appendix a: sample career matrix
TRANSCRIPT
117© The Editor(s) (if applicable) and The Author(s) 2016L.S. Gravett, S.A. Caldwell, Learning Agility, DOI 10.1057/978-1-137-59965-0
APPENDIX A: SAMPLE CAREER MATRIX
118 APPENDIX A: SAMPLE CAREER MATRIX
Mar
keti
ng F
irm
A
ssoci
ate
Acc
ount
Man
ager
A
ccou
nt M
anag
er
Acc
ount
Sup
ervi
sor
Com
pete
ncy
Asso
ciat
eLe
vel 1
A
ssoci
ate
Leve
l 2
Acc
ount
M
anag
erLe
vel 1
A
ccou
nt
Man
ager
Leve
l 2
Acc
ount
Sup
Leve
l 1
Acc
t Sup
Leve
l 2
Com
mun
icat
ions
Fo
cus
is o
n te
am a
nd
vend
or
inte
ract
ions
Com
mun
i-ca
tions
ex
tend
ed t
o pe
riod
ic c
lient
in
tera
ctio
ns
Inte
ract
ions
incl
ude
inte
rvie
win
g ap
plic
ants
and
cl
ient
pre
sent
atio
ns
Inte
ract
ions
w
ith c
lient
s at
hi
gher
freq
uenc
y an
d le
vel o
f so
phis
ticat
ion
Com
mun
icat
ions
in
clud
e an
ad
viso
ry- c
ouns
elin
g ro
le fo
r cl
ient
s or
D
irec
t R
epor
ts
Clie
nt in
tera
ctio
ns
have
sig
nifi c
ant
impa
ct o
n co
mpa
ny
Tea
mw
ork
and
Col
labo
ratio
n W
orks
co
llabo
rativ
ely
as m
embe
r of
ac
coun
t te
am
Wor
ks
colla
bora
tivel
y,
with
clie
nt
cont
acts
pe
riod
ical
ly
Rol
e of
faci
litat
or
and
team
lead
er
beco
mes
a fo
cus
Sele
cts
met
hods
fo
r th
e te
am t
o ac
com
plis
h ob
ject
ives
Focu
s is
on
allo
catin
g re
sour
ces,
and
se
lect
ing
and
coac
hing
tea
m
mem
bers
Focu
s sh
ifts
to
deve
lopi
ng c
ompa
ny
as a
tea
m t
o en
sure
or
gani
zatio
nal
succ
ess
Res
earc
h Fa
mili
arity
with
ac
cess
ing
info
rmat
ion
usin
g ba
sic
rese
arch
too
ls
Occ
asio
nally
m
ust s
ynth
esiz
e re
sear
ch a
nd
offe
r re
com
-m
enda
tions
Freq
uent
ly a
naly
zes
the
impa
ct o
f re
sear
ch a
nd
proj
ects
pot
entia
l sc
enar
ios
Peri
odic
ally
tr
ains
oth
er s
taff
on
res
earc
h m
etho
ds
Mai
ntai
ns s
kills
but
de
lega
tes
and
mon
itors
res
earc
h pr
ojec
ts
Hig
hest
leve
l of
cust
omer
inte
rfac
e,
to e
xpla
in r
esea
rch
resu
lts
Ent
repr
eneu
rism
an
d In
nova
tion
Tak
es in
itiat
ive
in g
ener
atin
g id
eas
and
fi ndi
ng c
reat
ive
solu
tions
Dev
elop
s w
ays
to r
emov
e ex
istin
g or
po
tent
ial
barr
iers
Mod
els
and
prom
otes
ris
k-ta
king
and
leve
rage
s re
sour
ces
Dev
elop
s in
nova
tive
prod
ucts
to
reco
mm
end
to
clie
nts
Env
isio
ns c
ritic
al
brea
kthr
ough
s to
st
ay c
ompe
titiv
e,
beco
mes
cri
tical
Find
s an
d al
loca
tes
reso
urce
s th
at
supp
ort
inno
vativ
e pr
actic
es
APPENDIX A: SAMPLE CAREER MATRIX 119 M
arke
ting
Fir
m
Asso
ciat
e A
ccou
nt M
anag
er
Acc
ount
Man
ager
A
ccou
nt S
uper
viso
r
Com
pete
ncy
Asso
ciat
eLe
vel 1
A
ssoci
ate
Leve
l 2
Acc
ount
M
anag
erLe
vel 1
A
ccou
nt
Man
ager
Leve
l 2
Acc
ount
Sup
Leve
l 1
Acc
t Sup
Leve
l 2
Cus
tom
er
Inte
rfac
e an
d K
now
ledg
e
Has
a b
asic
un
ders
tand
ing
of c
lient
’s
prod
ucts
; in
freq
uent
cl
ient
con
tact
Freq
uent
ly
inte
ract
s w
ith
clie
nts;
in
crea
sed
unde
rsta
ndin
g of
clie
nt’s
pr
oduc
ts
Has
an
in-d
epth
un
ders
tand
ing
of
clie
nts
and
prod
ucts
; inc
reas
ed
clie
nt c
onta
ct
Freq
uent
clie
nt
inte
ract
ion
on
subs
tant
ive
issu
es; i
ncre
ased
un
ders
tand
ing
of c
lient
’s
indu
stry
In-d
epth
un
ders
tand
ing
of
