The LEADERSHIP ARCHITECT - Korn Ferry

3y ago
130 Views
34 Downloads
2.52 MB
124 Pages
Last View : 18d ago
Last Download : 2m ago
Upload by : Victor Nelms
Transcription

THE LEADERSHIP ARCHITECT 2009 GLOBAL NORMSReport I:Competency Norms and AnalysisTechnical ReportOctober 2009Guangrong DaiKing Yii TangKenneth P. De Meuse

Table of ContentsSectionPageExecutive Summary . . . .4Sample Description . . . . 6Part I:Global Competency Norms Skill Ratings and Rankings . . . 10 Stability of Skill Norms . . . . . 12 Importance Ratings and Rankings . . . . . 14 Stability of Importance Norms . . . 16Part II:Regional Competency Norms Mean Skill Ratings . 20 Skill Rankings . . 22 Mean Importance Ratings . . . . 25 Importance Rankings . . . 27Part III: Competency Norms by Industry SectorMean Skill Ratings and Rankings Communications Sector . . 30 Consumer Sector . . . .33 Financial Services Sector . .35 Healthcare/Life Sciences Sector . 37 Industrial Sector . . . .39 Technology Sector .41Mean Importance Ratings and Rankings Communications Sector . 43 Consumer Sector .45 Financial Services Sector .47 Healthcare/Life Sciences Sector 49 Industrial Sector . . .51 Technology Sector .53Additional Statistical Analyses . . .54Part IV: Competency Norms by Job FunctionMean Skill Ratings and Rankings Accounting Function .57 Finance Function . . 602

Table of Contents (continued)SectionPageMean Skill Ratings and Rankings Engineering Function . .62 HR/Training Function 64 IT Function . . . . .66 Manufacturing Function .68 Marketing Function . . .70 Purchasing Function . . . .72 Operations Function .74 R&D Function . 76 Sales Function . . . .78 Administration Function .80Mean Importance Ratings and Rankings Accounting Function . .82 Finance Function .84 Engineering Function . .86 HR/Training Function . 88 IT Function . . .90 Manufacturing Function .92 Marketing Function . .94 Purchasing Function . .96 Operations Function .98 R&D Function 100 Sales Function . .102 Administration Function 104Additional Statistical Analyses . . .106Part V:Competency Norms by Organizational Position Level Mean Skill Ratings . .108 Skill Rankings . .110 Mean Importance Ratings .113 Importance Rankings . . .115Part VI: Competency Norms by Gender Mean Skill Ratings and Rankings . . .119 Mean Importance Ratings and Rankings . . . .1223

Executive SummaryThis report is one in a series of three updating our leadership norms in 2009. The othertwo reports provide current Cluster Level norms and norms for our 19 Career Stallersand Stoppers. The data for all three of these normative studies were obtained from theVOICES online surveys administered between April 2008 and May 2009. Raters whotake VOICES typically evaluate an individual (so-called “learner”) on two differentscales. One scale measures the degree to which the learner is skilled on a specificcompetency of leadership (e.g., directing others, planning). The Skill Rating Scaleranges from 1 (a serious issue), 2 (a weakness), 3 (skilled/ok), 4 (talented), to 5 (atowering strength). Naturally, the higher the mean rating, the more skilled the learner ison that competency. The second scale assesses how important the variouscompetencies are to the performance of one’s job. The Importance Rating Scale rangesfrom 1 (not important), 2 (less important), 3 (useful/nice to have), 4 (very important), to 5(mission critical). The higher the mean score, the more important the competency is tojob performance.The current normative study presents norms for both “skill ratings” and “importanceratings” for each of the 67 competencies in the Korn/Ferry Leadership Architect . A totalof 7,575 learners were used to compute the skill norms and 6,155 learners contributedto the importance norms. Participants worked in a variety of organizational settingslocated across the globe, including North America, Europe, New Zealand/Australia, Asia,South America, and Africa. The normative sample included numerous job functions,industry sectors, and position levels. Both male and female learners were rated.In Part I of the report, global norms are provided for both skill and importance. Thefindings reveal the Top 10 most skilled leadership competencies include:1. Integrity and Trust6. Customer Focus2. Ethics and Values7. Perseverance3. Intellectual Horsepower8. Approachability4. Functional/Technical Skills9. Managing Diversity5. Action Oriented10. Drive for ResultsWith regard to the competencies which are most important, the Top 10 include:1. Customer Focus6. Functional/Technical Skills2. Integrity and Trust7. Priority Setting3. Drive for Results8. Problem Solving4. Ethics and Values9. Building Effective Teams5. Decision Quality10. Motivating OthersThe current 2009 norms were contrasted with the 2003 and 2006 results and found tobe highly stable over this period.Part II of the report examines whether there are significant regional differences aroundthe globe. Although the norms were found to be very similar among regions, a couple ofinteresting observations can be made. First, raters in North America consistently4

