HOGAN

HIGH POTENTIAL 360

Development Activities guide
First Edition | 2018

© Peter Berry Consultancy Pty Ltd

Hogan Assessment Systems Inc
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Contents

Using this Development Activities Guide 4

Who can use this guide? 4
How to use this guide 4

The Hogan High Potential 360 Model 5

The Development Plan 6

Relevant Literature 7
Personal Brand 7
Emotional Intelligence 7
Resilience 8
The Confidence Competence Cycle 8

Development Activities by Opportunity to Improve 9

Acquire Better Job and/or Industry Knowledge 9
Be Less Aggressive 10
Be Less Moody and Control Your Temper 11
Be More Action-Oriented and Make it Happen 12
Be More Assertive 13
Be More Available and Visible in the Workplace 14
Be More of a Team Player 15
Be More Open to Change 16
Be More Positive 17
Build More Effective Relationships 18
Challenge Poor Performers 19
Communicate Better 20
Delegate More 21
Give Appropriate Feedback 22
Improve Your People and Interpersonal Skills 23
Improve Your Time Management and Organisational Skills 24
Listen More and Let Others Have Their Say 25
Look at the Big Picture - The Organisation’s Overall Goal 26
More Customer and/or Client Focus 27
Motivate Others and Improve Morale 28
Set Clear Goals and Performance Indicators 29
Share Knowledge and Resources 30
Show Leadership on Issues 31
Show More Empathy 32
Stop Taking on Too Much and Spreading Yourself Too Thin 33
Treat People Fairly and Without Favouritism 34

References 35

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Using this Development Activities Guide

Who can use this guide?

The target audience for the Hogan High Potential 360 Development Activities Guide is practitioners
using the Hogan High Potential 360 with high potential employees. This typically includes coaches,
Human Resources practitioners and psychologists who will be debriefing the results, providing coaching,
preparing development plans and/or project managing a Hogan High Potential 360 assessment round.

How to use this guide

The Hogan High Potential 360 has three main parts:
• 58 scaled items (rated on a 7-point scale) mapped to the Hogan High Potential 360 Model
• A Top Strengths table and a Top Opportunities to Improve table where raters have chosen four
strengths and four opportunities from a fixed list
• Three open-ended questions focused on leadership potential, areas for development to fulfil
one’s potential as a leader, and general opportunities to improve

Step 1: Scaled Items

The first step is to review the ‘Self’ scores versus the overall scores and see whether the person is over-
confident, accurate or under-confident. This will help determine the person’s level of self-awareness and
any blind spots that may exist. Other rater groups may include Managers, Peers and Stakeholders. Check
for consistency or variation between the rater groups. A significantly lower rater score from one group may
invite targeted improvement. Review the scores attained for each competency and where any particular
items score noticeably lower.

Step 2: Top Strengths and Top Opportunities to Improve

The next step is to focus on the two tables that have captured strengths and opportunities. The items in
these tables come from researching over 30,000 open text responses around strengths and opportunities
from the standard Hogan 360 and the tables contain the most commonly cited responses. These two
tables are the most critical for action planning. Raters have been given the opportunity to select four
strengths and four opportunities from respective tables, each containing 26 items. The top strength has a
weight of 4 votes, the second has a weight of 3, the third has a weight of 2, and the fourth has a weight
of 1. Often, the top four or five items in these two tables will have attracted the majority of the votes. This
makes it clear that one’s brand or reputation is well known to the raters. There is normally a consensus.
This will focus the action planning on the most critical opportunities.

Step 3: Comments

Finally, read the written comments carefully. There are likely to be themes or common words. The text
will often bring the strengths and opportunities tables to life and provide deep insights. Look for overlaps
between the text responses and the table results, to understand what opportunities are consistently being
highlighted.

Once the full report has been reviewed, use the information to assist in identifying the individual’s
development priorities. In most circumstances, two to four developmental priorities should be focused
on at any one time. This guide will help coaches to identify the priorities and potential activities to assist
an individual to create a development plan. It provides activities that can be included in the individual’s
Development Plan.

Refer to the Hogan High Potential 360 Feedback Guide for a step-by-step approach to reviewing the
Hogan High Potential 360 Report.

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The Hogan High Potential 360 Model

The Hogan High Potential 360, powered by Peter Berry Consultancy, is a multi-rater instrument designed
to measure competencies associated with leadership potential (Peter Berry Consultancy & Hogan
Assessment Systems, 2018). The Hogan High Potential 360 identifies an individual’s strengths and areas
for improvement against the dimensions and competencies outlined in the Hogan High Potential 360
Model (Hogan Assessment Systems, 2017).

Leadership Foundations concerns the degree to which people are rewarding to deal with and good
organisational citizens. The three competencies underlying the Leadership Foundations dimension are:
• Getting Along: being cooperative, pleasant and rewarding to deal with
• Thinking Broadly: being able to solve a wide range of business-related problems by adopting
a strategic perspective and thinking outside the box
• Following Process: complying with organisational rules and conventions

Leadership Emergence concerns the degree to which people stand out from their peers, build business
relationships and networks, exercise influence and seem leader-like. The three competencies underlying
the Leadership Emergence dimension are:
• Standing Out: making others’ aware of one’s contributions
• Building Connections: creating networks and business relationships
• Influencing Others: persuading co-workers to pursue certain desired outcomes

Leadership Effectiveness concerns the degree to which people are able to build and maintain high-
performing teams and push those teams to accomplish organisational outcomes. The three competencies
underlying the Leadership Effectiveness dimension are:
• Leading People: persuading people to put aside personal agendas and pursue shared goals
• Leading the Business: achieving critical business unit or organisational outcomes
• Managing Resources: securing, optimising and deploying key material, financial and
personnel assets effectively

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The Development Plan

The first consideration is the structure of the Development Plan. The Keep/Stop/Start Doing model is
popular, while others may just focus on strengths and opportunities. In the coaching session, create a
discussion around the key issues (questions to explore/items for discussion), then focus on development
activities. If you decide to use the Keep/Start/Stop Doing model, consider the following approach:

Keep Doing

The Keep Doing component of the plan will capture the top four strengths. If time permits, the practitioner
should look at leveraging these strengths. Explore whether these strengths are being fully utilised. Ensure
that the individual focuses on the positives, not just the negatives. Review:
• The four highest ranked items in the Top Strengths table
• The written comments under ‘Please describe this person’s leadership potential’
• The top five items in the Overall Items Ratings and HiPo Item Ratings sections

