Introducing the High Performance Behaviours

transcript

The Schroder Framework

• Solid research background– Strong research base and multiple, on-going validation studies

• A strengths model– Focus is on using and building strengths

• Developable– Clear path for development, explaining exactly what to do

• High face validity– Means that adoption and understanding is easier

• Objectivity defined behaviour indicators– Ideally suited for meaningful feedback from a non-expert observer network

• Multi scale– Can be used to measure and develop individuals, team or whole organisations

High Performance Behaviours – Some key features

Behaviour

Environment

The original research question

Performance

“The world is changing and our organisations

and institutions seem not to be coping.

Help us understand what is happening and what

can / should people be doing about it?”

Stable Simple

DynamicComplex

The complex dynamic external environment

Organisational survival and prosperity depends on

leaders and teams using high performance behaviours

Pre: The impact of complexity and competition

Organisational Performance

MEDIUM

Organisational Performance

MEDIUM

Post: The impact of complexity and competition

Identification of the Schroder framework

FCEM Competency Research Transformational Leadership Study

Boyatzis' Study for the AMA Princeton Strategy Research

Harvard, Michigan and Ohio State Leadership Studies

Ohio State

Michigan State

Harvard Princeton Transformational

FCEM Boyatzis

Information SearchIdea CreationFlexible thinkingEmpathy & UnderstandingFacilitationPeople developmentInfluenceInspiring confidencePresentationProactivityCustomer actionQuality measurement

Identification of framework - research studies

• Information Search • Idea Creation• Flexible Thinking

• Proactivity• Customer Action• Quality Measurement

• Influence• Inspiring Confidence• Presentation

• Empathy and understanding• Facilitation• Developing People

Involve

InspireDo

Factor analysis results

Validation of framework

Leadership Dimensions Study

Retail Outlets Study UK & USA

University of South Florida Study

London Business School Research

Banking Executive HPB Study

plus many others...

Involve

Inspire

High Performance Behaviours

Organisational measures

How behaviours are all “criterion related”

Measures

Goal measures

• Financial growth• Sales growth• Customer satisfaction• Market share• Employee satisfaction

Process measures

• Workflow efficiency• Communications• Work group morale• Team cohesion• Key staff retention• Speed of response• Resource adaptability• Innovation processes• Degree of aspiration• Speed of learning• Resource acquisitionEtc.

When these behaviours are critical

1. When moving to or operating a dynamic, complex and unpredictable environment

2. Staying ahead in a competitive world

3. Enabling individuals, teams and organisations to reach their full potential

HPBs are critical to the process of change itself

Think• Information Search • Idea Creation• Flexible Thinking

Do• Proactivity• Customer Action• Quality Measurement

Inspire• Influence• Inspiring Confidence• Presentation

Involve• Empathy and understanding• Facilitation• Developing People

Think• Information Search • Idea Creation• Flexible Thinking

Key to strategy formation

Highest contribution to performance

Typically least developed

Typically least recognised

Involve• Empathy and Understanding• Facilitation• Developing People

Key to flat, flexible team-based structuresIntegrate diversityBuild ownership, involvement and commitmentNurture the contribution of people

Inspire• Influence• Inspiring Confidence• Presentation

Build confidence and excitementKey to alliance formationSocialised powerCritical in crises

• Proactivity• Customer Action• Quality Measurement

Putting customer firstBreak down bureaucracyKey to empowermentCreate total quality

Measuring behaviours

Consistency is achieved in three ways

• More frequent but always appropriate use

• More situations (social, cultural, certainty, competition v collaboration)

• Role modelling

5Creating a value for the behaviour and ensuring sustained high performance. Setting up a system, process or culture to promote the behaviour.

