Recalibrated Leadership Competencies - Effective and Ineffective Behaviors (Leading Leaders) Competency Definition Effective Behaviors (Leading Leaders)
Ineffective Behaviors
Drives Business Results Can be counted on to consistently deliver business results with a bottom line and customer centric approach.
1. Is alert to emerging trends and issues which might affect the business; proactively suggests changes to align the organization with the changing environment; is able to interpret financial and qualitative data to make sound business decisions 2. Seeks best practices inside and outside the organisation to anticipate risks; has the confidence to make decisions in uncertain situations; identifies the implications and risks of alternative courses of action; goes out to make these work, looking beyond existing organisational boundaries 3. Takes accountability for achieving strategic business priorities; inspires and empowers others to take ownership to deliver on the outcomes; drives synergies across teams to deliver the best possible outcomes
1. Not having a big picture perspective on the business and being operational and tactical. Has limited insight into trends across industries; is unable to draw conclusions from financial and qualitative data; is slow to understand and drive necessary changes 2. Is risk averse and uncomfortable to support change and ambiguity; also unable to take decisions in uncertain situations. 3. Does not take ownership to drive results / is more comfortable following; sets unrealistic, vague or uninspiring goals that lack clarity around expected business outcomes; is reluctant to or make others go the extra mile to achieve desired results; does not demonstrate and drive empowerment, ownership and accountability; 4. Does not deliver consistently; has difficulty in taking data based, well-informed decisions that drive action to overcoming obstacles to addressing shortfalls; wastes time and resources on pursuing non- essentials; blames others for under-performing issues. Creates an environment of fear and blame. 5. Is unable to balance customer needs with bottom line deliverables; does not demonstrate an attention to detail 3. Does not demonstrate integrity, competence, credibility and consistency when interacting with others across levels and cultures; is not able to create an environment of trust. Creates mistrust across individuals and teams. 4. Being the source of conflict and make the situation worse. Not able to identify potential conflicts and remove obstacles to co-operation within team or between work groups; allows conflict and uncooperative behavior among team members and work groups to persist. 5. Be an obstacle to cross functional collaboration; being slow to respond, cooperate or assist colleagues from other departments, functions, hotels or hubs. Seeking cooperation from others without a willingness to give and take. 1. Prefers to maintain existing ways of doing things; uses tried and tested solutions to new problems; is unaware/refuses to or not able to leverage best practices from other industries. 2. Is not open to suggestions/ new ways of doing things; cites reasons why ideas may fail/have failed; rebukes failures or mistakes; fails to create a climate where team members can safely apply relevant new learning to the business. 3. Is not able to connect ideas especially those outside of immediate area of work, to bring about breakthrough ideas. Is not able to assess the potential, create and support the process of implementing new ideas. 4. Tends to be overcautious/risk averse when considering changes suggested by team members; does not encourage new ideas or opportunities for change. 5. Is not open to change/moving out of comfort zone; does not like to venture beyond the known and familiar; avoids use of technology and prefers to stay with the tried and tested methods 1. Does not set goals that are aligned to the strategic vision that will support the team’s efforts; is not able to clearly define and/or communicate priorities and milestones to the team. 2. Struggles to create a safe environment for the team based on mutual trust, respect and understanding and where that team members can openly communicate with each other; uses clear and respectful language in difficult or stressful situations 5. Does not demonstrate consistency between words and actions; is not able to role model the living the Shangri-La values and leads others to live these values. 