Start Doing

The Start Doing component is about developing new capabilities and the Start Doing items come from the
Opportunities table. Review:
• The six highest ranked items in the Top Opportunities to Improve table
• The written comments under ‘What does this person need to develop to fulfil their potential as
a leader’ and ‘Please describe this person’s opportunities to improve’
• The bottom five items in the Overall Items Ratings and HiPo Item Ratings sections
• Development activities recommended in this Guide

Stop Doing

The Stop Doing items also come from the Opportunities table. The challenge is to eliminate or better manage
these behaviours. Review:
• The six highest ranked items in the Top Opportunities to Improve table
• The written comments under ‘What does this person need to develop to fulfil their potential as
a leader’ and ‘Please describe this person’s opportunities to improve’
• The bottom five items in the Overall Items Ratings and HiPo Item Ratings sections

The Stop Doing component will need to have some specific action plans.
The final phase of the Development Plan should include a discussion around:
• With whom will they share the plan?
• How often will it be reviewed?
• Will it be incorporated into any formal performance management system? If so, how?
• Who can help them?
• How will they track progress?

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Relevant Literature

In this Development Activities Guide, many of the recommended activities are informed by relevant
literature and concepts such as brand, the confidence-competence cycle, emotional intelligence (EQ)
and resilience. One’s brand (reputation) is measured by the Hogan High Potential 360 assessment and is
critical to their career success (Malone & Fiske, 2013). The confidence-competence cycle is a simple yet
powerful coaching concept that serves as a foundation for any type of ongoing development discussions
(Chamorro-Premuzic, 2013). EQ starts with self-awareness and self-regulation, which are hugely important
in building relationships and influencing others (Goleman, 1995). Resilience involves maintaining high levels
of positive thoughts and energy to be a high performer (Seldman & Seldman, 2008). This involves recovery
and stress management techniques .

Personal Brand
In their book “The Human Brand” (Jossey-Bass, 2013), Malone and Fiske state that how people relate to
other people, products and companies is based on their brand. The book makes the following key points:
• Every brand is human and every human is a brand
• Warmth and competence are key to your brand
• Warmth creates engagement so that competence
can drive performance

The authors claim that “to exert influence, you must balance competence with
warmth” and that the chances that a manager who is strongly disliked will be
considered a good leader are only 1 in 2,000. In this guide, we use likeability
and capability interchangeably with the terms warmth and competence.

Emotional Intelligence
In 1995, Daniel Goleman popularised the concept of EQ with his book “Emotional Intelligence: Why It
Can Matter More Than IQ” (Bantam Books, 1995). He claimed that 80% of one’s career success can be
associated with EQ.

One of the points we like about Goleman’s work is his distinction between emotional intelligence and
emotional competence. He describes emotional intelligence as a natural level of intelligence that varies from
one person to the next.

He defines emotional competence as being a learned capability relating to

personal and social skills that lead to superior performance at work.

He defines five key areas of emotional competence:

• Self-Awareness
• Self-Regulation
• Motivation
• Empathy
• Social Skills

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Resilience
We have been using a resilience model developed by Marty and Joshua Seldman called “Executive Stamina:
How to optimize time, energy, and productivity to achieve peak performance” (John Wiley & Sons, 2008).

The Seldmans have uniquely identified the key for managers to avoid stress and burnout by embracing the
“sprint - marathon - recovery cycle” to stay in what they call the “high performance zone”.
This zone involves having high levels of positive thoughts and energy.
They define the sprint as the year ahead, the marathon as one’s career and
the recovery cycle as one’s rest, recreation, nutrition and fitness disciplines.
Taking dedicated “time out” to recover will get you back into the performance
zone quicker than others.

Too many people feel guilty about having “me time”, yet it is critical to being
at your best in relationships at work and home. Never before have people had
to give so much energy to their job and relationships. Energy is expended and
must be renewed. The key to recovery is renewal of energy to avoid burnout.

Everyone needs to have a stress management program to get the best out of life .

The Confidence Competence Cycle

Dr Tomas Chamorro-Premuzic, author of the book “Confidence” (Hudson Street Press, a member of the
Penguin Group, 2013), talks about the confidence-competence cycle, which is a very useful coaching
framework.

This model starts with a multi-rater review, in which we test for self-awareness. We compare the ‘self’ scores
with the other raters’ scores. We then need to discover whether the person being coached is motivated
to improve. We seek to discover what this motivation is. A development plan of two to four improvements
should be agreed. We then need to confirm that the person will invest time and effort, and be persistent
in achieving the improvements. As the new competencies kick in, confidence will increase and so should
reputation, measured in a repeat Hogan High Potential 360 12 months later.

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Development Activities By Opportunity To Improve

The 26 Hogan High Potential 360 Opportunities to Improve and associated coaching suggestions are
provided in this section. As you work your way through this guide, you will see that many opportunities to
improve overlap. In one’s 360 results, there is often a pattern emerging of different items referring to the
same theme.

For example, ratees who receive feedback from their High Potential 360 to ‘Show leadership on issues’,
will often also receive feedback on ‘Be more assertive’ as they lack the confidence to speak up.
Similarly, the development opportunity ‘Improve your time management and organisational skills’ is often
accompanied by feedback to ‘Delegate more’, as people with these opportunities may need to prioritise
better. As you go through the 26 opportunities to improve, some development activities are similar as
they are reflective of this overlap. This also applies to the leadership style behaviours; there is likely to be
overlap .

Acquire better job and/or industry knowledge

This item typically reflects the fact that others would like to see the individual develop better job or
industry knowledge. Job knowledge could refer to the fact that the person is relatively new to that role and
is still developing competencies against their job description. Industry knowledge is often needed when
the person is new to the industry. Having sufficient job and industry knowledge unlocks one’s full potential
and helps build a positive brand around capability.

Key Questions to Ask

How weak or strong is your industry knowledge?

How weak or strong is your job knowledge?
Do you have a learning and development plan to help you acquire more knowledge?
Would you benefit from coaching or mentoring?

Development Activities

Acquire job knowledge: If the individual is relatively new to their role, you should develop a plan
together that picks up training opportunities and fast tracks improvement. This can include attending
workshops, reading and observing others who are experts. Encourage the individual to ask for regular
performance feedback.

Acquire Industry knowledge: Identify opportunities through which the individual can develop industry
expertise by learning from the experts in their business. This could involve mentoring, having a buddy
or partnering opportunities on interesting projects. Attending industry workshops can also be helpful.
Encourage and support the individual to conduct their own research through media and online journals.