Strategic Behaviour

4The broader use of the behaviour contributing to higher performance Advanced HP

Behaviour

3Core level use of the behaviour resulting in adequate performance in complex, dynamic context Basic HP

Behaviour

2Little or no use of behaviour resulting in unchanged performance HP Behaviour not

1Counter-productive - negative use of behaviour leading to reduced performance Negative

Behaviour

Rating A

lgorithm

Strategic

Advanced

Negative

96 statements rated by all observers

Statements grouped into levels and averaged

‘Frequency’ of each level benchmarked

Rating algorithm uses benchmarked scores

Rating and coaching text

created

How ratings are calculated for each behaviour

Rating created for self assessment and all observer data

Limitation flag added if negative behaviours seen frequently

Questionnaire

Frequency of level reportedBasic

(level 3)Advanced (level 4)

Strategic (level 5) Resultant rating

Undeveloped

Adding Value

Undeveloped

Adding Value

Developing Strength

Adding Value

Developing Strength

Strength

Undeveloped

Adding Value

Developing Strength

Adding Value

Developing Strength

Strength

Adding Value

Developing Strength

Strength

Developing Strength

Strength

Strategic Strength

Strength

Strategic Strength

In addition each rating can acquire a ‘with limitation‘ rating if level 1 (negative) behaviour is reported at frequencies above seldom

Seldom (or lower) reported*

Sometimes reported

Often (or Higher) reported*

Frequency of each level of behaviour reported

* Actual thresholds are configured on a behaviour by behaviour basis, with reference to benchmarks

Performance can then be described

• Strategic Strengths

• Strengths

• Developing Strengths

• Adding Value

• Underdeveloped

• Limitation

Information Search

5 Implements a system or strategy for collecting and disseminating information on an ongoing basis. Creates a value for research and knowledge gathering.

4 Looks for information from outside the situation being considered. Searches ‘outside’ the situation, gets a better, wider, richer diagnosis of what’s going on.

3 Actively searches for information about the task in hand. May search deeply. Collects enough information to gain an understanding of the situation being considered.

2 Limited research that fails to collect data from main categories of information. Clarifies what is already known or stated, but does no original research. Collects information but it’s not relevant to the task. Does nothing with the information.

1 Does not look for information. Makes assumptions based on existing info. Prevents others from collecting information. Distorts, rejects, ignores or denies information presented to them.

Idea Creation

5 Implements processes or strategies to encourage the evolution of ideas and to support others’ efforts to generate ideas.

4 Links information about apparently different topics to form powerful diagnostic concepts, visions, solutions. Links in information from wider environment to make better sense of the situation.

3 Forms ideas, judgements, conclusions from the information available. Concepts focus on or are associated with the task in hand.

2 Understands other’s concepts but does not generate own. Can organise and categorise info but not use it to explain a situation.

1 Squashes others’ ideas before they’ve had a chance to flourish. “That’ll never work.” Recycles old concepts which may no longer be relevant.

Flexible Thinking

5 Implements processes or strategies to encourage flexible thinking in others.

4 Compares the pros and cons of at least two viable options simultaneously.

3 Suggests or uses at least two viable options or solutions. Suggests at least two possible diagnoses for a situation. States the perspectives of at least two other parties. Options held ‘in parallel’ not ‘in series’.

2 Does not consider alternatives or options simultaneously.

1 Takes up just one plan or solution. Will not consider or acknowledge alternatives or other viewpoints.

Empathy &

Understanding

5 Creates environment where people feel valued for speaking honestly and openly, and are encouraged to air their true ideas and beliefs.

4 Tests own understanding of another’s ideas by paraphrasing back what he/she believes she has been told. Divulges own feelings to encourage others to do so.

3 Seeks to understand another’s viewpoint, beliefs or opinion by asking open-ended, non-judgemental questions.

2 Listens. Acknowledges others contributions1 Closes down others’ contributions: interrupts, overtalks,

finishes others’ sentences, shows lack of value for others’ opinions or beliefs. Interrogates others to verbally ‘corner’ them

Facilitation5 Creates process or strategy to encourage cross-boundary

thinking and working. Creates a value for open team interaction.

4 Facilitates dialogue until contributions of two or more team members’ ideas have been cohered into a true ‘team idea’, not one owned by one individual

3 Invites others to contribute. Identifies links or themes between team members’ contributions. Facilitates to make sure everyone understands links.

2 May contribute but does not facilitate.1 Shuts down contribution of others eg imposes premature

consensus, hogs the stage and won’t give others air time. Stops others interacting

Developing People

5 Implements a strategy or process to cultivate learning and development throughout the unit. Eg sets up training, coaching or mentoring programme, or actively develops an open feedback culture. Sets up a system to give others ongoing opportunities to develop eg cross-functional exchange programme.