1. Provides little or vague performance feedback; avoids addressing performance issues; does not hold frequent development discussions 2. Is not interested/able to understand aspirations and development needs of team members; makes minimal effort to help team members progress beyond their current skill and responsibility level or take advantage of career opportunities in other areas of the organisation 3. Demonstrates little interest in the creation and follow through of meaningful developmental plans; is unwilling/unable to set and get commitment to stretch development goals; is not able to encourage and develop people in times of change 4. Expects team members to perform with little support or encouragement; does not monitor progress and coach. Fails to motivate or celebrate successes on a consistent basis 5. Does not support/encourage best practice and lessons learned sharing. Places a low priority on learning & does not take advantage of “teachable moments”; potential learning opportunities. Allows day to day work to come between learning opportunities both formal and informal; shows little ability or commitment to enabling equal opportunities for team members to realise their aspirations through learning. 1. Shows little commitment to invest the time and effort required for personal growth; gives excuses such as business priorities and heavy workload to justify lack of commitment 2. Does not want to learn from mistakes; is complacent about current knowledge; does not want to share best practices 3. Seldom seeks feedback; is resistant to or is dismissive of constructive feedback to overcome blind spots. 4. Does not think personal learning is important; shows little interest in the learning opportunities that peers and other colleagues, both senior and junior, are able to offer 5. Places little importance on personal growth; does not allocate time and effort required to upgrade knowledge and skills; is resistant to personal change. 1. Makes little or no effort to build and grow collaborative partnerships, relationships and networks. 2. Does not listen to others, stifling open dialogue; is unable to deliver clear, concise and compelling messages when communicating upwards and outwards. 3. Uses a top down approach; micromanages or does not empower people or delegate tasks; lacks trust and respect in the ability of direct reports. Does not leverage the strengths of the team. 4. Is a poor communicator and listener who struggles to connect with others; does not maintain eye contact, interrupts others, does not listen actively nor ask relevant clarifying questions ; is unable to understand and manage the emotions of self/others especially in uncertain or challenging situations
4. Translates strategic priorities into clear outcome-focused objectives and provides direction to achieve these priorities; is able to spot areas that impact the bottom line and initiate swift remedial action
5. Appreciates tradeoffs between meeting customer expectations and those of the organisation; displays an eye to detail; anticipates customers’ needs and concerns and looks for ways to add value beyond stated expectations
Builds Collaborative Partnerships
1. Identifies, creates and maintains strategic partnerships that facilitate the achievement of business goals
2. Encourages clear, open and respectful dialogue; actively demonstrates the desire to seek inputs from others; engages confidently with stakeholders at different levels; clearly articulates messages to achieve desired outcomes 3. Creates an environment of trust; establishes and maintains personal credibility, acts with integrity; lives up to commitments, accepts responsibility for actions, is regarded as fair and equitable
Facilitates business success by building and maintaining supportive, responsive and trusting relationships with a wide range of stakeholders within Drives Innovation Fosters an environment at work that supports experimentation, rewards risk taking, accepts failure, reinforces curiosity and continuously challenges the status quo and outside Shangri-La.
4. Trains, coaches and advises team leaders on resolving differences or dealing with conflicts; recognises conflicting priorities and initiates joint problem solving to address conflicts and prevent their recurrence
5. Drives a culture of mutual collaboration, proactively mobilising resources as needed across departments, functions, hotels and hubs
1. Stays open-minded and encourages others to bring new perspectives. Challenges status quo and accepted assumptions; drives a culture of flexibility and responsiveness, mobilising resources to respond swiftly to changing priorities; seeks and adopts best practices across industries 2. Manages and sustains the creative process that will encourage creativity and breakthrough thinking; suspends judgement and solicits inputs from others who have divergent perspectives; uses mistakes as an opportunity for learning 3. Is able to and teaches others to recognise key points and patterns in disparate data/information that may not have been readily apparent; creates pathways to support the implementation of innovative initiatives.
4. Demonstrates the ability to challenge existing practices in order to become more effective; puts in place systems and processes that encourage and reward innovation
5. Explore, understand and apply technology to achieve efficient and effective business results
Leads Teams Develops and leads high performing teams to achieve business goals, role modelling the Shangri-La values.