Manager as coach: Set up a schedule for regular time with their manager for the next 12 months. This
could involve monthly coaching sessions, quarterly reviews and joint activities where they shadow a
manager to gain strategic industry insights. They may also learn to use the manager as a sounding board.

Be inquisitive: Help the individual make a habit of regularly asking questions. Get the individual to identify
key staff who have lots of knowledge and use these people as development resources. They should be
proactive in volunteering for committees or projects that create learning opportunities.

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Be Less Aggressive
Being aggressive is a perception from others that one can be too pushy, argumentative and intimidating, or
emotional in managing relationships. It can be the words used, tone of voice and/or body language. This
behaviour is regarded as dysfunctional and can derail one’s reputation. Aggression can be viewed as poor
EQ, especially poor self-regulation.

Key Questions to Ask

Have you had other feedback about being aggressive?

Do you know what triggers your aggression?
How do you currently try to manage any aggression?
What impact does your aggression have on other people?
Could your aggression be affecting your brand?

Development Activities

Build emotional intelligence (EQ): Emotionally intelligent individuals are strong on self-awareness and
self-regulation. They understand their triggers and impulses and use the brain to filter any emotional
responses into logical behaviour. Work with the individual to help them learn how to control disruptive
impulses so that they are stable, composed and in control. Showing empathy in building relationships is
also important.

Identify triggers: Ask the individual to list the situations (people, projects, issues, meetings) that make
them angry or upset. When faced with the prospect of each of these situations, the individual should plan
their approach so they are more likely to keep their cool. Practising self-regulation will help make it
second nature.

Build resilience: Help the individual keep their thoughts and energy levels positive by practising stress
management techniques. Get the individual to give themselves time to recover from emotional triggers
by delaying responses. Outside of work, the individual should take opportunities for recovery. This could
involve exercise, yoga, meditation, hobbies and rest.

Protect their brand: One’s brand is built on warmth and competence. Sometimes people who are
aggressive are regarded as hardworking and competent, i.e., capable. Check that the individual
understands that aggression damages their brand. Their behaviour will be regarded as unacceptable and
will negatively impact their reputation.

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Be Less Moody and Control Your Temper
This opportunity requires a lot of self-management. Behaviours include being moody, temperamental,
frustrated, easily angered and argumentative. Moody/temperamental people often have two to three
specific triggers that set off such behaviours. These derailing tendencies can negatively impact one’s
reputation and damage relationships. This behaviour can often be inconsistent with organisational values
and impacts one’s ability to be a role model. Resilience and EQ are the way forward.

Key Questions to Ask

Are you aware of your moods?

Do you have a temper?
Are you aware of your body language and tone of words?
Do you have techniques for staying calm and positive?
What stress management techniques do you use?

Development Activities

Identify trigger points: Make an effort to understand what drives the individual’s emotional responses
when they are frustrated, e.g. people, projects and/or processes. Identify coping mechanisms that the
individual can use, such as delaying reactions and deep breathing, to better manage emotional responses.
Managing expectations can also help prevent disappointment.

Build emotional intelligence (EQ): Check that the individual understands that self-awareness and self-
regulation are the foundation of EQ. The brain needs to be conditioned to control emotional responses by
imposing a filter that produces logical behaviour. Help the individual practise emotional regulation often so
that it becomes habit.

Find a release for emotional triggers: Ensure that the individual doesn’t let situations and emotions
fester until they erupt. Get the individual to discuss their feelings and emotions with you and with others,
and ask for input and advice. Get them to take a break and remove themselves from a situation when they
feel emotions rising. Physical activity, hobbies and relaxation techniques can help release stress.

Understand the impact on others: If the individual is being moody or temperamental, it damages their
reputation in the eyes of others. People will find them unrewarding to work with and they won’t truly
express opinions for fear of being on the receiving end. Help the individual to understand this impact
through discussion.

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Be More Action-Oriented and Make it Happen
This involves showing energy and decisiveness in getting things done. It’s about building a reputation for
making things happen, providing timely decisions and being confident in expressing opinions. Action-
oriented people are motivated to succeed. Those who are less action oriented can be motivated by a fear
of failure. They tend to be careful, cautious and unassertive, because they can be easily embarrassed.

Key Questions to Ask

How careful and deliberate are you with your work?

Do you like to take time and consult before making decisions?
How much confidence do you have in your ability to make decisions and take action?
Do you try to avoid risk?
Are you perfectionistic?

Development Activities

Be organised: The individual may use a list to identify key issues, decisions and outcomes (i.e., the
urgent and important) and set themselves timeframes to act on each issue. They can then hold themselves
accountable for meeting these timeframes. They should focus on where they add the most value.

Prepare in advance: Ensure that the individual gives themselves sufficient time to prepare, consult,
research and collaborate before making the big decisions. In signing off, they should aim to have done
their homework to give them the confidence to act. Sometimes, making a decision with someone the
person respects can help them be more action oriented.

Build confidence: Get the individual to evaluate their competence by seeing what other people who know
them well, see. If the person has a track record of meeting or exceeding expectations, they should exude
more confidence to get things moving. They should keep using their natural competencies to make things
happen. This will enhance their confidence and reputation.

Don’t be too perfectionistic: If perfectionism is an issue, it could mean that in an effort to get everything
done perfectly, the individual is missing deadlines or creating delays. Delegation can free up time. Get the
person to delegate, set standards and hold people accountable where they can. They also need to learn
when to have high standards and when to be more relaxed.

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Be More Assertive
Assertiveness involves speaking up, contributing more, offering opinions and making decisions. It’s
building the confidence to be able to do this. It involves communication skills so that one can be more
impactful in relationships. The outcome is the ability to influence others, be heard and show more
effective leadership.

Key Questions to Ask

Are you a confident person?

Are you naturally assertive?
Are you reluctant to speak up?
Are you reluctant to act independently?
Are you comfortable making decisions on your own?

Development Activities

Speak up: Discuss with the individual how they can create opportunities to contribute more and be heard.
They should be prepared so that they have a level of confidence in talking. Encourage them to offer their
opinion and be prepared to challenge others if they disagree. Set a goal for the individual to contribute at
every meeting.

Build confidence: Practice makes perfect, so as the individual contributes their competence will grow,
which in turn will develop their confidence. Others will start to see their reputation as being more assertive.
Get them to start by sticking to their subject matter expertise to build confidence.

Communicate with impact: Ask the individual to look for opportunities to influence outcomes. Build their
persuasion skills by practising choosing the right words, the right tone of voice and, very importantly, the
right body language. This involves eye contact, body posture, leaning forward and use of hands to create
impact.

