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The Enhancement of key Leadership Competencies in Middle Managers
CONTENTS
• Project Background and Scope
• Development Process
• Findings
• The way forward
2
ABOUT ESKOM
• Strategic 100% state-owned
electricity utility, strongly
supported by the government
• Supplies approximately 90% of
South Africa’s electricity
• Performed 191 595 household
electrification connections
during the year
• As at 31 March 2019:
• 6.2 million direct
customers (2017: 5.6 million)
• 30 (including 1 nuclear)
operational power stations
with a nominal generating
capacity of 44 172MW
• Total sales of 208 319GWh
• Approximately 387 633km of
cables and power lines
• 39 292 employees, inclusive
of subsidiaries 3
ELECTRICITY SUPPLY CHAIN
4
GENERATION PLANT MIX
Type Number of stations
Number of units
Nominal capacity (MW)
Percentage of total nominal capacity
Coal-fired 15 88 37 868 83.1%
Hydroelectric 6 16 600 1.3%
Pumped storage 3 10 2 724 5.9%
Nuclear 1 2 1 860 4.0%
Gas 4 20 2 409 5.2%
Wind 1 46 100 0.1%
Total nominal capacity 30 124 45 561 100.0%
5
DIVISIONAL STRUCTURE
Group Executive
Generation
Power Station General Manager
Middle Manager
Maintenance
Middle Manager Operating
Middle Manager
Engineering
Middle Manager Projects
Middle Manager Risk & Assurance
Middle Manager
Compliance
Middle Manager
Production
Middle Manager Finance
Context:
• The Generation Sustainability department identified specific
managerial and leadership competencies as key enablers for
Generation success and the move towards world-class
performance.
• A Management Enhancement Programme (MEP) for Generation
middle managers were developed and implemented.
• Against this background the declaration of managerial and
leadership competence, after the completion of the MEP, became
essential.
Purpose:
• To develop and implement an assessment centre to determine the
level of specifically identified behavioural, managerial and leadership
competence as demonstrated by Maintenance and Operating
Managers.
• To use the outcomes of the assessment centre to identify individual
and collective development gaps.
CONTEXT AND PURPOSE
PROJECT SCOPE
Generation
LeadershipFaculty
8
PROCESS
Framework Review
Alignment
Design
Pre-Implementation
Implement
9
FRAMEWORK REVIEW & ALIGNMENT
10
• Current Eskom Leadership Framework underpins the four (4) leadership pillars.
• Consists of 14 competencies, with three broad focus areas (Leading Self, Leading Others and Leading the Organisation).
• Process included a review of the current competency names and definitions, and the relevance thereof within the organisation.
• Behavioural indicators formulated
• Peer reviewed
FRAMEWORK REVIEW & ALIGNMENT
11
• Reviewed the current MEP modules and aligned to the Eskom Leadership Framework
• This ensures that an individual can be declared “competent” or “not yet competent” upon completion of the programme.
Competency Competency Definition MEP Module Behavioural Indicators
Building Effective
Teams
Blends people into teams and creates
strong morale, energy and spirit in the
team. Consistently fosters and
leverages collaborative relationships
within and across teams.
Leading in my Role
Teams
Mobilises team into action (i.e. sets goals
and monitors progress).
Encourages all team members to work
together towards achieving objectives.
Business Acumen Knows how Eskom businesses work.
Knowledgeable in current and possible
future policies, practices, trends and
information affecting his/her business.
Is aware of how strategies and tactics
work in the marketplace.
Executing my Role
•Cascading business
goals
Able to identify issues impacting the
business.
Understands the forces impacting on
profitability and sustainability.
SME’s
• Ensures buy-in
• Provides information regarding simulated content for exercises
Behavioural Experts• Structured content
• Design exercises & formulate BARS
12
DESIGN
PRESENTATION
GROUP
EXERCISEROLE-PLAYCASE STUDY
EXERCISE ELEMENTS
Analysis Exercise
• Analyse information, provide SWOT, Business Case & Implementation plan
• Entire day (needs to manage own time)
Development Discussion
• Conduct a development discussion & populate IDP
• 25 min for role-play
Best Practice Forum
• Develop actions to address people challenges
• 25 min for discussion
Presentation Exercise
• Consolidation of analysis findings
• 30 min for presentation and questioning
13
HR Pack Technical Pack
Participant Instructions
Administrator Instructions
Scoring Protocol
ASSESSMENT MATRIX
Competency Analysis Role Play Group Presentation
Building Effective Teams •
Business Acumen • •
Change Leadership • •
Communication & Engagement • • • •
Customer Orientation • •
Embracing Diversity • •
Emotional Maturity • •
Judgement & Decision Making • •
Learning Orientation •
Managing Talent • •
Results Orientation • •
Stakeholder Management • •
Strategy Generation & Alignment • •
14
PRE-IMPLEMENTATION
• Assessor Training
• 15 assessors were identified to attend training
• All from a behavioural background
• Diverse in terms of race, gender, age, experience
• Behavioural Training focussed on ORCE principles and an overview of the 4 exercises
• Frame-of-reference training provided assessors with the opportunity to score a “simulated” exercise completed by SME
15
OVERVIEW OF ASSESSMENTS
Process Profile (CPP))
What level of complexity is the
individual comfortable with?