evaluated learners’ leadership skills higher than raters in other parts of the world.American managers and individual contributors received the highest ratings on 58 of the67 competencies. However, this pattern did not hold up for importance ratings; only 2 ofthe 67 competencies were rated highest in North America. Second, each region of theworld appeared to have some unique competency pattern. For example, “BossRelationships” and “Personal Learning” were ranked substantially higher in Asia relativeto other regions. In Africa, “Caring About Direct Reports” was ranked very low relative toother locations.In Part III, we present competency norms for the following six industry sectors: (a)communications, (b) consumer, (c) financial services, (d) healthcare and life sciences,(e) industrial, and (f) technology. Overall, we observed very, very few industrydifferences – either with regard to competency skills or perceived importance. The interindustry correlation coefficients were high, suggesting that learners in the variousindustries had similar strengths and weaknesses. In addition, the results indicate thatindividuals in different industry sectors had similar perceptions pertaining to whatcompetencies were important for their jobs.The next section investigated leadership competency skill and importance norms across12 job functions (e.g., accounting, engineering, marketing, sales). The minimum andmaximum learner mean values were reported by function, as well as the overall meanrating, ranking, and standard deviation for each of the 67 competencies. Again, wefound a high degree of similarity among the 12 functions we analyzed.Part V provides an overview of the competency norms by organizational position level.Data from the following six organizational levels were collected: (a) entry-level individualcontributors, (b) senior individual contributors, (c) supervisors, (d) managers, (e)directors, and (f) executives. As expected, findings indicate that certain leadershipcompetencies were rated higher or lower depending on level. For example, executivestended to be more skilled at strategic issues and business decisions (e.g., “StrategicAgility” and “Negotiating”); whereas, individual contributors were more skilled atinterpersonal relations (e.g., “Humor” and “Compassion”). Overall, competency skillratings increased as one ascended the organizational ladder. Also, we observed thatthe statistical relationship between ratings of competency importance and leveldecreased as job levels became more distant. For example, entry-level individualcontributors had the highest correlation with senior-level individual contributors, the nexthighest with supervisors, then managers, directors, and executives.Finally, in Part VI, we present the competency norms by gender. The findings indicatethat males and females have much similarity in competency ratings, particularly withregard to importance ratings. Consequently, leadership competencies perceived asimportant for men on the job are equally important for women. An analysis of the skillratings suggest that males tend to be slightly better at competencies related to strategicand business skills (e.g., “Business Acumen” and “Perspective”). In contrast, femalestend to be slightly better at interpersonal competencies such as “Compassion” and“Caring About Direct Reports.”5

Sample DescriptionThis technical report provides norms for both “skill ratings” and “importance ratings.”Organizations occasionally do not collect importance ratings. Consequently, thesamples for the two types of norms are slightly different. We describe the demographicsfor the two samples separately in the following paragraphs.Skill Ratings DataThe total sample size for the skill rating analysis was 7,575 learners. Approximately87% (N 6,558) of these learners were from 40 client companies. The remainingparticipants (N 1,017) were from three consulting companies. The demographicbreakdown of this sample is provided below.By RegionNorth America (NA)Europe (EU)New Zealand/Australia (NZ/AU)AsiaSouth America (SA)Africa (AF)Not SpecifiedSample .9%11.9%3.0%1.1%10.7%By GenderFemaleMaleNot SpecifiedSample Size1,9084,4521,215Percentage25.2%58.8%16.0%By AgeSample 0.7%29.0%10.1%18.1%Sample 7.5%25.6%12.3%5.2%18.7%Less than 3031 to 3536 to 4041 to 50Over 51Not SpecifiedBy Position LevelEntry-level Individual ContributorsSenior Individual Not Specified6

By Years of Managerial ExperienceLess than 1 year1-2 years2-3 years3-5 years5-10 years10 years aboveNot SpecifiedSample .8%11.8%21.0%30.9%19.2%By Industry SectorCommunicationsHealthcare/Life SciencesFinancial ServicesIndustrialConsumerTechnologyNot SpecifiedSample 5%58.1%3.0%6.3%9.7%By Job FunctionAccountingAdministration & SupportAdvertising/Public relationsFinanceEducation & Social ServiceEngineeringHuman Resources/TrainingInformation singMedicineOperationsProduct DevelopmentQuality ControlResearch/AnalysisResearch & DevelopmentSalesSecuritySystems AnalysisAdministration & ManagementNot SpecifiedSample .0%2.4%13.2%0.3%0.4%9.7%23.0%7