Take a tough stance: When the individual is very confident about their position, encourage them to press
their case. The individual should be hard on the issue and respectful of the people. Help the individual to
stick to the facts. If challenging poor performers is part of the issue, the individual should be logical and
keep emotions out of the discussion.

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Be More Available and Visible in the Workplace
This involves making time for key stakeholders. It involves a transition from less time being hands on
and operational, and more time engaging with significant people. These are typically peers and direct
reports. Being accessible and interruptible are important. Building a network and raising your profile can
be valuable.

Key Questions to Ask

Are you so immersed in the job demands that you don’t make time for others?
Do you understand who your key stakeholders are, both internal and external?
Do you make sufficient time to build trust and loyalty with key staff?
Who are the important people that you should be influencing?
Do you / how can you have a stronger profile and network?

Development Activities

Identify stakeholders: With the individual, identify key stakeholders so they know who they are and
to whom they need to make themselves more available. These can include managers, peers and direct
reports. They can also include customers, suppliers and sub-contractors. Key stakeholders are those
people from whom the individual benefits and therefore with whom they need to have a strong relationship.

Put time aside: Diary management will help the individual allocate time every week for important people.
They should structure meetings or catch-ups and ensure there is an agenda which produces mutual gain.
Ensure that the individual creates two-way communications, and focuses on decisions and outcomes.

Better workload management: If being time poor is the issue, then focus on efficiency when managing
the workload. This can involve discussing with the individual how to set priorities, delegate, manage
their time and use a daily/weekly checklist. By freeing up time, the individual will have the capacity to be
available and visible.

Be impactful: When attending meetings, the individual should seek to influence outcomes. Encourage the
individual to raise their profile so that they have a strong reputation. Look for collaboration opportunities
with others such as projects and cross-functional activity that benefit the broader business. They should
seek to maximise their impact when working with others.

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Be More of a Team Player
Being a team player involves collaborating, sharing knowledge and expertise, helping others to succeed
and understanding that shared success is more important than individual success. Good team players
avoid silo mentality and behaviour, which puts self and team ahead of other business units and the whole
organisation. They also avoid any behaviour that involves blame or internal politics.

Key Questions to Ask

Do you see yourself as a team player?

What other teams could you collaborate with more?
What could you do to help your team be more successful?
What could you do to help other teams be more successful?

Development Activities

Encourage collaboration and cooperation: Assist the individual to explore areas where they can exhibit
increased collaboration and cooperation. Encourage them to think of ways that they can lead by example
when it comes to collaborating and cooperating with others such as proactively reaching out to relevant
stakeholders (e.g. peers, reports and senior leaders).

Share information and resources: Help the individual to identify areas where they can share information
and resources with others that they work with. This may involve passing on information that will help
others with their work as well as information that may be interesting to them. Encourage the individual to
also invite others’ input and thoughts when sharing information.

Explore potential barriers: Discuss potential barriers that may be impacting on the individual’s level of
collaboration and cooperation with others as well as strategies to help break those barriers down. Barriers
may include competitiveness, a lack of trust and physical separation.

Get further feedback: Get the individual to ask key people that they respect for further feedback on how
they could be more of a team player. The feedback could come from their manager, peers or direct reports
and may be something as simple sharing their knowledge/expertise.

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Be More Open to Change
The world of business is increasingly turbulent, it is rarely ‘business as usual’. Change is the new norm.
This can be driven by globalisation, technology, innovation and competition. Many organisations aspire to
be the industry leader, which involves a passion for continuous improvement and reinventing the business.
Some entrepreneurs are passionate about change, while some individuals are uncomfortable and prefer to
stick to the known.

Key Questions to Ask

Is your organisation experiencing change?

What are the key drivers for the change?
How do you feel about changing?
Have you been resisting any change?
What would make you feel more comfortable with change?

Development Activities

Engage with others: Get the individual to discuss their feelings about change with key stakeholders
such as their manager or team. The individual should aim to express genuine emotions and feelings, listen
carefully to others’ responses and have an open mind around the case for change. This will encourage
discussion around the pros and cons of change and ultimately commit to any consensus.

Build confidence: Sometimes people are resistant to change because of a fear of failure. When facing
change scenarios, the individual may build a positive case for change by understanding the opportunity
as well as the risk. The individual should introduce risk management techniques to minimise the downside
and maximise the upside. Looking at the facts will build confidence and competence.

Understand the external environment: Ask the individual to think about the key forces driving change
in their industry. These could be economic, political, societal, environmental, technological or legislative.
Discuss with the individual the consequences of not changing and the impact this could have on their
business. Focus on threats and opportunities.

Challenge them to think laterally: With the individual, look at successful change trends in other
industries where innovation and technology are driving new products and markets. The individual should
understand the change trends in services and products that have affected their lives, and learn that
change is now permanent. They should aim to be part of the solution, not part of the resistance.

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Be More Positive
Being positive is an important part of resilience and EQ. Positivity helps one to engage with others
and encourages social and emotional behaviours which create trust. Being more positive involves both
thoughts and energy. It will allow one to build stronger relationships with more engagement, which then
drives results. Sometimes people bring negative attitudes to work by sharing their misery with others. This
disengagement will damage one’s brand.

Key Questions to Ask

Do you think you are negative, moody or complaining?

Why are you not as positive as others would like you to be?
Do you understand how being negative could damage your reputation?
Could your negativity be rubbing off on others?
What would motivate you to become more positive?

Development Activities

Understand the importance of being positive: Positivity, enthusiasm and people skills help to build
sustainable and trusting relationships. The individual needs to work towards consistently demonstrating
high energy levels and engagement to be impactful. The individual will get better results by being
engaging.

Be energetic: A lot of energy is expended at work, and this energy needs to be recovered. Get the
individual to look for regular opportunities to release stress and recover energy levels. These can include
exercise, relaxation, nutrition and sleep. Energetic individuals demonstrate positive attitudes.

Do something about the issues: Make a list of the work-related issues that are making the individual
less than positive. Together, identify the problem and the potential solution. Get them to reach out to a
manager or trusted colleague and have the difficult conversation. Stress that the individual needs to be
open-minded and constructive about identifying the way forward. This involves being proactive rather than
having a victim mentality.

Celebrate successes: Get the individual to practise showing his/her positivity by giving people positive
feedback where warranted. This can be done simply by acknowledging the efforts of others and starting
a meeting with some positives. People’s contributions should be appreciated and team successes
celebrated. Any negative news should be framed constructively with a potential solution.

