Going behind the Corporate Curtain with a BluePrint for Leadership Potential: An Integrated Framework for Identifying High-Potential Talent

Abstract

Given the level of effort and resources dedicated to differentiating and buildingleadership talent in corporations today, isn’t it time we made progress on helping human resource and talent management practitioners
understand the true nature of potential? The purpose of this paper is to do just that. We will describe the Leadership Potential BluePrint (the BluePrint), a new integrated framework for thinking about, assessing and
developing the most important characteristics and skills of a “high-potential” individual.

Full text

VOLUME 36/ISSUE 4 — 2014 5150 PEOPLE & STRATEGY
There are several reasons driving this
heightened attention to differentiat-
ing potential in organizations.
Changing workforce demographics, the
impact of globalization and technology, and
increased scrutiny from investors and boards
of directors have increased the spotlight on
the quality of an organization’s leadership
talent. In addition, competition for current
and future talent remains a critical factor in
strategic workforce planning efforts (Meister
& Willyerd, 2010). As a result of these trends,
the question of “What is potential?” has
become a hot topic at numerous professional
conferences (e.g., Human Resource Planning
Society, Society for Industrial-Organizational
Psychology, etc.) and consortium meetings
(e.g., Conference Board Council of Talent
Management, The Mayower Group).
Understanding
Potential
While understanding leadership potential has
been of interest to practitioners and organi-
zational psychologists for years, it has not
received the level of attention in the formal
academic literature that you would expect.
Instead, as many chief talent officers and
senior vice presidents of talent management
will conrm, a profusion of consulting rms
and assessment companies all claim to have
the “silver bullet” for identifying leadership
potential. Interesting, however, their assess-
➤
What is the true definition of “high potential”? How do we identify high-potential talent? Can
leadership potential be developed in someone, or is it something that is inherent and pre-
determined in an individual? Ask anyone working in talent management or human resources
and they will tell you that these questions reflect some of the most intense and ongoing
debates in organizations today. Nonetheless, identifying potential is key aspect of an effective
talent management system (Silzer & Dowell, 2010).
50 PEOPLE & STRATEGY
ment approaches often differ dramatically,
and there seems to be limited conceptual
agreement regarding the denition of poten-
tial among them as well. In addition to this
potential source of confusion, there are also
many senior executives who continue to
assess future potential based on either current
performance or their own personal perspec-
tive and success story (the “like me”
phenomena) which may or may not be
grounded in what is needed for the future of
the business.
Despite the lack of clarity regarding leader-
ship potential, it has not dampened the
rising popularity of high-potential assess-
ment and development efforts in major
corporations. In fact, a recent benchmark
study (Church & Rotolo, 2013) noted that
70% of 84 “top development” companies
are currently using assessments in a variety
of forms (e.g., 360 feedback, personality
tests, structured interviews, cognitive mea-
sures, simulations, etc.) with some vigor,
with 90% assessing their senior executives
and 75% assessing high-potentials. This
result is comparable to another recent study
in which 65% of 20 major business corpora-
tions reported using assessment tools,
beyond manager ratings and reviews, to
identify high-potential candidates (Silzer &
Church, 2010).
Given the level of effort and resources dedi-
cated to differentiating and building
leadership talent in corporations today, isn’t
it time we made progress on helping human
resource and talent management practitio-
ners understand the true nature of potential?
The purpose of this paper is to do just that.
We will describe the Leadership Potential
BluePrint (the BluePrint), a new integrated
framework for thinking about, assessing and
developing the most important characteris-
tics and skills of a “high-potential”
individual. The BluePrint is based on multiple
sources including:
(a) a review of theory and research in
applied psychology and organizational
behavior
(b) data and high-potential frameworks
collected from leading consulting rms
(c) recent benchmark studies of high-
potential practices in “top development”
companies
(d) internal models, tools and practices
from highly regarded organizations in tal-
ent management and learning and
development, and
(d) the combined internal and external
experience of the authors in the assess-
ment, staffing and development of
individuals, leaders and executives.