clie
nt’s
bus
ines
s pr
actic
es;
reco
mm
ends
so
lutio
ns t
o m
eet
futu
re n
eeds
Und
erst
ands
clie
nt’s
ne
eds
wel
l eno
ugh
to r
ecom
men
d en
hanc
emen
ts t
o bu
sine
ss p
roce
sses
Prob
lem
Sol
ving
Id
entifi
es
core
is
sues
and
pr
oact
ivel
y se
arch
es fo
r op
tions
Abi
lity
to s
elec
t be
st a
ppro
ach
tow
ard
prob
lem
-so
lvin
g
Obj
ectiv
ely
asse
sses
an
d re
com
men
ds
pote
ntia
l sol
utio
ns
Ass
esse
s ba
rrie
rs
to s
ucce
ss a
nd
impl
emen
ts
solu
tions
May
tra
in c
lient
/te
am m
embe
rs o
n pr
oble
m-s
olvi
ng
met
hods
App
roac
hes
and
defi n
es p
robl
ems
from
a c
ompa
ny a
nd
clie
nt p
ersp
ectiv
e
Coa
chin
g an
d M
ento
ring
Pr
ovid
es
feed
back
and
su
gges
ted
reso
urce
s fo
r pe
ers
Del
egat
es
assi
gnm
ents
to
prov
ide
deve
lopm
enta
l op
port
uniti
es
for
peer
s
Prov
ides
feed
back
an
d de
velo
pmen
tal
oppo
rtun
ities
for
Dir
ect
Rep
orts
Ass
esse
s sk
ills
of
team
mem
bers
an
d de
sign
s m
etho
ds t
o en
hanc
e sk
ills
Coa
ches
and
gui
des
to e
nsur
e th
at s
kills
of
indi
vidu
al
mem
bers
and
tea
m
colle
ctiv
ely
mee
t co
mpa
ny o
bjec
tives
Dev
elop
s m
etho
ds
to r
ecog
nize
in
divi
dual
and
tea
m
succ
ess
Sett
ing
Goa
ls
and
Obj
ectiv
es
Sets
obj
ectiv
es
and
goal
s th
at
supp
ort
team
ne
eds
Hel
ps t
he t
eam
to
set
ob
ject
ives
and
go
als
and
deve
lop
mea
sure
s
Iden
tifi e
s an
d us
es
team
/co
mpa
ny
reso
urce
s to
mee
t ob
ject
ives
Ass
esse
s th
e su
ppor
t m
echa
nism
s an
d ba
rrie
rs in
the
cl
ient
’s in
dust
ry
and
com
pany
th
at a
ffec
t go
als
Synt
hesi
zes
know
ledg
e of
cl
ient
, clie
nt’s
in
dust
ry, c
ompa
ny,
and
othe
r fa
ctor
s to
im
plem
ent
stra
tegi
c pl
ans
Iden
tifi e
s cr
itica
l ch
eckp
oint
s an
d ev
alua
tes
succ
ess
crite
ria
agai
nst
obje
ctiv
es; r
edir
ects
re
sour
ces
if re
quir
ed
(con
tinu
ed )
120 APPENDIX A: SAMPLE CAREER MATRIX
Mar
keti
ng F
irm
A
ssoci
ate
Acc
ount
Man
ager
A
ccou
nt M
anag
er
Acc
ount
Sup
ervi
sor
Com
pete
ncy
Asso
ciat
eLe
vel 1
A
ssoci
ate
Leve
l 2
Acc
ount
M
anag
erLe
vel 1
A
ccou
nt
Man
ager
Leve
l 2
Acc
ount
Sup
Leve
l 1
Acc
t Sup
Leve
l 2
Proj
ect
Man
agem
ent
Part
icip
ates
in
segm
ents
of
proj
ects
Incr
ease
d le
vel
of p
artic
ipat
ion
in a
ran
ge o
f pr
ojec
ts
Supe
rvis
es p
roje
ct
segm
ents
and
sta
ff;
desi
gns
timet
able
s fo
r co
mpl
etio
n
Sets
pro
ject
ch
eckp
oint
s;
deve
lops
mea
ns
to r
emov
e ba
rrie
rs
Bal
ance
s pr
ojec
t co
mpo
nent
s to
en
sure
leas
t-be
st
cost
for
best
val
ue
Shift
s te
am p
rior
ities
w
hen
requ
ired
to
mee
t cl
ient
nee
ds
and
ensu
re c
ompa
ny
profi
tabi
lity
Lea
ders
hip
Serv
es a
s a
role
m
odel
for
peer
s in
dev
elop
men
t of
pro
duct
ive,
cu
stom
er
orie
nted
wor
k be
havi
ors
and
met
hods
Hel
ps p
eers
al
ign
thei
r ro
les
in r
elat
ion
to
pers
onal
, de
part
men
tal,
and
orga
niza
tiona
l ob
ject
ives
Acc
epts
ulti
mat
e ac
coun
tabi
lity
for
wor
k re
sults
of
Dir
ect
Rep
orts
Dev
elop
s sy
stem
s an
d pr
oced
ures
tha
t pr
oduc
e cu
stom
er-
orie
nted
pr
oduc
ts a
nd
serv
ices
Iden
tifi e
s th
e ne
ed
for
chan
ges
requ
ired
to
mee
t th
e de
man
ds o
f co
nsta
ntly
evo
lvin
g cu
stom