4 Takes personal responsibility for individuals’ development eg coaching or mentoring them. Gives others challenging, stretching projects to develop them. Gives constructive feedback.

3 Sends people on training courses to develop their skills. Supports others’ efforts to develop themselves.

2 Recognises the need for development but does nothing about it

1 Squashes, ignores or denies others’ attempts to develop. Uses training as a punishment. Refuses to recognise the need for constructive feedback.

‘Involve’ cluster‘Think’ cluster

Influence5 Forms win-win alliances with other organisations eg JVs, strategic alliances

to achieve joint goals. Fosters climate which values shared interests, mutual cooperation and win-win rather than domination, imposition or win-lose.

4 Forms win-win alliances with others by citing how own proposal can achieve influencees’ aims.

3 Aims to persuade others by citing features and benefits of an idea, proposal, product etc.

2 Presents own proposal with no effort to persuade others to buy in.

1 Shoots down others’ proposals to give own idea credibility. May use coercion or threats.

Inspiring Confidence

5 Creates processes or tools to boost morale and confidence of all.

4 Builds confidence of others in themselves, the company or success of a project by making statements to build hope, optimism. Does the ‘rah rah’.

3 Speaks in a self-assured, confident way so that own position is clear to others. Makes decisions when required. Does not avoid making difficult or unpopular decisions and expressing them. Holds own ground when challenged.

2 Changes own mind without need, avoids making a decision when needed, hesitates and shows doubts, creates uncertainty.

1 Expresses own lack of confidence in project or company. Refuses to deal with contentious or difficult issues. Creates climate of pessimism.

Presentation5 Creates communications strategies to promote the unit’s values,

messages and profile to external and internal audiences. Creates value for excellence in presentations and communication.

4 Makes presentations more memorable with analogies, humour, compelling momentum, gestures, surprises, visual aids.

3 Verbal presentations clear, well-structured and easily understood.

2 Presentations impaired eg by mumbling, low volume, poor eye contact, strong accent or other distracting habit

1 Presentations difficult to understand eg high speed or impenetrable (or lack of) structure

Proactivity5 Implements strategies to train, empower and encourage others

to take the initiative for the benefit of customers.

4 Removes bureaucracy and red tape to allow freedom of action (within accepted parameters) and scope to take initiative for the good of the customer. Eg redesigns job roles to allow those close to customer freedom to act

3 Puts together effective project plans with phases, assigned roles and responsibilities. Identifies sequences and phases of a project.

2 Responds to others’ suggestions and plans.1 Resists and/or stops others taking action if it breaks rules or is

not ‘what is normally done round here.’ Will not allow others or self to take action or responsibility if it means going outside own job role boundaries. Blames others’ action (or lack of) to explain own lack of performance.

Customer Action

5 Creates a strategy or process to put customers front of mind all the time for employees across the org’n. Eg change organisational structure, new business processes, rewards.

4 Implements an initiative (set of interconnected actions) to improve value for customers on an on-going basis.

3 Takes a one-off action to rectify or improve some aspect of customer service, with a short-term effect

2 Talks about improving customer service but takes no action.1 Denies need to or refuses to make changes for the customer.

Reinforces internal focus, ignoring customer perspective. Prevents or undermines others taking action for the customer

Quality Measurement

5 Builds a culture that values performance measurement and makes measurement part of everyday language. Things measured are aligned to corporate goals. Eg sets up balanced business scorecard throughout the company.

4 Makes measures customer-focused. Sets interconnected goals, targets or measures to improve performance. Focus is on making things better for the customer.

3 Sets a goal, target or measure to monitor or raise performance. Takes action to improve performance.

2 Talks about improving, monitoring or measuring performance – but takes no action. Believes things are fine as they are.

1 Sets goals or targets that are irrelevant to customer or improvement of performance. Prevents others’ taking action to improve things.

‘Inspire’ cluster ‘Do’ cluster

Information Search

5 Implements a system or strategy for collecting and disseminating information on an ongoing basis. Creates a value for research and knowledge gathering.