The Leadership Potential BluePrint is ground-
ed in theory, science and practice. For a
comprehensive review, see Silzer & Church,
2009. While most models and assessments of
potential are focused on only one or two spe-
cic ideas, the BluePrint is a comprehensive,
integrated and indeed somewhat prescriptive
approach to understanding leadership poten-
tial. It represents the latest talent management
thinking. Perhaps more importantly, the Blue-
Print is specifically intended to help senior
leaders, managers, human resource profes-
sionals, and chief talent management ofcers
better understand and make critical decisions
Going behind the Corporate
Curtain with a BluePrint for
Leadership Potential
An Integrated Framework
for Identifying
H
igh-Potential Talent
By Allan H. Church and Rob Silzer
Changing workforce demographics, the impact of
globalization and technology, and increased scrutiny
from investors and boards of directors have increased
the spotlight on the quality of an organization’s
leadership talent.

VOLUME 36/ISSUE 4 — 2014 5150 PEOPLE & STRATEGY
There are several reasons driving this
heightened attention to differentiat-
ing potential in organizations.
Changing workforce demographics, the
impact of globalization and technology, and
increased scrutiny from investors and boards
of directors have increased the spotlight on
the quality of an organization’s leadership
talent. In addition, competition for current
and future talent remains a critical factor in
strategic workforce planning efforts (Meister
& Willyerd, 2010). As a result of these trends,
the question of “What is potential?” has
become a hot topic at numerous professional
conferences (e.g., Human Resource Planning
Society, Society for Industrial-Organizational
Psychology, etc.) and consortium meetings
(e.g., Conference Board Council of Talent
Management, The Mayower Group).
Understanding
Potential
While understanding leadership potential has
been of interest to practitioners and organi-
zational psychologists for years, it has not
received the level of attention in the formal
academic literature that you would expect.
Instead, as many chief talent officers and
senior vice presidents of talent management
will conrm, a profusion of consulting rms
and assessment companies all claim to have
the “silver bullet” for identifying leadership
potential. Interesting, however, their assess-
➤
What is the true definition of “high potential”? How do we identify high-potential talent? Can
leadership potential be developed in someone, or is it something that is inherent and pre-
determined in an individual? Ask anyone working in talent management or human resources
and they will tell you that these questions reflect some of the most intense and ongoing
debates in organizations today. Nonetheless, identifying potential is key aspect of an effective
talent management system (Silzer & Dowell, 2010).
50 PEOPLE & STRATEGY
ment approaches often differ dramatically,
and there seems to be limited conceptual
agreement regarding the denition of poten-
tial among them as well. In addition to this
potential source of confusion, there are also
many senior executives who continue to
assess future potential based on either current
performance or their own personal perspec-
tive and success story (the “like me”
phenomena) which may or may not be
grounded in what is needed for the future of
the business.
Despite the lack of clarity regarding leader-
ship potential, it has not dampened the
rising popularity of high-potential assess-
ment and development efforts in major
corporations. In fact, a recent benchmark
study (Church & Rotolo, 2013) noted that
70% of 84 “top development” companies
are currently using assessments in a variety
of forms (e.g., 360 feedback, personality
tests, structured interviews, cognitive mea-
sures, simulations, etc.) with some vigor,
with 90% assessing their senior executives
and 75% assessing high-potentials. This
result is comparable to another recent study
in which 65% of 20 major business corpora-
tions reported using assessment tools,
beyond manager ratings and reviews, to
identify high-potential candidates (Silzer &
Church, 2010).
Given the level of effort and resources dedi-
cated to differentiating and building
leadership talent in corporations today, isn’t
it time we made progress on helping human
resource and talent management practitio-
ners understand the true nature of potential?
The purpose of this paper is to do just that.
We will describe the Leadership Potential
BluePrint (the BluePrint), a new integrated
framework for thinking about, assessing and
developing the most important characteris-
tics and skills of a “high-potential”
individual. The BluePrint is based on multiple
sources including:
(a) a review of theory and research in
applied psychology and organizational
behavior
(b) data and high-potential frameworks
collected from leading consulting rms
(c) recent benchmark studies of high-
potential practices in “top development”
companies
(d) internal models, tools and practices
from highly regarded organizations in tal-
ent management and learning and
development, and
(d) the combined internal and external
experience of the authors in the assess-
ment, staffing and development of
individuals, leaders and executives.