er
requ
irem
ents
; re
com
men
ds
prac
tices
to
addr
ess
Rem
oves
bar
rier
s to
in
nova
tion
with
in
com
pany
and
ad
vise
s cl
ient
co
ntac
ts o
n in
tern
al
proc
esse
s to
rem
ain
inno
vativ
e
Prof
essi
onal
In
tegr
ity
Tak
es
owne
rshi
p of
da
ily d
ecis
ions
; im
pact
s te
am
Ow
ners
hip
impa
cts
team
, ve
ndor
s
Ow
ners
hip
has
impa
ct o
n te
am,
vend
ors,
clie
nt
cont
act
at s
ame
leve
l
Ow
ners
hip
has
impa
ct o
n te
am,
vend
ors,
clie
nts,
ot
her
Acc
t M
anag
ers
Ow
ners
hip
has
impa
ct o
n te
am,
vend
ors,
clie
nts,
co
mpa
ny c
olle
ague
s
Ow
ners
hip
has
impa
ct o
n te
am,
vend
ors,
clie
nts,
co
mpa
ny c
olle
ague
s,
com
mun
ity
(con
tinue
d)
121
Pareto analysis is a problem-solving and decision-making approach that helps people uncover the true problem when processes aren’t working effectively. This helps leaders to focus on what’s important to the business and organiza-tional objectives, instead of spreading their energy across insignifi cant issues. Pareto analysis is used when someone wants to use a graphic visual to display the relative importance of several existing problems or conditions. A bar chart is the medium employed for the graphic, with the bars containing data points for the larger number of problems or incidents on chart, with smaller prob-lems on bar charts going from left to right. Once the most signifi cant problem is identifi ed, team members can brainstorm ways to address that problem fi rst, with the understanding that this resolution will impact the additional yet less signifi cant issues. The end result for leaders is objective decision-making.
Thisproblem isaddressedfirst
.
APPENDIX B: PARETO ANALYSIS DESCRIPTION
123
APPENDIX C: PACE OF CHANGE MODEL
P = Pace A= Building Acceptance
C = Commitment E = Execution
P
H
A
S
E
P
A
C
E
TIME
Copyright © Gravett and Associates 2008.
125
For each pair of items select (check) the alternative (A or B) that more closely describes your behavior or how you think. Even if both alternatives refl ect your behavior or belief, select only the one alternative that is more closely like you.
1A._____Just the thought of change makes me slightly nervous. 1B._____I empower people to change their behaviors by removing bar-
riers to change. 2A._____I plan ahead when I’m faced with change so I know in advance
how I’ll deal with contingencies. 2B._____I serve as a mentor and a coach, personally involved in others’
acceptance of change. 3A._____When hiring a new staff member, I focus on fi nding individu-
als who will make unique contributions to our organization. 3B._____People describe me as decisive. 4A._____I believe that a key role of change agents is coaching others. 4B._____Much of the success attributed to me as a change agent should
really be attributed to others around me and in support of me. 5A._____When hiring a new staff member, I carefully consider whether
that person, regardless of qualifi cations, will be fl exible. 5B._____I encourage people to take changes slowly and cautiously. 6A._____I build commitment to change by being a role model for
others.