Importance Ratings DataTotal sample size for the importance rating analysis was 6,155 learners. Approximately90% (N 5,520) were from 37 client companies. The remaining participants (N 635)were from three consulting companies. The demographic breakdown of the sample isas follows.By RegionNorth America (NA)Europe (EU)New Zealand/Australia (NZ/AU)AsiaSouth America (SA)Africa (AF)Not SpecifiedSample 6%10.7%3.2%0.9%11.7%By GenderFemaleMaleNot SpecifiedSample Size1,6423,626887Percentage26.7%58.9%14.4%By AgeSample 6%29.7%9.9%15.9%By Position LevelEntry-level Individual ContributorsSenior Individual Not SpecifiedSample 8.6%27.6%11.7%4.9%16.4%By Years of Managerial ExperienceLess than 1 year1-2 years2-3 years3-5 years5-10 years10 years aboveNot SpecifiedSample .4%12.2%21.9%30.5%16.9%Less than 3031 to 3536 to 4041 to 50Over 51Not Specified8

By Industry SectorCommunicationsHealthcare/Life SciencesFinancial ServicesIndustrialConsumerTechnologyNot SpecifiedSample %59.1%3.5%4.7%7.4%By Job FunctionAccountingAdministration & SupportAdvertising/Public relationsFinanceEducation & Social ServiceEngineeringHuman Resources/TrainingInformation singMedicineOperationsProduct DevelopmentQuality ControlResearch/AnalysisResearch & DevelopmentSalesSecuritySystems AnalysisAdministration & ManagementNot SpecifiedSample 6%13.9%0.3%0.5%10.1%21.7%9

Part I:Global Competency NormsIn this section of the report, we present the specific mean ratings and rankings for eachof the 67 competencies in the Leadership Architect . Throughout the report, the meanratings are based on the “All Others” rating category. This set of ratings is calculated bycomputing the average mean rating of all rater sources, excluding self. Typical otherraters include the immediate boss, peers, and direct reports. In some cases, companiesalso ask customers and other individuals to provide a rating.The Skill Rating Scale ranges from 1 (a serious issue), 2 (a weakness), 3 (skilled/ok), 4(talented), to 5 (a towering strength). Thus, the higher the mean rating, the more skilledthe learner.Global Competency Skill Ratings and RankingsThe table below provides the mean skill ratings and rankings for each of the 67competencies based on learner data collected from organizations located around theworld. Specifically, we depict the sample size (N), minimum and maximum mean learnervalues, the mean rating, standard deviation (Std), and rank for each competency. Thecompetencies are presented in rank order from highest to lowest mean rating.Item Competency29 Integrity and Trust22 Ethics and Values30 Intellectual Horsepower24 Functional/Technical Skills1 Action Oriented15 Customer Focus43 Perseverance3 Approachability21 Managing Diversity53 Drive for Results57 Standing Alone8 Comfort Around Higher Management61 Technical Learning4 Boss Relationships5 Business Acumen51 Problem Solving23 Fairness to Direct Reports32 Learning on the 69Std Rank0.48 10.42 20.44 30.45 40.45 50.45 60.43 70.54 80.41 90.47 100.43 110.44 120.46 130.40 140.45 150.41 160.45 170.39 1810

Item Competency38 Organizational Agility26 Humor17 Decision Quality10 Compassion39 Organizing42 Peer Relationships67 Written Communications6 Career Ambition31 Interpersonal Savvy52 Process Management11 Composure7 Caring About Direct Reports54 Self-Development16 Timely Decision Making34 Managerial Courage50 Priority Setting33 Listening49 Presentation Skills9 Command Skills37 Negotiating47 Planning27 Informing62 Time Management18 Delegation46 Perspective2 Dealing with Ambiguity25 Hiring and Staffing58 Strategic Agility35 Managing & Measuring Work56 Sizing Up People60 Building Effective Teams55 Self Knowledge41 Patience48 Political Savvy66 Work / Life Balance20 Directing Others63 Total Work Systems59 Managing Through Systems64 Understanding Others14 Creativity28 Innovation Management36 Motivating Others13 Confronting Direct Reports65 Managing Vision and 433.423.423.413.403.40Std Rank0.41 190.47 200.40 210.49 220.41 230.47 240.41 250.47 260.52 270.41 280.51 290.51 300.39 310.41 320.46 330.41 340.46 350.45 360.47 370.44 380.42 390.43 400.45 410.42 420.40 430.40 440.44 450.44 460.41 470.36 480.49 490.40 500.48 510.45 520.51 530.43 540.44 550.41 560.38 570.43 580.40 590.49 600.47 610.45 6211