The Leadership Potential BluePrint is ground-
ed in theory, science and practice. For a
comprehensive review, see Silzer & Church,
2009. While most models and assessments of
potential are focused on only one or two spe-
cic ideas, the BluePrint is a comprehensive,
integrated and indeed somewhat prescriptive
approach to understanding leadership poten-
tial. It represents the latest talent management
thinking. Perhaps more importantly, the Blue-
Print is specifically intended to help senior
leaders, managers, human resource profes-
sionals, and chief talent management ofcers
better understand and make critical decisions
Going behind the Corporate
Curtain with a BluePrint for
Leadership Potential
An Integrated Framework
for Identifying
H
igh-Potential Talent
By Allan H. Church and Rob Silzer
Changing workforce demographics, the impact of
globalization and technology, and increased scrutiny
from investors and boards of directors have increased
the spotlight on the quality of an organization’s
leadership talent.

52 PEOPLE & STRATEGY
VOLUME 36/ISSUE 4 — 2014 53
regarding high potential identification and
leadership development.
The BluePrint is already gaining traction in
the business landscape and is currently the
underlying framework for integrated leader-
ship potential assessment and development
efforts at several major corporations with
strong talent management functions such as
PepsiCo, Eli Lilly and Citibank. It is also
being integrated into various professional
models such as the Conference Board’s recent
report (2013) in conjunction with Right
Management on accelerating the leadership
development of high potentials in Asia, as
well as other consulting rm approaches. The
model has both organizational appeal and a
rigorous conceptual foundation to make a
significant contribution to strategic talent
management efforts.
The Building Blocks of
Potential
It would be nice if there was a simple answer
to the question “What is high-potential?”,
but there is not. One of the reasons that there
is so much debate about this question is that
“potential” is actually a broad construct.
While it can be helpful to ask the key question
of “Potential for what?”, there often is no
clear or specic answer. For example, in edu-
cation “potential” might mean the ability to
learn and be measured by later school
achievements. In the military, key predictors
might be motivation and commitment and be
measured by advancement to ofcer level or
combat leadership effectiveness. At senior
levels in organizations, executives who are
only a few career moves away from a C-suite
leadership role may not be assessed at all for
their broad potential but more likely for their
degree of “t” or “stretch” to a specic lead-
ership role such as Chief Financial Ofcer or
GM president.
Given the pressures on companies, however,
to deliver sustained business growth, much of
the effort and energy in organizations today
is focused on development against longer
term leadership needs or on identifying “dia-
monds in the rough.” For the purpose of this
article, we frame potential at the broadest
level in terms of leadership capability and
organizational roles. High-potential for lead-
ership, or leadership potential, can ultimately
be measured by accelerated advancement and
successful performance in higher level leader-
ship positions. Leadership potential is
ultimately conrmed as individuals who later
become successful organizational leaders.
But the challenging part is to distinguish these
individuals earlier in their career based on
those abilities, skills, characteristics and
behaviors that are reliable predictors of later
leadership success.
While some organizations actually use “the
ability to perform in leadership positions two
levels higher in the organization” as their
ofcial denition of potential when classify-
ing talent (Silzer & Church, 2010), this
becomes a problem because it only states the
desired later outcome but not the early pre-
dictors of potential. Typically, it does not
indicate what specific skills, abilities or
behaviors are required to be successful at
higher levels, or what factors help individuals
to move up the organization more quickly
than others. Similarly many other denitions
of high potential focus only on the expected
later outcomes, but are silent on the skills,
abilities, and behaviors that are needed to be
successful in those later outcomes and on the
current indicators that predict later success
(Silzer & Church, 2009; 2010). It would be
like dening “sports potential” in college stu-
dents as having the ability to successfully play
in Major League Baseball, but saying nothing
about the skills and abilities to scout for now
in college students. This is where the Blue-
Print provides an important and useful
framework for thinking about those early
predictors of later leadership success.