APPENDIX D: CHANGE MANAGEMENT STYLE SELF-ASSESSMENT
126 APPENDIX D: CHANGE MANAGEMENT STYLE SELF-ASSESSMENT
6B._____I have to be totally convinced that a change is necessary, before I’m willing to change the way I do things.
7A._____I believe that time spent on collaborating with others about necessary changes is time well spent.
7B._____I can accept change even if I’m not totally committed to the need for change.
8A._____I learn from my mistakes and failures. 8B._____Once I see a need for change, I act on it. 9A._____I won’t accept excuses for not making necessary changes for
organizational success. 9B._____When I’m uncertain how to proceed to make positive change,
I often seek advice from staff at multiple levels within my organization. 10A._____Before I make a change of any kind, I take time to research
reasons behind the proposed change. 10B._____I believe an organization must be agile and make rapid
changes to meet market demands. 11A._____For the sake of effi ciency and effectiveness, there are some
business decisions that I should make myself and simply announce. 11B._____I believe innovation is a necessary aspect of doing business
in a global society. 12A._____Organizational structure needs to be fl uid and ready to
change rapidly as we face new competitive challenges. 12B._____Employees should work together to help their organization
succeed and grow through positive change. 13A._____I believe that the best way to achieve competitive success is
to establish a tried-and-true methodology and stick with it. 13B._____My decision-making could be described as transparent so
that others know not only what was decided but also how. 14A._____When it comes to change, people describe me as a doer. 14B._____I will avoid change if I believe it will adversely affect my
work style. 15A._____I encourage calculated risk-taking in others. 15B._____I believe that some people simply are not adept at taking
risks and should always avoid this behavior. 16A._____I use organizational change as a teaching method. 16B._____I sometimes make changes in the way I do my work just for
the excitement of doing something different. 17A._____I’m good at reacting to changes that occur on a daily basis.
APPENDIX D: CHANGE MANAGEMENT STYLE SELF-ASSESSMENT 127
17B._____I prefer a stable, steady organization in which decisions don’t have to be constantly reevaluated.
18A._____I take pride in my ability to respond positively to change. 18B._____I feel more pleased at the end of the days when I have taken
decisive action than when decisions or actions are still pending. 19A._____I build acceptance for change by asking for others’ input
about how impending changes will affect them. 19B._____I am not comfortable dealing with uncertainty and ambiguity. 20A._____I get upset when change is imposed on me. 20B._____I can roll with the punches if rapid change is occurring
around me. Copyright © Gravett and Caldwell 2015
129
Is there a clear vision for the ideal/future state? – Are employees excited about what’s in store for them for the
future? – Do employees understand how the change will benefi t them and
all stakeholders? – Is there a clear expectation of what the change will look like? – Is there a clear understanding of the reason(s) for the change? – Are there consistent, unambiguous messages from leadership on
the reason(s) for the change? – Is there participation and input from middle managers and super-
visors on the change process? – Is there a safe outlet for feedback and questions about the change? – Is the leadership team clearly accountable for the success of the
change effort? – Do leaders demonstrate commitment to the change through
words and actions? – Are leaders willing to commit resources to the change process? – Are stakeholders, who have to carry out the change, well trained
and have appropriate resources? – Is there a plan to sustain the change effort through HR systems,
training, and communication? – Have new measurement and reward systems been designed and
communicated?
APPENDIX E: CHANGE READINESS CHECKLIST
– Is the organization’s structure appropriate for the future state? – Is there a plan for shifting the change process to adapt to shifting
circumstances?
Gravett and Associates www.gravett.com
131© The Editor(s) (if applicable) and The Author(s) 2016L.S. Gravett, S.A. Caldwell, Learning Agility, DOI 10.1057/978-1-137-59965-0
For each item, place the most accurate response to the left of each number.
Almost Rarely Occasionally Sometimes Usually Always 1 2 3 4 5
___1. If I hear an unfamiliar word in a conversation, I look up the meaning.
___2. I enjoy working with others to try to solve problems. ___3. If I don’t know the answer to something, I am comfortable
asking. ___4. I’m comfortable when circumstances that affect my work change. ___5. New experiences are not learning opportunities for me. RS ___6. I easily retain new information. ___7. I can deliver results amidst changing circumstances. ___8. I’m optimistic that I can learn new information. ___9. I don’t make an effort to learn from my mistakes. RS ___10. I’m very logical when I solve problems. ___11. I enjoy a change of pace in the way I do things. ___12. I understand the best approach for me to learn something new. ___13. I enjoy researching new information. ___14. I seek out feedback on my skills and abilities. ___15. I don’t accept others’ information at face value. ___16. I can put aside a project and switch to another when necessary.
