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HomeMy WebLinkAboutRESPONSE - RFP - 7219 LEADERSHIP DEVELOPMENT SERVICES°ZF ZENGER I FOLKMAN Y as as March 23, 2011 David Carey, CPPB, Buyer City of Fort Collins' Purchasing Division PO Box 580 215 North Mason Street, 2nd Floor Fort Collins, CO 80522 Dear David, We are honored to respond to your Request for Proposal 7219: Leadership Development, Assessment and Training The focus of our response is on our Extraordinary Leader program proposed for your Executive Leaders (Level Four). Our offering includes: 1. Our 360 Assessment for Leaders 2. Our Facilitated Workshop 3. Our Follow-up Process with ActionPlan Mapper 4. Our One -on -One Executive Coaching 5. Our 360 Re -Assessment for Leaders We are excited to have this potential opportunity to provide leadership development products and services to the City of Fort Collins. We believe we are uniquely qualified to assist you and your team in the accomplishment of the stated objectives. Please contact me if you have any questions. Sincerely; Kelly Clayton Account Executive Zenger Folkman Company 155o North Technology Way I Orem, UT 84097 801-705.9375 Jack has authored or co-authored 50 articles on leadership, productivity, learning, training and measurement. He is the co-author of four books on leadership, Results -Based Leadership, (Harvard Business School Press, 1999) voted by SHRM as the Best Business Book in the year 2000, the best selling The Extraordinary Leader: Turning Good Managers into Great Leaders (McGraw-Hill, 2002) and Handbook for Leaders (McGraw-Hill 2004). In 2009, Jack released The Inspiring Leader.' Unlocking the Secrets of How Extraordinary Leaders Motivate (McGraw-Hill 2009) and is releasing his latest book, The Extraordinary Coach: How the Best Leaders Help Others Grow (McGraw-Hill 2010) in May 2010. He is the author of two books on productivity improvement: Not just for CEO's — Sure -Fire Success Secrets for the Leader in Each of Us (Irwin Professional Publishing, 1996); and Making 2 + 2 = 5: 22 Action Steps to Boost Productivity (Irwin, 1997). He is a co-author of three books on teams, including the best selling, Self -Directed Work Teams: The New American Challenge (Irwin Professional Publishing, 1990), Leading Teams (Irwin Professional Publishing, 1993) and Keeping Teams on Track (Irwin Professional Publishing, 1996). Joe Folkman is co-founder and President of Zenger Folkman. He is a respected authority on assessment and change, and an acclaimed keynote speaker at conferences and seminars the world over. His topics focus on a variety of subjects related to leadership, feedback, and individual and organizational change. As one of the nation's renowned psychometricians, his extensive expertise focuses on survey research and change management. He has over 30 years of experience, consulting with some of the world's most prestigious and successful organizations. His unique measurement tools are designed utilizing a database comprised of over a half million assessments on almost 50,000 leaders. Because these tools specifically address critical business results, facilitating development and change is the main focus of measurement efforts. Joe's research has received placement in several publications including The Wall Street Journal's National Business Employment Weekly, Training and Development Magazine, and Executive Excellence. A distinguished expert in the field of survey design and data analysis, Joe consults with organizations large and small, public and private. He has had engagements with clients such as AT&T, Boeing, ConocoPhillips, CIBC, General Mills, Hunt Consolidated, Koch Industries, Marathon Oil, Nortel, Fidelity, First American, Reed -Elsevier, Safeway, Thomson Reuters, US Navy, UCSD, Wells Fargo and Weyerhaeuser. Prior to forming Zenger Folkman, Joe was a founding partner of Novations Group, Inc., where he led the employee survey and 360 assessment practices. Joe holds a doctorate in Social and Organizational Psychology, as well as a master's degree in Organizational Behavior from Brigham Young University. He is the author or or co-author of seven books: Turning Feedback Into Change (Executive Excellence 1996), Making Feedback Work (Executive Excellence 1998), Employee Surveys that Make a Difference (Executive Excellence 1998), the best selling Extraordinary Leader.' Turning Good Managers into Great Leaders (McGraw-Hill, 2002), The Handbook for Leaders (McGraw-Hill 2004), The Power of Feedback (Wiley 2006) and, The Inspiring Leader: Unlocking the Secrets of How Extraordinary Leaders Motivate (McGraw-Hill 2009). -9- Barbara Steel is responsible for managing the facilitator network and the facilitator certification process for the company. She is also one of the organization's speakers, workshop facilitators and executive coaches working with clients in the United States and abroad. Barbara is a dynamic facilitator and is known for her engaging, energetic style. She leads Zenger Folkman's workshop offerings and helps executives implement changes to enhance their leadership effectiveness. Barbara often speaks at conferences and has been a recurring guest lecturer at the University of Maryland and Villa Julie College located in Maryland. For over 25 years, Barbara's career has been dedicated to leadership, consulting, coaching and training. She was the Vice President of Human Resources for Access Worldwide Communications, Inc., a firm specializing in multi -cultural marketing. Barbara was instrumental in developing leaders to create high performance teams, effectively engage their employees and develop a high trust work environment. As a result, the organization successfully attracted multi -language employees, signficantly improved employee retention, and increased worker productivity, resulting in record performance levels. As a Training Executive for Canon U.S.A., Barbara consulted with internal business leaders and external dealer partners on performance improvement. She delivered highly customized workshops and provided ongoing coaching to drive performance change and sustainable business results. Barbara and her network of facilitators were highly regarded for their expertise and proven track record. Just prior to joining Zenger Folkman, Barbara was a certified Master Trainer for Huthwaite, Inc. In this role, Barbara successfully consulted, facilitated and coached business professionals and leaders with premier organizations such as MasterCard, IBM, Boston Scientific and Microsoft. Barbara attended Loyola University where she received a BBA in Management Science and received an MBA in Organizational Behavior from the Kellogg School of Management at Northwestern University. Barbara is actively involved in Northwestern's Alumni Association. She also mentors and tutors young people to help them succeed in education and in their professional careers. Kathleen Stinnett has worked as a learning and organizational development consultant since 1988. She has trained thousands of individuals across many industries both nationally and internationally. She specializes in leadership development, personal and team effectiveness, and coaching training. A certified professional and executive coach, Kathleen works with individuals and teams to improve performance and build plans to reach future goals. Clients describe her as an energetic, positive force and role model. Kathleen worked as a Business Development Consultant for Wilson Learning Corporation from 1993 to 1999. In her role, she worked with teams of consultants to design and implement customized solutions for Wilson Learning's Fortune 500 clients. In January of 2000, Kathleen founded FutureLaunch, an organization that provides training, consulting and coaching services to organizations and individuals. Kathleen was certified as a professional coach by The Hudson Institute of Santa Barbara in February 2000. She currently serves on the leadership team at The Hudson Institute and has penned several articles and short publications around coaching and managing life's transitions. She is considered a coach's coach, regularly being asked to coach individuals learning to become coaches themselves. ELM In 2003, Kathleen joined Zenger Folkman as a Senior Consultant and Executive Coach. Focusing on leadership development, Kathleen coaches leaders at all levels of the organization to understand and improve their personal leadership effectiveness. Kathleen co -developed the "Extraordinary Coach" program for Zenger Folkman, designed to train leaders to most effectively coach their employees and colleagues. In 2005, Kathleen received recognition as a Master Certified Coach (MCC) by the International Coach Federation. She currently serves as a board member of the Coaches Collective International, a non-profit organization dedicated to matching non-profit or for -profit organizations with qualified coaches. Current clients include Applebee's, American Chemical Society, Comcast, ConocoPhillips, Fidelity Investments, San Diego Airport Authority, Sandia National Labs, and Wells Fargo. Ms. Stinnett holds an M.S. in training and development from the University of Houston and a B.S. in marketing from the University of Colorado, Boulder. SECTION V.