In particular, the Leadership Potential Blue-
Print outlines an overall framework of three
types of dimensions and six building blocks
that provide a framework of the skills and
abilities that make up leadership potential in
total. These building blocks are both additive
(they add to the impact of each other), and
relatively independent from each other (an
individual can be strong in one area and weak
in another). They outline key characteristics
and skills that an individual may naturally
have or demonstrate. There are specific
assessment, training and development impli-
cations associated with each building block,
and different approaches an individual can
take to leverage and adapt their skills and
abilities in each area to support their leader-
ship success.
Foundational Dimensions
The foundational dimensions of potential
include two core building blocks: personal-
ity characteristics and cognitive capabilities.
These are the two most fundamental and
stable building blocks of leadership poten-
tial and are core variables underlying
individual differences in psychology. They
potential identification decisions in some
companies. With focused development work
(e.g. extensive assertiveness training or inter-
personal skills coaching) some individuals
have been able to moderate a deciency in
this area but rarely have been able to turn it
into a strength. Although there are many
approaches for understanding an individual’s
personality broadly, the specic characteris-
tics noted here are the ones that are most
directly linked to long-term leadership poten-
tial.
Cognitive Capabilities. There has been gen-
eral agreement that senior leadership
positions and the complex business chal-
lenges faced by senior leaders usually require
a minimal level of cognitive abilities. The core
cognitive capabilities that may be most rele-
vant to leadership potential (Silzer & Church,
2009) are:
•Cognitive abilities, intelligence
•Strategic and conceptual thinking, breadth
of thinking
•Dealing with complexity and ambiguity
While solid cognitive abilities are often seen
as an entry requirement to being a successful
organizational leader, there has been increas-
ing attention given to an individual’s ability
to handle complex and ambiguous issues. In
addition, over the last decade many compa-
nies have identied strategic thinking as a
core leadership competency for C-suite roles
in all functions. Cognitive capabilities are
very difcult to change, if at all, without an
extensive long-term effort. As a result, many
practitioners would argue that they are
among the best early predictors precisely
because they are so stable. Others believe that
While solid cognitive abilities are often seen as
an entry requirement to being a successful
organizational leader, there has been increasing
attention given to an individual’s ability to handle
complex and ambiguous issues.
At senior levels in organizations, executives who are
only a few career moves away from a C-suite
leadership role may not be assessed at all for their
broad potential but more likely for their degree of “t”
or “stretch” to a specic leadership role 
Cognitive Capabilities
• Cognitive Abilities, Intelligence
• Strategic & Conceptual Thinking,
Breadth of Thinking
•
Dealing with Complexity & Ambiguity

Personality Characteristics
• Social & Interpersonal skills
• Assertiveness, Dominance
• Maturity, Emotional Self-Control,
Resilience
Motivation Skills
• Drive, Energy, initiative
• Career Ambition, Commitment
• Results & Achievement
Orientation,
Risk taking
Learning Skills
• Adaptability
• Learning Interest &
Orientation
• Openness to Feedback
Functional/
Technical
• Technical & Ftnl.
• Business Know.
Leadership Skills
• Managing people
•
Motivating, influencing
& inspiring others 
• Developing others
Leadership Potential
Career Dimensions
Growth Dimensions
Foundational
Dimensions
FIGURE 1: THE LEADERSHIP POTENTIAL BLUEPRINT
© Silzer & Church, 2009
can directly impact an individual’s potential
for leadership. Foundational dimensions are
relatively stable across situations, experi-
ences and time and are hard to change in an
individual. They are unlikely to develop or
change much over time without an extraor-
dinary intervention and influence from
others. It is possible, however, to help an
individual (a) develop workaround strate-
gies that can mitigate some of an individual’s
deciencies or derailers, and (b) create com-
plementary work teams that can help to
balance out deciencies and strengths across
different people.
Personality Characteristics. Personality char-
acteristics directly impact an individual’s
success in dealing with and inuencing other
people. The core personality variables that
may be the most relevant to leadership poten-
tial (Silzer& Church, 2009) are:
•Social and interpersonal skills
•Assertiveness, dominance
•Maturity, emotional self-control, resilience
These characteristics benet individuals in
leadership roles and are consistent with high-

52 PEOPLE & STRATEGY
VOLUME 36/ISSUE 4 — 2014 53
regarding high potential identification and
leadership development.