APPENDIX F: LEARNING-AGILITY SELF-ASSESSMENT
132 APPENDIX F: LEARNING-AGILITY SELF-ASSESSMENT
___17. I fi nd satisfaction in digging deeply into ways to solve problems. ___18. If one problem-solving approach doesn’t work, I move to
another. ___19. I seek out people to learn about subjects outside my work fi eld. ___20. I do not enjoy assignments that force me to learn something
new. RS ___21. I can fi nd a way to get things done even when I don’t have
clear directions. ___22. I seek out people to show me ways to be more effi cient and
effective. ___23. I enjoy learning from others. ___24. I look for ways to use new knowledge. ___25. People seem to come to me when they need help solving
problems.
Mental People Change Results
Item #1 Item #25 Item #4 Item #3
Item #6 Item #14 Item #5 Item #10 Item #8 Item #19 Item #7 Item #15 Item #9 Item #22 Item #11 Item #17 Item #12 Item #23 Item #13 Item #18 Item #20 Item #2 Item #16 Item #21
Item #24 Total Total Total Total
SCORING INSTRUCTIONS: Put the number value for each item you checked beside the item number. The dimension of Learning Agility is at the top of each column. See Reverse Score template below for items marked RS.
APPENDIX F: LEARNING-AGILITY SELF-ASSESSMENT 133
SCORING INTERPRETATION FOR COLUMN SCORES Low Competency: 18 or less. Moderate Competency: 19–24. High Competency: 25–31.
Score Level of competency Low You tend to avoid activities that promote learning agility. Gaining
competency in this area will take effort and patience. Moderate You tend to be comfortable with activities that promote learning agility,
although you don’t always go out of your way to use this competency. With some effort you could build learning agility, and the experience would be very satisfying.
High This is your comfort zone, where you show a high level of confi dence and learning agility. You are encouraged to coach others on achieving higher levels of learning agility.
Reverse Score Template : 5 = 1; 4 = 2; 3 = 3; 2 = 4; 1 = 5.
Copyright © 2014 Gravett and Caldwell
135© The Editor(s) (if applicable) and The Author(s) 2016L.S. Gravett, S.A. Caldwell, Learning Agility, DOI 10.1057/978-1-137-59965-0
Sample. Name: EmployeeDate: 2/4/15 Response Scale.
Rarely Occasionally Sometimes Usually Almost Always
1 2 3 4 5
1. If I hear an unfamiliar word in a conversation, I look up the meaning. 5
2. I enjoy working with others to try to solve problems. 5
3. If I don’t know the answer to something, I am comfortable asking. 5
4. I’m comfortable when circumstances that affect my work change. 5
5. New experiences are not learning opportunities for me. 1
6. I easily retain new information. 4
7. I can deliver results amidst changing circumstances. 5
8. I’m optimistic that I can learn new information. 5
9. I don’t make an effort to learn from my mistakes. 1
10. I’m very logical when I solve problems. 5
11. I enjoy a change of pace in the way I do things. 4
12. I understand the best approach for me to learn something new. 5
13. I enjoy researching new information. 5 (continued)
APPENDIX G: LEARNING-AGILITY ASSESSMENT
136 APPENDIX G: LEARNING-AGILITY ASSESSMENT
14. I seek out feedback on my skills and abilities. 4
15. I don’t accept others’ information at face value. 1
16. I can put aside a project and switch to another when necessary. 5
17. I fi nd satisfaction in digging deeply into ways to solve problems. 5
18. If one problem-solving approach doesn’t work, I move to another. 5
19. I seek out people to learn about subjects outside my work fi eld. 4
20. I do not enjoy assignments that force me to learn something new. 1
21. I can fi nd a way to get things done even when I don’t have clear directions. 5
22. I seek out people to show me ways to be more effi cient and effective. 5
23. I enjoy learning from others. 5
24. I look for ways to use new knowledge. 5
25. People seem to come to me when they need help solving problems. 4
Mental Agility: 29 People Agility: 27 Change Agility: 29 Results Agility: 30
INTERPRETATION OF RESULTS The employee has high competency in all four areas of learning agility: mental, people, change, and results.
The employee’s highest competency is in getting results. When situa-tions are changing, the employee can remain calm and work through the changes by appropriately refocusing their efforts.
The employee has the capacity to solve problems in complex situations, involving quantitative and qualitative data. The employee has an ability to synthesize information and discern the salient points required to make a sound decision.