- Pricing As noted in the customer reference information provided in Section III, the implementations of the Extraordinary Leader program may vary based on the requirements of the customer and the investment considerations. Below is the pricing for the Extraordinary Leader program as proposed for the Executive Level: Program Total: $25,336 ($1,056 per participant - for 24 participants and total of 12 hours coaching) - $9,000 - 360 Assessment (online access, individual report and participant manual) - $4,000 - Workshop - facilitator fee (travel expenses extra) - $2,376 - AP/M (system -supported follow-up, 6-16 month access) - $6,000 - Coaching (one hour face-to-face or by phone, travel expenses extra) - $3,960 - Re -Assessment (online access and individual progress report) Zen Fo ma - omp any Representative: Kelly Clay on Account Executive 801-705-9488 kc/ayton cDzenperfolkman.com v �ssa amino ZFea; ZENGER I FOLKMAN March 23, 2011 David Carey, CPPB, Buyer City of Fort Collins' Purchasing Division PO Box 580 215 North Mason Street, 2n0 Floor Fort Collins, CO 80522 David, Regarding Request for Proposal 7219: Leadership Development, Assessment and Training, both Addendum 1 and 2 were received. Kelly Clayton Account Executive Zenger Folkman Company 155o North Technology Way I Orem, UT 84097 8oi.705.9375 8:00 - 8:30 1 Breakfast 8:30 - 9:35 Module 1: Making a Difference • Insight #1 • Good vs. great data • Richard case study 9:35 - 9:45 9:45 - 10:30 • Personal reflection Break Module 2: Profound Strengths & Fatal Flaws • Insight #2 • Research: 2 or 3 strengths • Fatal Flaws • Best/worst leader exercise • Insight #3: The power of percep- tion 10:30 - 10:40 Break 10:40 - 10:50 1 Module 3: Leadership Competencies • The 16 Differentiating Compe- tencies • The tent model 10:50 - 12:15 Understanding Your Feedback • The gift of feedback • Reviewing the report format • Step-by-step analysis (40 min) 12:15 - 1:00 Lunch ZENGERI FOLKMAN '_ 2009 Zenger Folkman Company All rights reserved. EL50.19.0 1:00 - 1:30 Application: Development Plan • Strengths & Fatal Flaws (fill in plan) • Paired sharing: key themes and surprises 1:30 - 2:40 Module 4: Building on Your Strengths I • Extraordinary moments • The CPO model • Application: Passion &organiza- tional needs 2:40 - 2:50 Break 2:50 - 4:00 Module 5: Leadership Cross -Training • Choosing one strength • Powerful combinations • Companion behaviors • Jane Larson case study • Ideas for development • Application: Competency com- panions, ideas for development, turning ideas into action 4:00 - 4:10 Break 4:10 - 5:00 Module 6: Peer Coaching & Workshop Summary • Peer coaching (45 minutes) • Debrief • Follow-up • Workshop summary & next steps • Evaluations Pat Sample 7/22/2009 THE EXTRAORDINARY LEADER Folloiv-a p Feedback Report Table of Contents Pat Sample Section Title Paae 1 How to Interpret Your Feedback 2 Leadership Tent Model 3 16 Differentiating Competencies Summary This section provides an overview of your competency scores. Use this section to obtain an overall understanding of what others feel are your strengths and developmental needs. To better understand the composition of each competency, review the items used to assess each competency in section 4. 4 16 Differentiating Competencies wl Item Details This section displays your results for the 16 Differentiating Competencies. In addition to the summary results for each competency, this section provides the results of each item used to assess the specific competency. The results for each item are sorted from the most positive to the least positive based on the Total score. Use this section to compare the perceptions of each group of respondents for each item. 5 Employee Commitment Index 25 This section displays the detailed results for the Employee Commitment Index, which measures the extent to which your Direct Reports are satisfied and motivated to do their jobs. Our research shows a direct connection between leadership effectiveness and employee commitment. The results for each item are sorted from the most positive to the least positive. 6 Importance Ratings 26 This section displays the 16 Differentiating Competencies ranked from the most important to the least important. Raters were asked to choose four competencies that, if executed with a high level of skill and expertise, would have the most significant impact on your role. This section is not about how well you are currently performing, but is solely about how important the selected competencies are for you to be extremely effective in your current position. 7 . a - 27 This section presents items receiving the highest total scores. You should not necessarily assume that an item on this list does not need improvement. 8 Lowest Scored Items 28 This section presents items receiving the lowest total scores. You should not necessarily assume that an item on this list is in fad a significant problem. 9 16 Differentiating Competencies Gap Analysis ` 29 This section displays your current and previous scores for all of the 16 Differentiating Competencies alor,q_ _r rar graph indication of the size of the gap between the two. 10 Written Comments - 30 This section displays verbatim the written comments provided by your respondents. You are encouraged to read the comments without trying to individually identify the respondent. Use this section as supplemental information to clarify the numeric data and provide other perspectives not addressed in the survey. Pat Sample Section 1: How to Interpret Your Feedback How to Interpret Your Feedback This report for Pat Sample compares the 360 survey results received between 4/11/2009 and 4/28/2009 with prior 360 survey results received between 3/20/2008 and 4/2/2008. The most recent 360 survey results include feedback from: 1 Manager, 7 Peers, 7 Direct Reports, 4 Others, 1 Self These survey submissions will be reported as follows': 1 Manager, 7 Peers, 7 Direct Reports, 4 Others, 1 Self The prior 360 survey results include feedback from: 1 Manager, 8 Peers, 8 Direct Reports, 4 Others, 1 Self These survey submissions will be reported as follows`: 1 Manager, 8 Peers, 8 Direct Reports, 4 Others, 1 Self Definitions and Explanations: Leadership Model The Leadership Model displays the five behaviors of the Leadership Tent. 16 Differentiating The 16 Differentiating Competencies presented are organized within the five behaviors of the Competencies leadership model. Detailed results for each of the 16 Differentiating Competencies are then presented with results listed for each item in the survey. We encourage you to review the results for each of the competencies. Response The Response Frequency displays a detailed break down of how each item was responded to by Frequency each rater group, i.e. Manager, Peer, Direct Report, etc. Use this information as a reference to understand how people reacted to each survey item. The Response Frequency areas display data from your most recent 360 survey results. # This is the number of raters used to calculate a particular score. As with Response Frequency, this value is based on your most recent 360 survey results. Example: Even if five peers/direct reports completed your survey, you may find that an item score was calculated from only four raters. This would mean that one person left a survey item blank. Gap Analysis The Gap Analysis section displays the differences between your current and prior scores for the 16 Differentiating Competencies. The Gap Size Graph area shows the relative size of each gap. The maximum width possible on this graph is 1.5 in both the positive and negative directions. Any gap size greater than 1.5 is displayed as 1.5 and marked with a footnote indicating it exceeded the maximum width. How Scores are Calculated Scores are averaged and presented by Total, Manager, Peers, Direct Reports, etc., at the Behavior, Competency and Item levels. The Total scores are calculated from group scores excluding your Self score. Responses of Don't Know/Not Applicable and missing responses are not included in the calculations. 'To help ensure anonymity for your respondents, if you received fewer than three submissions from any of your respondent groups (excluding Manager) the results for those groups will not be displayed separately. In such cases, the data from the group with insufficient submissions is combined with another group. Copyright © 2008 Zenger I Folkman Company Page 1 Pat Sample Section 1: Your Respondents Your Respondents The table below displays all of the individuals you invited to respond to your survey. The presence of a name within the table does not necessarily mean the individual submitted feedback. To preserve anonymity, if any of the respondent types (excluding Manager) has less than three submissions, that data will be combined with responses from another rater category. RespondentType Manager Respondent Name Sample Manager Peer Sample Peerl Peer Sample Peer2 Peer Sample Peer3 Peer Sample Peer4 Peer Sample Peers Peer Sample Peer6 Peer Sample Peer7 Peer Sample Peer8 Peer Sample Peer9 Direct Report Sample DR1 Direct Report Sample DR2 Direct Report Sample DR3 Direct Report Sample DR4 Direct Report Sample DR5 Direct Report Sample DR6 Direct Report Sample DR7 Direct Report Sample DR8 Direct Report Sample DR9 Other Sample Otherl Other Sample Othe2 Other Sample Other3 Other Sample Other4 Other Sample Others Copyright © 2008 Zenger I Folkman Company Page 2 Pat Sample Section 2i Leadership Tent Model Section 2: Leadership Tent Model Legend Response Description Outstanding Strength - Top 10 4 Strength - Top Quartile 3 Competent - Good Performance 2 Needs Some Improvement - Inconsistent Performance i Needs Significant Improvement - Poor Performance Symbol Norm Extraordinary Leader 751h Percentile Norm Extraordinary Leader 90th Percentile Norm Latest Score (Blue = Improvement, Brick = Decline) Previous Score Character Rater Score 1 2 3 4 5 Total 3.87 Y Manager 3.00 Peers 4.10 Y Y Direct Reports 3.33 Others 4.80 Self 3.67 Personal•.• Rater Score 1 2 3 a 5 Total 3.69 l Manager 2.92 4Y Y Peers 3.74 Direct Reports 3.45 A Y Others 4.47 Self 4.33 Focuson Rater Score 1 2 L4j 5 Total 3.84 Manager 2.89 ,( Peers 4.02 Direct Reports 3.57 Y Others 4.63 Self 4.00 Copyright © 2008 Zenger I Folkman Company Page 3 fZF ZENGER I FOLKMAN RESPONSE TO REQUEST FOR PROPOSAL -No. 7219: LEADERSHIP DEVELOPMENT, ASSESSMENT AND TRAINING Presented to: City of Fort Collins Submitted By: Kelly Clayton Account Executive Zenger Folkman 1550 North Technology Way I Orem, UT 84097 IMEPeoNe801.705.9375 www.zcnger(ofkman.emn Pat Sample Section 2: Leadership Tent Model Interpersonal Skills Rater Score 12js a 5 Total 3.57 Manager 3.27 .l Y Peers 3.68 71 Direct Reports 3.10 Others 4.41 Self 4.00 Leading Change Rater Score L2j3 4 5 Total 3.66 Manager 3.50 Peers 3.75 A Direct Reports 3.29 Others 4.56 Self 3.70 Y Copyright © 2008 Zenger I Folkman Company Page 4 Pat Sample Section 3: 16 Differentiating Competencies Summary Section 3: 16 Differentiating Competencies Summary This section provides an overview of your competency scores. Use this section to obtain an overall understanding of what others feel are your strengths and developmental needs. To better understand the composition of each competency, review the items used to assess each competency in section 4. Legend Response Description Outstanding Strength - Top 10 4 Strength - Top Quartile 3 Competent - Good Performance 2 Needs Some Improvement - Inconsistent Performance 1 Needs Significant Improvement - Poor Performance Symbol • 6draordinary Leader 75th Percentile Norm Extraordinary Leader 901h Percentile Norm Latest Score (Blue = Improvement, Brick = Decline) Previous Score Personal•.