Individual Excellence

ACTION ORIENTED
Pursues work with energy, drive, and a strong
accomplishment orientation.
LEVEL 1
• Displays drive, energy and initiative.
• Sees what needs to be done and dose it without being told.
• Doses not “over think” problems or tasks.

LEVEL 2
• Reacts with appropriate urgency to situation and events that
require a quick response or turnaround.
• Has a bias for action recognizing the pitfalls of over planning in a
fast- changing unpredictable business.
• Has a good sense of timing for action, understanding that too late
may mean never and too early may waster resources.

LEVEL 3
• Proactively identifies business opportunities and issues, and takes
decisive action.
• Implements strategic opportunities, with the urgency needed to
create momentum.
• Encourages and reinforces action- taking and decisiveness in
others.
• Is willing to make mistakes or have other make mistakes where a
bias for action played a role.

LEVEL 4
• Independently seizes appropriate opportunities with high
energy, initiative, and drive.
• Identifies and seizes strategic opportunities, acting quickly to
create momentum.
• Strategically acts with the urgency needed to ensure competitive
advantage; anticipating how current action may enhance or
impede future actions.
• Sets the pace for a fast moving, action- oriented organization.

OVERDOING ACTION
ORIENTED

May be a workaholic; may ignore personal life; may burn out; may be intolerant of
non- workaholics; may not set appropriate priorities; may set impossible time lines
and unrealistic goals; may act before implications of actions are considered; may find
it difficult to change course; may seem stubborn.

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 Individual Excellence
ACTION ORIENTED
Pursues work with energy, drive, and a strong accomplishment orientation.

Sample Interview Questions

• Tell me about a time you saw an opportunity that required

immediate action or the opportunity would be lost. What did
you do?

• Tell me about the most exciting “breakthroughs” you ever

achieved on a project or assignment. What was involved and
why do you consider it a breakthrough?

Note: Look for a high level of excitement and pride in his/ her
accomplishment.

• Tell me about a project you worked on that had an aggressive

timeline. How did you proceed? What did you do to ensure
project objectives were met?

Note: Look for an indication the person did not over plan, has a good
sense of timing, bias for action, etc.

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 Individual Excellence
COMPOSURE
Maintains a constructive and composed focus in facing and
overcoming tough situations.

LEVEL 1

• Responds effectively in moderately stressful situations.

• Avoids counterproductive behavior when confronted with
frustrating problems or situations.

0LEVEL 2

• Tolerates stress well, responding effectively when faced with bad

news or situations.
• In disagreements or confrontations, focuses on the problem
rather than attacking the person.
• Continues to work on the problem when others are bailing out
or blaming.
• Brings others back to problem solving when things get
emotional.

LEVEL 3
• Demonstrates emotional control and composure even under high
stress.
• Manages frustration well by directing his/ her efforts and those
of others toward constructive solutions.
• Shows his/ her frustration appropriately, without making others
feels stupid or blamed.

LEVEL 4
• Remains focused, cool and professional under severely stressful
circumstances.
• Dose not overreacts to bad news or situations.
• Is resilient and maintains the highest level of professionalism in
highly stressful circumstances.
• Thinks clearly and makes quality decisions even in high pressure,
adverse situations.
• Acts as a calming and settling influence in crisis situations and is
looked to by others for direction and guidance.

OVERDOING COMPOSURE

May be seen as cold and uncaring; may not show emotion when
appropriate; may not be able to relate well to actions/ decisions based
more on feelings than thinking.

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 Individual Excellence
COPOSURE
Maintains a constructive and composed focus in facing and
overcoming tough situations.

SAMPLE INTERVIEW QUESTIONS

• Tell me about the last time you were extremely frustrated. Did
you let others know you were frustrated? How did you work
through this frustrating situation?

• Tell me about a time when you observed others getting

frustrated. Were you able to do anything to get them moving
forward?

• Tell me about the most serious disagreement you have had with a
co- worker. How did you handle this? What was the resolution?

Individual Excellence

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 CONVICTION AND COURAGE
Shows a strong sense of certainty and stands firm when
appropriate
LEVEL 1

• Lets others know where he/ she stands on important issues.

• Thinks through his/ her convictions and sticks with them.
• Understands he/ she is not always right. But still takes a stand for
his/ her own beliefs.

LEVEL 2
• Takes a stand on what he/ she believes are essential values or
principles, rather than on everything.
• Dose not back down from his/ convictions under pressure.

LEVEL3
• Strongly advocates and defends his/ her own viewpoint and those
of others to which he/ she is committed
• Takes action based on his/ her convictions even when the stakes
are high for self or others.
• Provides strength and leadership during tough times.

LEVEL 4
• Forcefully advocates and defends his/ her beliefs and
convictions. Even when they are unpopular.
• Takes responsibility for extremely difficult decisions and actions
even when the stakes are high and have far reaching
implications.
• Is more interested in doing the right thing than winning
arguments or being popular.
• Provides strength and leadership during extremely difficult
times.
• Takes charge and acts as a role model in demonstrating tenacity,
and strength in the face of adversity

OVERDOING CONVICTION AND COURAGE

May be too direct and forceful; may be overly tenacious in providing a

course of action; may see changing one’s position as a sign of weakness;
“holding on” to an idea or position past when it should be let go; may
not be open to new
information or approaches; may provide too much negative and too
little positive
Feedback

Individual Excellence

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 CONVICTION AND COURAGE
Shows a strong sense of certainty and stands firm when
appropriate
SAMPLE INTERVIEW QUESTIONS

• Tell me about the most adverse situation you’ve ever had at

work, one where your basic beliefs about what’s right were
challenged. What was the situation? What was the outcome?

• What is the most unpopular stand you have taken at work?

What was the situation? How did you handle it? What was the
outcome?

• Tell me about a situation when you took control of a project or

task that was in problem. Was there resistance? How did you
handle it? What did you do to achieve a successful solution?

Individual Excellence

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 CREATIVITY
Develops original ideas, approaches, and solutions to
typical, unusual, or difficult situations or problems.
LEVEL 1

• Contributes new ideas and approaches to the way his/ her

work is done.
• Contributes effectively to brainstorming sessions in his/ her
work area.
• Pushes him/herself to think beyond the obvious.

LEVEL 2

• Frequently generates new ideas and approaches to the way his/

her or other’s work is done.
• Regularly contributes high quality thinking to the development
of ideas.
• Challenges standard approaches and ideas to see if there is a
better, more effective way.

LEVEL 3

• Entertains wide- ranging possibilities others may miss in order

to generate new, innovative ideas.
• Regularly thinks outside the given parameters to see if there’s a
better, more effective way.
• Brings out the creativity in other people.

LEVEL 4

• Employs unique types of analysis, consistently generating new,

innovative ideas in complex, multi-functional areas.
• Turns problems upside down and inside out to find fresh new
approaches.
• Consistently integrates seemingly unrelated information and
develops highly creative, strategic approaches.
• Continually pushes the status quo to test its limits, and
challenges others to do so.

OVERDOING CREATIVITY

May get so infatuated with marginally productive ideas that he/ she
wastes time, may get involved in too many things at once, may not
follow through after generating ideas, may be disorganized or poor at
detail, may be a loner and not a good team player, may not relate well to
those who are less creative.
Individual Excellence

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 CREATIVITY
Develops original ideas, approaches, and solutions to
typical, unusual, or difficult situations or problems.

Sample Interview Questions

• Tell me about the most unusual or creative idea you’ve come up

with.

• What do you do to enhance your own creative thinking? How do

you foster creativity in your staff? How do you get other people
to think “outside the box”?

• Tell me about one of the most exciting “breakthroughs” you

recently achieved and why do you consider it a breakthrough?

Note: Evaluate the person’s explanation for why it constituted a

breakthrough
(e.g., was it a long- standing problem for a client? Did the solution
represent a major, creative improvement or value-add to the
client?)

• What do you do to keep your ideas fresh?

Individual Excellence

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 DEALING WITH AMBIGUITY
Works effectively in situations involving uncertainty or lack of
information, and responds flexibly to change.