The employee is also high in people agility, although of the four com-petencies this is their lowest. The employee has the capacity to relate to different types of people and adapt their work style so as to get maximum results when working with team members.
As the employee’s coach or supervisor, the biggest challenge will be to keep them engaged and interested in the work and work environment. The employee will require assignments that are challenging and peers and supervisors who stimulate the employee’s intellect.
(continued)
137
APPENDIX H
Recall the Recommended Learning Agility Interview Questions from Chap. 3
1. Would you prefer to learn by reading instructions, watching someone else perform a task, or by doing it on your own by trial-and-error?
2. Do you think it’s important to always have an answer for customer’s questions—why or why not?
3. Is this true or not true of you: I like logical, analytical approaches to solv-ing problems. Describe an experience that fi ts your problem- solving style.
4. Share an example of a time when you had to collaborate with a coworker to succeed at completing a project. Specifi cally how did you work together to do a good job?
5. How do you use failure as a learning opportunity? 6. Describe an assignment that you volunteered for at work, even though
you weren’t 100 % sure that you knew how to proceed at the beginning. 7. What do you see as your top skill, and how did you learn it? 8. Describe a crisis you had to handle at work, grade yourself on how you
handled it, and explain why you assigned that grade to your performance. 9. When you’re leading or participating on a team, what steps do you take
to get team members to contribute ideas? 10. What is the your most challenging aspect of making decisions when cir-
cumstances are constantly changing, and how do you handle this? 11. In most circumstances, do you keep your thoughts to yourself when
you disagree with your boss or do you try to convince the boss that you’re right?
138 APPENDIX H
12. What are some of the typical challenges you encounter when you’re working, and how do you overcome those challenges?
13. If people don’t respond positively to you, how do you try to win them over?
14. What type of work activities do you fi nd enjoyable and what do you fi nd yourself avoiding through tactics such as procrastination?
15. When you receive feedback on areas in which you could improve your skills, how do you approach responding to the feedback?
16. What have you done recently that’s something you haven’t ever done? 17. What steps do you take to incorporate others’ ideas into your projects
and responsibilities? 18. Describe the types of advice that coworkers seek you out for. 19. Describe a situation that demonstrates your ability to anticipate trends
accurately. 20. Describe a time when you facilitated a meeting or conversation in which
creativity and new idea generation were important.
Below is the recommended answer guide to the above questions. How did your initial responses compared to the desired answers?
Answer Guide to Learning Agility Interview Questions
1. Answer Guide: The candidate should demonstrate self-awareness about how they learn and integrate new information into everyday activities.
2. Answer Guide: The candidate should exhibit a willingness to go to cowork-ers or supervisors whenever they don’t have complete answers to questions.
3. Answer Guide: If a candidate is applying for a technical position that requires analysis and a logical thought process, they should be able to discuss specifi c examples of a concrete problem-solving approach used successfully in the past.
4. Answer Guide: The candidate should display an ability to include others’ perspectives and experiences in completing assignments.
5. Answer Guide: The candidate can provide one or two examples of unsuc-cessful attempts at an assignment and how they learned from those experiences.
6. Answer Guide: The candidate should demonstrate a willingness to take on projects even though they weren’t completely certain at the begin-ning how to complete every phase of the project.
7. Answer Guide: The candidate should exhibit self-awareness about how they take in and process new information.
8. Answer Guide: The candidate should have a calm approach toward iden-tifying and handling priorities during crisis management and a clear rea-son for assessing performance.
APPENDIX H 139
9. Answer Guide: The candidate should demonstrate a willingness to learn from team members, regardless of their individual role, in the team prob-lem-solving process.
10. Answer Guide: The candidate should exhibit an understanding of the importance of organizational and personal change and ways to stay calm during times of change.
11. Answer Guide: The candidate should demonstrate a willingness to articu-late their perspectives and ideas in a respectful, straightforward manner.
12. Answer Guide: The candidate should demonstrate self-awareness about situations that aren’t easy for them and the type of job aids or tools used to overcome those barriers.
13. Answer Guide: The candidate should exhibit an ability to understand others’ learning styles and adapt individual conversations to that style.
14. Answer Guide: The candidate’s response will indicate what types of tasks will likely come easily as they learns the job and which ones might require some guidance or job aids such as reference manuals.
15. Answer Guide: The candidate should demonstrate a willingness to listen to and learn from coworkers’ and supervisors’ input rather than taking it personally or deferring blame.
16. Answer Guide: The candidate should demonstrate a willingness and enthusiasm to try new experiences and learn from those experiences.
17. Answer Guide: The candidate should demonstrate an ability to visualize how other peoples’ creativity can add value to their own projects and tasks.