• Score 1 2 3 4 5 Personal Capability 3.69 Y Technical/Professional Expertise 3.54 Solves Problems and Analyzes Issues 3.73 Q Innovates 3.70 A MMOMMMiM Practices Self -Development 3.78 lY h Focuson Score 1 2 3 a 5 Focus on Results 3.84 Drives for Results 3.87 r� A 4 Establishes Stretch Goals 3.65 Y Takes Initiative 4.00 A Interpersonal Skills ScoreL1j 12j 3 4 5 Interpersonal Skills 3.57 i Communicates Powerfully and Prolifically 3.74 YA Inspires and Motivates Others to High Performance 3.43 Builds Relationships 3.49 A Develops Others 3.65 AY Y Collaboration and Teamwork 3.53 A Copyright © 2008 Zenger I Folkman Company Page 5 Pat Sample Section 3: 16 Differentiating Competencies Summary Leading Change Score L1j2 3 a 5 Leading Change 3.66 J Develops Strategic Perspective 3.75 Y Champions Change 3.54 A YA Connects the Group to the Outside World 3.74 Copyright © 2008 Zenger I Folkman Company Page 6 Pat Sample Section 4. 16 Differentiating Competencies w/ Item Details Section 4: 16 Differentiating Competencies w/ Item Details This section displays your results for the 16 Differentiating Competencies. In addition to the summary results for each competency, this section provides the results of each item used to assess the specific competency. The results for each Rem are sorted from the most positive to the least positive based on the Total score. Use this section to compare the perceptions of each group of respondents for each item. Legend 5 DescriptionResponse Outstanding Strength - Top 10 % 4 Strength - Top Quartile 3 Competent - Good Performance 2 Needs Some Improvement - Inconsistent Performance i Needs Significant Improvement - Poor Performance Symbol Norm Extraordinary Leader 75th Percentile North Extraordinary Leader 901h Percentile North Latest Score (Blue = Improvement. Brick = Decline) Previous Score Displays High Integrity Rater and Honesty (Character) Score Ltj2L3j Laj5 Response 1 2 Frequency 3 4 5 Total 3.87 7% 22% 47% 24% Manager 3.00 33% 33% 33% Peers 4.10 A Y 5% 81% 14 0 Direct Reports 3.33 �I A Y Y 14% 43% 38% 5% Others 4.80 10% 90% Self 3.67 Y � 33% 67% 3. Is careful to honor commitments and keep promises. Response Frequency Rater # Score t 2 3 a 5 1 2 3 1 4 5 Total 18 4.17 6% 11% 44% 39% Manager 1 2.00 100% Peers 7 4.43 A YA 57% 43% Direct Reports 7 3.86 Y Y 29% 57% 14% Others 3 5.00 100% Self 1 4.00 100% 2. Works hard to "walk the talk" and avoids saying one thing and doing another. Response Frequency Rater # Score t 2 3 a 5 A Y i A Y Y 1 2 3 4 5 Total 18 3.83 11 % 11 % 61 % 17% Manager 1 4.00 100% Peers 7 4.00 100% Direct Reports 7 3.14 29% 29% 43% Others 3 5.00 100% Self 1 3.00 100% Copyright © 2008 Zenger i Folkman Company Page 7 Pat Sample Section 4: 16 Differentiating Competencies w! Item Details 1. Is a role model and sets a good example for his/her work group. Response Frequency Rater # Score 1 z 3 4 5 T V 1 2 3 4 5 Total 19 3.63 5% 42% 37% 16% Manager 1 3.00 100% Peers 7 3.86 14% 86% 1YI Direct Reports 7 3.00 14% 71% 14% Others 4 4.50 25% 75% Self 1 4.00 100% Copyright © 2008 Zenger I Folkman Company Page 8 Pat Sample Section 4: 16 Differentiating Competencies w/ Item Details Tech n ical/Professional Rater Expertise (Personal Capability) Score L3j 14j5 Response 1 2 Frequency 3 Cy 4 5 Total 3.54 NMI4% 4% 44% 31% 17% Manager 3.00 33% 33% 33% Peers 3.70 A 40% 50% 10% Direct Reports 3.00 A Y 10% 5% 62% 24% Others 4.75 13% 880 Self 4.00 T ` T� 100% 5. His/her skills and knowledge make an important contribution to achieving team results. Response Frequency Rater # Score 1 2 3 4 5 1 2 3 4 5 Total 19 3.89 i 'I 32% 47% 21% Manager 1 4.00 IT, 100% Peers 7 3.86 rl 29% 57% 14% Direct Reports 7 3.57 43% 57% Others 4 4.50 25% 75% Self 1 4.00 100% 6. Teammates trust his/her ideas and opinions because of in-depth knowledge and experience. Response Frequency Rater # Score 1 z 3 4 5 l 'r J A Y 1 2 3 4 5 Total 16 3.44 6% 50% 31% 13% Manager 1 3.00 100% Peers 6 3.67 33% 67% Direct Reports 7 2.86 14% 71% 14% Others 2 5.00 100% Self 1 4.00 100% 4. Many people seek after his/her opinions. Response Frequency Rater # Score 1 2 3 4 5 1 2 3 4 5 Total 17 3.24 6% 12% 53% 12% 18% Manager 1 2.00 100% Peers 7 3.57 r 57% 29% 14% Direct Reports 7 2.57 4 S 14% 14% 71% Others 2 5.00 100% Self 1 4.00 100% Copyright © 2008 Zenger i Folkman Company Page 9 Pat Sample Section 4: 16 Differentiating Competencies wl Item Details Solves Problems and Analyzes Issues (Personal Capability) 1 2 3 a 5 Response 1 2 Frequenc 3 4 5 Rater Score Total 3.73 ¢ 4% 42% 31% 23% Manager 3.00 100% Peers 3.68 Y 4� 42% 47% 11% Direct Reports 3.52 r 10% 43% 33% 14% Others 4.56 22% 78% Self 4.67 33% 67% 04 7. Has the ability to anticipate and respond quickly to problems. Response Frequency Rater # Score 1 2 3 4 5 1 2 3 4 5 Total 19 3.79 A Y 5% 37% 32% 26% Manager 1 3.00 100% Peers 7 3.57 J 43% 57% Direct Reports 7 3.71 A 14% 29% 29% 29% Others 4 4.50 25% 75% Self 1 5.00 100% 9. Spots new trends, potential problems, and opportunities early. Response Frequency Rater # Score 1 2 3 a 5 1 2 3 4 5 Total 14 3.79 7% 29% 43% 21% Manager 1 3.00 100% Peers 5 3.80 40% 40% 20% Direct Reports 7 3.71 Y 14% 14% 57% 14% Others 1 5.00 100% Self 1 5.00 100% 8. Is trusted by others to use good judgment when making decisions. Response Frequency Rater # Score 1 2 3 4 5 1 2 3 4 5 Total 19 3.63 A 4' 58% 21% 21% Manager 1 3.00 100% Peers 7 3.71 r 43% 43% 14% Direct Reports 7 3.14 T Y 86% 14% Others 4 4.50 Y 25% 75% Self 1 4.00 100% Copyright © 2008 Zenger I Folkman Company Page 10 Pat Sample Section 4: 16 Differentiating Competencies w/ Item Details 11. Finds ways to improve new ideas rather than discourage them. Response Frequency Rater # Score 1 z s 4 5 1 2 3 4 5 Total 16 3.88 31% 50% 19% Manager 1 4.00 100% Peers 7 3.71 43% 43% 14% Direct Reports 7 3.86 A Y 29% 57% 14% Others 1 5.00 100% Self 1 4.00 100% 10. Frequently encourages others to consider new approaches and ideas (e.g., avoids getting stuck in a "one right way" approach). Response Frequency Rater # Score 1 2 3 4 S 1 2 3 4 5 Total 16 3.69 A Y 6% 38% 38% 19% Manager 1 3.00 100% Peers 6 3.83 A 33% 50% 17% Direct Reports 7 3.43 ? Y 14% 43% 29% 14% Others 2 4.50 50% 50% Self 1 5.00 100% 12. Constructively challenges the standard approaches and finds improved processes to get work done. Response Frequency Rater # Score 1 2 3 4 5 1 2 3 4 5 Total 15 3.53 7% 40% 47% 7% Manager 1 3.00 100% Peers 6 3.67 A 50% 33% 17% Direct Reports 7 3.43 A Y 14% 29% 57% Others 1 4.00 100% Self 1 4.00 100% Copyright© 2008 Zenger i Folkman Company Page 11 Pat Sample Section 4: 16 Differentiating Competencies w/ Item Details 'Practices Self -Development Rater (Personal Capability) Score L2j3 a 5 Response 1 2 Frequency 3 4 5 Total 3.78 ?. T' 5% 36% 33% 25 0 Manager 2.33 r 67% 33% Peers 3.85 40% 35% 25% Direct Reports 3.71 g A i' 5% 38% 38% 19% Others 4.18 27% 27% 45% Self 4.33 67% 33% 13. Makes a real effort to improve based on feedback from others. Response Frequency Rater # Score 1 2 3 4 5 1 2 3 4 5 Total 19 3.84 JT 5% 32% 37% 26% Manager 1 2.00 100% Peers 7 4.00 29% 43% 29% Direct Reports 7 3.71 43% 43% 14% Others 4 4.25 25% 25% 50% Self 1 4.00 100% 14. Actively looks for opportunities to get feedback to improve him/herself. Response Frequency Rater # Score 1 2 3 4 5 1 2 3 4 5 Total 18 3.83 nr 6% 33% 33% 28% Manager 1 2.00 100% Peers 6 3.67 A YA 50% 33% 17% Direct Reports 7 4.00 29% 43% 29% Others 4 4.25 14 25% 25% 50% Self 1 4.00 100% 15. Creates an atmosphere of continual improvement in which self and others push to exceed the expected results. Response Frequency Rater # Score 1 2 3 a 5 1 2 3 4 5 Total 18 3.67 Y 6% 44% 28% 22% Manager 1 3.00 100% Peers 7 3.86 J 43% 29% 29% Direct Reports 7 3.43 �4�r A 4 4 14% 43% 29% 14% Others 3 4.00 r 33% 33% 33% Self 1 5.00 100% Copyright © 2008 Zenger I Folkman Company Page 12 Pat Sample Section 4: 16 Differentiating Competencies w/ Item Details Drives for Results (Focus on Results) Score 412 3 1ai L5J Response 1 2 Freque 3 4 5 Rater Total 3.87 2% 28% 50% 20% Manager 3.00 100% Peers 4.00 ¢ 21% 58% 21% Direct Reports 3.71 J r 5% 29% 57% 10% Others 5.00 100% Self 4.33 J 67% 33% 16. Does everything possible to achieve goals. Response Frequency Rater # Score 1 2 3 4 5 1 2 3 4 5 Total 16 4.06 25% 44% 31% Manager 1 3.00 100% Peers 7 4.14 A 14% 57% 29% Direct Reports 7 4.00�� A Y 29% 43% 29% Others 1 5.00 100% Self 1 5.009 100% 18. Follows through on objectives to ensure successful completion; i.e., does NOT get distracted before project is completed. Response Frequency Rater # Score 1 2 3 4 5 T 1 2 3 4 5 Total 15 3.80 'Y 7% 20% 60% 13 0 Manager 1 3.00 100% Peers 6 4.00 17% 67% 17% Direct Reports 7 3.57 J, Y 14% 14% 71% Others 1 5.00 100% Y Self 1 4.00 IT 100% 17. Achieves agreed upon goals within the time allotted. Response Frequency Rater # Score 1 2 3 4 5 1 2 3 4 5 Total 15 3.73 d Y 40% 47% 13% Manager 1 3.00 100% Peers 6 3.83 Y 33% 50% 17% Direct Reports 7 3,57 A 4 Y 43% 57% Others 1 5.00 100% Self 1 4.00 100% Copyright © 2008 Zenger I Folkman Company Page 13 Zenger Folkman Response to City of Fort Collins RFP No. 7219 SECTION I: ZengerFolkman Overview Vision/Mission Zenger Folkman exists to revolutionize leadership and organization development through empirical research, innovations in development methods and the employment of software tools that drive more effective implementations. We employ evidence -based methods that improve