1. Sets a clear aligned direction for the hub with focussed priorities, responsibilities and outcomes
2. Creates a working environment that encourages change adaptability; drives sharing of resources and knowledge and breaks down structural and functional barriers; puts in place practices that build trust, mutual collaboration and foster a sense of belonging; creates a safe environment that encourages open dialogue and coaches individuals and teams to do the same; leads by example clear and respectful communication both written and in person even in difficult situations 3. Conveys confidence in direct reports’ ability to be successful; empowers others by delegating authority and responsibility, allowing for flexibility to do tasks in one’s own way; offers encouragement and support especially when others have experienced a setback 4. Communicates strategically, considering aspects such as optimal messaging and form of communication; communicates complex issues clearly and credibly with widely varied audiences; actively asks questions and checks for understanding; anticipates and prepares for responses or reactions of others with sensitivity and assertiveness 5. Consistently role-models and helps others live the Shangri-La core values; remains calm and manages emotions in complex and demanding situations 1. Set clear expectations for the need of continuous and open lines of communication; create an environment where timely and constructive feedback for performance and development is expected and appreciated 2. Identifies potential and grows sustainable talent across functions; drives initiatives for development, talent and career management; takes time out for regular development discussions 3. Sets standards and obtains buy-in to challenging and stretch developmental goals; jointly creates development plans and encourages others to develop their people through development dialogues and action plans; identifies and offers opportunities for growth during change implementation 4. Develops an environment that nurtures coaches and mentors within the organisation; dedicates time to supporting and empowering leaders to be coaches and mentors to others; monitors progress and actively shares knowledge and expertise; makes time for acknowledging and celebrating successes 5. Makes lifelong learning a reality by encouraging a range of both formal and informal learning experiences; creates an inclusive environment, one from which all staff, including under-represented groups can