Best Boss Action Planning and Actualization Example
The Case of Chris
Introduction
Chris is a recently hired accounting supervisor in the Finance department of a mid-sized corporation. Chris received a bachelor’s degree in accounting with a minor in math from a respected Midwest university, and was hired prior to graduation by one of the “Big Four” public accounting firms. After working for three years as a public accountant and earning the Certified Public Accountant (CPA) certification, for family reasons, Chris returned to the family’s home town and took this corporate position.
In this new position, Chris has been assigned supervisory responsibilities for eight employees, ranging from new college graduates to long-term high school graduate clerical employees. Although Chris was an individual contributor and not a supervisor in the Big Four firm, the CPA certification and work experience were considered sufficient preparation by the new employer for becoming a supervisor in accounting. While it may be possible for Chris to get some training in management and leadership in the future, business conditions do not permit that investment at this time.
As a bit of an introvert, Chris did not aspire to elected office in the college’s Accounting Society, but was active in many community services projects such as youth tutoring, Habitat for Humanity, and charitable activities sponsored by the university chapel. Being concerned about potential gaps in leadership know-how and skill, Chris researched the topic, found the Best Boss book, read it, and decided to embark upon the recommended action planning and leadership actualization process.
These notes present the key highlights of Chris’ analysis and action planning, to assist the reader in navigating his or her own leadership voyage.
Paired-Comparison Evaluation Matrix for Frequency of Use of Best Boss Behavior Dimensions
Chris used the “Quick Self-Assessment” approach described in Chapter 9 to complete an initial evaluation of current extent of use of the five Best Boss behavior dimensions, utilizing the matrix presented in Figure 9.1. Chris’ choices (indicated by brackets) and scoring are presented below:
|
Leads from a Higher Purpose |
Activates Potential |
Promotes Dynamic Autonomy |
Provides Pervasive Feedback |
Inspires Continuous Learning |
1 |
[Leads from a Higher Purpose] |
Activates Potential |
|
|
|
2 |
|
[Activates Potential] |
Promotes Dynamic Autonomy |
|
|
3 |
|
|
|
[Provides Pervasive Feedback] |
Inspires Continuous Learning |
4 |
[Leads from a Higher Purpose] |
|
Promotes Dynamic Autonomy |
|
|
5 |
|
Activates Potential |
|
[Provides Pervasive Feedback] |
|
6 |
|
|
Promotes Dynamic Autonomy |
|
[Inspires Continuous Learning] |
7 |
Leads from a Higher Purpose |
|
|
[Provides Pervasive Feedback] |
|
8 |
|
Activates Potential |
|
|
[Inspires Continuous Learning] |
9 |
|
|
Promotes Dynamic Autonomy |
[Provides Pervasive Feedback] |
|
10 |
[Leads from a Higher Purpose] |
|
|
|
Inspires Continuous Learning |
Total Choices |
3 |
1 |
0 |
4 |
2 |
Rank Order 5 = highest 1 = lowest |
4 |
2 |
1 |
5 |
3 |
Based upon this self-assessment, Chris decided to focus on two of the Best Boss dimensions—Promotes Dynamic Autonomy and Activates Potential. To take the analysis to the next step, Chris went back to the Self-Reflection scales for these two dimensions, and completed them:
Chris’ Promotes Dynamic Autonomy Self-Reflection
III. |
Promotes Dynamic Autonomy: On a 5-point extent of use scale: To what extent do you typically exhibit this behavior? |
||||
|
Not at All |
To a Small Extent |
To Some Extent |
To a Moderate Extent |
To a Large Extent |
|
1 |
2 |
3 |
4 |
5 |
Instructions: Using the scale above, write the number in the space to the left of each survey item that best represents your current use of the behavior. Next, calculate the average score and fill in the result in the space provided. At your option, you may use this information in Chapter 9, How to Become a Better Boss.
4 |
Set clear expectations for direct reports in the “what” and “how” of getting their job done |
2 |
Provide direct reports the autonomy to do their job in the best way they can |
1 |
Help direct reports achieve a “big picture” view of the business and organization |
4 |
Explain the work standards you expect direct reports to achieve |
1 |
Teach direct reports to work productively through organizational politics |
2 |
Take steps to improve direct reports’ understanding of how the organization operates—both formally and informally |
2 |
Help direct reports understand the business the organization is in and their role within it |
1 |
Encourage direct reports to think and act strategically |
2 |
Share a vision of what you want to achieve |
4 |
Set clear goals and objectives for direct reports’ work performance |
2.3 |
Average Extent of Use: Promotes Dynamic Autonomy |
Chris’ Activates Potential Self-Reflection
II. |
Activates Potential (On a 5-point extent of use scale: To what extent do you typically…) |
||||
|
Not at All |
To a Small Extent |
To Some Extent |
To a Moderate Extent |
To a Large Extent |
|
1 |
2 |
3 |
4 |
5 |
Instructions: Using the scale above, write the number in the space to the left of each survey item that best represents your current use of the behavior. Next, calculate the average score and fill in the result in the space provided. At your option, you may use this information in Chapter 9 (“How to Become a Better Boss.”)