organizations and the people within them. We look first to leverage existing strengths. Our comprehensive solutions include assessment instruments, development programs, certification services, and practical follow-up tools that dramatically improve bottom -line results. Our products and services have emerged from solid research and data —not merely our experiences and beliefs. Our passion is helping clients achieve superior performance via more skilled and engaged people. We pride ourselves on pioneering new and better methods for developing leaders, coaches, and individual performers. History Beginning in 2001, Dr. Jack Zenger and Dr. Joe Folkman collaborated on a large-scale research study that focused on obtaining a better empirical view and operational understanding of leadership. That extensive research effort resulted in the book, The Extraordinary Leader: Turning Good Managers into Great Leaders (McGraw Hill, 2002). Using 360-degree feedback results on over 20,000 managers, the research study used various statistical techniques to identify 16 differentiating competencies that were highly correlated with those perceived as great leaders. Profound strengths in a few of these specific behaviors spelled the difference between the few extraordinary performers —those leaders rated in the top 10% of overall leadership effectiveness —and the remaining 90% of the leaders who were considered to be anywhere from good to poor performers. At the same time, the data showed that great leaders were by no means perfect and their exceptional ratings were not due to any absence of weaknesses. The Zenger and Folkman research and resulting new insights challenged many traditional approaches to leadership development. Their findings provided a unique and powerful approach to assessing, managing, and developing leaders at all levels in the organization. Since Zenger Folkman's founding in 2003 we have broadened our company scope and research efforts. Currently, with more than 30 professionals and associates, more recent work has focused on the factors that drive the extraordinary performance of individuals and groups at all levels and organizational roles. And the results are the same. Individuals and business units perceived as being extraordinary —no matter where they are or the role they play in an organization —distinguish themselves by having several profound strengths in competency areas critical to their work. By collecting and analyzing multi -rater feedback surveys from thousands of leaders, coaches, individual contributors, and teams, we continue to identify behaviors and competencies that drive extraordinary performance. All of our offerings are designed to take data and insights gained from our research and help individuals and organizations deliver extraordinary performance. -2- Pat Sample Section 4: 16 Differentiating Competencies w/ Item Details Stretch GoalsEstablishes • on Score LV 3 4 5 Response 1 2 3 4 5 Rater Total 3.65 507/6 35% 15% Manager 3.00 100% Peers 3.8! IT 30% 55% 15% Direct Reports 3.38 Y A Y 67% 29% 5% Others 4.13 38% 13% 50% Self 4.00 r 33% 33% 33% 21. Keeps people focused on the highest priority goals and objectives. Response Frequency Rater # Score 1 2 3 4 5 1 2 3 4 5 Total 17 3.71 A Y 41% 47% 12% Manager 1 3.00 100% Peers 7 4.00 A 14% 71% 14% Direct Reports 7 3.43 J 57% 43% Others 2 4.00 Self 1 5.00 100% 19. Establishes high standards of excellence for the work group. Response Frequency Rater # Score t 2 3 4 s 1 2 3 4 5 Total 18 3.67 Y 56% 22% 2206 Manager 1 3.00 100% Peers 7 3.86 r 43% 29% 29% Direct Reports 7 3.29 71 % 29% Others 3 4.33 r 33% 67. Self 1 4.00 100% 20. Is skillful at getting people to stretch for goals that go beyond what they originally thought possible. Response Frequency Rater # Score t 2 3 4 5 1 2 3 4 5 Total 17 3.59 1r T 53% 35% 12% Manager 1 3.00 A Y 100% Peers 6 3.67 33% 67% Direct Reports 7 3.43 ri r 71 % 14% 14% Others 3 4.00 33% 33% 33% Self 1 3.00 100% Copyright © 2008 Zenger I Folkman Company Page 14 Pat Sample Section 4: 16 Differentiating Competencies wl Item Details 24. Is energized and excited to take on challenging goals, for which he/she is held personally accountable. Response Frequency Rater # Score 1 z 3 a 5 1 2 3 4 5 Total 16 4.06 A 4 25% 44% 31 % Manager 1 3.00 100% Peers 6 4.17 r 17% 50% 33% Direct Reports 7 3.86 4 S 29% 57% 14% Others 2 5.00 100% Self 1 4.00 100% 22. Can always be counted on to follow through on commitments. Response Frequency Rater # Score 1 2 3 4 5 1 2 1 3 4 5 Total 18 4.06 6% 22% 33% 39% Manager 1 2.00 100% Peers 7 4.29 A 4 E4 71% 29% Direct Reports 7 3.71 A 57% 14% 29% Others 3 5.00 100% Self 1 4.00 Q 100% 23. Willingly goes above and beyond what needs to be done. Response Frequency Rater # Score 1 2 3 4 5 ¢ ¢ J A Y 1 2 3 4 5 Total 18 3.89 6% 39% 17% 39% Manager 1 3.00 100% Peers 7 4.14 29% 29% 43% Direct Reports 7 3.29 14% 57% 14% 14% Others 3 5.00 100% Self 1 3.00 100% Copyright © 2008 Zenger I Folkman Company Page 15 Pat Sample Section 4: 16 Differentiating Competencies w/ Item Details Communicates Powerfully and Prolifically (Interpersonal Skills) Response Frequency 26. Skilled at communicating insights and understanding of issues or problems. Response Frequency Rater # Score 1 2 3 a 5 n 1 2 3 4 5 Total 19 3.79 26% 68% 5% Manager 1 3.00 100% Peers 7 3.86 A 14% 86% Direct Reports 7 3.57 A Y 43% 57% Others 4 4.25 75% 250XID Self 1 4.00 100% 27. Helps people understand how their work contributes to broader business objectives. Response Frequency Rater # Score 1 2 3 a 5 1 2 3 4 5 Total 17 3.76 35% 53% 12% Manager 1 3.00 100% Peers 5 3.80 A 4 40% 40% 20% Direct Reports 7 3.57 A 43% 57% Others 4 4.25MEO Y r 75% 25% Self 1 3.00 100% 25. Provides others with a definite sense of direction and purpose. Response Frequency Rater # Score 1 2 3 4 5 1 2 3 4 5 Total 17 3.65 J r 35% 65% Manager 1 3.00 100% Peers 5 3.80 A 20% 80% Direct Reports 7 3.43 Y A 57% 43% Others 4 4.00 100% Self 1 4.00 100% Copyright © 2008 Zenger i Foikman Company Page 16 Pat Sample Section 4: 16 Differentiating Competencies w/ Item Details Inspires and Motivates Rater Others to High Performance (interpersonal Skills) Score Lsj 4 5 Response 1 2 Frequency 17 4 5 Total 3.43 A Y 2% 7% 56% 17% 19% Manager 3.33 A 67% 33% Peers 3.45 ¢ Y 10% 50% 25% 15% Direct Reports 2.90 A Y 5% 10% 76% 10% Others 4.50 20% 10% 70% Self 3.33 67% 33 29. Inspires others to high levels of effort and performance. Response Frequency Rater # Score 1 2 3 4 5 1 2 3 4 5 Total 19 3.47 h T 5% 63% 11 % 21 Manager 1 3.00 J r 100% Peers 7 3.57 J r 57% 29% 14% Direct Reports 7 2.86 A Y 14% 86% Others 4 4.50 25% 75% Self 1 3.00 100% 30. Brings to the group a high level of energy and enthusiasm. Response Frequency Rater # Score 1 2 3 4 5 1 2 3 4 5 Total 17 3.47 12% 47% 24% 18% Manager 1 4.00 100% Peers 6 3.33 A 17% 50% 17% 17% Direct Reports 7 3.00 Y 14% 71% 14% Others 3 4.67 33% 67% Self 1 3.00 100% 28. Energizes people to achieve exceptional results. Response Frequency Rater # Score 1 2 3 4 5 1 2 3 4 5 Total 18 3.33 Y T 6% 6% 56% 17% 17% Manager 1 3.00 100% Peers 7 3.43 A Y 14% 43% 299% 14% Direct Reports 7 2.86 A 14% 71% 14% Others 3 4.33 r Y 33% 67% Self 1 4.00 1p0% Copyright © 2008 Zenger I Folkman Company Page 17 Pat Sample Section 4: 16 Differentiating Competencies w/ Item Details Builds Relationships (interpersonal Skills) Score L1j2 3 a Response Frequency 3 4 5 Rater Total 3.49 53% 27% 14% Manager 3.00 A100% Peers 3.47 A U6. 41% 53 0Direct Reports 3.10 J 71% 19% Others 4.50 20% 10% 70% Self 4.00 �100% 33. Stays in touch with issues and concerns of individuals in the work group. Response Frequency Rater # Score 1 2 3 a 5 1 2 3 4 5 Total 16 3.63 Q 50% 38% 13% Manager 1 3.00 100% Peers 5 3.60 A 40% 60% Direct Reports 7 3.43 Y r 57% 43% Others 3 4.33 33% 67% Self 1 4.00 100% 32. Is trusted by all members of the work group. Response Frequency Rater # Score 1 2 3 a 5 T r i 1 2 3 4 5 Total 18 3.44 11 % 50% 22% 17% Manager 1 3.00 100% Peers 6 3.67 33% 67% Direct Reports 7 2.71 29% 71% Others 4 4.50 25% 75% Self 1 4.00 100% 31. Balances "getting results" with a concern for others' needs. Response Frequency Rater # Score 1 2 3 4 5 1 2 3 4 5 Total 17 3.41 6% 59% 24% 12% Manager 1 3.00 100% Peers 6 3.17 17% 50% 33% Direct Reports 7 3.14 A Y 86% 14% Others 3 4.67 33% 67% 21 Self 1 4.00 100% Copyright © 2008 Zenger i Folkman Company Page 18 Pat Sample Section 4: 16 Differentiating Competencies w/ Item Details Develops Others (interpersonal Skills) Score L2jLsj L4j 5 Response 1 2 Frequency 3 4 5 Rater Total 3.65 8% 37% 38% 17% Manager 3.67 33% 67 0 Peers 3.94 A 18% 71% 12% Direct Reports 2.95 19% 67% 14% Others 4.55 9% 27% 64% Self 4.33 A 67% 33 0 36. Gives honest feedback in a helpful way. Response Frequency Rater # Score 1 2 3 4 5 1 2 3 4 5 Total 18 3.89 6% 28% 39% 28% Manager 1 3.00 100% Peers 6 4.33 Ell67% 33% Direct Repo is 7 3.14 A Y 14% 57% 29% Others 4 4.75 25% 75% Self 1 4.00 100% 34. Provides coaching and acts as a mentor to others. Response Frequency Rater # Score t 2 3 a 5 1 2 3 4 5 Total 17 3.59 6% 47% 29% 18% Manager 1 4.00 100% Peers 5 3.80 20% 80 0 Direct Reports 7 2.86 YJ 14% 86 0 Others 4 4.50 r 25% 75% Seli 1 4.00 100% 35. Is truly concerned about developing others. Response Frequency Rater # Score t 2 3 4 5 1 2 3 4 5 Total 17 3.47 12% 35% 47% 6% Manager 1 4.00 100% Peers 6 3.67 33% 67% Direct Reports 7 2.86 A YA 29% 57% 14% Others 3 4.33 r 67% 33% Self 1 5.00 100% Copyright © 2008 Zenger I Folkman Company Page 19 Pat Sample Section 4: 16 Differentiating Competencies w/ Item Details Collaboration and Teamwork (interpersonal Skills) Score 1 2 s a 5 Response 1 2 Frequen 3 4 5 Rater Total 3.53 2% 51% 37% 10% Manager 3.33 67% 33% Peers 3.74 A 26% 74% 41 Direct Reports 3.05 Y 5% 81 % 14% Others 4.38 25% 13% 63% Self 4.67 33% 67% 1 Y 39. Achieves objectives requiring a high level of cooperation from people in other parts of the organization. Response Frequency Rater # Score 1 2 3 a 5 1 2 3 4 5 Total 18 3.61 Z�- 50% 39% 11% Manager 1 4.00 100% Peers 7 3.71 1 11 A 29% 71% Direct Reports 7 3.14 Y A Y 86% 14% Others 3 4.33 33% 67% Self 1 5.00 100% 