LEVEL 1
• Performs ambiguous tasks with guidance and support.
• Adapts reasonably well to changing circumstances, direction,
and strategy.
• Is able to suggest actions without having all the information.
LEVEL 2
• Effectively handles ambiguous, dynamic tasks and assignments.
• Demonstrates ability to change direction in response to changing
work situations.
• Doesn’t need things to be black and white.
• Is able to make decisions and take action when there is not
enough information to predict the consequences with certainty.

LEVEL 3

• Takes effective action without having to know the total picture

or having all of the facts at hand.
• Readily and easily switches gears in response to unexpected
events and circumstances.
• Refuses to be paralyzed by uncertainty or ambiguity.
• Defines situations for self and others in ways that provide as
much focus as possible in dynamic situations.

LEVEL 4

• Performs with maximum effectiveness in situations characterized

by continual change in work demands and environments.
• Demonstrates exceptional ability to change direction in response
to volatile and unpredictable situations.
• Is energized by the challenge of the unfamiliar.
• Effectively leads his/ her organization by providing focus in a
dynamic, fast-paced environment.
• Balances his/ her group or organization’s need for stability and
change, and works to avoid the perception that changes are
random.
OVERDOING DEALING WITH AMBIGUITY
May jump to conclusions without sufficient information,
may change things too often, may undervalue organized and systematic
decision making; may reject established norms and procedures for the
wrong reasons, may err toward the new and risky at the expanse of
reliable solutions, may fill in missing gaps with irrelevant facts/
problems.
Individual Excellence
DEALING WITH AMBIGUITY

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Works effectively in situations involving uncertainty or lack of
information, and responds flexibly to change.

Sample Interview Questions

• Tell me about a time you started working one way, but events
dictated a change. What was the change? What did you do?
What was the outcome or result?

• Describe a time when you changed your mind an important

issue, problem, or situation. What made you decide to change?
Was it difficult for you change your position? What did you
learn?

• Tell me about a time you were assigned a project you had to

complete very quickly, yet you did not have all the information
you needed. What did you do? What was the outcome?

Note: Look for the person’s ability to see other, sometimes opposing
perspectives, and use them to re-evaluate his/ her own position.

Individual Excellence
INTEGRITY AND TRUSTWORTHINESS

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Behaves according to high ethical business principles and values

LEVEL 1

• Demonstrates personal integrity in dealings with others.

• Represents information accurately and presents him/ herself
truthfully.
• Treats sensitive and confidential information in an appropriate
manner.

LEVEL 2

• Is widely recognized as a direct, truthful, and fair person.

• Is trustworthy and deals with others in an even- handed way.
• Maintains confidentiality of information even if placed under
pressure from others to divulge what he/ she knows.

LEVEL 3

• Adheres to a set of core values in good times and bad.

• Is always straightforward and impartial in dealing with others.
• Exercises good judgment about who to share information with
when the level of confidentiality in unclear.
• Uses flawless discretion and judgment in discussing information
with people outside the organization.
• Insists on integrity at all levels of his/ her organization.

LEVEL 4

• Maintains the highest principles and values and behaves

consistently with them, even when doing so could meet with
disapproval.
• Is scrupulously fair in dealing with others and in creating
organizational processes.
• Serves as a positive role model with respect to personal integrity.

OVERDOING INTEGRITY AND TRUSTWORTHINESS

May go to battle on beliefs and values when inappropriate, may be seen

as stubborn and insensitive to the situational demands, may try to make
every issue an ethical battle, may act self- righteous, may be inflexible
when a real need for change and compromise arises, may push openness
and honesty to the point of being disruptive and alienating others.

Individual Excellence
INTEGRITY AND TRUSTWORTHINESS

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Behaves according to high ethical business principles and values

Sample interview questions

• Tell me about time when you knew, or had access to, sensitive
information, and people were pressuring you to reveal it. What
would have been the consequences of divulging it? How did you
handle the situation?

• Tell me about a situation when it was necessary for you to have

the trust of others. What was the situations? How did you know
that others perceived you as trustworthy?

• Tell me about a time when you needed to take action or make a

decision, and consideration of fairness was important. What did
you do? What

Individual Excellence
INTELLECTUAL HORSEPOWER

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 Is bright, intellectually sharp, and learns quickly

LEVEL 1
• Structures basic information accurately and draws informed
conclusions.
• With guidance, learns quickly on the job.
• Picks up new skills and understands ideas when presented in a
structured format.
• Learns effectively from experience.

LEVEL 2
• Analyzes and organizes complex information from a specific
content area, identifying key issues, assessing impact, and
drawing reasonable conclusions.
• Learns new skills and ideas rapidly.
• Quickly adjusts his/ her thinking to assimilate new information
or ideas.
• Is able to apply and explain logic related to problems or
opportunities.
• Roots out flaws in own thinking and that of others.

LEVEL 3

• Analyzes, explains, and draws logical conclusions based on

complex data from multiple content areas.
• Rapidly learns and assimilates complex information involving
unfamiliar situations and circumstances.
• Quickly perceives implications and makes sound judgments and
recommendations.
• Teaches and guides others to think more clearly and critically.

LEVEL 4

• Rapidly identifies the significance of information and

insightfully determines strategic action.
• Rapidly learns new concepts and ideas, and integrates and
assimilates highly complex information across broad, multi-
functional content areas.
• Has a razor sharp intellect that cuts through non-over
generalized, or unsubstantiated thinking.

OVERDOING INTELLECTUAL HORSEPOWER

May makes others feel inferior or diminished; may seem arrogant and
condescending; may not be able to relate well to less intelligent people;
may quickly reject others solutions as not as good as his/her own; may
be impatient with detail
Individual Excellence

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 INTELLECTUAL HORSEPOWER
Is bright, intellectually sharp, and learns quickly

Sample Interview Questions

• Tell me about your most intellectually challenging or difficult

problem. Why was it difficult? How did you work through it?
How did it turn out?

• Tell me about a time you found someone else’s program, idea, or

service to be wrong or flowed. How did you figure out that it was
flawed?

• Tell me how you went about learning the business at your last
job. What would you do to learn the business at your
organization.

Note: Get them to clarify their thinking process.

Individual Excellenc

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 SELF CONFIDENCE
Feels successful in past undertakings and expects to succeed in
future activities.

LEVEL 1

• Is generally confident about his/ her ability to contribute

effectively.
• Feels his/ her opinions are valuable and should be heard.
• Takes responsibility for his/ her actions, and doesn’t get
defensive when given constructive criticism.

LEVEL 2

• Demonstrates confidence in his/ her abilities and thinking.

• Has sufficient self-assurance to deal with, rather than avoid,
tough problems or situations.
• Maintains self-confidence and presses on even when things are
not going well or others are being critical.
• Is not intimidated by strong, assertive people.

LEVEL 3

• Demonstrates a high level of confidence in his/ her ability to

handle difficult and varied situations.
• Handles tough problems and situation or doubt.
• Gladly shares credit for good work with others.
• Demonstrates self-assurance in leading others in difficult and
challenging assignments.

LEVEL 4

• Exudes confidence and instills confidence in others.

• Tackles the toughest problems head-on with no sign of hesitation
or doubt.
• Wants to get the right things done more than worry about who
gets the credit.
• Enjoys taking the lead in complex, difficult, or politically
charged situations, and does so with a high degree of
effectiveness.

OVERDOING SELF CONFIDENCE

May think he/ she always has the right answer; may devalue the
opinions and suggestions of others; may devalue and ignore feedback;
may seem arrogant ; may make others feel less confident and inferior.
Individual Excellence

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 SELF CONFIDENCE
Feels successful in past undertakings and expects to succeed in
future activities.

SAMPLE Interview Questions

• Tell me about the most assertive and /or dominant person

you’ve worked with. What was the person like? How did you go
about working with them?

• What do you think you are good at? What do you wish you were
better at? How are you working to improve it?