4 |
Offer direct reports opportunities to show what they can do |
4 |
Treat direct reports as individuals with talents to contribute, regardless of job title or pay level |
2 |
Serve as an advocate for your direct reports to perform up to their best potential |
2 |
Place your direct reports in situations that “showcase” their talents and allow others to recognize their talents |
2 |
Supportively “push” your direct reports to achieve outside of their comfort zone |
3 |
Encourage your direct reports to bring forth their recommendations and ideas |
2 |
Demonstrate that you value your direct reports’ views through acting on their ideas |
2 |
Identify challenging situations and deploy direct reports to them so as to accelerate their development |
2 |
Identify and address organizational barriers that potentially could hinder the development of direct reports |
2 |
Identify and address self-imposed barriers that may impede the performance and development of direct reports |
2.5 |
Average Extent of Use: Activates Potential |
Analysis of Self-Reflection Ratings
Chris was not pleased with the patterns evident in these replies. The Dynamic Autonomy ratings evidenced fair strength in conveying expectations and standards, but far less attention to developing direct reports’ understanding of the bigger picture and the political dynamics of the company. The need to pay better attention to explaining context and encouraging more autonomous action was clear. The Activates Potential ratings were also mixed. While direct reports were certainly being treated fairly and given the opportunity to show what they could do, the emphasis seemed to be on “here and now” performance, to the exclusion of identifying and taking advantage of opportunities to develop direct reports’ potential.
Overall, these ratings indicated to Chris that, thus far, a number of key leadership ingredients related to the engagement and performance of direct reports were being overlooked, and, the development of direct reports was largely being ignored. Specific opportunities to provide better leadership were clear, and the potential for improvements in engagement, performance and development was abundant. These insights and the detailed ratings then set the stage for action-planning.
Chris’ Best Boss Action Planning and Actualization Worksheets
Action Objectives and Plan
Step 1: Based on your self-assessment and review in this chapter, please identify between two and three of the most important areas for development and write the dimension titles in the following chart.
Step 2: Next, for each dimension chosen, identify up to three of the lowest-rated behaviors in the respective dimensions.
Step 3: For each prioritized behavior, create a weekly action plan using the forms provided.
Priority |
Top Priorities for Development |
|
|
Dimension title |
Lowest rated dimension behaviors (up to 3 per dimension) |
1 |
Promotes Dynamic Autonomy |
Help direct reports achieve a “big picture” view of the business and organization |
Teach direct reports to work productively through organizational politics |
||
Share a vision of what you want to achieve |
||
|
Dimension title |
Lowest rated dimension behaviors (up to 3 per dimension) |
2 |
Activates Potential |
Supportively “push” your direct reports to achieve outside of their comfort zone |
Identify challenging situations and deploy direct reports to them so as to accelerate their development |
||
Identify and address organizational barriers that potentially could hinder the development of direct reports |
||
|
Dimension title |
Lowest rated dimension behaviors (up to 3 per dimension) |
3 |
|
|
|
||
|
Chris’ Plan for Week One
Behavioral objective |
What I plan to do this week |
From the Priority List above, choose a low-rated behavior to address this week and write it in the space below: |
Get specific on what you plan to do as it pertains to this behavior: |
Dimension title: Promotes Dynamic Autonomy Behavior: Share a vision of what you want to achieve |
Who: All direct reports What: Meet in order to explain my vision for our work group and plan for helping them develop better understanding of the business and the company Where: Conference room When: Thursday morning 10 a.m. to noon Why: Provide context and direction for the work group and begin to demonstrate a higher standard of leadership |
Supportive stakeholders |
Contingent reward for success |
End of week Self-rating 10=HIGH; 1=LOW |
|
Who will be your learning partner for this objective that will observe you in action and provide feedback? |
Who will you identify as key stakeholders for moral support? |
How will you reward yourself if you make notable progress this week? |
Based on input from others and your own self-observation, how would you rate progress on this objective? |
Will enlist Lee, my most-trusted direct report and alum of my Big Four firm, to observe and provide candid feedback |
Will enlist my supportive spouse to provide moral support. Will “test” level of moral support available from my boss, the Director of Accounting |