37. Promotes a high level of cooperation between all members of the work group Response Frequency Rater # Score 1 2 s a 5 T 1 1 2 1 3 4 5 Total 17 3.59 r 53% 35% 12% Manager 1 3.00 100% Peers 6 4.00 4` 100% Direct Reports 7 3.00 liilt 100% Others 3 4.33 33% 67% Self 1 5.00 100% Yl 38. Resolves conflict within the work group. Response Frequency Rater # Score 1 2 3 a 5 1 2 3 4 5 Total 16 3.38 ¢ 6% 50% 38% 6% Manager 1 3.00 100% Peers 6 3.50 1 50% 50% Direct Reports 7 3.00 14% 57% 29% Others 2 4.50 50% 50% Self 1 4.00 100% Copyright © 2008 Zenger I Folkman Company Page 20 Pat Sample Section 4: 16 Differentiating Competencies w/ Item Details Develops Strategic Rater Perspective Score (Leading Change) L2L3J L4is Response 1 2 Frequency 3 4 5 Total 3.75 38 0 Manager 3.33 A Y 67% 33% Peers 3.90 A 20% 70% 10% Direct Reports 3.43 r 57% 43% Others 4.38 25% 13% 63% Self 3.67 1 33% 67% 42. Has a perspective beyond the "day-to-day" work to take a longer -term, broader view of business decisions. Response Frequency Rater # Score 1 2 3 4 5 1 2 3 4 5 Total 18 3.89 Y 28% 56% 17% Manager 1 4.00 100% Peers 7 4.00 A 14% 71% 14% Direct Reports 7 3.57 T T 43% 57% Others 3 4.33 4 33% 67% Self 1 4.00 100% 41. Maintains a Gear perspective between the overall picture and the details. Response Frequency Rater # Score 1 2 s 4 5 1 2 3 4 5 Total 18 3.78 39% 44% 17% Manager 1 3.00 100% Peers 7 4.00 A 14% 71% 14% Direct Reports 7 3.43 A IT,57% 43% Others 3 4.33 33% 67% Self 1 4.00 100% 40. Helps others understand the organization's vision and objectives so that they can translate them into challenging and meaningful goals. Response Frequency Rater # Score 1 2 3 4 5 1 2 3 4 5 Total 16 3.56 J 50% 44% 6% Manager 1 3.00 100% Peers 6 3.67 33% 67% Direct Reports 7 3.29 71% 29% Others 2 4.50 500/40 50% Self 1 3.00 100% Copyright © 2008 Zenger I Folkman Company Page 21 Pat Sample Section 4: 16 Differentiating Competencies w/ Item Details Champions.e Rater (Leading .Responsecy Score 1 2 s a 5 1 2 3 4 5 Total 3.54 1% 1% 53% 29% 15% Manager 3.25 A Y 75% 25% Peers 3.63 A 48% 41% 11% Direct Reports 3.18 4% 4% 64% 29% Others 4.56 22% 78% Self 3.50 J 50% 50% 43. Quickly recognizes situations where change is needed. Response Frequency Rater # Score 2 3 a 5 1 2 3 4 5 Total 17 3.65 A Y 41% 53% 6% Manager 1 3.00 100% Peers 7 3.57 A 43% 57% Direct Reports 7 3.71 A 29% 71% Others 2 4.00 LIE] 50% 50% Self 1 4.00 100% 44. Is willing to become a champion for new projects or programs, presenting them so that others support them. Response Frequency Rater # Score 1 2 3 4 5 1 2 3 4 5 Total 17 3.59 l 1. 6% 47% 29% 18% Manager 1 4.00 100% Peers 7 3.71 43% 43% 14% Direct Reports 7 3.00 14% 71 % 14% Others 2 5.00 100% Self 1 3.00 100% 46. Has the courage to make the changes that will improve the organization. Response Frequency Rater # Score 1 2 s 4 5 1 2 3 4 5 Total 19 3.53 5% 53% 21% 21% Manager 1 3.00 100% Peers 7 3.57 A 57% 29% 14% Direct Reports 7 3.00 Y A 14% 57% 29% Others 4 4.50 Y 25% 75% Self 1 4.O0 100% Copyright© 2008 Zenger I Folkman Company Page 22 Pat Sample Section 4. 16 Differentiating Competencies w/ Item Details 45. Does an excellent job of marketing projects, programs or products. Response Frequency Rater # Score 1 2 3 a 5 1 2 3 4 5 Total 15 3.40 J, T 73% 13% 13% Manager 1 3.00 100% Peers 6 3.67 111� 50% 33% 17% Direct Reports 7 3.00 A Y 100% Others 1 5.00 100% Self 1 3.00 100% Copyright © 2008 Zenger I Folkman Company Page 23 SECTION 11: The (Extraordinary Leader Program r°am Propose d, for Executive Leaders (Level Four) The Extraordinary Leader development process consists of: - Our 360-degree assessment - Our one -day facilitated workshop - Our system -supported follow-up process - Our one-on-one executive coaching - Our 360-degree re -assessment Our 36o-degree Assessment (initiated 2-4 weeks prior to workshop) The Extraordinary Leader 360 Assessment is a development tool that measures an individual's ability in 16 competency areas. Based on the research outlined in The Extraordinary Leader book by Zenger and Folkman, the 16 competencies are those that differentiate extraordinary leaders (those in the 90th percentile) from their peers. Both written and numeric responses are collected to provide participants with crucial information on how others' perceptions of their performance align with their own. Participants receive empirical data (performance feedback) from colleagues, manager(s), and direct reports. This information provides the individual with the vital foundation from which to build a development plan —leveraging strengths, and addressing development needs. The Zenger Folkman 360 feedback report is an !2sijl decipherable report and includes many unique reporting features. The Assessment Scale Most 360 assessments use an agree — disagree scale. After using it for several years we noticed that the average score on the common 5-point scale typically ranged between 3.7 and 4.3. (1. Strongly Disagree, 2. Disagree, 3. Neutral, 4. Agree, 5. Strongly Agree) This gave the data a very positive skew. We developed an alternative scale to reduce the positive skew, providing more insight for leaders about their strengths and fatal flaws. Our scale is as follows: 1. Needs Significant Improvement 2. Needs Some Improvement 3. Competent 4. Strength 5. Significant Strength -3- Pat Sample Section 4: 16 Differentiating Competencies w/ Item Details Connects the Group to the Outside World (Leading Change) Response Frequency 47. Helps people understand how meeting customers' needs is central to the mission and goals of the organization. Response Frequency Rater # Score 1 2 s 4 5 1 2 3 4 5 Total 19 3.89 A Y 32% 47% 21 0 Manager 1 4.00 100% Peers 7 4.00 A 14% 71 % 14% Direct Reports 7 3.43 ¢ 57% 43% Others 4 4.50 A Y 25% 75% Self 1 5.009 100% 48. Has demonstrated ability to represent the organization to key groups. Response Frequency Rater # Score 1 2 s 4 5 rj /� �I A J r 1 2 3 4 5 Total 16 3.75 44% 38% 19% Manager 1 4.00 100% Peers 6 3.67 50% 33% 17% Direct Reports 7 3.43 57% 43% Others 2 5.00 100% Self 1 3.00 1007/0 49. Is the antenna for the organization, bringing in relevant information that benefits the group. Response Frequency Rater # Score 1 2 3 4 5 1 2 3 4 5 Total 15 3.53 60% 27% 13% Manager 1 4.00 100% Peers 5 3.60 A 40% 60% Direct Reports 7 3.00 ICY A IT,Others 100% 2 5.00 Self 1 4.00 100% Copyright 0 2008 Zenger I Folkman Company Page 24 Pat Sample Section 5: Employee Commitment Index Section 5: Employee Commitment Index This section displays the detailed results for the Employee Commitment Index. which measures the extent to which your Direct Reports are satisfied and motivated to do theirjobs. The results for each item are sorted from the most positive to the least positive. If you did not receive sufficient feedback from Direct Reports. this section will not display any scores. Legend Response Description Strongly Agree 4 Agree 3 Neutral 2 Disagree 1 Strongly Disagree Symbol Norm Extraordinary Leader 75th Percentile Norm Extraordinary Leader 90th Percentile Norm Latest Score (Blue = Improvement. Brick = Decline) Previous Score 53.1 rarely think about quitting my job to go to a different organization. Response Frequency Rater # Score 1 2 3 4 5 1 2 3 4 5 Direct Reports 7 4.29 71% 29% Y 50.1 feel confident that this organization will achieve its strategic goals. Response Frequency Rater # Score 1 2 3 4 5 1 2 3 4 5 Direct Reports 7 4.00 A 14% 1 71% 1 14% 54. All in all, I'm satisfied with this organization as a place to work. Response Frequency Rater # Score 1 2 3 a 5 1 2 3 4 5 Direct Reports 1 7 4.00 A 14% 71% 14% 52. 1 would recommend this organization as a good place to work. Response Frequency Rater # Score 1 2 3 a 5 1 2 3 4 5 Direct Reports 7 3.71 I� ), r Y 29% 43% 29% 51. My work environment is a place where people want to go the extra mile. Response Frequency Rater # Score 1 2 3 a 5 1 2 3 4 5 Direct Reports 7 3.00 �r -, ,l 14% 14% 29% 43% Copyright © 2008 Zenger I Folkman Company Page 25 Pat Sample Section 6. Importance Ratings Section 6: Importance Ratings This section displays the 16 Differentiating Competencies ranked from the most important to the least important. Raters were asked to choose four competencies that, if executed with a high level of skill and expertise. would have the most significant impact on your role. This section is not about how well you are currently performing, but is solely about how important the selected competencies are for you to be extremely effective in your current position. The asterisk (') symbol and yellow highlighting indicate the competencies you personally rated as most important. The numbers displayed in the table below indicate the number of times each competency was selected by the various types of raters. The column labeled "Score," displays your performance on this competency, as measured by the total score from all of your raters (excluding your Self responses). COMPETENCY Score Total Mgr Peer Dir Rpt Other • Displays High Integrity and Honesty 3.87 9 1 4 2 2 Technical/Professional Expertise 3.54 8 1 2 3 2 Builds Relationships 3.49 8 1 3 3 1 • Solves Problems and Analyzes Issues 3.73 7 2 3 2 Practices Self -Development 3.78 7 3 3 1 • Communicates Powerfully and Prolifically 3.74 7 4 3 Takes Initiative 4.00 5 1 2 2 Inspires and Motivates Others to High Performance 3.43 5 2 2 1 Drives for Results 3.87 4 3 1 Develops Others 3.65 3 3 • Collaboration and Teamwork 3.53 3 1 2 Develops Strategic Perspective 3.75 2 1 1 Champions Change 3.54 2 1 1 Innovates 3.70 1 1 Establishes Stretch Goals 3.65 1 1 Connects the Group to the Outside World 3.74 Copyright © 2008 Zenger I Folkman Company Page 26 Pat Sample Section 7: Highest Scored Items Section 7: Highest Scored Items This section presents items receiving the highest total scores. You should not necessarily assume that an item on this list does not need improvement. 10 Highest Items Competency Total Mgr Peer Rpt Other Self 3. Is careful to honor commitments and keep Displays High 4.17 2.00 4.43 3.86 5.00 4.00 promises. Integrity and Honesty 16. Does everything possible to achieve goals. Drives for Results 4.06 3.00 4.14 4.00 5.00 5.00 24. Is energized and excited to take on challenging Takes Initiative 4.06 3.00 4.17 3.86 5.00 4.00 goals, for which he/she is held personally accountable. 