benefit 1. Role models commitment to continuous learning and self-development; self-assesses against standards for current position to identify learning needs 2. Demonstrates a positive approach to learning on the job; uses experiences across locations as learning opportunities; leads by example a culture that encourages knowledge sharing 3. Encourages and promotes open feedback. Is aware of personal strengths and weaknesses; seeks and is open to inputs on own performance and effectiveness 4. Acknowledges knowledge gaps and is open to learning from others, irrespective of their position and seniority; listens to and accepts advice from experts 5. Creates an environment that encourages commitment to allocating time and effort required to upgrade knowledge, skills and change attitudes
Develops People Understands and is committed to people development. Identifies and supports growth opportunities, providing encouragement through coaching and constructive feedback.
Develops Self Exhibits a continuous and proactive desire to learn; acquires knowledge and skill- sets to meet existing and future business needs.
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香格里拉 各 领导级别领导者能力重定义 (引领领导者) 能力要求 释义
有效行为 ( 引领领导者 )
无效行为
1. 敏锐地觉察对商业发展有影响的端倪、事件和趋势 ; 主动倡议变革让企业应时而变 ; 能解读财务和其他量化数 据 , 做出理想的商业决策。 2. 寻找企业内外最佳实践预测商业风险 ; 在不确定的环境下自信决策 ; 能鉴别出各类备选行动方案可能带来的影 响和风险 ; 跳出框架 , 不受制于企业现行的各种界限，让行动行之有效。
1. 缺乏长远和整体的业务发展视角，只关注日常的任务完成；对行业的发展趋势缺乏见解；无法从 财务和非财务数据中解读业务结果，对变革的必要性反应迟钝。
推动业绩 的实现
以强烈的责任感维 持盈利底线，坚持 客户为中心以获得 业务增长
2. 回避风险，无法在不确定的环境中作出果断决策以支持和应对变革。
3. 缺乏主人翁精神，只能被动服从工作指令；在设定目标时，要么不切实际，要么含糊、缺乏鼓动 性，无法激励他人全力以赴去实现业绩目标；没有向他人赋能，没有发展他人的积极性和责任 心。
3. 以达成战略优先目标为己任 , 激发和赋能他人以主人翁精神完成工作 ; 推进跨团队协作以取得最佳结果
4. 将战略重点细化到清晰的、成果导向的目标上，并为达成这些战略重点提供指引；能发现影响底线的基本 面，并迅速启动补救措施。
4. 工作绩效时好时坏，无法根据客观情况作出明智的举措来克服业绩的下滑；在无关紧要的事情上 浪费时间和资源；责怪他人，导致相互推诿的不良现象。
5. 在满足客户期望和企业期望之间做权衡； 关注细节；揣测客户的需求和关注点，寻找各种方法使客户获得超 越预期的附加值。
5. 无法平衡公司财务底线和满足客户要求，无法深入研究问题的细节部分。
1. 发现 , 创建并保持与战略合作伙伴的关系，从而加快业绩指标的达成
1. 在建立和发展合作伙伴和关系网络方面少有作为。
建立合作 伙伴关系
2. 鼓励清晰、公开和互敬的对话 , 积极以身示范向他人寻求反馈的意愿 , 与不同层级干系人自信互动 , 清晰表达 诉求 , 以完成预期目标
2. 专断独行，不愿公开讨论；与上下级、内外部同事进行沟通时信息传递不到位。
与所有内部和外部 的利益相关方建立 和保持相互支持， 相互配合和相互信 任的合作关系，以 利于企业取得成功
3. 在跨层级和跨文化的沟通中，未能展现出一个正直，干练，可靠和前后一致的领导者形象；未能 在团队中建立起互信的人际关系；在个人之间、团队之间、个人和所在团队之间，时常制造误 解。
3. 建立互信的人际关系 , 树立并维持个人公信力 , 行事正直 , 坚守承诺 , 承担责任 , 公平公正
4. 培训 , 辅导以及向下属领导者提供建议如何处理冲突差异 , 理解冲突的优先级关键因素 , 共同解决冲突并防止 冲突再次发生
4. 成为冲突的中心，并使情况更糟。没有能力识别潜在冲突并化解团队内部及不同工作团队之间的 合作障碍。 对团队成员之间或不同工作团队之间的合作障碍置之不理从而使之长期存在。
5. 推进互相合作的文化 , 在部门、职能单位、酒店和区域中心之间，根据需要积极地跨区调动资源