How do they go about solving
unfamiliar problems?
Hogan Personality
Inventory (HPI)
Everyday strengths and development
areas
How will they behave in the
work environment?
Hogan Development survey (HDS)
What behaviourswill emerge during
times of stress?
How it might damage
relationships and derail own behaviour
Emotional Intelligence (EQ)
How do they manage
emotions?
How do they relate to others?
How do they express
themselves?
Day-in-the-life simulation
Demonstrated competence and
skills
16
PRE-IMPLEMENTATION
• 2 Pre-testing sessions were conducted
• Maintenance March & April
• Operating June & July
• Both groups included current employees that:
• Have attended the MEP
• Are currently in the position, or in a one level down grade
• Represent the diversity of Eskom in terms of age, gender, ethnicity and experience
17
ASSESSMENT DAY
18
Introduction & Instructions
Analysis ExerciseDevelopment Discussion
Best Practice Forum Group Discussion
Presentation Evaluation
ASSESSMENT PROGRAMME
PRE- IMPLEMENTATION FINDINGS
19
GENDER DISTRIBUTION
n=30
• As expected, the Eskom environment is still male dominated, specifically within the generation environment.
• An interesting observation is that the majority of females were from the Maintenance Environment.
20
Male70%
Female30%
AGE DISTRIBUTION
n=30
• Utilised 5 categories to display the age distribution of the pilot group:
• > 25
• 25 – 35
• 36 – 45
• 46 – 55
• 55 >
• The group is dominated by the typical Generation X individuals, with all participants being in the category of 36 – 55.
• This is interesting, especially at the M15 level, which is supervisory, that there were no younger candidates nominated to participate.
21
36 - 45 years73%
46 - 55 years27%
GRADE DISTRIBUTION
• The focus of this particular project is not only determining the development areas of current M18 employees, but also to identify the opportunities for growth within the two lower bands.
• The majority of the group came from the M18 band, which are individual's that are typically functioning and Maintenance and Operating Managers.
• Approximately 57% of the group were from the M15-16 bands.
• The high number of lower band employees could also be due to the timing of the Maintenance pilot when M18 were “held back” due to work demands.
22
M1520%
M1637%
M1843%
n=30
DAY-TO-DAY WORKSTYLE (HPI)
61
51
38
53
70
63
69
0
10
20
30
40
50
60
70
80
90
100
Adjustment Ambition Sociability InterpersonalSensitivity
Prudence Inquisitive Learning Approach
%ile
score
23
Low High
Adjustment Open to feedback; Moody & Critical Calm; Resistant to feedback
Ambition Good team player; Complacent Energetic; Restless
Sociability Quiet; Socially reactive Outgoing; Attention-seeking
Interpersonal Sensitivity Direct; Cold Friendly; Conflict Averse
Prudence Flexible; Impulsive Organised; Inflexible
Inquisitive Practical; Uninventive Imaginative; Poor Implementer
Learning Approach Hands-on; Technology Averse Interested in learning; Intolerant
DAY-TO-DAY FREQUENCIES (HPI)
7%
24%
41%
17%
3%
10%
10%
24%
31%
28%
21%
7%
31%
14%
41%
34%
14%
48%
38%
17%
14%
28%
10%
17%
14%
52%
41%
62%
0% 20% 40% 60% 80% 100%
Adjustment
Ambition
Sociability
Interpersonal Sensitivity
Prudence
Inquisitive
Learning Approach
Low Below Average Above Average High
24
BEHAVIOURAL RISK (HDS)
55
4341
55 53
73
54
48
70
83
52
0
10
20
30
40
50
60
70
80
90
Excitable Skeptical Cautious Reserved Leisurely Bold Mischievous Colorful Imaginative Diligent Dutiful
%ile
25
Excitable Easily annoyed; emotionally volatile
Skeptical Mistrustful; cynical
Cautious Too conservative; risk averse
Reserved Aloof and remote; indifferent to others' feelings
Leisurely Uncooperative; stubborn
Bold Arrogant; entitled and self-promoting
Mischievous Charming and fun; careless about commitments
Colourful Dramatic; noisy
Imaginative Impractical; eccentric
Diligent Perfectionistic; Micromanaging
Dutiful Respectful and deferential; eager to please
RISK FREQUENCIES (HDS)
13%
33%
43%
20%
20%
10%
23%
10%
10%
7%
27%
33%
37%
13%
13%
10%
10%
27%
53%
7%
13%
33%
30%
10%
33%