18. Answer Guide: The candidate should have specifi c examples of how oth-ers come to them for guidance on managing through change and adapt-ing their work methods to change and growth.
19. Answer Guide: The candidate should provide specifi c examples of their thought process around spotting future trends and preparing for those trends as they apply to their organization or role.
20. Answer Guide: The candidate should demonstrate the ability to facilitate others’ creativity and discussion of new approaches and applications.
141
PREPARING FOR DIFFICULT CONVERSATIONS How would you describe the person with whom you’ll be talking? _____________________________________________________________________________________________________________________________________________________________________________________________.
How do you think this person would describe you? _____________________________________________________________________________________________________________________________________________________________________________________________.
Describe specifi cally the behavior you’re dissatisfi ed with. _____________________________________________________________________________________________________________________________________________________________________________________________.
What evidence do you have of this behavior? _____________________________________________________________________________________________________________________________________________________________________________________________.
APPENDIX I: PREPARING FOR DIFFICULT CONVERSATIONS
142 APPENDIX I: PREPARING FOR DIFFICULT CONVERSATIONS
Describe specifi cally the behavior you want. _____________________________________________________________________________________________________________________________________________________________________________________________.
What are the consequences/impact if the person doesn’t change? _____________________________________________________________________________________________________________________________________________________________________________________________.
Based on what you know of this person, what are they likely to say or do when confronted with your dissatisfaction? _____________________________________________________________________________________________________________________________________________________________________________________________.
If this happens, what will you say or do in return? _____________________________________________________________________________________________________________________________________________________________________________________________.
143© The Editor(s) (if applicable) and The Author(s) 2016L.S. Gravett, S.A. Caldwell, Learning Agility, DOI 10.1057/978-1-137-59965-0
INDEX
A ABC Company , 5 Accenture , 80 Apple , 3, 14–16
B Babcock, Pamela , 16 Baby Boom generation ,
10, 62, 111 Bar-On, Reuven , 29 Bersin & Associates , 11 Bianco, Al. , 79 blended-learning , 5, 50 body language , 23, 60–61 Bridging the Generation Gap (Gravett
and Throckmorton) , 10, 47, 52
C career matrix , 64, 83
sample , 118–120 Caruso, D. R. , 110 CEOs , 2–3, 6, 12–15
change agility , 2, 14, 29, 31, 34, 53–54, 105
change management style self- assessment , 125–127
change readiness checklist , 129–130 change management dashboard , 54,
55 CHOICES Architect , 3, 30–31, 83 coaches and coaching , 12, 34, 39, 50,
54–55, 60–61, 64, 78, 98, 100–102, 105, 119
competency mapping , 62–64 Connolly, James , 3 core competencies , 74, 81–83
communication skills , 45 and competency mapping , 62–64 customer orientation , 48 and directed assignments , 44–49 and leadership development , 97 managing change , 46 master of technology , 47 objective setting and results
orientation to achieve strategic plans , 45
144 INDEX
core competencies (continued) team building , 48 and 360–degree performance
evaluations , 101 understanding and managing
diversity , 47 visioning , 46
core values , 13, 15, 50, 53–54 creativity , 26–27, 37, 40, 52, 58, 76,
85, 112, 114 critical analysis , 12–13, 15
D Dale Carnegie training and courses ,
48, 57 debriefi ng
defi ned , 42–43 and group exercises , 23–27 and Pareto analysis , 112
decision making , 12–13, 112, 114, 121 . See also Pareto analysis; problem solving
diffi cult conversations , 141–142 directed assignments , 34, 44–45, 49,
52, 98 disagreements , 20, 50, 137 DiSC profi le (dominance, infl uence,