5. 本身成为跨团队合作的障碍；总是期待获得别人的支持，却对来自其他同事，部门，职能单位， 酒店和区域中心的合作请求缺乏热情和主动性。
1. 开明豁达并鼓励他人带入新观点 ; 挑战现状和假设 ; 推动灵活和迅速反应的企业文化 , 调动资源迅速应对不断 变化中的业务重点（优先事务）。
1. 循规蹈矩，固步自封。用老方法解决新问题。无心、拒绝或无法利用其他行业的最佳实践。
鼓励创新 营造一种鼓励试 验，奖励冒险，允 许失败，激发好奇 心和不断挑战现状 的良好氛围
2. 思想保守，不愿尝试新的方法，一味指责失败和过失，无法建立一种让员工勇敢和自由尝试的氛 围。
2. 管理并维护创新流程 , 鼓励创新和突破性思维 ; 停止主观评判并征询不同观点人的意见 ; 视错误为学习的机会
3. 自己能够并教导他人在不同且不明显的数据 / 信息下找出要点和模式 ; 创建方法支持创新举措的最终实施
3. 将思维局限于本职工作范围内，不愿参考和借鉴跨界的知识和经验。无法评估潜在机会，无法创 造并支持“施行新想法”的过程。
4. 展示能力挑战现有方式 , 使之更有效 ; 建立体系和流程对创新进行鼓励和嘉奖
4. 对员工提出的变革建议过分保守，不愿承担风险。不鼓励新想法和革新的机会。
5. 探寻、理解并应用科技去获取快速有效的商业结果
5. 不愿跳出自身“舒服区”，不进入自己不熟悉的领域进行尝试，不主动应用新的技术。
1. 为区域中心设定一个符合企业战略的方向指引，包括聚焦的业务重点、职责和需要达成的结果。
1. 没能为团队设立“符合公司战略愿景”的目标，无法为团队展示清晰的努力方向，工作重点和阶 段性目标。
领导团队 建立和领导一个高 绩效的团队，实现 公司业绩目标，践 行香格里拉价值观
2. 营造工作环境鼓励变革适应能力；推动资源和知识共享并打破体制和职能壁垒；在建立互信、互助、提供 归属感方面，多多实践；营造一个安全环境，鼓励坦诚对话并辅导个体和团队积极效仿；树立榜样，即使 在艰难处境下，也要以清晰和尊重的方式进行面对面或书面沟通。
2. 团队中难于建立起一个相互信任，尊重和理解的安全氛围。以至于在困难、压力大的情况下，团 队成员之间无法用清晰、互相尊重的语言进行开放的沟通交流。
3. 表达对下属能力的信心；通过赋予其权力，明确其责任进行授权；给予空间自由让其以自己的方式行事； 遇挫则及时给予鼓励和支持
3. 只运用自上而下的管理模式，不善于授权，缺乏对直接下属的信任和尊重，不善于发扬员工的优 势。
4. 有策略地沟通，顾及周全，比如最佳的通讯和交流形式；清晰且令人信服地向广大而多元的听众沟通复杂 问题；积极提问，核对是否被对方理解；预估并作出准备，以敏锐且自信的方式回应他人
4. 缺乏沟通和倾听的基本技能：如：眼神交流，认真倾听，不打断别人，提出相关的澄清性问题， 应对自身和他人在特殊环境下的情绪化问题等。
5. 持之以恒地树立榜样，帮助他人践行香格里拉核心价值观；保持冷静并在复杂严厉形势下管理好情绪
5. 言行不一致，无法展现一位香格里拉领导者应有的形象，因而也无法带领他人践行香格里拉价值 观。
1. 定下持续和开诚布公的沟通基调 ; 营造工作氛围让及时建设性绩效反馈和人员发展被期许和重视
1. 对员工的绩效反馈留于表面，尽量回避员工的绩效问题，无法进行常态化的员工职业发展讨论。
发展员工 充分理解员工发展 的必要性，发现并 支持员工成长的机 会。通过教练和给 予建设性反馈来激 励员工
2. 在各部门中间找到高潜人才进行积极培养 ; 推动人员发展、人才和职业发展的倡议及计划 ; 花时间进行定期的 人员发展讨论
2. 对员工的发展和激励缺乏耐心，很少去帮助员工挑战自身能力范围，很少帮助员工寻求公司内其 它发展机会。
3. 设定标准并获得大家对挑战性发展目标的拥护 ; 和下属一起共同制定其发展计划并鼓励他通过职业发展交流 和行动计划发展他的下属 ; 在变革实施过程中 , 寻找并提供员工成长机会 4. 在企业内发展一种孕育教练和导师的环境 ; 花时间支持并赋能领导者成为他人的教练和导师 ; 观察进度并积极 分享知识和专业技能 ; 腾出时间表彰员工和进行庆祝活动 5. 通过鼓励一系列正式、非正式的学习体验，使“终生学习”成为现实 ; 营造包容的氛围 , 使全体员工中的任何 一员，无论职位高低，无论活跃与否，全部能从中获益
3. 很少关注员工的发展计划，不愿意或者无法为员工设定有挑战性的发展目标，在变革阶段做不到 鼓励和发展员工。
4. 只期待员工完成工作，缺乏对员工支持和鼓励，没有提供教练式辅导，没有坚持经常性的鼓励和 对其进步的肯定。
5. 没有鼓励团队成员对最佳实践和经验教训的分享；不重视学习，不借用“学习场景”进行反思； 只求日常工作的完成而不去进行学习和总结；不能给予每个员工一个公平的学习机会去激励他 们。
1. 成为持续学习和自我发展的榜样 ; 以当前职位要求标准进行自我评估寻找学习需求
1. 放弃对自身发展的努力，总是用诸如工作紧迫和繁忙等托辞来为自己缺乏学习热情作借口。
发展自我 求知若渴，对未来 的业务需求作好充 分的储备
2. 积极表态鼓励从工作中学习 ; 视跨区域的经验为学习机会 ; 以身示范营造鼓励知识分享的企业文化
2. 无法从错误中学习，固步自封，不愿呈现和分享最佳实践。
3. 鼓励和推行公开透明反馈 , 意识到个人强项和弱项 ; 寻求并坦然面他人对自己工作业绩和工作有效性的意见。
3. 轻视反馈，不愿接受别人建设性的反馈来弥补自身的盲点。
4. 承认知识的空白并无论对方职位和年龄高低 , 虚心向他人学习 , 倾听并接受专家建议
4. 不重视学习的重要性，对于来自上下级同事的经验和学习体会视而不见。
5. 营造环境鼓励对时间和精力的投入以更新知识 , 技能及转变认知。
5. 忽略自我成长，不愿投入时间和精力去提升自己，不愿主动变革。
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