• Tell me about a time when you took on what was for you a
significant risk. What was the situation? How did you determine
it was worth taking the risk? What was the outcome?

• Tell me about a time you found yourself avoiding dealing with a

problem or situation because you knew it was going to be tough.
What was the outcome?

Note: This question assesses avoidance, which is a negative predictor of

self
confidence.

Individual Excellence

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 SELF DEVELOPMENT
Actively seeks to understand his/ her own strengths and
weaknesses, and works continuously to improve.

Sample Interview Questions

• Tell me about a time when you received constructive negative

feedback from someone. How did you handle it? What was the
outcome?

• What have you done in the past year to develop your skills and
abilities?

• Tell me about a time you failed at something. What was the

outcome?

Note: Evaluate the extent to witch the person learned from the failure.

Individual Excellence

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 SELF DEVELOPMENT
Actively seeks to understand his/ her own strengths and
weaknesses, and works continuously to improve.

LEVEL 1

• Responds constructively to feedback about individual strengths

and weaknesses that are important for career development.
• With encouragement, takes on assignments that provide
opportunities for self-development.

LEVEL 2

• Actively seeks out feedback from different source (e.g.;

manager, peer, direct reports, customers) about individual
strengths and weaknesses.
• Willingly takes on assignments that develop career enhancing
skills and abilities.
• Invests time and effort to learn and build knowledge and skills.

LEVEL 3

• Finds ways to take full advantage of personal strengths and

compensate for weaknesses.
• Searches for and participates in tough assignments and jobs that
help develop strengths and weaker areas.
• Welcomes learning and growth experiences, and turns hardships
or failures into “lessons learned”.
• Sets an example for others to learn, improve, and grow.

LEVEL 4

• Shows clear, in-depth understanding of his/ her strengths and

weaknesses and uses this to maximum advantage.
• Is constantly alert to feedback and opportunities to enhance
skills.
• Does whatever is necessary to keep knowledge and skills current
in a rapidly changing environment.

OVERDOING SELF DEVELOPMENT

May be a self-help development junkie; may confuse others with

constant efforts to change and improve; may be too self-centered.

Results

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 DECISION MAKING
Makes timely, practical, and cost-effective decisions, and
facilitates others in doing so.

LEVEL 1
• Makes good, timely decisions in situations that are fairly well
defined or limited in scope.
• Effectively selects the best option from a limited number of
possible actions or standard options.
• Makes decisions within his/ her authority, such as those that
affect his/ her work.
LEVEL 2
• Makes good, timely, decisions in relatively complex situations.
• Asks questions and collects information to gain an accurate
understanding of possible alternatives before making a decision.
• Makes good decision even under high uncertainty or pressure.
• Applies” lessons learned” to current decisions.
• Appropriately involves others in decisions that affect them.
LEVEL 3
• Makes insightful, timely decisions in difficult, complex situations.
• Uses a mixture of analysis, “business smarts,” experience, and
judgment to make high-level decisions.
• Makes decisions that significantly impact other groups.
• Clearly communicates scope of decision-making authority to
staff and empower them to act within it.
• Encourages others to apply “lessons learned” to current
decisions.
• Helps others think through the likely impact of their decision
alternatives.
LEVEL 4
• Makes insightful, timely decisions in difficult, highly complex
situations.
• Quickly and efficiently sorts through data to identify key issues
or variables to consider in making critically important, strategic
decisions.
• Makes decisions that have broad impact across the entire
organization.
• Anticipates and thinks through the scope and depth of impact a
decision will on key external constituencies and people at all
levels in the organization.
OVERDOIN DECISION MAKING

May takes too much responsibility for decision making, and thereby
weaken others’ feelings of empowerment; may jump to conclusions and
take action before reasonable consideration of the information; may
make important decisions without incorporating input from others; may
sacrifice long-term benefits for quick fix.

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Results
DECISION MAKING
Makes timely, practical, and cost-effective decisions, and
facilitates others in doing so.

Sample Interview Questions

• Tell me about the toughest decision you’ve made in the last 6

months. Why was it tough? What did you consider when making
this decision? What was the outcome?

• Tell me about the worst decision you’ve made in the last 2 years.
Why do you think the decision was poor? How would you handle
it differently?

• Tell me about the best decision you’ve made in the last 2 years.
What did you consider when making this decision (I, e; relevant
data you may have considered)?

• Tell me about the riskiest decision you’ve made. Why waist

risky? What was the outcome?

• Tell me about a decision you didn’t make and/ or delayed or

avoided making?

Results
DRIVE FOR RESULTS

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Continually focuses on achieving positive, concrete results
contributing to business success.

LEVEL 1

• Works proactively with manager and others to clarify and

understand results on which he/ she needs to focus.
• Once goals and results needed are sufficiently clear, stays on
a focused, efficient path for achieving results.
• Takes responsibility for and pride in achieving successful
results.
• Demonstrates a strong work ethic and is committed to seeing
tasks through to completion.
• Willing to do even the detailed or routine work necessary to
achieve results.

LEVEL 2

• Defines all assignments and work problems in terms of results to

be achieved.
• Works constantly to find the most effective way to achieve
intended results.
• Works efficiently and diligently on the task at hand, putting in
whatever time and effort is needed to do an excellent job.
• Recognizes quickly when progress toward results is slowing or
stalling and takes immediate action to get back on track.
• Accept difficult goals or assignments and gets right to work.
• Perseveres in drive for results even when faced with difficulties
and setbacks.

LEVEL 3

• Guides others to define all assignment and work problems in

terms of results to be achieved.
• Reinforces successful achievement of tangible, intended results.
• Sets high standard for results, and once achieve, raises the
standard even higher.
• Focuses others to drive for results, and once achieve, raises the
standards even higher.
• Focuses others to drive for results, influencing them to persevere
when faced with difficulties or setbacks.
• Holds people accountable for meeting commitments and getting
results.

LEVEL 4

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• Anticipates subtle or unusual obstacles or problems and takes
timely steps to minimize their impact on intended results.
• Never completely satisfied, always looking for ways to improve
the long-term results of the organization.
• Effectively overcomes strong resistance and difficult obstacles in
meeting goals.
• Takes on the most complex or difficult endeavors and sees them
through to successful completion.

OVERDOING DEALING WITH AMBIGUITY

May go for results at all costs without appropriate concern for long-
term effect on people and teams; may micromanage to achieve the
most expeditious results; may have high turnover due to the
pressure for results; may not build team spirit; may not celebrate
and share successes; may seem self-centered.

Result
DRIVE FOR RESULTS

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Continually focuses on achieving positive, concrete results
contributing to business success.

Sample Interview Questions

• What results are you trying to achieve in your current

position?

Note: Look for an indication that the person is clear about what his/her
goals/
priorities are and takes responsibility for achieving them. Also, look
for
information indicating the person defines his/her work assignment
or
projects in terms of results to be achieved.

• Tell me about the last time one of your projects fell off track.
How did you identify it was off track? What did you do to get
it back on track?

• How do you decide what to work on each day? How do you

decide what your priorities are?

• Tell me about an important deadline and the steps you took

to meet it.

• Tell me about a complex assignment or project you

accomplished on your own. Did you initiate it? How did you
get started on it?

Results
MANAGING SYSTEMS AND PROCESSES

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Effectively uses systems and processes to measure, monitor,
manage, or impact performance.

LEVEL 1

• Oversees straightforward systems and processes, ensuring

outputs meet expectations and work is well coordinate.
• Competently monitors relatively simple results and metrics, and
makes adjustments to improve functioning

LEVEL 2

• Systematically and thoroughly monitors moderately complex

systems and processes.
• Identifies and tracks key metrics of system or process
effectiveness and efficiency.
• Uses data to revise procedures and optimize system functioning.

LEVEL 3

• Designs and manages complex systems and processes effectively.

• Has a keen sense for what metrics will provide the most useful
data for monitoring systems, and uses these metrics to improve
system efficiency and effectiveness.
• Develops and implements strategies, practices, and procedures
that allow him/ her to manage processes with minimal need for
personal intervention.

