HIGH PERFORMANCE LEADERSHIP CURVE

Carroll and Associates (ASIA)

Leadership that Transforms

“…using leadership to transform production capacity to organizational results.”

Content

Section                                                                                      Page

SECTION A: Definition and terms                              3

SECTION B: Completing an OD Matrix,                   7

SECTION C: Case Study                                                       11

SECTION D: Completing Your OD matrix              15

APPENDIX A. Critical Action Information


Section A: Definition and Terms

Leadership Path To Results

PERFORMANCE is the outcome measures, with which an organization evaluates its success.

ORGANIZATION VISION / Strategic Objectives is the long-range focus, 2-4 years out.  The vision guides the Performance values.  The Performance measures when combined together over the time frame of the vision are the Vision measures.

THE IMPACT MAP. The map is a document that connects an individuals critical actions, to the personal goals, to the units’ goals, to the organizations strategic objectives.

CRITICAL ACTIONS. Critical Actions are the essential activities that an individual does for the organization. They are the reason that a specific job exists at all. Critical Actions are so essential to the organization that there is a commitment by all parties to insure the ability to do these tasks are fully developed. The composite of an organization’s critical actions make up its competitive distinction in the market.

The Performance Curve.  Sample on page 6.  The Performance Curve is customized to integrate the Blanchard D level distribution, as evaluated by the OD Matrix, and the Performance values as determined by the strategic objectives.  Each curve is specific for each Performance.  (The Performance Curve is copy written material.)

PARTNERING FOR PERFORMANCE. Of the three skills of a situational leader, Partnering for Performance is the skill that has a manager thinking of the critical actions of a staff member in terms of the strategic objectives. With this skill the Manager is then systematically thinking and providing direction and support to help a staff member achieve their best performance in terms of the objectives.

SUSTAINABLE GROWTH.  Sustainable growth of the individual and the organization is a certain result of using The Curve© Technology.


The Performance Curve

Section B: Completing an OD Matrix

  1. 1.           RECORD the names of your STAFF MEMBERS.

  1. 2.           LIST, in detail, the CRITICAL ACTIONS your people must achieve.

3.       RATE each Staff Member’s demonstrated performance by using Development Level values ( D1 = +1, D2 = +2, D3 = +3, and D4 = +4 ) at every intersection (smallest box) where a Staff Member column intersects a Critical Action row. If a Staff Member does not perform a certain Critical Action, place a “hyphen” in that box, (not to be counted in the overall scoring).

4.       CRITICAL Action ANALYSIS – (green zone)

A.       Add Potential Totals for each Critical Action row by multiplying the number of assigned Staff by +4 (D4) and,

B.       Record the total in column labeled “Potential.”

C.       Score actual Current Totals from each Critical Action. Data entered in column labeled “Current”

  1. Divide the Current Total by the Potential Total from. This provides a percentage score for each Critical Action
  2. Record in column labeled “Percentages

High/Lows:

F.       Mark higher aggregate scores of 85% and more with a “plus.”

G.      Mark lower scores of 65% and less with a “minus.” In-between scores of 66% to 84% remain unmarked.



  1. 5.       STAFF ANALYSIS (yellow zone)

A.       Add Potential Totals for each Individual Staff Member column by multiplying the number of assigned Critical Actions (and, optionally, Specific Responsibilities) by +4 (D4) and …

B.       Record the total in row labeled “potential score”

C.       Score Current Totals ,record in row labeled “current D score”

D.      Divide each Current Total by the Potential Total

This provides a percentage score for each Staff Member

  1. Record on Row labeled “percentages”

Highs/Lows:

  1. Mark higher aggregate scores of 85% and more with a “plus.”
  2. Mark lower scores of 65% and less with a “minus.” In-between scores of 66% to 84% remain unmarked. (Row 30).

DIRECTIONS – “STATUS” (calculations at bottom of ODM)

6.     FIELD POTENTIAL – Calculate the number of Field Potential points as if all staff  members  demonstrate D4/+4 at all assigned Critical Actions.

*       (# of CT’s  x  # of Staff  x  4 = CT Field Potential.)

7.    OPTIMAL 85% SCORE – Multiply the Field Potential by 85% to establish a realistic and achievable Critical Action goal.