The BluePrint is already gaining traction in
the business landscape and is currently the
underlying framework for integrated leader-
ship potential assessment and development
efforts at several major corporations with
strong talent management functions such as
PepsiCo, Eli Lilly and Citibank. It is also
being integrated into various professional
models such as the Conference Board’s recent
report (2013) in conjunction with Right
Management on accelerating the leadership
development of high potentials in Asia, as
well as other consulting rm approaches. The
model has both organizational appeal and a
rigorous conceptual foundation to make a
significant contribution to strategic talent
management efforts.
The Building Blocks of
Potential
It would be nice if there was a simple answer
to the question “What is high-potential?”,
but there is not. One of the reasons that there
is so much debate about this question is that
“potential” is actually a broad construct.
While it can be helpful to ask the key question
of “Potential for what?”, there often is no
clear or specic answer. For example, in edu-
cation “potential” might mean the ability to
learn and be measured by later school
achievements. In the military, key predictors
might be motivation and commitment and be
measured by advancement to ofcer level or
combat leadership effectiveness. At senior
levels in organizations, executives who are
only a few career moves away from a C-suite
leadership role may not be assessed at all for
their broad potential but more likely for their
degree of “t” or “stretch” to a specic lead-
ership role such as Chief Financial Ofcer or
GM president.
Given the pressures on companies, however,
to deliver sustained business growth, much of
the effort and energy in organizations today
is focused on development against longer
term leadership needs or on identifying “dia-
monds in the rough.” For the purpose of this
article, we frame potential at the broadest
level in terms of leadership capability and
organizational roles. High-potential for lead-
ership, or leadership potential, can ultimately
be measured by accelerated advancement and
successful performance in higher level leader-
ship positions. Leadership potential is
ultimately conrmed as individuals who later
become successful organizational leaders.
But the challenging part is to distinguish these
individuals earlier in their career based on
those abilities, skills, characteristics and
behaviors that are reliable predictors of later
leadership success.
While some organizations actually use “the
ability to perform in leadership positions two
levels higher in the organization” as their
ofcial denition of potential when classify-
ing talent (Silzer & Church, 2010), this
becomes a problem because it only states the
desired later outcome but not the early pre-
dictors of potential. Typically, it does not
indicate what specific skills, abilities or
behaviors are required to be successful at
higher levels, or what factors help individuals
to move up the organization more quickly
than others. Similarly many other denitions
of high potential focus only on the expected
later outcomes, but are silent on the skills,
abilities, and behaviors that are needed to be
successful in those later outcomes and on the
current indicators that predict later success
(Silzer & Church, 2009; 2010). It would be
like dening “sports potential” in college stu-
dents as having the ability to successfully play
in Major League Baseball, but saying nothing
about the skills and abilities to scout for now
in college students. This is where the Blue-
Print provides an important and useful
framework for thinking about those early
predictors of later leadership success.
In particular, the Leadership Potential Blue-
Print outlines an overall framework of three
types of dimensions and six building blocks
that provide a framework of the skills and
abilities that make up leadership potential in
total. These building blocks are both additive
(they add to the impact of each other), and
relatively independent from each other (an
individual can be strong in one area and weak
in another). They outline key characteristics
and skills that an individual may naturally
have or demonstrate. There are specific
assessment, training and development impli-
cations associated with each building block,
and different approaches an individual can
take to leverage and adapt their skills and
abilities in each area to support their leader-
ship success.
Foundational Dimensions
The foundational dimensions of potential
include two core building blocks: personal-
ity characteristics and cognitive capabilities.
These are the two most fundamental and
stable building blocks of leadership poten-
tial and are core variables underlying
individual differences in psychology. They
potential identification decisions in some
companies. With focused development work
(e.g. extensive assertiveness training or inter-
personal skills coaching) some individuals
have been able to moderate a deciency in
this area but rarely have been able to turn it
into a strength. Although there are many
approaches for understanding an individual’s
personality broadly, the specic characteris-
tics noted here are the ones that are most
directly linked to long-term leadership poten-
tial.