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Build More Effective Relationships
Building effective relationships involves showing others positive energy and thoughts and making time
for key stakeholders. It starts by identifying who the key stakeholders are, and demonstrating resilience,
people skills and competence, so that high levels of trust can be created. Trust is the key to influencing
others and getting things done. An effective relationship builder is both engaged and engaging.

Key Questions to Ask

Are you naturally a people person?

Have you mapped who your key stakeholders are?
Do you put aside time for these key relationships?
How much trust is there with the important stakeholders?
Are you approachable and visible?

Development Activities

Identify key stakeholders: Key stakeholders can include managers, peers and direct reports. It
may include customers - both internal and external. The individual should aim to invest time in these
relationships so as to build trust. The agenda for each set of relationships needs to be clear. The individual
should aim for friendliness with purpose.

Show resilience: Discuss the importance of being calm, composed and positive in order to be
approachable and engaging. Resilience requires positive thoughts and energy so that one is effectively
managing stress, set-backs and disappointments. Ask the individual to build recovery time into their
weekly schedule, in order to build resilience. This should include fitness, nutrition, sleep and relaxation.
Energy gets expended and must be renewed.

Demonstrate people skills: Whether this comes naturally or not, people need to be connected
before competence can take over. Being connected is about being warm, approachable and interested.
Encourage the individual to make other people feel valued by having effective two-way conversations.

Understand others’ personalities: EQ often involves understanding self and others. Great managers
can often read other people like a book. They can adapt their personalities to suit the audience. Get the
individual to identify different social skills when dealing with different audiences.

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Challenge Poor Performers
Challenging poor performers is a common opportunity for those in leadership roles. It primarily occurs
when there is a perception that the individual being rated has at least one poor performer in their team.
If not a member of the team, it could be that they need to challenge some peers. Poor performance can
include behaviour and results. Most people have never been trained in having difficult conversations and
feel inexperienced so avoid doing it.

Key Questions to Ask

Tell me about any poor performers in your team.

What is the issue that needs to be addressed?
How are your expectations not being met?
How comfortable do you feel about challenging the poor performer?
Are there any underperforming peers that would benefit from feedback?

Development Activities

Identify the poor performers: Initially the individual should identify any poor performers in the team. If
there are no poor performers, the individual needs to explore challenging peers. When identifying poor
performers, ensure the individual is clear about the issue causing concern (e.g. not performing to the job
description, not living the values) and understands how their expectations are not being met.

Plan the conversation: Once the poor performer has been identified, you and the individual may use this
6-Step model to plan their conversation:
1. Issue: what is the performance or behaviour to be addressed?
2. Expectations: how are these not being met?
3. Impact: what is the negative effect on performance or the team?
4. Explanation: get the other person’s point of view.
5. Consequences: the next steps if the issue is not fixed.
6. Agreement: the details of the way forward.

Practice having difficult conversations: Role play the difficult conversation with the individual, so that
they can practise and build confidence. Give the individual constructive feedback, and/or encourage them
to seek this feedback from others. Remember that their competence will build their confidence.

Develop a timeframe for improving poor performers: For example, the individual can set a timeframe
of 90 days, in which regular reviews occur to monitor improvement in any poor performers. If the poor
performers have not improved, the individual may have to consider removing him/her (if in an appropriate
position to do so).

19
Communicate Better
Communication is the key to effective relationships. Communication needs to be two-way, so that people
feel consulted and listened to. Face-to-face meetings are often the most powerful form of communication.
People want information to be shared so that they feel in the loop. Communication issues are generally
related to a lack of regular meetings, poor listening skills, not enough feedback, poor sharing of
information and the inability to be succinct.

Key Questions to Ask

Do you have regular, structured and productive team meetings?

How do you give regular feedback to your team?
How do you keep key stakeholders up-to-date by sharing information?
How do you rate your talking and listening skills?
Are you succinct?

Development Activities

Talk and listen: Focus the individual on speaking succinctly by presenting their ideas clearly. Practise
active listening by getting the individual to paraphrase and summarise what you or other people have said.
This form of acknowledgement creates trust.

Give feedback: Assist the individual to practise giving constructive feedback. Giving feedback will
ensure people know where they stand. Feedback should include praise as well as constructive criticism.
Feedback needs to be honest, authentic and timely.

Create face-to-face contact: In a time poor world, the individual may often rely on emails, but nothing
beats quality face-to-face time. Encourage the individual to have face-to-face time with strategic
stakeholders (when geographically separated use technology) where they are productively discussing an
agenda. Stakeholders need to feel engaged.

20
Delegate More
This opportunity often reflects that a person has taken on too much. Delegation can be used to empower
team members and help build a high performing team. Core roles and responsibilities should not be
delegated. However, the more routine or less complex parts of the job should be delegated. This will free
up the manager to focus on the more important and urgent tasks. It may also free up time to be more
strategic and engaged with stakeholders. When delegating, the person should set their standards, give
regular feedback and hold people accountable.

Key Questions to Ask

Are you comfortable with delegation?

Have you explored with your team what could be delegated?
Have you asked your manager what could be delegated?
If you had more time on your hands, where could you spend it?
How will you set standards, give feedback and hold people accountable?

Development Activities

Review work: Get the individual to list all the tasks and functions that they perform and mark which of
them are of the highest and lowest value. Of the low value list, identify what they can delegate.

Ask manager for feedback: The individual should take time to ask their own manager to identify their
strategic responsibilities and where they could potentially delegate the more routine functions. Their
manager should help them focus on their critical success factors and how they can align time and effort to
these.

Get feedback from team: Encourage the individual to ask their team what he/she should delegate. They
may see this as a training and development opportunity for the team. Explain that they will need to set
standards and hold others accountable.

Develop staff: They could look to empower staff through training and development opportunities
associated with delegation. They could spend time training and coaching, sharing their knowledge, and
developing others’ competencies and confidence.

21
Give Appropriate Feedback
This item is about giving more feedback. It can include positive feedback which can improve morale and
create engagement. It can also include challenging poor performers in a timely manner. Feedback needs
to be given in a regular and ongoing manner, rather than saved for formal performance reviews. It requires
allocating time specifically for giving feedback.

Key Questions to Ask

How often do you make time for giving feedback?

Do you give mainly positive or negative feedback?
Do you give feedback in a timely manner?
How comfortable are you with giving others positive recognition?
How comfortable are you challenging poor performance?

Development Activities

Make giving feedback a habit: Support the individual to structure giving feedback into their weekly
priorities and in time it will become second nature. They should start team meetings with positive
feedback. A lot of people need recognition and reinforcement to feel valued and engaged. It can also be
used to make people accountable.