LEVEL 4

• Expertly designs, manages, controls, refines, and simplifies the

most complex systems and processes, involving major functions
or business units.
• Anticipates and considers issues of scale ability and interaction
when evaluating existing systems or developing new ones.
• Effectively works through others, Impacting people and results
through remote communication.
• Demonstrates high levels of commitment to ongoing
improvement, achieving success through empowerment of others
and management by data.

OVERDOING MANAGING SYSTEMS AND PROCESSES

May be seen as too structured or over controlling; may be out of touch

with work; may be also to change the system; may get surprised by
negative events; may be too personally remote from subordinates; may
be tough to reach and talk to.

Results

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 MANAGING SYSTEMS AND PROCESSES
Effectively uses systems and processes to measure, monitor,
manage, or impact performance.

Sample Interview Questions

• Tell me about a recent project you worked on or managed, and

the systems and processes you put in place to ensure the project
delivered on its objectives.

• Tell me about a complex work process you re-engineered. How

was this received? How did the change affect the overall process?

• Tell me about a time you had to manage remotely or indirectly

and couldn’t have hands-on interaction. How did you accomplish
this? Was it effective? Why or why not?

• Tell me what you think are the most important metrics for
measuring the success of your work. How do you measure these?
How do you take corrective action? How do you make
adjustments?

Results
PERFORMANCE MANAGEMENT
Sets clear goals for self or others; assigns responsibility;

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measures performance; and seeks and delivers feedback to
achieve quality, timely results.
LEVEL 1
• Develops measurable goals and objectives with specific guidance
and approval from manager.
• Keeps his/ her manager well-informed of progress and problems.
• Works independently, but seeks out feedback and coaching as
needed.
• Accepts and acts on feedback and coaching from manager and
others.
• Is well prepared for 1:1s with manager.
LEVEL 2
• Develops measurable goals and objectives with general guidance
from manager.
• Manages dependencies by coordinating own goals/ activities with
those of peers.
• Monitors own progress and uses feedback to make appropriate
adjustments.
• Communicates feedback to peers in positive, timely, constructive
ways.

LEVEL 3
• Develops measurable goals and objectives with minimal
guidance.
• Manages dependencies by coordinating group goals/ activities
with those of other groups.
• Ensures direct reports have clear goals and objectives.
• Holds regular 1:1s with direct reports.
• Delegates work effectively, based on staff capabilities and
workloads.
• Adjusts level of guidance/ monitoring to competence and
motivation of staff.
• Delivers timely, objective feedback in ways that improve
performance and support morale.

LEVEL 4
• Ensures goals and objectives are aligned with the overall strategy
for his/ her organization.
• Sets clear priorities and direction for his/ her organization.
• Designs and implements planning and monitoring systems that
channel his/ her organization’ s efforts toward intended results.
• Ensures managers in his/ her organization are holding regular
1:1s with direct reports.

OVERDOING PERFORMANCE MANAGEMENT

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May over focus on setting goals/ objectives, managing dependencies, etc.
to the extent that achievement of results suffers; may give too much
direction and not empower people; may micromanage; may be too
dominant in prioritizing for the team; may reject the priorities of others
to quickly; may overwhelm subordinates with trivial feedback.

Results
PERFORMANCE MANAGEMENT
Sets clear goals for self or others; assigns responsibility;
measures performance; and seeks and delivers feedback to
achieve quality, timely results.

Sample Interview Questions

• Tell me about your most recent performance review. Were you

successful in meeting your goals and objectives? How do you
know you were successful?

Note: Look for an indication the person had specific, measurable goals
and
objectives, regardless of who set them.

• How do you hold your employees accountable for results? How

do your employees know they have succeeded in meeting those
results?

• How often do you give feedback to your direct reports (i.e., in

person, email, phone, etc.)? How often do you meet with your
direct reports 1:1? Who determines the content for the meeting?

Note: This question can also be asked of an employee about their manager
(e.g.,
how do you communicate with your manager? How often? At what
point do
you seek out feedback?)

Results
PLANNING, ORGANIZING, AND COORDINGATING

27
Efficiently develops and implements plans to accomplish goals.

LEVEL 1

• Effectively prioritize own work such that she/ he is prepared and

able to meet work objectives.
• Efficiently uses his/her time.
• Organizes resources to complete his/ her projects efficiently and
on time.
• Effectively participates in routine planning activities related to
his/her work.
• Keeps appropriate people informed about progress on tasks/
projects.

LEVEL 2

• Manages own time and that of others efficiently, focusing on the

things that are important.
• Demonstrates preparedness by developing sound plans and
determining the length and complexity of tasks, processes, and
projects.
• Effectively implements and monitors moderately complex plans/
schedules, such that tasks/ projects are consistently completed
on time and in accordance with objectives.
• Keeps appropriate people well informed of plans, progress, and
decisions.
• Recognizes problems and takes corrective action to prevent
undesirable outcomes.

LEVEL 3

• Provides high-level value in helping groups plan, organize, and

coordinate their work effectively.
• Develops efficient work plans for complex projects involving
many groups, and effectively implements and coordinates these
plans.
• Demonstrates a keen understanding of the relationships among
various components of large-scale programs that cut across
groups, organizing them such that limited resources are used
most effectively.
• Is prepared for, anticipates, and effectively deals with problems
and roadblocks.

LEVEL 4

• Assigns priorities to multiple competing and important

activities quickly and effectively.

28
 • Expertly devises and drives the most complex or difficult plans
involving multiple organizations and having a significant
impact on business.
• Demonstrates a keen understanding of the relationships
between different organizations.
• Takes timely, strategic actions in designing and leading groups
and organizations to facilities their working together
effectively.
• Is always playful and prepared, anticipates the impact of
industry trends, and develops strategic plans in the best
interest of organization.

OVERDOING PLANNING, ORGANIZING, AND COORDINATING

May leave out the human element of work; may seem too structured,
rigid, or over controlling; may be inflexible and have trouble with rapid
change; may not be tolerant of normal chaos; may not be open to
suggestions and input; may lose his/ her composure when things do not
go as planned.

29
 Results
PLANNING, ORGANIZING, AND COORDINGATING
Efficiently develops and implements plans to accomplish goals.

Sample Interview Questions

• Tell me about project you had to plan, organize and coordinate

from beginning to end. Was it successful? Give me an overview
of how you planned, organized and coordinated it. If you had it
do over, what would you do differently?

• Tell me about a project you owned that crossed group or

divisional boundaries. How did you keep the important parties
informed? What problems did you encounter (e. g; in organizing
resources, coordinating schedules, etc.)? What were your
solutions?

• Describe your methodology for project estimation and

scheduling. What strategy do you have to meet deadlines? How
do you measure progress of a project?

30
 Results
PROBLEM SOLVING
Gathers and analyzes information and uses it to develop
effective situations to difficult problems or situations.

LEVEL 1
• Solves routine problems effectively, gathering the information
necessary to weigh a limited set of options and arrive at sound
conclusions.
• Escalates problems that are beyond his/ her scope for resolution.
LEVEL 2
• Efficiently and creatively solves moderately difficult or complex
problems that affect people within his/ her group or other related
groups.
• Looks beyond obvious solutions, and experiments with different
approaches to solving problems.
• Develops solutions for problems beyond his/ her scope, and
escalates for confirmation of this solution, or other options,
before acting.
• Is a key contributor in group problem solving .

LEVEL 3
• Efficiently and creatively solves difficult, complex that affect
other groups.
• Accurately defines the amount and kind of information that
must be gathered for problem solving.
• Identifies underlying or hidden problems or trends across
groups.
• Anticipates, and proactively works to circumvent, roadblocks to
solutions
• Challenges his/ her staff to think critically in solving problems.
• Facilitates or leads effective problem solving in meetings and
groups.

LEVEL 4
• Efficiently and creatively solves even the most complex and
difficult problems that affect his/ her organization or the entire
organization.
• Asks critical, insightful questions, and probes all fruitful sources
for information that facilitates problem solving.
• Strategically analyzes the risks, benefits and opportunities of
various solutions.