47%
50%
27%
23%
23%
40%
0%
17%
23%
20%
10%
20%
20%
53%
27%
13%
43%
80%
23%
Excitable
Skeptical
Cautious
Reserved
Leisurely
Bold
Mischievous
Colorful
Imaginative
Diligent
Dutiful
No Risk Low Risk Moderate Risk High Risk
26
EMOTIONAL INTELLIGENCE FREQUENCIES (EQ-i)
27
14%
3%
7%
7%
7%
3%
10%
21%
3%
3%
7%
17%
79%
52%
72%
72%
55%
55%
62%
76%
62%
79%
66%
52%
45%
66%
52%
21%
34%
21%
21%
38%
38%
34%
14%
17%
17%
31%
41%
38%
34%
48%
3%
0% 20% 40% 60% 80% 100%
Optimism
Stress Tolerance
Flexibility
Impulse Control
Reality Testing
Problem Solving
Social Responsibility
Empathy
Interpersonal Relationships
Independence
Assertiveness
Emotional Expression
Emotional Self Awareness
Self Actualization
Self Regard
Underdeveloped Effective Enhanced Very High
WORK ENVIRONMENT FREQUENCIES
7%
24%
21%
24%
17%
7%
Operationalfor Diagnostic
DiagnosticAccumulation
Diagnostic forTactical
TacticalStrategy
TacticalStrategy for
ParallelProcessing
ParallelProcessing
28
Operational Level
Individuals who are better suited to the Operational workenvironment prefer direct involvement with practical, clearlystructured operating tasks that have obvious and clear rulesfor success. They deal with routine tasks that have clearlinear procedures, using their knowledge to complete thetask.
Diagnostic Level
Individuals who are best suited to the Diagnostic workenvironment may have an analytical or sequential approach,following clear, linear procedures to diagnose and solveproblems. They often have specialist or good technicalknowledge in their field.
Tactical Strategy Level
Individuals best suited to Tactical work environments tend toevaluate systems and practices, make practical decisionsabout the best way to get things working efficiently, and planhow resources can best be deployed.
Parallel Processing Level
Individuals who are best suited to Parallel Processingenvironments tend to focus on broad strategy. Theseindividuals plan and implement business solutions, balancingand juggling resources between different so that these areused most effectively,
Pure Strategy Level
These individuals prefer to work with abstract, broad,sweeping issues – chaos, macro-economic factors, potentialindustry partners and environmental impact. They ofteninitiate change that may impact the whole industry andcreate a future through philosophical leverage.
PROBLEM SOLVING STYLES FREQUENCIES
3%
20%23%
30%
43%
33%
10%7%
20%
27%
13%
33%
57%
23% 23%
29
Logical Looks for logical evidence, follows reasoning processes through in a rule-based manner May facilitate effective strategic thinking.
Analytical Works systematically; has a precise and detailed approach. May constrain effective strategic thinking.
Structured Identifies core elements and formulates generalisations. May constrain effective strategic thinking.
Reflective Checks information carefully, precisely and even repeatedly. May constrain effective strategic thinking.
Trial-and-Error Has a vague and unsystematic approach to problem-solving. May constrain effective strategic thinking.
Reactive Works quickly but inaccurately. May constrain effective strategic thinking.
Memory Automates rules and integrates information. May constrain effective strategic thinking.
Explorative Explores different types of information thoroughly. May constrain effective strategic thinking.
Learning Is adaptable, flexible and able to acquire new ways of thinking. May facilitate effective strategic thinking
Integrative Tends to synthesise discrepant, fragmented and ambiguous information into a coherent whole. May facilitate effective strategic thinking.
Metaphoric Views problems symbolically. Combines elements of information in unusual ways. May facilitate effective strategic thinking.
Holistic Tends to see the big picture without losing sight of the detail. May facilitate effective strategic thinking.
Intuitive Often relies on previous knowledge and experience. May facilitate effective strategic thinking.
Quick Insight Grasps ideas and reaches conclusions relatively quickly. May facilitate effective strategic thinking.