Give recognition and praise: Encourage the individual to catch people out for doing well. Remind the
individual that many people need recognition and reinforcement to feel valued and engaged. They can use
positive feedback to encourage superior performance and develop a culture of engagement.

Use feedback to drive accountability: The individual should give others regular feedback around
strengths and opportunities. Depending on their current role, they may set performance standards, provide
training and development opportunities, and engage in one-on-one coaching with others to create more
accountability.

Challenge poor performance: Focus on those individuals that are letting the individual’s team down.
Plan out with the individual how they will challenge the inappropriate behaviour or performance within the
context of planning to improve or remove that person.

22
Improve Your People and Interpersonal Skills
People and interpersonal skills are largely about getting along to get ahead. Getting along is an important
competency connected to EQ. People skills is often the hallmark of a great leader and is the biggest
opportunity for people that get poor Hogan 360 results. Many high performing employees start their
careers with strong technical/cognitive ability and are hardworking. Their career can be enhanced by being
able to lead a team and create engaged stakeholders.

Key Questions to Ask

Are you naturally friendly and warm?

Do you/how can you go out of your way to make others feel valued?
Do you naturally have strong people skills? How do you know?
How can you consistently bring positive thoughts and energy to work?
Do you have high levels of engagement with key stakeholders?

Development Activities

Make other people feel valued: The individual should seek to build trusting relationships based on
warmth and competence. Warmth allows one to get connected so that competence can then take over.
Help the individual to figure out how they can give people positive feedback, acknowledge their efforts and
celebrate successes.

Build social and emotional competencies: Social competencies include people skills, communication
skills and relationship management abilities. Emotional competencies include resilience and being calm
and even tempered, not volatile or moody. The individual should identify some competencies to improve,
which will make them more engaging.

Make time for key stakeholders: Assist the individual to be strategic about spending quality time with
key stakeholders (e.g. through diary management). They should build trust and loyalty by being likeable
and capable. When spending time with stakeholders, the individual should demonstrate friendliness and
have an agenda.

Be thoughtful: Help the individual to understand the emotional make-up of others and be able to adapt
their style. Assist the individual to develop the ability to “read people” and use their influencing skills to
achieve outcomes. They should be sensitive to the needs and feelings of others.

23
Improve Your Time Management and Organisational Skills
Time management and organisational skills typically refer to being efficient, organised and producing high
quality work in a timely manner. Planning ahead and prioritising can be important. Having schedules and a
checklist can help. People need to be focused and not overcommit or get easily distracted. They need to
focus on what is urgent, important and where they can add the most value.

Key Questions to Ask

Do you have a reputation for meeting schedules and on-time delivery?

Do you overcommit?
Do you plan ahead and set key deliverables and milestones?
Do you use a daily/weekly checklist to keep you on track?
Do you get easily distracted?

Development Activities

Use a checklist: Use a daily/weekly checklist to keep the individual on track. The checklist should include
key deliverables and time frames. The goal is to produce high quality work, on time. The individual should
conduct regular reviews against the checklist.

Prioritise: Help the individual understand what’s urgent and important, and how they can allocate their
time and effort accordingly. The individual should try to delegate the more routine and less urgent roles
and responsibilities. Focus on where they add the most value.

Stay focused: Some people get easily distracted and have trouble honouring their daily commitments.
Some people also like to overcommit because they can’t say no. The individual may need to learn not to
overcommit and to say ‘no’ diplomatically.

Hold oneself accountable: Encourage regular feedback about their improvement from their manager
and reports. The individual should encourage people who know them well to hold them accountable. The
individual can also learn from others who do time management well.

24
Listen More and Let Others Have Their Say
Listening is the ability to accurately receive and interpret messages from others. The trick to being a great
leader is knowing how to listen when you don’t want to. The goal is to practise active listening, be patient
and hear people out. People need to talk and listen appropriately, not cut others off and not be too busy
or impatient to hear others.

Key Questions to Ask

Do you prefer to talk rather than listen?

Are you good at summarising what other people have said?
Do you talk over people or interrupt them when they are talking?
Do you demonstrate patience when others are talking?
Do you stop listening when the conversation doesn’t go your way?

Development Activities

Balance talking and listening: Help the individual to be aware of how much time they give to talking
and listening. Discuss how they can get the balance right. Practise not talking over people. The individual
should also practise staying engaged when the conversation doesn’t go their way. They can learn from
others who listen and talk effectively by observing them.

Paraphrase and summarise: A very effective listening tool is to repeat back to people the key elements
of what they have said. This provides acknowledgement that they have been heard. This will allow the
individual to take control of the discussion and move things along. This can be very important at the end
of a meeting, i.e., summarising the discussion and identifying next steps.

Demonstrate patience: Remind the individual that people and their opinions are important. If people
are going to listen to them, they have to listen to other people. Ensure they make time for two-way
conversations and don’t become impatient. Coach the individual to practise maintaining positive body
language and deep breathing if they are getting restless. Paraphrasing will help move things along.

Listen actively: The individual should work to give people their undivided attention and avoid distractions.
They should focus on other people’s words, the tone of the words and body language so that they pick
up every single cue. The individual should ask questions to clarify, and ask for examples to confirm. The
individual should suspend judgement while they process the information.

25
Look at the Big Picture - The Organisation’s Overall Goal
The big picture relates to the organisation’s strategic business plan. The plan will often have financial
goals, engagement strategies (for employees and customers) and service/operational targets. The
big picture is a vision of what winning looks like for the longer term (three to five years) and strategic
deliverables in the short term (one year). Looking at the big picture requires individual to think more
broadly than their own business unit and to understand how they and their team contribute.

Key Questions to Ask

Can you access the organisation’s strategic business plan?

Do you understand how your business unit fits into the bigger picture?
Has your manager talked to you about their priorities?
Do you talk up the big picture goals with your team?
Do you create opportunities to collaborate cross-functionally?

Development Activities

Look at the big picture: If they don’t already have a copy of the strategic plan, ask the individual to
locate one. Discuss the financial and non-financial goals to build understanding. Encourage the individual
to show an active interest in the plan at work. Identify opportunities for the individual to share and promote
the strategy with their own team.

Understand the key performance indicators (KPIs): KPIs are simply measures of performance against
goals. They provide an accurate indicator of performance and performance improvement. The individual
should seek to understand how their own KPIs are connected to the bigger picture KPIs.