OVERDOING PROBLEM SOLVING

May not take reasonable risks; may overanalyze rather than take
action; may take too much responsibility for problem solving, and
thereby weaken others’ feelings of empowerment .

31
 Results
PROBLEM SOLVING
Gathers and analyzes information and uses it to develop
effective situations to difficult problems or situations.

Sample Interview Questions

• Tell me about the most difficult problem you had to solve in the
past year. Did you make this decision alone or did you engage
others in the decision? Why did you approach it this way?

• What was the outcome?

• Tell me about the last time you had to escalate a problem to a

higher level. What was the situation? What actions did you take
before escalating it? What was the outcome? In retrospect, how
would you handle this differently, if at all?

• Tell me about a situation where your analysis of a problem

crossed organizational boundaries. How did you approach this?
What was the outcome?

32
 Results
CUSTOMER FOCUS
Investigates and takes action to meet customers’ current and
future needs.
LEVEL 1
• Demonstrates concern for how customers will use his/ her
products or services.
• Works effectively with customers 1:1 or in small groups in
clarifying and responding to their needs.
• Demonstrates a strong customer service orientation, and
takes responsibility to follow up with customers to follow up
with customers to ensure their needs and expectations are
satisfied.
• Collaborates with others in his/ her team to ensure the
customer gets a flawless product or service.
LEVEL 2
• Understands customers, proactively gathering information to
learn about their needs expectations.
• Builds ongoing relationships with customers.
• Sets customer expectations appropriately.
• Collaborates with other teams to ensure the customer gets a
flawless product or service.
LEVEL 3
• Adapts products and services to customer feedback.
• Designs and monitors interfaces between his/ her group and
customers to ensure customer satisfaction.
• Is alert and appropriately responsive to any data indicating a
customer opportunity or change in customer needs.
• Talks and acts with customer service in mind.
• Serves as a role model in providing exceptional customer service.
LEVEL 4
• Designs his/ her organization for optimal customer focus and
service.
• Is outstanding in developing strategic, ongoing customer
relationships, gaining trust and respect for the organization.
• Develops long- term product or service plans and strategies that
needs and expectations.
• Strategically and effectively positions products and services in
the mind of the customer.

OVERDOING CUSTOMWR FOCUS

May be too willing to change established processes and timetables to
accommodate unnecessary or unreasonable customer requests; may
make too many exceptions to customer policies, practices, and
processes; may focus on meeting customer requests to the exclusion of
his/ her group’s/ organization’s mission or the long- term business
strategy.

33
 Results
CUSTOMER FOCUS
Investigates and takes action to meet customers’ current and
future needs.

Sample Interview Questions

• How are your customers? How do you determine their needs?

How do you met their needs?

• Tell me about the last time you had an unhappy customer or set
of customers. How did you handle this?

• Tell me about your most difficult customer. What made the

customer difficult? What did you do?

• How have you anticipated changes in your customer’s needs and

expectations? How have you gotten data when your customer’s
needs were changing?

• If I were to tell you your customer isn’t happy, what specific

evidence and/ or data would you give me to prove otherwise?

34
 Customer Feedback
REPRESENTING MICROSOFT
Projects a positive and professional image of organization in all
contacts.

LEVEL 1
• Creates a positive impression of organization when interacting
with outside people.
• Behaves professionally and uses good judgment in all
interactions in which he/ she is likely to be viewed as a
representative of our organization (e.g.; travel, community
service).
• Speaks positively and enthusiastically about our organization in
conversations or meetings with people inside and outside the
company.
LEVEL 2

• Represents our organization moderately complex or difficult

interactions with people outside the company.
• Successfully influences others toward our organization
viewpoints.
• Demonstrates commitment to our organization through words
and action in all interactions with people outside the company.
LEVEL 3
• Effectively develops and manages important professional
relationships and complex interactions with high- level persons
outside the company.
• Successfully promotes our company interests, influencing the
decisions of people outside the company.
• Sets an example of excellence as a representative to our or
organization enhancing the company’s image and reputation
through his/ her credibility, preparation, and commitment.
• Communicates to groups the importance of representing our
organization in a positive, professional manner.
LEVEL 4
• Is extraordinarily polished in handling very complex and
difficult interactions with the highest level government officials,
customers, media, and people influential in the industry.
• Persuasively and effectively promotes our organization and its
products to a wide and divers audience, regularly winning
skeptics over to the organization point of view.
• Handles professionally even the most difficult or sensitive
situations with external parties, turning negative or adversarial
situations into positive results for our organization.

OVERDOING REPRESENTING MICROSOFT

May seem insincere; may seem preoccupied with presentation and
impression rather than focused on facts and details.

35
 Customer Feedback
REPRESENTING MICROSOFT
Projects a positive and professional image of organization in all
contacts.

Sample Interview Questions

• Tell me about a time when someone outside your company made

derogatory comments about your employer to you. How did you
handle this situation?

• Tell me about a situation in which you represented your

organization to the public. How were you representing the
organization? Was it successful? How do you know it was
successful?

36
 Team work
BULDING TEAM SPRIRIT
Develops and maintains productive, effective, high morale
teams.
LEVEL 1

• Is enthusiastic about the tram and its work.

• Is a positive contributor to his/ her team(s), focusing on
accomplishing the goals of the team.
• Will pitch in to help other members of the team.
• Shows respect for other members of the team.
LEVEL 2

•Motivates team members and pulls the team together to

accomplish goals
• Actively participates in the development of the team’s goals.
• Takes initiative to help other team members.
• Encourage team members to treat each other with respect.
• I s comfortable and effective in leading or following, depending
on the task at hand and the needs of the team.
LEVEL 3

• Creates a feeling of belonging and spirit among team in his/ her

group/ organization.
• Involves teams in developing the team goals and priorities, and
in making decision when appropriate.
• Ensure the mission, goals, and priorities are understood by all
teams.
• Helps every team understand the importance of its
contribution; makes everyone feel valued and appreciated.
• Focuses on success, and shares credit of achievements with all
teams.
LEVEL 4
• Develops extraordinarily productive teams across the
organization, inspires accomplishment, and celebrates success.
• Creates exceptionally strong moral and spirit among diverse
teams.
• Builds high-powered teams across organization without creating
barriers (e, g; we-they attitude) between the teams.
• Facilitates high levels of collaboration as needed to achieve
business goals and synergy.
OVERDOING BUILDING TEAM SPIRIT
May slow down action by having everything open for team input; may
not provide take- charge leadership during tough times; may go too far
in trying not to hurt people’s feelings, and not make tough decisions;
may not develop individual leaders; may try to force team building and
team behavior when circumstances don’t call for it.

37
 Team work
BULDING TEAM SPRIRIT
Develops and maintains productive, effective, high morale
teams.

Sample Interview Questions.

• Tell me about the best team you’ve worked on. What was your
contribution to the team that helped make it a good team?

• Tell me about the worst team you’ve worked on . What did you
do to try to turn the situation around?

• Tell me about a time you have were responsible for getting two
teams to work together. What did you do to facilitate this? Was it
effective? Why?

• When has the morale of your team been the highest? Why? What
did you do to create a feeling of belonging in the team?

Note: Look for an indication the person respected team members, pitched
in,
encouraged accomplishment of goals, etc.

38
 Team work
COMMUNICATION SKILLS
Writes, speaks, and presents information effectively and
persuasively across communication settings.

LEVEL 1

• Effectively communicate the desired message to the listener.

• Communicates his/her thoughts in a well organized manner.
• Makes effective presentations to small groups.
LEVEL 2

• Targets communications appropriately for the audience.