steadiness, and compliance) , 13, 59
Dweck, Carol , 39
E Edison, Thomas , 2, 5 Eli Lilly , 5 Emerging Leaders program , 29,
79–80, 102 emotional intelligence , 4, 12, 29,
55–56, 61, 111 advantages of emotionally
intelligent training , 55
F fl exible scheduling , 114–115 fl ow chart . See quality evolution chart
(QEC) Fortune 500 companies , 3, 80, 83 FYI for Learning Agility , 105
G generation gap , 10 Generation X , 10, 62 Generation Y , 10, 52, 81 Gertsner, Lou , 2 Google , 15–16, 49 Got A Solution? (Dwyer and Caldwell) ,
39, 46 Gravett Caldwell Learning Agility
Assessment , 81 group exercises
Aardvark Activity , 25 Build-a-Project , 26 Construction Paper Activity , 23–24 Drawer/Describer Activity , 22–23 From Junk to Putter , 27 Leaderless Task , 22 LEGO Activity , 26 Newspaper Article Activity , 24–25 Survivor Game , 26–27 Tower Power Task , 22
H Hawthorne effect (observer effect) , 72 Hewlett Packard , 15 Hogan Assessments , 29
I IBM , 2, 9, 15–16 individual development plans (IDPs) ,
34, 35, 39–40, 49, 53, 56, 64, 74, 83, 99–100
INDEX 145
K Korn/Ferry Institute , 30, 83
L leadership development , 31, 80,
96–98 Leadership in Balance: New Habits of
the Mind (Kucia and Gravett) , 10 leadership gaps , 98 learning agility
advantages for organizations , 9–16 assessment , 135–136 case studies , 79–92 and competency mapping , 62–4 conducive environments for , 37–56 defi ned , 1 future of , 109–115 group exercises as assessment tool ,
22–29 and interpersonal skills , 60–2 and intrapersonal skills , 59–60 interviewing for , 19–22, 137–139 metrics , 71–77 and process maps for job functions ,
65–69 and Return on Investment (R.O.I.) ,
76 and role-play , 92–94 self-assessments , 29, 31–35 sustaining a culture of , 95–107 testing for , 29–35, 135–136 and verbal abilities , 56–58 and visual/spatial abilities , 58–59 workplace focus areas , 49–51
learning agility, types of change , 2, 14, 29, 31, 34, 53–54,
105 mental , 2, 12, 29, 31, 32, 51 people , 2, 14, 29, 31, 55–56, 61 results , 2, 29, 31, 33, 62, 105
learning styles , 56–59, 84–85, 106, 113
lessons of experience , 7 Lessons of Experience (McCall,
Lombardo, and Morrison) , 103 Lombardo, M. M. , 7, 103 Lominger Limited, Inc. , 29
M McCall, M. W. , 7, 103 Millennial generation , 61 mental agility , 2, 12, 29, 31, 32, 51 mentoring , 6, 12, 34, 39, 55, 74, 92,
107 and career matrix , 83, 119 and individual development plans ,
99 and leadership development , 98 mentorship culture , 50–53 mentorship initiative , 81–82
metacognition , 112 metrics , 71–77 Microsoft , 15–16, 80 Mindset (Dweck) , 39 mindsets , 37–39 mission , 62, 96, 101 Mission Statement , 50, 65, 68 Morrison, A. M. , 7, 103 multitasking , 32, 51
N neuroscience , 109, 113–14 nonprofi t sector , 11, 80–81 nutrition , 106
P PACE of change model , 123 paid time off (PTO) , 38–39, 51 Pareto analysis , 41, 62, 112, 121 people agility , 2, 14, 29, 31, 55–56,
61 performance feedback , 50, 100
146 INDEX
physical exercise , 51, 105–106 power , 49–50, 54, 77 problem solving , 77, 87, 119, 132
as core competency , 62, 82 defi ned , 13 and group exercises , 22 and learning ability , 15, 20, 32,
40–41 and neuroplasticity , 109
( see also Pareto analysis ) process maps for job functions , 65–69
sample process map , 66–67 promotion , 4, 7, 74, 80–81, 103
Q quality dialog questions (QDQs) , 40,
42, 82 quality evolution chart (QEC) , 41–42
R resource library , 50, 51 results agility , 2, 29, 31, 33, 62, 105 Return on Investment (R.O.I.) , 76 role-play , 92–94
S Salovey, P. , 115 scientifi c management , 114 self-assessment
change management style self- assessment , 125–127
of learning agility , 31–35, 131–133 results from adding self-assessment
of learning agility to hiring process , 35
self-awareness , 13, 15, 29, 38, 89, 91, 111–112
Sloan Center on Aging & Work , 10 SMART (specifi c, measurable,
achievable, relevant, time-based) criteria , 45, 73, 75
Steady Eddies (type of employee) , 37–38, 105
Sullivan, John , 15–16 SWOT analysis , 65
T talent management , 3, 6, 10, 29–31,
83, 96, 103, 105, 114 Talking Talent , 29, 83–84 3M , 14 360–degree assessment/review , 30, 82
advantages , 100–101 disadvantages , 101–107
Toastmasters , 57 tuition reimbursement , 83, 85–86 turnover , 3, 27, 28, 35, 76, 81–82,
84–85
U Using Your Emotional Intelligence to
Develop Others (Caldwell and Gravett) , 12, 29, 45
V vision , 1, 12, 46, 54, 56, 62, 96, 101,
111, 129 Vision Statement , 65, 68 Voice of the Customer service , 13 Vorhauser-Smith, Sylvia , 114