4 Looks for information from outside the situation being considered. Searches ‘outside’ the situation, gets a better, wider, richer diagnosis of what’s going on.

3 Actively searches for information about the task in hand. May search deeply. Collects enough information to gain an understanding of the situation being considered.

2 Limited research that fails to collect data from main categories of information. Clarifies what is already known or stated, but does no original research. Collects information but it’s not relevant to the task. Does nothing with the information.

1 Does not look for information. Makes assumptions based on existing info. Prevents others from collecting information. Distorts, rejects, ignores or denies information presented to them.

‘Think’ cluster

Idea Creation

5 Implements processes or strategies to encourage the evolution of ideas and to support others’ efforts to generate ideas.

4 Links information about apparently different topics to form powerful diagnostic concepts, visions, solutions. Links in information from wider environment to make better sense of the situation.

3 Forms ideas, judgements, conclusions from the information available. Concepts focus on or are associated with the task in hand.

2 Understands other’s concepts but does not generate own. Can organise and categorise info but not use it to explain a situation.

1 Squashes others’ ideas before they’ve had a chance to flourish. “That’ll never work.” Recycles old concepts which may no longer be relevant.

‘Think’ cluster

Flexible Thinking

5 Implements processes or strategies to encourage flexible thinking in others.

4 Compares and evaluates the pros and cons of at least two viable options simultaneously.

3 Suggests or uses at least two viable options or solutions. Suggests at least two possible diagnoses for a situation. States the perspectives of at least two other parties. Options held ‘in parallel’ not ‘in series’.

2 Does not consider alternatives or options simultaneously.

1 Takes up just one plan or solution. Will not consider or acknowledge alternatives or other viewpoints.

‘Think’ cluster

Empathy &

Understanding

5 Creates environment where people feel valued for speaking honestly and openly, and are encouraged to air their true ideas and beliefs.

4 Tests own understanding of another’s ideas by paraphrasing back what he/she believes she has been told. Divulges own feelings to encourage others to do so.

3 Seeks to understand another’s viewpoint, beliefs or opinion by asking open-ended, non-judgemental questions.

2 Listens. Acknowledges others contributions

1 Closes down others’ contributions: interrupts, overtalks, finishes others’ sentences, shows lack of value for others’ opinions or beliefs. Interrogates others to verbally ‘corner’ them

‘Involve’ cluster

Facilitation5 Creates process or strategy to encourage cross-

boundary thinking and working. Creates a value for open team interaction.

4 Facilitates dialogue until contributions of two or more team members’ ideas have been cohered into a true ‘team idea’, not one owned by one individual

3 Invites others to contribute. Identifies links or themes between team members’ contributions. Facilitates to make sure everyone understands links.

2 May contribute but does not facilitate.1 Shuts down contribution of others eg imposes

premature consensus, hogs the stage and won’t give others air time. Stops others interacting

Developing People

5 Implements a strategy or process to cultivate learning and development throughout the unit. E.g. sets up training, coaching or mentoring programme, or actively develops an open feedback culture. Sets up a system to give others on-going opportunities to develop e.g. cross-functional exchange programme.

4 Takes personal responsibility for individuals’ development e.g. coaching or mentoring them. Gives others challenging, stretching projects to develop them. Gives constructive feedback.

3 Sends people on training courses to develop their skills. Supports others’ efforts to develop themselves.

2 Recognises the need for development but does nothing about it

1 Squashes, ignores or denies others’ attempts to develop. Uses training as a punishment. Refuses to recognise the need for constructive feedback.

Inspiring Confidence

5 Creates processes or tools to boost morale and confidence of all.

4 Builds confidence of others in themselves, the company or success of a project by making statements to build hope, optimism. Does the ‘rah rah’.

3 Speaks in a self-assured, confident way so that own position is clear to others. Makes decisions when required. Does not avoid making difficult or unpopular decisions and expressing them. Holds own ground when challenged.

2 Changes own mind without need, avoids making a decision when needed, hesitates and shows doubts, creates uncertainty.

1 Expresses own lack of confidence in project or company. Refuses to deal with contentious or difficult issues. Creates climate of pessimism.