22. Can always be counted on to follow through on Takes Initiative 4.06 2.00 4.29 3.71 5.00 4.00 commitments. 5. His/her skills and knowledge make an Technical/ 3.89 4.00 3.86 3.57 4.50 4.00 important contribution to achieving team results. Professional Expertise 47. Helps people understand how meeting Connects the Group 3.89 4.00 4.00 3.43 4.50 5.00 customers' needs is central to the mission and to the Outside goals of the organization. World 36. Gives honest feedback in a helpful way. Develops Others 3.89 3.00 4.33 3.14 4.75 4.00 42. Has a perspective beyond the "day-to-day" Develops 3.89 4.00 4.00 3.57 4.33 4.00 work to take a longer -term, broader view of Strategic business decisions. Perspective 23. Willingly goes above and beyond what needs Takes Initiative 3.89 3.00 4.14 3.29 5.00 3.00 to be done. 11. Finds ways to improve new ideas rather than Innovates 3.88 4.00 3.71 3.86 5.00 4.00 discourage them. Copyright 0 2008 Zenger I Folkman Company Page 27 Pat Sample Section 8: Lowest Scored Items Section 8: Lowest Scored Items This section presents items receiving the lowest total scores. You should not necessarily assume that an item on this list is in fact a significant problem. 10 Lowest Items Competency Total Mgr Peer Dir Other Self Rpt 4. Many people seek after his/her opinions. Technical/ 3.24 2.00 3.57 2.57 5.00 4.00 Professional Expertise 28. Energizes people to achieve exceptional results. Inspires and 3.33 3.00 3.43 2.86 4.33 4.00 Motivates Others to High Performance 38. Resolves conflict within the work group. Collaboration and 3.38 3.00 3.50 3.00 4.50 4.00 Teamwork 45. Does an excellent job of marketing projects, Champions Change 3.40 3.00 3.67 3.00 5.00 3.00 programs or products. 31. Balances "getting results" with a concern for Builds Relationships 3.41 3.00 3.17 3.14 4.67 4.00 others' needs. 6. Teammates trust his/her ideas and opinions Technical/ 3.44 3.00 3.67 2.86 5.00 4.00 because of in-depth knowledge and experience. Professional Expertise 32. Is trusted by all members of the work group. Builds Relationships 3.44 3.00 3.67 2.71 4.50 4.00 30. Brings to the group a high level of energy and Inspires and 3.47 4.00 3.33 3.00 4.67 3.00 enthusiasm. Motivates Others to High Performance 35. Is truly concerned about developing others. Develops Others 3.47 4.00 3.67 2.86 4.33 5.00 29. Inspires others to high levels of effort and Inspires and 3.47 3.00 3.57 2.86 4.50 3.00 performance. Motivates Others to High Performance Copyright © 2008 Zenger I Folkman Company Page 28 Pat Sample Section 9: 16 Differentiating Competencies Gap Analysis Section 9: 16 Differentiating Competencies Gap Analysis This section displays your current and previous scores for all of the 16 Differentiating Competencies along with a bar graph indication of the size of the gap between the two. Competency Current Previous Gap Size Gap Size Graph Takes Initiative 4.00 3.67 0.33 Inspires and Motivates Others to High Performance 3.43 3.24 0.19 Communicates Powerfully and Prolifically 3.74 3.55 0.19 Drives for Results 3.87 3.72 0.15 Develops Strategic Perspective 3.75 3.61 0.14 Connects the Group to the Outside World 3.74 3.62 0.12 Establishes Stretch Goals 3.65 3.57 0.08 Practices Self -Development 3.78 3.72 0.06 B Technical/Professional Expertise 3.54 3.53 0.01 Solves Problems and Analyzes Issues 3.73 3.74 -0.01 Displays High Integrity and Honesty 3.87 3.89 -0.02 Develops Others 3.65 3.67 -0.02 Champions Change 3.54 3.59 -0.05 Q Innovates 3.70 3.75 -0.05 Collaboration and Teamwork 3.53 3.60 -0.07 Builds Relationships 3.49 3.59 -0.10 Copyright © 2008 Zenger I Folkman Company Page 29 erZFeee ZENGER � FOO LKMAN Extraordinary Performance. Delivered. EXTRAORDINARY LEADER PREDICTIVE VALIDITY Thirty-two 360 data sets were analyzed containing re- sults from over a hundred different companies. Table 1 provides a listing of the different data sets used in the analysis. As is shown in the table, the analysis was completed using results from 237,123 survey responses on 26,314 leaders. Each of the different data sets represent dif- ferent customized 360 surveys. A total of 1,956 items were used. Very few of the items were repeated in the different surveys. This provides an extraordinarily rich data set of competencies and items from a variety of different organizations. Extensive analysis was done on each data set. First, data sets were compiled into an aggregated format by comput- ing an overall average of all responses (e.g., boss, peers, direct report, others) with the self -response excluded. This was done for each leader in the data set. Next, an overall score was computed by averaging all 360 items into an overall index. We then determined from the overall score the top 10 percent of highest scoring leaders and the bottom 10 percent of lowest scoring leaders. Us- ing these two groups independent t-tests were performed on each item. The t-values from the t-test were then sorted for all survey items. The 10 to 15 items with the largest differences were selected from each data analysis and put into a combined set of key differentiating items. All items selected were highly significant. Once all of the analyses were completed the combined list was again sorted, selecting only those with the highest t-values. 360 SURVEY: VgHd@d H and WkWfly Each of the items was put on a 3 x 5 card. The cards were sorted separately by both authors into groups. After several iterations the items were grouped into 16 differ- ent clusters. Because the survey items crossed over 32 different data sets we were not able to perform a factor analysis on the overall results, but we did perform factor analysis on individual data sets, which helped in creating the appropriate clusters. 'The analysis found on the next page helps us in creating a new set of items which most effectively differentiate between the best and worst leaders. This research serves as the basis for creating an assessment tool that is highly actionable. PREDICTION OF EMPLOYEE ENGAGEMENT AND COMMITMENT In our original research we found that leadership ef- fectiveness highly correlates with employee engagement and commitment. We have consistently found that leadership effectiveness highly correlates to employee engagement/commitment across a variety of assessments from different organizations. To test the effectiveness of the Extraordinary Leader survey, we looked at results for 1,516 managers who had completed the Extraordinary Leader 360. The managers were from a variety of dif- ferent organizations, but all had at least 3 direct reports. The direct reports assessed each manager on their lead- ership effectiveness and indicated their personal level of engagement and commitment in the organization. We then created an overall leadership effectiveness index composed of all 360 items in the survey and broke the 610 East'rcchnology Avenue, Building B I On rn, UT 84097 auov>: 801.705.9375 rn' 801.705.9376 tvwwzfco.com :.ZFii' cZF.ZENGER I FOLKMAN Data Set # # of Assessments Completed # of Leaders Assessed # of Survey Items Organization(s) Description 1 2872 290 64 Research and Development 2 10691 762 36 Bank/Investment 3 4178 639 45 Generic Survey - Many Different Organizations 4 1346 129 66 Chemicals 5 3782 486 18 Food Processing 6 6365 687 54 Foods Sales 7 9395 925 47 Foods 8 137 17 86 Manufacturing 9 2670 349 48 Foods 10 21786 3022 60 High Technology 11 2573 357 61 High Technology 12 I 1502 147 52 Information Processing 13 3512 259 84 I Publishing 14 19671 2030 61 Generic Survey - Many Different Organizations 15 7290 943 60 Oil - Up Stream 16 1221 180 53 High Technology Manufacturing 17 2648 276 91 High Technology Development 18 2177 262 73 High Technology 19 11048 1123 88 High Technology Development 20 12060 1175 79 High Technology Sales/Service 21 1183 165 51 Automotive 22 9323 901 50 Foods 23 1831 210 99 Foods 24 2001 194 50 Restaurant 25 7155 1009 66 Research and Development 26 14630 2125 70 Generic Survey - Many Different Organizations 27 62919 6716 73 Generic Survey - Many Different Organizations 28 2300 146 52 Forest Products 29 2174 196 60 Paper 30 4083 338 54 Banking 31 1297 130 55 Mortgage Bank 32 1303 126 50 Insurance Total 237123 26314 1956 Table 1: Composition of 32 Data Sets used in the Key Differentiator Analysis Copyright 0 2007 Zenger I Folkman. Ui ;ZFr ZENGER I FOLKMAN overall score into 10 deciles. The employee engagement and commitment index was calculated as a percentile score compared to the other managers in the study. Re- sults of the study are contained in the graph below. c 80 v w E 70 O 60 a E E 0 so w ma40 = c c E 3B U W 80 rn ato C 0 w 14- 101h- 301h. 301h- 6qh- 601h- 601h- 70N- Both. 901h- 9i 191h 391h 3" 4901 691h 691h 79N 891h 1001h Leadership Effectiveness As is very evident from the above graph, the Extraordinary Leader 360 shows a strong correlation between leadership effectiveness and Employee Engagement/Commitment. The Pearson Correlation between these two indices produces a correlation of.561 which is significant at the .000 level. PREDICTION OF INTENTION TO LEAVE In our original research we found leadership effective- ness highly correlates with the retention of employees. To validate the effectiveness of the Extraordinary Leader 360 we asked direct reports of 1,516 leaders the follow- ing question: "I rarely think about quitting my job to go to a different company." The graph to the right shows the percentage of direct reports in each work group who responded negatively or neutrally to the above item. 0 tat- 10th- 00th. 30th. 401h. 5oth. 60th. loth- 80th- 90th- 91h 19th 39th 39th 49th 590, 691h 79th 691h 100th Leadership Effectiveness The Pearson Correlation between these two indices produces a correlation of.459 which is significant at the .000 level. The leadership effectiveness index was calcu- lated using the same approach as was mentioned above. PREDICTION OF HIGHLY COMMITTED EMPLOYEES A highly committed employee is a valuable asset in any organization. We hypothesized that the effectiveness of a leader increased the percentage of highly committed em- ployees. To test this hypothesis we ask the following item: "My work environment is a place where people want to go the extra mile." We looked at the percentage of each work group who responded 5 "Strongly Agree'. It was interest- ing to find that even the worst leaders (those at the 1st to the 9,h percentile had 13 percent of their work group in the highly committed category. It is, however, impressive of the impact leadership possesses on this variable. Leaders at the higher percentiles had over 40 percent of their work group members as highly committed. The graph below shows the percentage of direct reports in each work group who responded "Strongly Agree" to the item. The Pearson Correlation between these two indices produces a correlation of .564 which is significant at the .000 level. The leadership effectiveness index was calcu- lated using the same approach as was mentioned above. 