Item Competency45 Personal Learning44 Personal Disclosure12 Conflict Management40 Dealing with Paradox19 Developing Direct Reports and Max5.005.005.005.005.00Mean3.403.393.393.373.37Std Rank0.38 630.42 640.43 650.37 660.49 67As can be seen in the table, “Integrity and Trust” (M 3.99) and “Ethics and Values” (M 3.98) are the two highest rated competencies. In contrast, “Dealing with Paradox” and“Developing Direct Reports and Others” (Ms 3.37) are the lowest. For most of thecompetencies, the variance is approximately one-half of one standard deviation.Therefore, a difference of one-half scale value from one competency to another likelywould denote a meaningful (i.e., noticeable) difference. Another useful way toconceptualize the competencies is in terms of top, middle, and bottom one-third.Stability of Competency Skill NormsThe following table presents the mean ratings and rank orders from three normativestudies: (a) the current one, (b) 2006, and (c) 2003. The “d” statistic also is provided toillustrate the range of rank orders found in the three normative studies.As you can observe, the norms are extremely stable in general. The overall mean ratingacross the 67 competencies is virtually the same during each period – see last line oftable. In addition, when we conduct a correlational analysis, the 2009 mean ratings arehighly related with both the 2006 and 2003 mean ratings (rs 0.99). Similarly, the 2009rank order is highly correlated with both 2006 (r 0.97) and 2003 rank orders (r 0.94).Two competencies indicated the most significant changes on rank orders over time.“Total Work Systems” decreased from 21 in 2003 to 55 in 2009. “Work/Life Balance”decreased from 30 in 2003 to 53 in 2009. See competency statistics highlighted in blue.2009Item CompetencyMean Rank1Action Oriented3.8752Dealing with Ambiguity3.52 443Approachability3.8184Boss Relationships3.75 145Business Acumen3.72 156Career Ambition3.62 267Caring About Direct Reports3.58 308Comfort Around Higher Management 3.76 129Command Skills3.55 3710 Compassion3.64 222006Mean Rank3.8953.50 483.8483.76 143.68 213.66 243.61 283.77 113.57 373.72 152003Mean Rank3.8753.52 473.73 143.74 123.72 153.62 263.55 373.74 133.56 343.65 23d046262923812

2009Item CompetencyMean Rank11 Composure3.59 2912 Conflict Management3.39 6513 Confronting Direct Reports3.40 6114 Creativity3.42 5815 Customer Focus3.84616 Timely Decision Making3.58 3217 Decision Quality3.65 2118 Delegation3.53 4219 Developing Direct Reports and Others 3.37 6720 Directing Others3.46 5421 Managing Diversity3.8

Consequently, leadership competencies perceived as important for men on the job are equally important for women. An analysis of the skill ratings suggest that males tend to be slightly better at competencies related to strategic and business skills (e.g., “Business Acumen” and “Perspective”). In contrast, females

Related Documents:

On behalf of our Board and all of our Korn Ferry colleagues, thank you for being a Korn Ferry stockholder and for your continued support of Korn Ferry. Sincerely, Christina A. Gold, Chair of the Board August 12, 2020 Korn Ferry 1900 Avenue of the Stars, Suite 2600 Los Angeles, CA 90067 (310) 552-1834 i 2020 Proxy Statement

implementation of both legacy Lominger International Leadership Architect and Korn Ferry Leadership Architect for all current clients. However, all new clients will be working with the new Korn Ferry Leadership Architect only. Those of you who have been previously certified in Lominger

*Source: Korn Ferry Leadership Architect. 11 Competencies *Source: Korn Ferry Leadership Architect Observable & Measurable Behaviors & Skills Workplace Effectiveness Career Success Selection Based on Core Competencies. 12 Uses of Korn Ferry Leadership Architect

May 02, 2018 · D. Program Evaluation ͟The organization has provided a description of the framework for how each program will be evaluated. The framework should include all the elements below: ͟The evaluation methods are cost-effective for the organization ͟Quantitative and qualitative data is being collected (at Basics tier, data collection must have begun)

Silat is a combative art of self-defense and survival rooted from Matay archipelago. It was traced at thé early of Langkasuka Kingdom (2nd century CE) till thé reign of Melaka (Malaysia) Sultanate era (13th century). Silat has now evolved to become part of social culture and tradition with thé appearance of a fine physical and spiritual .

The Korn Ferry Institute recently benchmarked 24,000 leader assessments (a subset of Korn Ferry's global database) against Korn Ferry's Inclusive Leader model. We could not ind one single leader in the top 25 percentile on all 10 competency and trait composites. When lowering the threshold to those in the top 25

Half (RHI), are utterly incongruous with Korn Ferry's newly disclosed business mix. By the end of calendar 2020, KF Digital should reach 110m of EBITDA while Korn Ferry's pure-RPO operations (excluding professional search revenue) could annualize 45m of EBITDA, amounting to over 40% of Korn Ferry's total EBITDA. Premium valuations .

Drawing on the Korn Ferry Four Dimensions of Leadership and the Korn Ferry Assessment of Leadership Potential, we identiied the traits, competencies and drivers that are crucial to developing great digital leadership. Together, these characteristics describe a leader who is people-centric, not tech-centric. They're humble leaders