• Gets his/ her point across clearly, concisely and quickly.
• Explains information in a way that is easy to understand.
• Confidently makes presentations to small to mid- size audiences.
LEVEL 3

•Communicates ideas and information in a form well matched to,

and received by, the audience.
• Makes wise decisions on the spot when answering questions in a
variety of different circumstances.
• Makes articulate and effective oral presentations to a variety of
audience, large or small, internal or external, etc.
• Communicates effectively with senior management, using their
time to maximum advantage.
LEVEL 4

• Communicates complex concepts and issues effectively,

selecting language, tone, and format perfectly targeted to the
audience.
• Responds clearly, concisely and credibly to difficult or
challenging questions in a variety of different circumstances.
• Communicates effectively with broad and diverse audiences in a
variety of media (e.g., press conferences, customer meetings,
internal meetings), even in controversial or difficult situations.
• Expertly makes compelling presentations to sophisticated or
difficult audiences.
• Is highly effective in communicating with industry executives,
using their time to maximum advantage.

OVERDOING COMMUNICATION SKILLS

May pay too much attention to style little attention to content facts; may
“sell” things that shouldn’t be sold; may invest too much time crafting
communication or, the reverse, My overly rely on “winging it” rather
than preparing in advance.

39
 Team work
COMMUNICATION SKILLS
Writes, speaks, and presents information effectively and
persuasively across communication settings.

Sample Interview Questions

• Tell me about a project in which you needed to keep others

informed. How did you this? Was it effective? How did you know
your communication was effective?

• What is the most senior and/ or challenging audience you have

ever faced? What did you speak about? Who was the audience?
How did you prepare for this? What was the outcome?

Note: Through the interview you will have an opportunity to evaluate the
person’s
communication skills; the interview is a behavioral sample

40
 Team work
HIRING AND STAFFING
Is a good judge of talent, and seeks out, sizes up, and selects the
most effective people.

LEVEL 1

• Conducts effective interviews focused on gathering information.

• Makes sound hiring recommendations based on candidate’s
qualifications for the job.
• Present a positive ,yet realistic picture of the organization to
candidates.

LEVEL 2

• Analyzes positions and assignments effectively to determine the

critical qualifications needed.
• Is a good judge of talent, and hires or recommends the best
candidates possible.
• Hires people with a strong track record of producing great
results.
• Recognizes the value of diversity (e.g.; background, ethnicity,
personality, values) in selecting candidates.
• Understands the organization culture and effectively evaluates
the degree to which candidates will be able to work well in the
company.

LEVEL 3

• Creatively seeks out talent from a variety of different sources.

• Is an outstanding judge of talent and a great recruiter of talent
able to attract and hire world class people.
• Takes intelligent risks in hiring people who have great
potential but support to succeed.
• In building staff, thinks carefully about how people will work
together and complement each other.
• Plans ahead to avoid getting caught shorthanded in key areas
of his/ her group or organization.

LEVEL 4

• Identifies people with unusual talents and maximizes their

contributions, while accommodating their differences.
• Is committed to hiring the best candidates possible, and to hiring
and staffing from within whenever possible to provide
opportunities for grow and development.
• Actively assists external hires in assimilating into the
organization culture.

41
 • Is proactive in ensuring people with the right knowledge and
skills will be available as business needs and challenges change.

OVERDOING COMMUNICATION SKILLS

May focus on new talented people at the expense of current staff who
have potential but need development; may focus on hiring to the
exclusion of the examining business priorities and efficiency of current
processes to determine whether additional staff is necessary; may pirate
high performers from other groups rather than develop them from
within.

42
 Team work
HIRING AND STAFFING
Is a good judge of talent, and seeks out, sizes up, and selects the
most effective people.

Sample interview Questions

• Tell me about a bad hire you made. Why was the person a bad
hire? What did you learn?

• Tell me about the last key position you had open. How did you go
about filling the position? What were you looking for in a
candidate? How long did it take you to fill it?

• How do you decide when to hire for potential vs. immediate

results?

• When you are interviewing for your group, what types of

attributes would screen out a candidate immediately? Why?

43
 Team work
INTERPERSONAL SKILLS
Develops and maintains good working relationships with others.

LEVEL 1

• Is professional and positive in interactions with others and is able

to establish rapport quickly.
• Relates well with diverse individuals.
• Treats others will courtesy and respect.

LEVEL 2

• Initiates contact and builds good working relationships that over

time with people inside and outside his/ her group or
organization.
• Adjusts his/ her behavior and communication to accommodate
working styles and perspectives of diverse individuals.

LEVEL 3

•Tailors his/ her interpersonal style to the situation y monitoring

and appropriately interpreting others’ reactions.
• Shows respect for individuals in all situations, modeling this
behavior for others.
• Values individuals whose goals, cultures, opinions, or
background differ from his/ her own, and encourages others to
do so.
LEVEL 4

• Consistently builds highly effective interpersonal relationships

in business partnering situations.
• Demonstrates keen insight into others, accurately predicting
how others will think and behave across a variety of different
situations.
• Creates an organizational climate that supports respect for all
individuals and delivers clear negative feedback to those who
fail to do so.
• Is aware, diplomatic, and tactful in dealing with people from
diverse backgrounds.

OVERDOIN HIRING AND STAFFING

May spend too much time building networks and interpersonal

relationships; may have too strong a desire to be liked and hence avoid
necessary negative or unpleasant transactions, have difficulty facing
conflicts, or try to smooth over real issues and problems; may not be a
credible take- charge leader during tough times; may not be seen as
substantive by some.

44
 Team work
INTERPERSONAL SKILLS
Develops and maintains god working relationships with others.

LEVEL 1

• Is professional and in interactions with others and is able to

establish rapport quickly.
• Relates well with divers individuals.
• Treats others with courtesy and respect.

LEVEL 2
• Initiates contacts and builds good working relationships that last
over time with people inside and outside his/ her group or
organization.
• Adjusts his/ her behavior and communication to accommodate
working styles and perspectives of divers individuals.

LEVEL 3

• Tailors his/ her interpersonal style to the situation by monitoring

and appropriately interpreting others’ reactions
• Shows respect for individuals in all situations, modeling this
behavior for others
• Values, individuals whose goals cultures, opinions, or
background differ from his/her own, and encourages others to do
so

LEVEL 4
• Consistently builds highly effective interpersonal relationships in
en business partnering situations
• Demonstrates keen insight into others, accurately predicting how
others will think and behave across variety of different situations
• Creates an organizational climate that supports respect for all
individuals and delivers clear negative feedback to those who fail
to do so
• Is aware, diplomatic, and tactful in dealing with people from
diverse backgrounds.

OVERDOIN INTERPERSONAL SKILS

May spend too much- time building networks and interpersonal

relationships; may have too strong a desire to be liked and hence avoid
necessary negative or unpleasant transactions, have difficulty facing
conflicts, or try to smooth over real issues and problems; may not be a
credible take-charge leader during tough times; may not be seen as
substantive by some.

45
 Team work
INTERPERSONAL SKILLS
Develops and maintains god working relationships with others.

Sample Interview Questions

• Tell me about a time when you worked with someone who hade a
different working style than you. Describe your styles and how
they were different . How did you handle the situation?

• Tell me about a job in which working relationships were key to

your success. How did you build the relationships you needed?

Team work

46
 NEGOTIATION AND CONFLICT MANAGEMENT
Negotiates or mediates sound agreements in business or organizat
-ional situations where there is disagreement or differences in
interests.

LEVEL 1
• Thinks through and communicates clearly his /her own goals,
interests, and positions in negotiation or conflict situations.
• Makes a positive contribution to resolving his/ her work- related
conflicts or disagreements.
• Takes responsibility to resolve difficult situations with others
effectively .
• Avoids getting caught in win-lose situations if at all possible.
LEVEL 2

•Negotiates or mediates disagreements competently, staying

focused on the situation rather than emotions.
• Effectively negotiates conflict situations within own group.
• Recognizes the value of conflict and works to make it effective.
• Chooses battles wisely.
LEVEL 3

• Is recognized as a tough, but fair negotiator in difficult, complex,

or controversial situations.
• Resolves conflicts within his/ her organization at the right time.
• Gains agreement without damaging relationships.
• Finds creative ways for multiple parties to achieve their goals
and interests.
• Anticipates and avoids unproductive conflict.