1st. 10th- 30th. 301h- 40th- 6016- 60th. 70th. Both. 9MM1- 9th 19th 29th 39th 49th 59th 691h 79th 891h 100th Leadership Effectiveness CORRELATION OF 16 DIFFERENTIATING COMPETENCIES TO EMPLOYEE COMMITMENT INDEX To verify the ability of each of the differentiating compe- tency to predict employee commitment results from the aggregate employee commitment index for direct reports we correlated them to each of the 16 differentiating com- petencies. All correlations were highly significant. Copyright 9 2007 Zenger I Folkman. F :-Z j ;Z,F,.;g ZENGER I FOLKMAN Pearson Correlation Sig. (2-tailed) N Developing Strategic Perspective 0.52 0.00 1516 Inspiring and Motivating Others to High Performance 0.52 0.00 1518 Solving Problems and Analyzing Issues 0.51 0.00 1517 Taking Initiative 0.51 0.00 1510 Displaying High Integrity and Honesty 0.51 0.00 1517 Developing Others 0.50 0.00 1517 Collaboration and Teamwork 0.50 0.00 1517 Championing Change 0.49 0.00 1516 Communicating Powerfully and Prolifically 0.48 0.00 1517 Drive for Results 0.48 0.00 1517 Building Relationships 0.47 0.00 1516 Establishing Stretch Goals 1 0.47 0.00 1516 Table 2: Pearson Correlations between Employee Cmnmit arnt and the 16 Differentiating Competencies DIFFERENCES BETWEEN TOP MANAGEMENT AND NEXT LEVEL MANAGEMENT LEADERS Organizations take great care to promote their best lead- ers into top management positions. Most people would agree the top management of a company ought to exhibit better leadership than the next level of management. In this study using the Extraordinary Leader 360 we looked at the 28 top managers of a high technology company and compared them to 205 leaders at the next two levels of the organization. The study shows a significant difference between the two groups. A t-test yielded a t-value of 1.97 with a .05 level of significance, The graph below shows that senior leaders scored at the 61" percentile overall while other leaders scored at the 49t" percentile. an 00 20 ,0 Top Managers Next Level Managers CONCURRENT VALIDITY Concurrent validity tests the relationship between 360 item scores and another validated measure that essen- tially measures the same thing. To perform this, test data was collected on 938 managers in a large manufacturing company. A subset of items from the 16 differentiating competencies was used to assess the ability of the combined competencies to evaluate a manager's overall effectiveness. The concurrent measure was a survey item which assessed the overall effectiveness of manager. An overall index was created, composed of the summary of all 360 items. This index was correlated with the Mayflower survey item as- sessing the overall effectiveness of a manager. The Pearson Correlation between the two variables was .778, which is significant at the .000level. This particular study provides strong evidence that the 16 differentiating competencies provide an excellent assessment of the overall effectiveness of a manager. RELIABILITY An excellent measure of the effectiveness of a survey is the alpha coefficient. This measure on internal consistency indicates if the items in each category work effectively together to measure a competency. The target Alpha is .80 for an effective scale. Table 3 below lists alpha coef- ficients for each for the 16 differentiating competencies and the employee commitment index. Copyright © 2007 Zenger I Folkman. The scale lowers the typical range to 3.3 to 3.9, greatly improving the accuracy of the score. This new scale provides leaders with insight into whether a behavior is truly a strength, a competence, or a potential fatal flaw (weakness). Normative Comparisons Frequently, 360 results are compared against a norm which is the average score. We noticed a tendency for leaders to look at their performance relative to this average score and conclude that they were performing adequately. Our research very clearly indicated that the most effective leaders had a few strengths at the 90`h percentile. We present results relative to the 75'h and 90`h percentile providing a higher aspiration target. Employee Commitment Index Another unique feature of our 360 is the inclusion of an employee commitment index. This provides leaders a "mini climate survey' gauging the extent to which the leader's Direct Reports are satisfied and motivated to do their jobs. Our research shows a direct connection between leadership effectiveness and employee commitment. Importance Ranking This section displays the 16 Differentiating Competencies ranked from the most important to the least important. Raters are asked to choose four competencies that, if executed with a high level of skill and expertise, would have the most significant impact on the leader's role. Our Extraordinary Leader Workshop (one day workshop) The Extraordinary Leader Workshop takes a strengths -based approach to leadership development in a one -day interactive learning experience that includes feedback and a development plann—inZj process. The workshop is designed to educate, train, and motivate your people to become great leaders. It provides each participant with new insights on what makes leaders extraordinary. They will develop a clear understanding of their own leadership competencies and profiles. Each participant will be given powerful tools they can use to build a personal, actionable development plan that will build on their strengths, passions, and help them become an exceptional leader. During the course of the Extraordinary Leader workshop a certified Zenger Folkman facilitator will help participants: - Understand the significant on-the-job performance difference between those leaders perceived as "extraordinary" compared to those who are viewed as "good" or "poor". - Learn about the 16 critical leadership competencies research shows most differentiate extraordinary leaders from everyone else. - Discover why enhancing existing leadership strengths, not focusing solely on fixing weaknesses, is the most successful way to become an extraordinary leader. - Prepare to receive an individual 360-degree leadership feedback report, understand how the report is structured, learn to interpret the data, and discuss how it can best be used in a positive way. ss ZFi ZENGER I FOLKMAN As is evident from the alpha coefficients, each of the survey categories is a well constructed scale. All categories with the exception of Championing Change and the Employee Commitment Index have three items. CONCLUSIONS The Extraordinary Leader 360 is a highly valid and reliable survey. Our experience in creating a variety of 360 assessment surveys over the past 25 years has taught us valuable lessons about what works and what does not. In the process of creating these surveys our learning curve has helped us to identify items which are most effective in differentiating leaders. Items which differentiate are also more likely to be improved. Our learning has taught us much about which items and survey categories would have the best psychometric qualities, but it has also taught us which items lead people to change. In the end, this practice is about helping people change. ZENGERIFOLKMAN Extraordinary Performance. Delivered. We employ evidence -based methods that improve organizations and the people within them. We look first to leverage existing strengths. Our comprehensive solutions include assessment instruments, development programs, certification services and practical follow-up tools that dramatically improve bottom -line results. Joseph Folkman, Ph.D.,is the President and co-founder of Zenger I Folkman. He is a renowned expert in the field of survey design and data analysis. His passion to provide feedback and facilitate change is the source of his professional success. He is the author of four books: Turning Feedback into Cbange, Making Feedback Work, Employee Surveys that Make a D fference, and The Power of Feedback and co-author of The Extraordinary Leader, CONTACT US phone 801.705.9375 email info@zfco.com internet www.zfco.com Copyright © 2007 Zenger I Folkman. - Perform a step-by-step analysis of their individual leadership feedback reports, using a structured process with individual and group exercises. - Use on -the -spot peer coaching and Zenger Folkman's unique leadership cross -training approach to construct Individual Leadership Development Plans that are customized to their existing strengths, passions, and the organization's needs. - Discover ways to imbed leadership development approaches in their daily, on-the-job activities and current work priorities. By the end of the workshop, participants will know exactly how they are currently perceived as leaders and will have a clear understanding of the impact they can make by becoming better. They will come away with an Individual Development Plan customized to their situation and objectives, as well as a variety of tools they can continue to use in their ongoing development efforts. They'll learn to no longer be satisfied with average results, and will have been given tools and taught how to create action plans that truly