‘Inspire’ cluster

Influence5 Forms win-win alliances with other organisations e.g. JVs,

strategic alliances to achieve joint goals. Fosters climate which values shared interests, mutual cooperation and win-win rather than domination, imposition or win-lose.

4 Forms win-win alliances with others by citing how own proposal can achieve influencees’ aims.

3 Aims to persuade others by citing features and benefits of an idea, proposal, product etc.

2 Presents own proposal with no effort to persuade others to buy in.

1 Shoots down others’ proposals to give own idea credibility. May use coercion or threats.

Presentation

5 Creates communications strategies to promote the unit’s values, messages and profile to external and internal audiences. Creates value for excellence in presentations and communication.

4 Makes presentations more memorable with analogies, humour, compelling momentum, gestures, surprises, visual aids.

3 Verbal presentations clear, well-structured and easily understood.

2 Presentations impaired eg by mumbling, low volume, poor eye contact, strong accent or other distracting habit

1 Presentations difficult to understand eg high speed or impenetrable (or lack of) structure

Proactivity5 Implements strategies to train, empower and encourage

others to take the initiative for the benefit of customers.

4 Removes bureaucracy and red tape to allow freedom of action (within accepted parameters) and scope to take initiative for the good of the customer. Eg redesigns job roles to allow those close to customer freedom to act

3 Puts together effective project plans with phases, assigned roles and responsibilities. Identifies sequences and phases of a project.

2 Responds to others’ suggestions and plans.1 Resists and/or stops others taking action if it breaks

rules or is not ‘what is normally done round here.’ Will not allow others or self to take action or responsibility if it means going outside own job role boundaries. Blames others’ action (or lack of) to explain own lack of performance.

‘Do’ cluster

Customer Action

5 Creates a strategy or process to put customers front of mind all the time for employees across the org’n. Eg change organisational structure, new business processes, rewards.

4 Implements an initiative (set of interconnected actions) to improve value for customers on an on-going basis.

3 Takes a one-off action to rectify or improve some aspect of customer service, with a short-term effect

2 Talks about improving customer service but takes no action.

1 Denies need to or refuses to make changes for the customer. Reinforces internal focus, ignoring customer perspective. Prevents or undermines others taking action for the customer

‘Do’ cluster

Quality Measurement

5 Builds a culture that values performance measurement and makes measurement part of everyday language. Things measured are aligned to corporate goals. Eg sets up balanced business scorecard throughout the company.

4 Makes measures customer-focused. Sets interconnected goals, targets or measures to improve performance. Focus is on making things better for the customer.

3 Sets a goal, target or measure to monitor or raise performance. Takes action to improve performance.

2 Talks about improving, monitoring or measuring performance – but takes no action. Believes things are fine as they are.

1 Sets goals or targets that are irrelevant to customer or improvement of performance. Prevents others’ taking action to improve things.

‘Do’ cluster

How to assess behaviours and their relative validity

• Executive Work Shadowing• Assessment Workshops (business simulation)

• my360plus • Interviews (b.e.i. with facilitated 360)

• 360° Questionnaire (perceptual data)

• Knows strengths, adequacies and limitations

• Develops a core of 4-6 strengths

• Uses strengths to the full

• Avoids using severe limitations (stops level 1 behaviour)

A High Performer

GSK Barclays Abbey SantanderMicrosoft Barclays Capital PrudentialSiemens Credit Suisse TfLM&S National Grid Gatwick ExpressBBC BT National Express GroupTesco Bayer SONYSainsbury MSN AXAInmarsat Telegraph Media Group Bank of New YorkNetwork Rail Reckitt Benckizer PearsonRBS American Express Deutsche BankMorgan Stanley New Look RabobankRio Tinto Dunhumby Five TVSavills Nat West Direct LineAstra Zeneca UCB Pharma JarvisBurger King SAB Miller AsdaBirds Eye Heinz EDFSanofi Aventis DLA Piper Clifford ChanceDubai world Qatar Education Dept Virgin MediaRIM-Blackberry Eisai Tate and LyleFresh and Easy DEFRA Plan UKSave the Children Amnesty International British WaterwaysInternational Power Pershing Haymarket Publishing

Some companies that have used some form of the framework in the last ten years

Introducing the High Performance Behaviours

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