| Management has been described as one type of | | | | - Available resources |
| leadership where managers, supervisors to even | | | | - Abilities of the employees |
| C Suite executives achieve results through the | | | | When people demonstrate high talent intelligence |
| efforts or actions of others. These individuals then | | | | for this attribute of accountability for others they |
| become accountable for those whom they | | | | will not make excuses or blame others for poor |
| manage. Performance appraisals are then based | | | | performance. These individuals will look to identify |
| upon whether the corporate initiatives, objectives, | | | | the why behind the less than desirable |
| targets, or goals (call them what you will) were | | | | performance as well as any repetitive obstacles |
| achieved. | | | | keeping the employee or employees from |
| So being accountable for others is a talent and | | | | achieving the desired results. |
| surprisingly enough can be measured. This | | | | Conversely, people who demonstrate low talent |
| measurement, for all extent and purpose, could | | | | intelligence place their emphasis on less sustainable |
| be called talent intelligence. | | | | efforts such as appearance and image instead of |
| The next step is defining exactly what is | | | | results and successful outcomes. Consequently, |
| accountability for others. Several instruments | | | | they blame others for the inability to secure the |
| available for organizations including human | | | | objectives because they lack a positive self |
| resources and sales departments that assess | | | | image. These folks who lack this talent also may |
| performance all have slightly different definitions. | | | | find protecting their own personal self image more |
| However the essence of all these definitions | | | | important achieving the results. |
| resides within the ability for a leader to be | | | | Human resource professionals also need to |
| responsible for the behaviors which are the | | | | identify the behaviors behind the expectations |
| consequences of the actions of those they | | | | when discussing this talent of being accountability |
| managed. To be responsible suggests that these | | | | for others. Those demonstrations might include: |
| individuals in their respective leadership roles | | | | - Confirming delegated action has been properly |
| cannot engage in the blame game. | | | | received |
| Many of use are familiar with managers who | | | | - Providing honest, timely, constructive feedback |
| blame others or something else for not achieving | | | | - Defining (clearly) the expectations for the job, |
| the results or the organization. These individuals | | | | project or process |
| lack an internal responsibility and potentially lack | | | | Of course to compute the intelligence suggests |
| personal accountability as well unless the culture of | | | | combining both the scores of the outside |
| the company prohibits them from taking | | | | assessment and then the performance appraisal. |
| responsibility. | | | | The sum of these scores should give the |
| Additionally accountability for others suggest the | | | | organization a fairly accurate and solid number |
| ability to accurately evaluate the: | | | | about this talent of accountability for others. |
| - Task at hand | | | | |