actions have had on a specific outcome.A small difference between Self and All Other scores indicates that you and others have a similar view of the impact your actions have had on a specific outcome.

How do I use this section?Your Sales Process Management results can provide a quick guide for focusing your efforts:

High scores indicate that you are having a positive impact in that specific area, so you should maintain your efforts in that area -- in other words, "keep doing what you are doing".Low scores indicate potential bottlenecks in the sales process, which are also opportunities for you to make a significant positive impact. Focus your efforts to improve that aspect of thesales process -- through direct action and/or targeted coaching of your sales team -- and you improve that specific outcome and potentially the entire sales process.We suggest turning to the Development Recommendations section for further guidance on how to improve in the area of Sales Process Management.



Open-Ended Comments

This section contains responses to open-ended questions. This information can provide you with some greater insight into your scores because it allows individuals to express, in their ownwords, what they observe in your behavior.

How do I read this section?The name of the person making each comment is not provided. Your feedback providers were promised confidentiality in order to encourage open, honest comments.4 open-ended questions were asked about what others see as your greatest strength, greatest area for improvement, suggestions for improvement, and a general question aboutLeadership Character.All comments are included, and are reported exactly as written.

How do I use this section?It is easy to over-interpret written comments. Because these comments can reference specific actions or convey a lot of emotion, people have a natural tendency to give the comments moresignificance than the comments deserve.

Remember that a comment is written by one person at one specific point in time. On another day, that person may not have written that comment.Look specifically for comments that are related to your strengths and development opportunities. Do the comments help you interpret the meaning of your scores?If a comment is inconsistent with your scores (for example, you have a strength in a particular competency, but you receive a comment that is very critical of that competency), do notignore the comment, but do keep it in perspective. Your score indicates that most of your feedback providers saw that competency as a strength.Overall, examine the tone of the comments. Are the comments written in a tone that expresses a desire to help and support your development, or are they expressing frustration (oreven anger)? This is most important to consider as you prepare to share your results with others and ask for their support and help in making changes.



Behavior Detail

This section is considered to be the reference section of your report. It is unlikely that you will ever need to review this entire section because it contains all of the detail regarding all of thecompetencies and behaviors included in the survey.

How do I read this section?This section shows separate results for each rater group. These groups can include your manager, peers, direct reports, customers, and your self-ratings. These results are shownseparately so that you can better identify differences in how these groups perceive your performance. To preserve confidentiality, separate scores for peers, direct reports, orcustomers are provided ONLY if there are two or more completed surveys in that group.You may also see a rater group called "Unclassified." There are two reasons why you may see this rater group in your report:

1. You may have used this category to ask for feedback from individuals who do not fit into the other rater groups (i.e., Manager, Peers, Direct Reports, or Customers).2. If you did not assign any raters to the Unclassified group, yet still see it in your report, this means that you did not have at least two raters in one or more of the other rater groups

(i.e., Peers, Direct Reports, or Customers). For example, if you received only one completed Peer survey, that survey is reassigned as Unclassified. Then, if there are two ormore Unclassified surveys, those surveys are reported as Unclassified in the report.

If a competency or a behavior was an identified strength or development opportunity, there is an indicator in the far-right column. For such competencies, this indicator is linked to theDevelopment Recommendations section of the report. Selecting that link will take you to the development activities and resources recommended for that particular competency.The greatest strengths and opportunities are determined by the size of the gap between your current and target performance. To calculate gap, the target score is subtracted from thecurrent score. Positive gap scores indicate that the current exceeds the target. Negative gap scores indicate that the target exceeds the current. Most gaps will be negative.Strengths are the competencies or behaviors with the smallest negative gap (or largest positive gap) scores. Development opportunities are the competencies or behaviors with thelargest negative gaps.

How do I use this section?The detail in this section allows you to look more specifically at your results.

If there are results that surprise you (for example, you find a gap score that is significantly higher or lower than you had expected), the behavior detail may provide you with greaterinsight; perhaps it was a single behavior in a competency that caused the surprising result.At a minimum, it is useful to examine the detail of your strengths and development opportunities so you have a complete picture of these results.



Development Recommendations

This section provides you with specific information and resources to help you create and implement your development plan.

How do I read this section?There are three parts to this section: one addressing your strength competencies, one addressing your development opportunity competencies, and one addressing LeadershipCharacter.For your strengths, you are provided with some general guidelines for how to develop and leverage your strengths.For your development opportunities, you are provided with competency-specific on-the-job activities and development resources lists that include books, courses, etc.For your Leadership Character, you are provided with a process for changing elements of Character and some resources for exploring Leadership Character in greater detail.

How do I use this section?The purpose of this Navigator is to help you grow and change in your role; the information in this section is vital to helping you put together a development plan that will drive that growth andchange. There are many ways to use this information; however, we suggest the following process:

1. First, review the other sections of this report and identify the competency or competencies on which you want to focus your development planning. We suggest focusing on at leastone competency, and no more than three competencies in your development planning.