OVERALL COMPETENCY FREQUENCIES
30
* The graphs below indicate the percentage of leaders whose overall results place them into one of four summary categories
Significant Development Required Some Development Required Potential Strength Strength
3%
13%
12%
7%
23%
10%
43%
30%
40%
13%
77%
45%
20%
20%
47%
7%
59%
37%
43%
47%
33%
47%
53%
60%
23%
34%
57%
63%
37%
40%
6%
47%
30%
33%
20%
10%
7%
27%
21%
23%
17%
17%
53%
24%
10%
3%
10%
Building Effective Teams
Business Acumen
Change Leadership
Communication and Engagement
Customer Orientation
Embracing Diversity
Emotional Maturity
Judgement and Decision Making
Learning Orientation
Living the Eskom Values
Managing Talent
Results Orientation
Stakeholder Management
Strategy Generation and Alignment
COMPETENCIES FREQUENCIES
10%
10%
0%
3%
3%
7%
3%
0%
3%
3%
0%
13%
7%
27%
27%
7%
13%
20%
20%
13%
3%
13%
17%
13%
47%
13%
50%
40%
90%
60%
53%
50%
67%
83%
43%
63%
53%
30%
63%
13%
23%
3%
23%
23%
23%
17%
13%
40%
17%
33%
10%
17%
Building Effective Teams
Business Acumen
Change Leadership
Communication and Engagement
Customer Orientation
Embracing Diversity
Emotional Maturity
Judgement and Decision Making
Learning Orientation
Managing Talent
Results Orientation
Stakeholder Management
Strategy Generation and Alignment
Competency Potential
31
20%
17%
23%
57%
7%
7%
30%
23%
33%
40%
43%
20%
43%
37%
17%
20%
27%
13%
37%
23%
20%
40%
33%
27%
27%
27%
27%
43%
17%
50%
40%
40%
20%
37%
13%
20%
33%
13%
13%
40%
7%
17%
40%
23%
27%
20%
13%
13%
10%
Displayed Competence
Significant Development Required Some Development Required Potential Strength Strength
Competency Potential refers to the candidates’ potential todemonstrate a certain competency. It is measured usingpsychometric assessment instruments.
Displayed Competence refers to the candidates’ actual ability todemonstrate a certain skill. It is measured using a businesssimulation exercise
RESULTSA COMPARATIVE VIEW: MAINTENANCE vs OPERATING
COMPETENCY POTENTIAL
2,62,7
2,8 2,92,8
2,7
2,82,9
2,9
3,1
2,8 3,0
2,4
2,7
1,0
1,5
2,0
2,5
3,0
3,5
4,0
Operating Maintenance Generation
33
DISPLAYED COMPETENCE
2,6
2,4 2,4
3,0
1,8
2,73,0
2,8
2,32,5
2,12,1
2,1
2,4
1,0
1,5
2,0
2,5
3,0
3,5
4,0
Operating Maintenance Generation
34
OVERALL COMPETENCE
2,62,5
2,6
2,9
2,2
2,8
2,8 2,8
2,6
3,1
2,6 2,5
2,22,4
0,0
0,5
1,0
1,5
2,0
2,5
3,0
3,5
4,0
Operating Maintenance Generation
35
OBSERVATIONS
• Both sets of managers show potential, yet there is a lack of skill in displaying
the leadership behaviours.
• Middle management within these two department are focussed on learning
and will likely remain up to date with changes, however they may have a
tendency to resist change, and only a few could act as natural change agents.
• There is a clear difference between managers from Operating and
Maintenance. Does the on-the-job training of Operating look different to that
of Maintenance?
• How affected are the two manager groups by recent events within the
organisation and country? Is it possible that the Maintenance managers has
more “opportunity” to derail, due to the current situation?
• Their natural inquisitive nature, tend to impact on their ability to implement.
Their ideas might be interesting and good, but in most cases somewhat
impractical. The high level of derailment on diligent, is likely to inflate these
impractical ideas and lack of implementation.
• What role does divisional culture play in the display of the Leadership
behaviours?
36
IMPLEMENTATION AND RECOMMENDATIONS
• Post the pre-testing, minor modifications were made to BARS and content of the exercises.
• Gap areas within the MEP were highlighted and adjustments made.
• The exercise were signed off by the business owners in January 2020 and planning for roll-out is currently underway.
• Could consider utilising the exercise as a DAC, and provide MEP participants the opportunity to complete the simulation prior and upon completion of the programme.
• In conjunction with the MEP, Eskom could consider providing coaching or mentoring programmes for individuals.
37
THANK YOU
Marita Becker
Assessment Manager
Gerda van der Merwe
Director: Professional Services
Sabrina Dixon
Senior Consultant