Behave strategically: Most managers are under intense pressure to focus daily and weekly on
operations. It often involves some element of crisis management. This is known as working ‘in’ the
business. Good managers also work ‘on’ the business. The easiest way to help the individual do this is
discuss how they will dedicate time for strategic meetings with their team. These meetings should focus
on the bigger picture of the business plan.

Think longer term: Most mid-level managers are constrained to think short term. Encourage the
individual to think longer term by having quarterly strategic meetings. Get the individual to identify
opportunities to lead change and think innovatively about what the business could look like down
the track.

26
More Customer and/or Client Focus
Customer focus involves meeting the expectations and requirements of internal and external customers,
getting first hand customer information, acting with the customer in mind, and establishing and maintaining
effective relationships with customers. This opportunity is normally a challenge for people who are too
focused on operations and don’t see the end user. It may be an issue for technically minded people who
are task focused and don’t walk a mile in the shoes of the customer. The challenge is to see the customer
as the one that sets the agenda and has the choice to go to a competitor.

Key Questions to Ask

Who are your customers (internal and external)?

What are your customer’s needs and expectations?
How do you listen to your customers?
How do you build engagement with your customers?
How do you ask for customer feedback?

Development Activities

Identify customers: Ask the individual to identify their external and internal customers. External
customers (those who pay for the services or goods) are typically looking for quality, timeliness, fit for
purpose and value for money. Internal customers are typically service providers (HR, IT, finance) to the
core business.

Understand customer needs: Get the individual to suggest ways of identifying customer needs, e.g.
surveys, interviews, or by bringing a customer in to talk to their team. Have the individual establish a voice
of the customer concept to help understand customer expectations and use this to set standards for their
team. Encourage customer-centricity.

Measure performance: Once the individual has established customer expectations, set some simple
metrics to measure their performance. This can be done operationally, e.g. on-time delivery, or through
surveys (e.g. net promoter score). These metrics can be used to drive accountability, give feedback and
celebrate success.

27
Motivate Others and Improve Morale
This involves creating higher levels of engagement. It starts by bringing a positive attitude to work and
having consistently good energy levels. Avoiding temperamental displays of emotion and negative attitudes
will help to keep morale high. The goal is to make people feel valued, respected and important. This can
be done by using people and communication skills to build positivity which in turn creates discretionary
effort.

Key Questions to Ask

What is your understanding of how motivation and morale drive engagement?

Do you think your team is a high performing team with a great culture? Why?
Do you/how can you go out of your way to make others feel valued?
Do you naturally have strong people skills? How do you know?
How can you consistently bring positive thoughts and energy to work?

Development Activities

Be resilient: This involves the individual bringing consistently strong levels of positive thoughts and
energy to work, so that people see them as engaged and engaging. Help the individual build resilience by
agreeing on how they will practise recovery (e.g. fitness, nutrition and/or sleep). Energy gets expended
and must be renewed. Discussing stress management techniques with the individual for when things don’t
go right can be helpful.

Focus on EQ: Discuss with the individual how they can make people feel valued and build trust by being
likeable and capable. Make sure they manage any derailing tendencies such as emotional outbursts,
being interpersonally insensitive, being aggressive or micromanaging. They should seek to be consistently
rewarding to work with.

Set goals and KPIs: Motivation can often come from having challenging and exciting goals. If the
individual has direct reports, encourage them to set goals and KPIs that are likely to motivate their team.
People also tend to be motivated when they participate in setting the goals so encourage the individual to
involve others where appropriate.

28
Set Clear Goals and Performance Indicators
Setting clear goals and key performance indicators (KPIs) is the key component of providing focus and
direction for individuals and teams. When done well, they can help boost motivation, productivity, and
task-engagement and help drive accountability. They can also be used to celebrate success.

Key Questions to Ask

Has your manager set clear goals/KPIs for you?

Have you and your team set clear goals/KPIs?
Are these goals/KPIs reviewed regularly?
Are these goals/KPIs used to drive accountability?
Are these goals/KPIs used to celebrate success?

Development Activities

Set clear goals/KPIs: Explore with the individual areas where it would be beneficial for them to set clear
goals/KPIs. Also discuss how to effectively set goals/KPIs in these areas (e.g. ensuring they are specific,
measurable, attainable, relevant and time-bound).

Involve others: People tend to be motivated when they have a say in the goals and KPIs being set.
Encourage to individual to think about how they can involve those being affected by the goals/KPIs being
set.

Track progress: Once goals and KPIs are set, they need to be reviewed regularly to monitor progress.
Encourage the individual to think about how they can best track progress with goals and KPIs and share
this information with relevant individuals to encourage accountability.

Celebrate success: Encourage the individual to celebrate success with their direct reports and team
for achieving important goals or milestones. This positive reinforcement is likely to help boost motivation,
engagement and discretionary effort.

29
Share Knowledge and Resources
Sharing knowledge and resources allows for collaboration and networking in the workplace and constitutes
a valuable and intangible asset for building competence and capability. Knowledge sharing can take place
through individual collaboration, sharing in teams, cross-functional activity and coaching and mentoring.
Sharing knowledge and resources is a positive opportunity to build skills in others.

Key Questions to Ask

What are your key areas of competence that you could share with others?
Which stakeholders would benefit from your experience and wisdom?
What opportunities could you create to share (e.g. meetings, training, coaching)?
Would your peers or direct reports benefit from some structured sharing?

Development Activities

Identify competencies: Start by identifying where the individual is considered to be the subject matter
expert. This could come from lots of experience, technical ability or strong cognitive skills. Discuss with
the individual ways in which they can share this knowledge.

Identify key stakeholders: Identify important peers or direct reports who would benefit from the
individual sharing their knowledge and resources. Often it is the direct reports who would benefit most in
terms of fast tracking their development.

Identify the best opportunities: Create a plan with the individual that encompasses sharing knowledge
through meetings, training, project collaboration, assignments and coaching. Peers may benefit from
cross-functional collaboration, i.e., business projects across departments. Reports may benefit from
training, coaching and delegation. Sometimes a lunch and learn function can be invaluable.

Don’t withhold information: The individual may be subconsciously withholding valuable knowledge and
information simply because they are focused on getting the job done. He/she may not realise that others
hold them in high regard and want to pick their brain. Part of their success should be defined by their
ability to build competence in others. Making time to share is a good starting point.

30
Show Leadership on Issues
Showing leadership on issues involves demonstrating the confidence to offer opinions, be assertive and
take a position. It involves demonstrating confidence and competence in speaking up. It often relates to
individuals who are subject matter experts, but lack the strength of personality to be heard on issues.
Showing leadership on issues can sometimes be difficult for individuals who don’t make decisions in a
timely manner.