Will indulge in a caloric “guilty pleasure” (e.g., visit donut shop or malt shop) |
To be determined |
Behavioral objective |
What I plan to do this week |
From the preceding Priority List, choose a low-rated behavior to address this week and write it in the space below: |
Get specific on what you plan to do as it pertains to this behavior: |
Dimension title: Activates Potential |
Who: All direct reports |
Supportive stakeholders |
Contingent reward for success |
End of week Self-rating 10=High; 1=Low |
|
Who will be your learning partner for this objective that will observe you in action and provide feedback? |
Who will you identify as key stakeholders for moral support? |
How will you reward yourself if you make notable progress this week? |
Based on input from others and your own self-observation, how would you rate progress on this objective? |
Will enlist the company’s HR Director to serve as a “sounding board” for progress and problems, as well as provide information on available training and development opportunities |
In addition to my devoted spouse, will seek moral support from the HR Director |
Will indulge myself with a two hour visit to the gym (will help offset both stress and caloric indulgence previously mentioned) |
To be determined |
Chris Completes Remaining Self-Reflection Scales and Profiles All Five Best Boss Dimensions
Completion of Self-Reflection Scales
Buoyed by the insights emerging from completion of the Dimension II and III scales, and pleased by the progress being made in implementation of action plans, Chris decided to complete the detailed self-reflection ratings for the remaining three dimensions. The resulting averages from Chris’ replies are presented in Appendix Figure A.1.
Chris’ initial self-assessment profile
These scores confirm the priority that Chris has given to Dimensions II and III, highlight the relative strength of Dimensions I and IV, and also provide a strong initial or premeasure of Chris’ starting point in this improvement journey. At some future date, Chris may complete the self-reflection scales a second time, to provide a postmeasure of progress.
Conclusion
We trust that sharing some of the details of Chris’ journey brings both realism and optimism to your own leadership development efforts. Small, focused and sustained changes in behavior can have a big impact in your work and in your life, as well as in the work and lives of your direct reports!
Best boss dimension extent of use profile
Paired-comparison evaluation matrix for frequency of use of best boss behavior dimensions
|
Leads from a Higher Purpose |
Activates Potential |
Promotes Dynamic Autonomy |
Provides Pervasive Feedback |
Inspires Continuous Learning |
1 |
Leads from a Higher Purpose |
Activates Potential |
|
|
|
2 |
|
Activates Potential |
Promotes Dynamic Autonomy |
|
|
3 |
|
|
|
Provides Pervasive Feedback |
|
|
Inspires Continuous Learning |
|
|
|
|
4 |
Leads from a Higher Purpose |
|
Promotes Dynamic Autonomy |
|
|
5 |
|
Activates Potential |
|
Provides Pervasive Feedback |
|
6 |
|
|
Promotes Dynamic Autonomy |
|
Inspires Continuous Learning |
7 |
Leads from a Higher Purpose |
|
|
Provides Pervasive Feedback |
|
8 |
|
Activates Potential |
|
|
Inspires Continuous Learning |
9 |
|
|
Promotes Dynamic Autonomy |
Provides Pervasive Feedback |
|
10 |
Leads from a Higher Purpose |
|
|
|
Inspires Continuous Learning |
Total Choices |
|
|
|
|
|
Rank Order 5 = highest 1 = lowest |
|
|
|
|
|
Action Planning and Actualization Forms
Step 1: Based on your self-assessment and review in this chapter, please identify between two and three of the most important areas for development and write the dimension titles in the chart below.
Step 2: Next, for each dimension chosen, identify up to three of the lowest-rated behaviors in the respective dimensions
|
Priority |
Top priorities for development |
|
Dimension title |
Lowest rated dimension behaviors (up to 3 per dimension) |
1 |
|
|
|
||
|
||
|
Dimension title |
Lowest rated dimension behaviors (up to 3 per dimension) |
2 |
|
|
|
||
|
||
|
Dimension title |
Lowest rated dimension behaviors (up to 3 per dimension) |
3 |
|
|
|
||
|
Plan for Week _____
Behavioral objective |
What I plan to do this week |
From the Priority List above, choose a low-rated behavior to address this week and write it in the space below: |
Get specific on what you plan to do as it pertains to this behavior: |
Dimension title: Behavior: |
Who: What: Where: When: Why: |
Learning partner |
Supportive stakeholders |
Contingent reward for success |
End of week Self-rating 10=High; 1=Low |
Who will be your learning partner for this objective that will observe you in action and provide feedback? |
Who will you identify as key stakeholders for moral support? |
How will you reward yourself if you make notable progress this week? |
Based on input from others and your own self-observation, how would you rate progress on this objective? |
|
|
|
|