8.    CURRENT SCORE –

A.       Total the actual points in the Field by adding all of the Critical Action scores in Column labeled “current”

  1. Verify accuracy by adding all Staff Member scores in Row labeled

“current D score”

  1. Percentage recorded in the cell to the right of the “current” score.

Divide the current score calculated in part 10-A by the optimal score calculated in part 9.

Tom Vanderbeck’s Comprehensive Organizational Development Matrix

Section C:  CASE STUDY – RETAIL SALES

LEADERSHIP INTERVENTION STRATEGIES

VIEW Color Matrix:  “2 – Interventions and Advances”

Each Leadership Intervention will result in an advance of one D-Level, or  +1 POINT.

Each Leadership Intervention will result in an advance of one D-Level, or  +1 POINT.

1.       PRODUCT KNOWLEDGE (Row 1)

Schedule company training (S1) for Alan (D1/+1).

Advancing Alan from D1 to D2 will result in:

+1 POINT

  1. 2.           PRODUCT KNOWLEDGE (Row 1)

Provide coaching (S2) for Betty, Chris, and George (all D2/+2).

Advancing these three D2’s to D3 will result in:

+3 POINTS

3.       DEMONSTRATE PRODUCTS (Row 2)

Alan and Betty (both D1/+1) are enthusiastic beginners. Partner them with Edward and George (both D3/+3) alternately, so that each of the D1’s benefits from training with each D3. This will allow Alan and Betty to learn from two instructors; and will also accelerate the development of Edward and George toward D4. Meet weekly with Edward and George for a review and planning session.

+2 POINTS

4.       DEMONSTRATE PRODUCTS (Row 2)

Chris and Diane are both demonstrating “Disillusioned Learner,” (D2/+2). They will need coaching if they are to move to D3. Meet with them and go over your favorite demonstrations techniques with them. Also, meet with Ivan, your only star performer on this Critical Task (D4/+4), and ask him to arrange twice-weekly coaching sessions (S2) with Chris and Diane.

+2 POINTS

5.       PREVIEW PAYMENT PLANS (ROW 3)

Assign Helen (D4/+4) to begin training (S1) Edward (D1/+1). Provide Helen with copies of several payment plans on which you have highlighted a variety of examples, both desirable and undesirable. Also, suggest that Helen have Edward observe her and take notes as she previews payment plans with clients. They can then meet afterwards to discuss his learnings and any questions.                                  +1 POINT


6.       FACILITATE CLOSING SALES (Row 4)

*        Wait until the next Intervention Period. Do not address all Critical Tasks at once. Do not attempt to advance all D1’s to D2, or D2’s to D3, within one Intervention Period.

7.       TEAM COLLABORATION (Row 5)

*        Wait until the next Intervention Period. The process of team building will begin naturally as people experience orientation (S1), training (S1), and coaching (S2) together. Additionally, internal mentoring with D3’s helping D1’s, and D4’s helping D2’s, will enhance communication, trust, and common purposes.

NOTES_____________________________________________________________


WRITE YOUR BUSINESS DEVELOPMENT PLAN IN TERMS OF

LEADERSHIP INTERVENTION STRATEGIES

1.       Consider your priorities for improving achievement of Critical Actions in

Column O and your priorities for developing Staff on Row 32.

2.       Project Leadership Intervention Strategies to advance the development of selected staff members in certain Critical Actions.

3.       Circle these intersections and make an upward adjustment to each score.

D1 becomes D2/+2, D2 becomes D3/+3, and D3 becomes D4/+4.

4.       Write your Leadership Intervention Strategies. For examples, refer to the

Retail Sales Case Study.

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APPENDIX A

CRITICAL ACTIONS

Identification

First step.  ID the current 4-6 critical actions that an employee performs.

Second step. ID the action they do in the step that makes the step critical for the organization.

Third Step. Insure there is an action verb in the phrase.

Fourth Step.  Make the focus of this statement outcome oriented.

An Example:

First Step. An employee is knowledgeable about key products.

Second Step. The employee knows that knowledge in terms of customer benefits.

Third Step. The employee expresses that knowledge in terms of customer benefits.

Fourth Step. Expresses key products in terms of benefits to customer.