help them move from good to extraordinary. Our ActionPlan Mapper (6-18 months access after the workshop for system -supported follow-up) A key step in the development process is finding a way to hold people accountable for accomplishing the implementation actions to which they have committed. Someone or something has to hold you accountable or there is a strong tendency to forget about or stop pursuing a challenging goal. Accountability begins by having a timeframe within which you will complete something as you make progress toward a goal. Another important element is sharing a goal upfront, and then showing people that you have indeed done what you said you would do. This is the "reporting back" approach. There is something very powerful about demonstrating to another person that you have met an important commitment. The very fact that a person knows they will be having a reporting conversation with someone —a manager, a coach, etc. —is an influential motivator. We also know that frequent checkpoints along the way to a goal are powerful in shaping behavior and sustaining momentum. We have developed a powerful software application that provides a high level of visibility into what participants are actually doing as a consequence of their development process. ActionPlan Mapper (AP/M) is a proprietary, hosted software application. When individuals complete any of our workshops, they are asked to write goals that are specific, measurable and have a specified completion date. Each of these goals is then entered into a database along with specific milestones. Daily life is full of distractions and forces competing for attention. Keeping ones goals top -of -mind is imperative to sustain progress. On a periodic basis defined by the organization, individuals receive an email asking them to go to a website to update their goals. There they track the effort put forth, the progress toward completion, specific actions they took in the past period, and what they will do next. Participants and their managers, coaches, and others can exchange feedback regarding goals, progress, and outcomes. These ongoing dialogs promote accountability and result in much higher usage and learning transfer rates. AP/M has beautifully designed functionality, facilitating ease of involvement for Managers and Coaches who are supporting the development of their direct reports. It simplifies the monitoring of several tasks including tracking, monitoring, and the coaching process and can produce several helpful reports. 5- Consolidated reports can be generated that summarize how an entire group is progressing, allows for groups to be compared, programs to be compared, and provides metrics never before available to HR professionals. Our One -on -One Executive Coaching (hourly sessions scheduled as required/requested) There is compelling evidence that the right external coach using the right coaching process and tools can have a tremendous impact on individual executive performance. There is also great evidence that significant performance improvements and positive behavioral changes made by key executives and managers can be leveraged throughout an entire organization. The key to success is the right executive coach and the right coaching process and tools. Our experienced group of coaches, led by Jack Zenger and Joe Folkman, have coached executives from a wide range of organizations —large and small, private and public —located around the world and across many industries. They use a well-defined and proven approach and employ unique Zenger Folkman coaching support tools. Our executive coaching approach can be tailored to meet unique individual and organizational requirements and it typically includes the following elements: - Assessment - Pre -reading - Feedback and Planning Meeting, use of ActionPlan Mapper with coaching - Two -week Review - Accountability Sessions - Six-month Review - Post -engagement Feedback Although the coaching requirements and plan can vary, the typical coaching implementation begins with leaders after the Extraordinary Leader 360 process and workshop. During the initial session with the leader, our executive coach reviews the leader's 360 results and proposed individual development plan, confirms that the plan and goals are appropriate (or agree to modify them), agrees on development commitments and timeframes, and discusses potential development obstacles. The second session is to hold the leader accountable for implementing their plan, review plan progress and key learnings, discuss ways to hurdle any new obstacles, and discuss potential changes to the plan. The final session is similar to the second session, other than also reviewing ways the leader would continue to work on his/her own development after the coaching sessions are completed. Coaching sessions are usually a configuration of face-to-face and by phone. Often there are phone calls on a regular basis to check on direction, progress and accomplishment. Our Re -Assessment (scheduled 9-18 months after the initial36o) As an important part of the sustainable nature of the development process, a re -survey (assessment) is conducted about 9-18 months after the initial 360 assessment. The 360 process proceeds before, and the standard reporting includes a "delta" indicator showing the pre and post results for specific analysis. -6- SECTION III: Experience and Expertise Zenger Folkman (ZF) has been implementing Extraordinary Leader programs, including 360-degree feedback, workshops and coaching, and follow-up processes with ActionPlan Mapper (AP/M) for organizations since its inception in 2003. Since that time, ZF has served all types and sizes of organizations, including best -in -class organizations that want to increase their leadership capability and performance results. ZF has delivered the Extraordinary Leader program to leaders at all levels within a variety of organizations, ranging from non-profit to for -profit organizations, professional associations, and public sector organizations. We have implemented the Extraordinary Leader programs from the most senior of leaders in organizations, and to mid -level managers, front-line leaders, entry-level leaders and also individual contributors. ZF has provided Extraordinary Leader offerings in public -sector organizations like Sacramento Municipal Utility District, Orange County Transit Authority, San Diego County Regional Airport Authority, Sandia National Laboratories, University of Washington, University of Virginia, and the Albuquerque Public School District. For -profit organizations that are clients include Force-3, AT&T, ConocoPhillips, Wells Fargo, General Mills, Fidelity, Charles Schwab, Safeway, Lockheed Martin, and Affymetrix. Partial List of Customers: Krishna Khalsa Director Learning and Development Sacramento Municipal Utility District Sacramento, CA Phone: 916-732-5382 Implementations of Extraordinary Leader programs system -supported follow-up processes (AP/M). developed Leadership Foundations Series programs. Julie Espy Manager Development and Training Orange County Transportation Authority Orange, CA Phone: 714-560-5837 including 360 assessments, workshops and the Also implemented AP/M with their internally Extraordinary Leader programs including 360 assessments, workshops, system -supported follow-up processes (AP/M), coaching and 360 re -surveys. Diann Wilson Human Resources San Diego County Regional Airport San Diego, CA Phone: 619-400-2520 -7- Extraordinary Leader programs including 360 assessments and workshops. Also conducted train - the -trainer to certify internal delivery resources. Leaders at all levels participate in The Extraordinary Leader. LuAnn Lessman Director of Human Resources Force-3 Crofton, MD Phone: 410-774-7272 Extraordinary Leader implementations with workshops and 360-degree feedback survey. Follow-up with AP/M was used. Utilized the Extraordinary Leader 360-degree feedback re -survey assessment with a Gap Analysis report. One-on-one coaching was also used to provide ongoing individual development planning, progress reporting and additional accountability. SIECTI ONT&V- ZengerFolkman Facilitators/ Coaches We utilize top talent to consult with our clients and deliver our programs. Zenger Folkman utilizes a full complement of facilitators/coaches. All have completed Zenger Folkman's intensive and demanding certification process to ensure high quality delivery. All of these individuals have over 20 years experience in the field of human and organizational performance and coaching, and possess advanced degrees and unique certifications (e.g. professional coaching certifications). John H. "Jack" Zenger is the co-founder and CEO of Zenger Folkman and is considered a world expert in the field of leadership development. He is a highly respected and sought after speaker, consultant and executive coach. Jack's career has combined entrepreneurial, corporate and academic activities. In 1977 he co- founded Zenger-Miller and served as its President and CEO until 1991. The Wall St. Journal named it one of the 10 best suppliers of executive development. He later became the President of Provant, a publicly traded combination of 21 companies in the training industry. From 1966 to 1977 he was Vice President of Human Resources for Syntex Corporation, and from 1992 to 1996 was a Group Vice President of the Times Mirror Corporation. His academic experience includes serving on the faculty at USC and later teaching at the Stanford Graduate School of Business. Because of his contributions to the field of leadership development and training, Jack was inducted into the Human Resources Development Hall of Fame. His colleagues in the training industry awarded him the "Thought Leadership Award" in 2007. He received a doctorate in Business Administration from the University of Southern California, an MBA degree from UCLA and a bachelor's degree in Psychology from Brigham Young University. Jack served as the Chairman of the Board of Trustees of Utah Valley University and currently is a Regent for the higher education system in the State of Utah. RM