Cognitive Capabilities. There has been gen-
eral agreement that senior leadership
positions and the complex business chal-
lenges faced by senior leaders usually require
a minimal level of cognitive abilities. The core
cognitive capabilities that may be most rele-
vant to leadership potential (Silzer & Church,
2009) are:
•Cognitive abilities, intelligence
•Strategic and conceptual thinking, breadth
of thinking
•Dealing with complexity and ambiguity
While solid cognitive abilities are often seen
as an entry requirement to being a successful
organizational leader, there has been increas-
ing attention given to an individual’s ability
to handle complex and ambiguous issues. In
addition, over the last decade many compa-
nies have identied strategic thinking as a
core leadership competency for C-suite roles
in all functions. Cognitive capabilities are
very difcult to change, if at all, without an
extensive long-term effort. As a result, many
practitioners would argue that they are
among the best early predictors precisely
because they are so stable. Others believe that
While solid cognitive abilities are often seen as
an entry requirement to being a successful
organizational leader, there has been increasing
attention given to an individual’s ability to handle
complex and ambiguous issues.
At senior levels in organizations, executives who are
only a few career moves away from a C-suite
leadership role may not be assessed at all for their
broad potential but more likely for their degree of “t”
or “stretch” to a specic leadership role 
Cognitive Capabilities
• Cognitive Abilities, Intelligence
• Strategic & Conceptual Thinking,
Breadth of Thinking
•
Dealing with Complexity & Ambiguity

Personality Characteristics
• Social & Interpersonal skills
• Assertiveness, Dominance
• Maturity, Emotional Self-Control,
Resilience
Motivation Skills
• Drive, Energy, initiative
• Career Ambition, Commitment
• Results & Achievement
Orientation,
Risk taking
Learning Skills
• Adaptability
• Learning Interest &
Orientation
• Openness to Feedback
Functional/
Technical
• Technical & Ftnl.
• Business Know.
Leadership Skills
• Managing people
•
Motivating, influencing
& inspiring others 
• Developing others
Leadership Potential
Career Dimensions
Growth Dimensions
Foundational
Dimensions
FIGURE 1: THE LEADERSHIP POTENTIAL BLUEPRINT
© Silzer & Church, 2009
can directly impact an individual’s potential
for leadership. Foundational dimensions are
relatively stable across situations, experi-
ences and time and are hard to change in an
individual. They are unlikely to develop or
change much over time without an extraor-
dinary intervention and influence from
others. It is possible, however, to help an
individual (a) develop workaround strate-
gies that can mitigate some of an individual’s
deciencies or derailers, and (b) create com-
plementary work teams that can help to
balance out deciencies and strengths across
different people.
Personality Characteristics. Personality char-
acteristics directly impact an individual’s
success in dealing with and inuencing other
people. The core personality variables that
may be the most relevant to leadership poten-
tial (Silzer& Church, 2009) are:
•Social and interpersonal skills
•Assertiveness, dominance
•Maturity, emotional self-control, resilience
These characteristics benet individuals in
leadership roles and are consistent with high-

VOLUME 36/ISSUE 4 — 2014 5554 PEOPLE & STRATEGY
some individuals are able to overcome mod-
erate deciencies in this area through hard
work and determination. We agree that these
are very useful early predictors but they
should not stand alone since they inuence
and are influenced by the other building
block dimensions.
The most important decision to make when
using foundational dimensions is determin-
ing the personality characteristics and the
threshold of cognitive capabilities that are
needed in senior leadership positions. If “gen-
eral leadership potential” is the goal then the
full set of personality and cognitive variables
that we identified might be needed. Con-
versely, from a talent planning perspective, if
the answer to “potential for what” is a spe-
cic target or destination leadership role then
a more specific personality and cognitive
prole may be required (e.g., for a CFO role
someone with high conscientiousness may be
needed, or for a Chief Marketing Ofcer role
someone who is inquisitive and creative may
be desirable).