2. Review the Development Recommendations for those competencies that you wish to develop. Read through the suggested on-the-job activities. Highlight activities that you thinkcould be of help to you. You may want to review those activities with your coach or manager, then add them to your development plan.

3. Review the resources. Think about your own preferences for learning. For example, do you prefer to read books on your own, or do you prefer a more structured learning activity?Do you prefer learning in a group, or do you prefer learning on your own?

4. Select some development resources that match your development needs and your preferred learning style. You may want to review those resources with your coach or manager, thenadd them to your development plan.

5. Complete your development plan and take action!



How do I use this report to plan my development?

The ultimate goal of the Navigator is to help you improve your skills. Therefore, it is important that you take the feedback results here and turn them into an action plan. While there are manyways to use this report, below is one suggested process for moving quickly from data to action:

Start with the Overall Summary section and ask yourself questions, such as:What does the overall pattern of results suggest about my job performance?Am I stronger in some areas than in others?Do my strengths cluster around one specific topic? What about my weaknesses?

Make some notes about your conclusions and any unanswered questions you have.

Then go to the Strength and Opportunity Summary. Again ask yourself:Do the identified strengths and development opportunities support my conclusions from the Overall Summary?Are there large gaps between others' ratings and my self-ratings? What might this suggest?How do my results compare to the organization's overall results? Are my strengths and opportunities shared by others, or are they unique to me?

Again, make notes about your conclusions and any open questions.

Review the Behavior Detail for each competency in your Strength and Opportunity Summary.For your development opportunities, do all of the behaviors in the competency have large gaps, or only some of the behaviors?For your strengths, do all of the behaviors in the competency have small gaps, or only some?What conclusions can you draw from the patterns?

Again, make some notes.



How do I use this report to plan my development? (cont.)

Go to the Behavior Summary to see the individual behaviors that have the largest and smallest gap scores.Are most of these behaviors associated with competencies identified as your strengths and development opportunities?For those behaviors not associated with your strength and development opportunity competencies, are there patterns that suggest other, additional competencies are alsoimportant?Examine the Behavior Detail of these additional competencies by selecting the title link and going to the Behavior Detail section.

Make notes as needed.

Identify the competency or competencies you want to work on improving. We recommend focusing on at least one and no more than three competencies at a time. You may want toreview your choices with a coach or mentor.

Go to the Development Recommendations section of the report.Review the activities and resources recommended.Select those activities and resources that you think will most positively impact your abilities.

Put all of this information -- the competencies, behaviors, and the actions you will take -- into a development plan and then take action!



Frequently Asked Questions

What is the best way to share my results with others?What is the fastest way to find what competencies I should work on?Why don't all of my scores show up in the report?What if a competency is not labeled as a strength or development opportunity?If I get more surveys completed by my raters, can I have the report updated?How many surveys are needed to score my results?

What is the best way to share my results with others?The Overall Summary is the best section to print and copy for sharing with others. As a one- to two-page overview of the results, it is easy for people to read and provides a good "at-a-glance"picture of your overall capabilities.

What is the fastest way to find what competencies I should work on?The fastest way is to go to the Strength and Opportunity Summary section and look at the development opportunity that has the largest gap. Select the link to the Behavior Detail to see whichspecific behaviors are of most concern.While this is the quickest way, this also leads to some danger of missing important details that might influence your performance. That is why it is valuable to examine both your Overall Summaryand the Behavior Summary in creating your development plan.

Why don't all of my scores show up in the report?Occasionally a single response form will not show up on the report in order to preserve the confidentiality of the person completing the form.To preserve confidentiality, separate scores for Peers, Direct Reports, or Customers are provided ONLY if there are two or more completed surveys in that group.You may also see a rater group called "Unclassified." There are two reasons why you may see this rater group in your report:

You may have used this category to ask for feedback from individuals who do not fit into the other rater groups (i.e., Manager, Peers, Direct Reports, or Customers).If you did not assign any raters to the Unclassified group, yet still see it in your report, this means that you did not have at least two raters in one or more of the other rater groups (i.e.,Peers, Direct Reports, or Customers). For example, if you received only one completed Peer survey, that survey is reassigned as Unclassified. Then, if there are two or moreUnclassified surveys, those surveys are reported as Unclassified in the report.



What if a competency is not labeled as a strength or development opportunity?Strengths and development opportunities are the competencies with the highest and lowest gap scores, respectively. Any competencies not labeled as either a strength or a developmentopportunity had gap scores that fell somewhere between the highest and lowest gap scores. While you will want to focus your analysis on your strengths and development opportunities, thisdoes not mean you should completely ignore the competencies in between. Keep in mind that a strength or development opportunity may be separated from an "in-between" competency byonly a point or two.