LEVEL 4
• Handles difficult conflict situations firmly and decisively.
• Successfully negotiates with the most skilled, aggressive, or
resistant groups or organizations.
• Negotiates high- level business agreements with external parties
that satisfy organization’s interests while maintaining excellent
working relationships.
• Diffuses high- tension situations confidently and effectively.

OVERDOIN NEGOTIATION AND CONFLICT

MANAGEMENT
May perceive/ interpret every situation as a potential confrontation or
conflict; may accentuate differences and overlook common grounds;
may miss opportunities to develop relationships, alliances, and
networks; may involve oneself in conflict situations when involvement is
not appropriate; may always insist on ”win-win” solutions, even when
they cannot be obtained.
Team work

47
 NEGOTIATION AND CONFLICT MANAGEMENT
Negotiates or mediates sound agreements in business or
organizat
-ional situations where there is disagreement or differences in
interests.

Sample Interview Questions

• Tell me about a time you and outside partner had to work

together on a project and you disagreed on what to do. How did
you handle this situation? What was the outcome?

• Tell me about the toughest negotiation you’ve been in. Why was
it so tough? How did you deal with it? What was the outcome?

• Tell me about the last significant conflict you needed to deal with.
How long did the conflict continue? How was it resolved?

Teamwork

48
 OPEN COMMUNICATION
Engages others in active, open, and productive dialogue.

LEVEL 1

• Is approachable.
• Carefully listens to and considers what others have to say.
• Is open in expressing his/ her viewpoints.

LEVEL 2

• Asks for, listens to, and considers the beliefs and opinions of
others.
• Works to ensure the viewpoints of others are heard.
• Using good judgment, is candid and direct in interactions.

LEVEL 3

• Quickly puts others at ease and is often sought out for advice or
discussion.
• Shows respect for the view points of others, even those with
which he/ she disagrees.
• Invites productive and regular exchanges of information among
team members.
• Accepts bad news without ”shooting the messenger.”

LEVEL 4

• Motivates others to contribute their opinions.

• Fosters open communication and candid discussions with people
at all levels of the organization, even on highly sensitive topics.
• Leads the way in creating a team or organizational climate in
which candid dialogue is valued and encouraged.
• Provides regular opportunities and safe ways for people to
communicate problems and concerns.

OVERDOIN OPEN COMMUNICATIONS

May spend too much time listening, hence delaying necessary decision
or action; may avoid necessary intervention; may be seen as having no
opinion or contribution to make; others may confuse listening with
agreement or weakness.

Teamwork

49
 OPEN COMMUNICATION
Engages others in active, open, and productive dialogue.

Sample Interview Questions

• Tell me about a job experience you’ve had when people weren’t

open or speaking up. Why weren’t they being open? How did you
handle with this?

• Tell me about an emotionally charged meeting or other situation

you have been involved in where people had different
perspectives or ideas. What did you do? What was the outcome?

Note: Look for an indication that the person encourages everyone to

express
their viewpoint, showed respect for differing viewpoints, etc.

Note: Use the interview as a behavior sample. Watch that the person listen
to
your questions and is open and candid in his/ her responses. Also
ensure
the person answers the specific question you asked and allows you
to finish
the question before answering.

Teamwork

50
 ORGANIZATIONAL AGILITY
Understands how to get things done and objectives working with
others in an organizational context.

LEVEL 1

• Builds a network of good working relationships in his/ her work

group.
• Keeps relevant people informed of his/ her actions or decisions in
a timely manner.
• Recognizes the need to get buy in and support from decision
makers.
• Deals effectively with his/ her manager.

LEVEL 2

• Is proactive in a building and maintaining a network of effective

relationships with people inside and outside his/ her group.
• Provides others with timely information and support.
• Understands the formal and informal processes for getting things
done.
• Is generally aware of and responds appropriately to political
situations and issues.

LEVEL 3

• Identifies and works effectively with key stakeholders on

complex cross- team or work group projects or problems.
• Deals well with tough political situations.
• Understands the formal and informal processes for getting things
done .
• Is generally aware of and responds appropriately to political
situations and issues.

LEVEL 4

• Is highly effective in building mutually beneficial partnerships

and networks with parties or external organizations.
• Adeptly and smoothly maneuvers through highly political
situations.
• Is a master of organization, able to create effective strategies for
getting the most complex, interdependent projects or programs
done across organizational units.
• Demonstrates exceptional skill in dealing with executives and
senior managers.

OVERDOIN ORGANIZATIONAL AGILITY

51
 May be seen as excessively political; may not be trusted; may spend too
much time maneuvering for advantage; may tell others what they are
expecting to hear rather than what he/ she knows to be true; may be
seen as manipulative and scheming.

Teamwork
ORGANIZATIONAL AGILITY
Understands how to get things done and objectives working with
others in an organizational context.

Sample interview questions

• Tell Me about the last time you needed to gain support for an
idea or program .how did you go about doing this?

• Tell me about the last time you had to get people in different
groups to work together. How did you go about doing this? Was
it effective?

• Tell me about the most difficult situation you have experienced

with a senior manager or executive. Why was it difficult? What
did you do? What was the outcome?

Long-Term Approach

52
 DEVEL OPING PEOPLE
Provides job-relevant learning, developmental experiences, and
feedback to enhance individual performance
LEVEL 1

• Assigns challenging tasks and assignments that will help people

develop their skills
• Performance of tasks and assignments

LEVEL 2
• Takes time to learn about and understand direct reports’ career
goals.
• Provides stretch jobs and assignments for direct reports to help
them
• develop their skills.
• Encourages direct reports to stretch and learning situations.
• Provides timely, constructive feedback and coaching that
facilitates improvement and builds self esteem.

LEVEL 3
• Actively coaches direct reports in how to get the most
learning from their current assignment.
• Gives direct reports candid, thoughtful feedback on their
strengths and weaknesses.
• Gives his/her direct reports good visibility with higher
management.
• Encourages people to invest time for relevant training or
education, and supports them when they do so.

LEVEL 4
• Holds managers accountable for developing people in their
group/organization .
• Identifies key people in his/her organization to assume high-level
management responsibilities, and is an advocate for them when
opportunities for advancement occur.
• Supports movement of high- potential people into good
developmental jobs outside his/her organization, even when it is
inconvenient to do so.
• Systematically promotes people developmental assignments and
investing resources.

OVERDOIN DEVELOPING PEOPLE

Mau invest too much time in creating challenging assignments and too
little time in accomplishing objectives; may be overly optimistic about
how much subordinates can grow; may concentrate on the development
of a few subordinates at the expense at the team.
Long-Term Approach

53
 DEVEL OPING PEOPLE
Provides job-relevant learning, developmental experiences, and
feedback to enhance individual performance

Sample Interview Questions

• Tell me about of the most high- potential people you’ve had an

opportunity to work with. What did you do to support the
person’s development?

• Tell me about a time you had to discipline an employee. What

was your approach to the conversation? What was your
strategy? What was the outcome?

• Tell me how you have identified and developed high- potential

people within your organization.

Note: Look for an indication the person turned this into a learning
experience.

Long-Term Approach

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 STRATEGIC LEADERSHIP
Creates a shared purpose, vision, or direction for his/ her group
or organization, and inspires to work toward it.

LEVEL 1

• Delineates a set of objectives, and initiates action toward

meeting them
• Communicates enthusiasm and commitment to achieving
goals and making a contribution to his/ her team.

LEVEL 2

• Outlines a clear direction for team members and effectively

motivates them toward important goals.
• Works enthusiastically with people in his/ her own group and
related groups to achieve team or process goals.

LEVEL 3
• Articulates a clear strategic vision, generates enthusiasm that
creates multiple groups, and creates symbols to rally the support
of people in his/ her group or organization.
• Viewed by people inside and outside his/ her group as a highly
effective, motivating leader.
• Adjust leadership style to meet the demands and requirements of
different situations and groups successfully.
• Involves groups in strategy development in ways that generate
enthusiasm, ownership, and commitment.
LEVEL 4
• Breaks new ground, creates a compelling vision and is a role
model in energizing others to work toward that vision.
• Constantly communicates his/her strategic vision, and
demonstrates unflagging personal commitment to it.
• Is an unusually gifted leader, capable of inspiring organizations
to new levels of achievement.
• Adepts leadership style to deal effectively with, and gain support
from, different types of people, even in stressful or difficult
situations.
• Capable of leading organizations successfully through difficult
times or serious crises.