Key Questions to Ask

Does your personality lend itself to showing leadership?

Do you always get heard on the important issues?
Do you always make decisions in a timely manner?
Can you think of times when you could have shown more leadership on issues?
Can you identify an opportunity currently for you to show leadership?

Development Activities

Make showing leadership a habit: Sometimes there is a lack of confidence or a fear of failure about
getting something wrong. Get the individual to commit to showing leadership on a regular basis, by
offering opinions, contributing to the discussion and making decisions. Practice will enhance competence
and confidence.

Prepare in advance: If the individual knows that big decisions need to be made, or that their input
is critical to a discussion, they should be prepared. This involves looking at the data and using risk
management techniques so that they feel more confident in showing leadership.

Make timely decisions: Ensure the individual is accountable with timeframes around important issues.
The individual should ask for input from others on key decisions but avoid procrastination. Encourage the
individual to process the relevant information and then sign off.

Pick an issue: Identify an issue where the individual needs to show leadership now. Support them to plan
out the steps they need to take that will give them the confidence to show leadership.

31
Show More Empathy
Showing more empathy is an opportunity to build trust with others by demonstrating soft people skills that
make one caring and connected. It involves the ability to understand the needs and feelings of others.
Empathy is the ability to make others feel valued and to be sensitive, caring and diplomatic in one’s
relationships. Any aggressive, intimidating or temperamental behaviour will undermine empathy.

Key Questions to Ask

How naturally empathic are you?

How much do you think people’s feelings matter at work?
How do you give positive and/or negative feedback?
How do you make people feel valued?
How do you build trusting relationships?

Development Activities

Be resilient: Discuss with the individual how they can demonstrate positive thoughts and energy,
because being warm and competent is the best way to build one’s brand. Any dysfunctional behaviour
around aggression, intimidation or temper needs to be curbed through stronger self-awareness and self-
regulation. Resilience is a key component of EQ (appropriate social and emotional competencies).

Make people feel valued: Get the individual to focus on being engaged and engaging. Ensure that
people find them rewarding to work with. They should give praise, compliments and positive feedback
where warranted - it must be authentic. Get them to identify people and communication skills that will
allow them to influence outcomes and get the best out of others.

Be an active listener: Help the individual to understand the importance of taking time to listen to others.
They should ask questions to solicit feedback and paraphrase so that people feel acknowledged. The
individual should encourage others to discuss feelings and emotions, so that they can be a good sounding
board.

32
Stop Taking on Too Much and Spreading Yourself Too Thin
Most high potential employees have a strength around being hardworking, which then becomes an
opportunity around spreading themselves too thin. As the work pressure builds, the default position can
be to focus on getting things done (task-orientation) and may result in putting in long hours but not being
strategic about one’s workload. Delegation may be an opportunity.

Key Questions to Ask

Do you have a strong work ethic?

How can you make time to be strategic? What do you need to spend more time on?
How can you improve your efficiency? Better time management? Delegation?

Development Activities

Prioritise workload: The first challenge is to get the individual to focus on where they add the most
value, their key result areas. The individual should aim to put the most effort into what has been identified
as urgent and important. They can aim for better time management by creating timeframes and deadlines.

Delegate: This is an opportunity for the individual to let go of some duties which can be performed by
others to free up time. This is also an opportunity for the individual to empower other members in their
team. They should be encouraged to set standards, give feedback and hold people accountable.

Explore why they are not delegating: With the individual, explore what may be holding them back from
delegating. There are various reasons why people may not delegate including being a perfectionist, feeling
guilty handing work over to others, and enjoying being busy. Once the reasons have been identified,
identify strategies the individual can use to help address these barriers to delegation.

Practice saying no: One reason the individual may be taking on too much may be because they have
trouble saying no to others. Help the individual to practice saying ‘no’ in a constructive manner when
faced with requests that will result in them taking on too much and spreading themselves too thin.

33
Treat People Fairly and Without Favouritism
This opportunity deals with a perception from others that the individual demonstrates favouritism. It can
be one of the toughest issues to clearly identify and resolve. If the favouritism is real, it involves unequal
treatment of people. The favoured colleagues get special access or special treatment. If the favouritism
is not real, then one has to work on this mistaken perception by being very transparent and open in all of
their dealings.

Key Questions to Ask

Why is there a perception of favouritism?

Do you have preferred associates that benefit from your relationship?
Do you socialise mostly with the same people during working hours?
Do you focus on being transparent in your dealings with people?
How often do you go to the same people when pressed to make things happen?

Development Activities

Manage reputation: Reputations are built around perceptions and even if the individual disagrees with
the feedback, it is still the reality for those raters that raised the issue. Ensure the individual becomes
aware of their behaviour and does not have double standards or favouritism. Transparency, fairness,
openness and clear communications can help improve perceptions around their behaviour.

Get more feedback: Get the individual to start by asking their manager for feedback. They should ask
them if they have ever seen favouritism and discuss why this perception has arisen. The individual may
then talk to team members one-on-one and ask for feedback and examples.

Be fair: Get the individual to practise treating all people equally when allocating responsibilities and
benefits. This can include projects, work assignments, rosters, learning and development opportunities,
lunches and rewards. The individual should be visible and available to everybody equally.

Don’t favour the competent ones: When high quality work is needed in a timely manner, ensure that the
individual doesn’t always go to the high performers. Get the individual to plan these opportunities more
carefully so that they give the less competent employees an opportunity to grow. The goal is for everybody
to be a high performer and to be given equal opportunity.

34
References

Chamorro-Premuzic, T. (2013). Confidence: Overcoming Low Self-esteem, Insecurity, and Self-doubt. New
York: Hudson Street Press, a member of the Penguin Group.

Goleman, D. (1995). Emotional Intelligence: Why It Can Matter More Than IQ. New York, NY: Bantam
Books.

Hogan Assessment Systems (2017). High Potential Talent Report Technical Manual (1st Edition).

Malone, C., & Fiske, S. T. (2013). The Human Brand: How We Relate to People, Products, and Companies.
San Francisco: Jossey-Bass.

Peter Berry Consultancy & Hogan Assessment Systems (2018). Hogan High Potential 360 Technical
Reference & Administration Guide (1st Edition).

Seldman, M., & Seldman, J. (2008). Executive Stamina: How to optimize time, energy, and productivity to
achieve peak performance. New Jersey: John Wiley & Sons.

35
Peter Berry Consultancy Pty Ltd
[email protected] | www.peterberry.com.au

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