If I get more surveys completed by my raters, can I have the report updated?If a specific rater group (such as your Direct Reports) was not scored because there were not enough surveys completed, then it is often useful to reproduce the report if more surveys arecompleted within that rater group. Check with your organization's coordinator, as there is sometimes an additional charge for re-scoring a report.

How many surveys are needed to score my results?The number of surveys needed for scoring is tied to the different groups of raters. For the self and manager categories, only one completed survey each is needed for scoring. However, withpeers, direct reports, customers, and unclassified rater groups, two or more surveys are needed. With this approach, the confidentiality of the results is preserved for those groups.



Glossary

Term/Phrase DefinitionAll Other Average ratings of your performance across all raters except Self.

Behavior A behavior is a specific and discrete action or activity that addresses an important aspect of job performance.

Character Leadership Character is comprised of the values, characteristics, and clarity of purpose that determines what a person wants tobe as a leader. It is expressed in the consistency of behavior -- the degree to which a leader's actions match his or her words.

Competency A competency is a collection of related important behaviors that describe a skill or ability required for effective job performance.

Current Bar(Overall Summary)

The Current Bar shows the average current performance rating from all of your raters except Self. Current performance is anindication of what your raters believe is the actual level of performance you are currently exhibiting.

Current Bar (All other sections)

The All Other Current Bar shows the average current performance rating from all of your raters except Self. The remainingCurrent Bars show the current performance rating from that particular rater group. Current performance is an indication of whatyour raters believe is the actual level of performance you are currently exhibiting.

Customer Average ratings of your performance given by your clients or customers.

Direct Report Average ratings of your performance given by people who report directly to you.

Gap: Current-Target This column shows the gap between your Current and Target performance ratings. Negative gap values indicate that yourCurrent performance is below your Target performance level. Positive gap values indicate that your Current performanceexceeds your Target performance level.

Indicator This column shows if a competency or behavior is considered a strength (p ) or a development opportunity (q ), based on thegaps between your All Other Current and All Other Target performance ratings.



Term/Phrase DefinitionLimited Extent, Moderate Extent,Great Extent

Each behavior in the feedback survey is rated on a scale of 1 (Limited Extent) to 5 (GreatExtent). However, data in this feedback report tables are presented on a 0- to 100-point scale inorder to eliminate the need to deal with decimal points. The scale conversion used is asfollows:

Survey12345

Report0255075100

Manager Ratings of your performance given by your manager.

Organization Norm: Current This column shows the average Current performance rating across all participants' scores within your organization.

Organization Norm: Target This column shows the average Target performance rating across all participants' scores within your organization.

Peer Average ratings of your performance given by your co-workers or peers.

Raters Each behavior was rated by multiple individuals with whom you work. The graphs provide results for each of these rater groups.

Role(Overall Summary)

The Roles describe the broad combinations of competencies that each participant must fulfill in order to be effective.

Self Your own ratings of your performance.

Self-Other Gap(Character)

This column shows the difference between your Self rating and the average rating across all other raters on a particular aspect ofCharacter. Negative gap values indicate that you rated yourself higher than your raters did on that Character element. Positivegap values indicate that you rated yourself lower than your raters did on that Character element.

Target Bar(Overall Summary)

The Target Bar shows the average target performance rating from all of your raters except Self. Target performance is anindication of what your raters believe is the level of performance you should exhibit to be successful.



Term/Phrase DefinitionTarget Bar (All other sections)

The All Other Target Bar shows the average target performance rating from all of your raters except Self. The remaining TargetBars show the target performance rating from that particular rater group. Target performance is an indication of what your ratersbelieve is the level of performance you should exhibit to be successful.

Unclassified Average ratings of your performance across all raters who did not fit into one of the above categories.

Your Score: Current(All other sections)

The All Other Current score shows the average current performance rating from all of your raters except Self. The remainingCurrent scores show the current performance rating from that particular rater group. Current performance is an indication of whatyour raters believe is the actual level of performance you are currently exhibiting.

Your Score: Current(Overall Summary)

The Current Column shows the average current performance rating from all of your raters except Self. Current performance is anindication of what your raters believe is the actual level of performance you are currently exhibiting.

Your Score: Target(Overall Summary)

The Target Column shows the average target performance rating from all of your raters except Self. Target performance is anindication of what your raters believe is the level of performance you should exhibit to be successful.

Your Score: Target (All other sections)

The All Other Target score shows the average target performance rating from all of your raters except Self. The remaining Targetscores show the target performance rating from that particular rater group. Target performance is an indication of what your ratersbelieve is the level of performance you should exhibit to be successful.



Strategic Sales Leader Navigator Individual Feedback ...learn.wilsonlearning.com/Presale/Reports/INENGSLN03_P.pdf · Current Target Gap: Current - Target Opportunity Behaviors Your

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