OVERDOIN STRATEGIC LEADERSHIP

May leave people behind; may lack patience with those who do not
understand or share his/ her vision; may lack appropriate detail
orientation and concern for administrative routine; may lack follow-
through on day-to-day tasks; may be reluctant to make decisions
impacting day-to-day management or which appear unrelated to the
vision.

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 Long-Term Approach
STRATEGIC LEADERSHIP
Creates a shared purpose, vision, or direction for his/ her group
or organization, and inspires to work toward it.

Sample Interview Questions

• Tell me about the last time you had to get a group of people
energized or no board to achieve a common purpose or goal.
What was the situation? What did you do ? Was it effective?

• Describe a time you had to adjust your leadership style in

order to be effective. What was the situation? What did you
do? Was it effective?

• Tell me what the mission of your group or organization is.

How do you know others have aligned the mission and are
working to this end? Did you engage others to help
communicate the mission? If so, who?

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 Long-Term Approach
STRATEGIC THINKING
Understands the business, and anticipates and develops business
priorities for future action.

LEVEL 1
• Understands the business issues relevant to his/ her work, and
applies this knowledge to solving problems.
• Thinks about what needs to be done today to accomplish his/
her goals for the next 1-6 months.
• Accurately differentiates the problem from the symptoms.

LEVEL 2
• Understands the business and strategies in inter- dependent
areas and applies this knowledge to making good decisions.
• Thinks ahead 6-12 months, recognizing trend and driving
development of plans to take advantage of potential
opportunities.
• Poses credible alternative scenarios for long- range plans
relevant to running his/ her group’s work and projects how they
will play out.

LEVEL 3
• Demonstrates keen understanding of the range of issues and
variable that will impact future success.
• Has an excellent understanding of how products and technology
“fit” into the industry overall.
• Thinks ahead 12-18 months, projecting trends and devising
strategies to capitalize on opportunities.
• Insightfully recognizes vulnerabilities and competitor threats.

LEVEL 4
• Thinks globally and incisively, taking a broad view of the full
range of variables that could impact future success.
• Thinks ahead more than 18 months, devising break- through
market creation, penetration, and protection strategies that
enable to build and maintain a strong competitive position.
• Is a proven advisor to executives on strategic, highly complex
issues, problems, and challenges.

OVERDOIN STRATEGIC THINKING

May not be tolerant of or have patience with day-to-day details; may
overcomplicate plans by doing too much contingency planning; may
not be able to prioritize current activities, may over focus on
business issues and strategy and not give appropriate emphasis to
people issues; may not be able to communicate with tactical or less
complex people; may miss the trees for the forest; may be seen as too
theoretical

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 Long-Term Approach
STRATEGIC THINKING
Understands the business, and anticipates and develops business
priorities for future action.

Sample Interview Questions

• Tell me about one of the most important business “problems”

you are currently facing. What is it important? Why is it a
problem? What are you doing about it?

Note: Look for an indication that the person has a good understanding of
the
business of his/ her group, and is thinking about what needs to be
done about
the “problem”.

• What is the key business issue facing your group in the text
months?

Note: The timeframe here will vary by person’s level.

• Tell me about a time you, or your group, thought you had a

problem, but came to believe the “problem” was simply a
symptom. How did you determine this? What did you do?

Note: Get the person to describe his/ her thought process.

• Tell me about a time someone suggested a solution as a

“quick fix” but you believed it was only a “band-aid.” Why
did you think this? What did you do? What was the outcome?

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 Passion Products and Technology
INOVATION MANAGEMENT
Thrives on leading groups to advance technology and products

LEVEL 1

• Identifies when changes in direction are necessary and deals

competently with technological shifts
• Adjusts to changes in priorities and technology with minimal
direction and support.
• Demonstrates market awareness, competently projecting how
products ideas will play out in the marketplace.
• Recognizes good creative ideas

LEVEL 2

• Determines when change in direction are necessary and deals

very effectively with technological shifts.
• Motivates others to find new ways of using and looking at
technology.
• Demonstrates insight about which creative ideas and suggestions
will work in the market.
• Nurtures good creative ideas.

LEVEL 3

• Continually adjusts high- level strategies and plans in response to

change in priorities and technology.
• Develops and drives strategies that get creative ideas into the
marketplace.
• Champions good creative ideas.

LEVEL 4

• Accurately anticipates changes in priorities and technology, and

astutely alters group or organization plans to address these
changes.
• Energizes others to become excited about change and inspires
them to create it, solving difficult technical problems and making
important technological advances.
• Is keenly attuned to the marketplace, intuitively knowing what
will “sell”.

OVERDOIN INNOVATION MANAGEMENT

May err toward the new, rejecting previous ideas and approaches
that still work well; may prefer creative people and undervalue those
less creative; may get too far out front of others in thinking and
planning.

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 Passion Products and Technology
INOVATION MANAGEMENT
Thrives on leading groups to advance technology and products

Sample Interview Questions

• Tell me about a time you spotted a creative idea. How did you
go about supporting and nurturing this idea?

• Tell me about a time you saw that a project needs a new

direction. How did you spot the need for change? What did
you do? What was the outcome?

• Tell me about the last time you were involved in bringing a

new product or service to market.

• Tell me how you keep your employee from getting stagnant,

from getting caught up in the daily routine? What do you do
to encourage them to think “outside the box”?

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 Passion Products and Technology
TECHNOLOGY PASSION AND DRIVE
Seeks out becomes immersed in the challenge of creating
products that stretch technology and empower customers.
LEVEL 1
• Believes in and positively communicates about the power and
usefulness of technology.
• Is strongly motivated to find new ways to apply technology,
combine different ideas to create something new, or improve
existing products, systems, and technology.
• Demonstrates interest in and commitment to developing great
products that are useful to internal or external customers,
and adding value to those products.

LEVEL 2
• Believes technology will have an overwhelmingly positive
impact on society.
• Is constantly alert to new ways to use technology.
• Has a consuming drive to solve technical problems and “
puzzles, “ and continuously strives to “ break the rules” of past
technological solutions.
• Demonstrates strong curiosity, wanting to learn “everything “
about a subject areas and apply it to building and improving
products.

LEVEL 3
• Passionately believes in technology as a primary avenue for
fulfilling and integrating individual, societal, and environmental
needs.
• Is constantly alert to opportunities for product improvement
through different applications of technology.
• Provides insight and expertise to others into the development of
new products and technology.
• Encourage and influences others to try new of using technology.
LEVEL 4
• “ Lives” for technology, believing it is the most exciting and
promising means for addressing societal and environmental
needs .
• Inspires in others passion for making astounding technological
advances and solving difficult and complex technical problems.
• Energizes people inside and outside to become excited about the
far reaching possibilities of new technology.
OVERDOIN TECHNICAL PASSION AND DRIVE
May always want to develop a completely new approach rather than
incorporate important lessons and facts learned in the past; may
prefer the new over the established regardless of circumstances; may
underestimate details and day-today tasks, may rely too much on a

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 single core technical talent; may lack broad knowledge and
perspective.
Passion Products and Technology
TECHNOLOGY PASSION AND DRIVE
Seeks out becomes immersed in the challenge of creating
products that stretch technology and empower customers.

Sample Interview Questions

• Tell ma about the most interesting or exciting technical

problem
You’ ve tried to solve in the past year. Why was it interesting
or exciting to you?

Note: Look for things like drive to “ solve technical puzzles,” willingness
to “
break the rules” of past technical solutions, etc.

• How do you keep yourself current and abreast of technology?

• Tell me about a technical project you believed in, and for

which you received resistance from others. What did you do?
What was the outcome?

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