Growth Dimensions
The growth dimensions are intervening vari-
ables to individual learning and can facilitate
or hinder an individual’s leadership growth
and development. They consist of two build-
ing blocks: learning skills and motivation
skills. They are key indicators of whether a
person will further develop and learn new
skills and behaviors whether those are to be
some will try to keep up and some will fall
behind. These dimensions can help organiza-
tions identify individuals with those different
proles.
These building blocks are likely to be reason-
ably consistent and stable in an individual,
until there is a signicant situational change.
They tend to get expressed or even get stron-
ger when a person has strong interests in an
area, has an opportunity to learn more in an
interest area, has a supportive, encouraging
environment or is put in in an environment
that requires them. They can change and
develop throughout a career or at specic life-
stages.
Learning Skills. Learning skills often distin-
guish those individuals who step up and
succeed at new challenges from others who
do not succeed. The core learning skills most
relevant to leadership potential (Silzer &
Church, 2009) are:
•Adaptability
•Learning interest and orientation
•Openness to feedback
Learning skills have been recognized as being
key to an individual’s ability to effectively
lead in changing issues, situations and busi-
ness markets. They are central to learning and
development efforts in other areas of poten-
tial as well. Other related learning concepts
include “having a growth mindset,” demon-
the vine” depending on their openness to
learning and changing.
Motivation skills. Motivation skills vary con-
siderably across individuals but often
distinguish successful leaders. Most success-
ful leaders in organizations are highly
motivated and driven to accomplish work
and career goals (for example, “Drive for
Results” has been one of PepsiCo’s enduring
leadership competencies used to evaluate
leadership capability for decades). The core
motivation skills most relevant to leadership
potential (Silzer& Church, 2009) are:
•Drive, energy, initiative
•Career ambition, organizational commit-
ment
•Results and achievement orientation, risk
taking
The focus here is on demonstrated behavior
and not just stated views. Stating an ambition
to “lead the company” is an often heard, and
often hollow, pronouncement that is mean-
ingless unless backed up with initiative and
action. However, someone who demonstrates
a high level of motivation skills (e.g. taking
the initiative to lead a new project or task
force over and above their core job responsi-
bilities, or learning an entirely new
functional skill area on their own) can sub-
stantially change his/her career path and
success. These skills often open doors to new
challenges and assignments. Career ambition
in particular has emerged as a distinguishing
skill now that individuals are encouraged,
even required, to take control of their own
careers. Changing these skills is very possible
and usually starts internally with the indi-
vidual deciding to focus on them. However
an encouraging manager or an engaging envi-
ronment can often prompt an individual to
take action.
These two building blocks, learning and
motivation, interact with each other. Learn-
ing something new may instill positive energy
and drive for pursing new achievements.
Similarly being motivated toward some larg-
er goal can trigger an interest in learning
about new topics that come up along the way.
But these skills are independent in the sense
that it is not uncommon for people to be
strong in one area and decient in the other.
In addition, these areas can (and are more
likely than foundational skills to) change
over time and across situations for an indi-
vidual. This is good news for talent
management professionals who want to
“enhance potential.” However, that means
that individuals might also become less moti-
vated and learning oriented in certain
situations such as working under a weak
leader or poorly dened and structured devel-
opment assignment. These are areas where
human resources and talent management
professionals can have a signicant impact in
identifying people with low learning and
motivation skills and working to nd a more
engaging and stimulating work environment
for them.
Career Dimensions
The third set of critical predictors of potential
are the career dimensions. The two key build-
ing blocks here are leadership skills and
functional capabilities. Most talent manage-
ment, learning and organization development
professionals have focused signicant efforts
in these areas, particularly in developing lead-
ership competencies, programs and models
for organizations. There is general agreement
that these specic skills (such as leadership
and functional skills) are important to being
successful in a designated career path, such as
a C-suite functional leader, or region or busi-
ness unit general manager. These skills are the
most developable of all the predictors of
potential. Usually a focused and extensive
individual feedback, learning and develop-
ment effort is required to enhance skills in
these areas.
In our experience, leadership skills and
functional capabilities do not differ sub-
stantively from company to company at
the broadest level. What does significantly
differ are the words, labels and behaviors
used to define them for a given organiza-
tional culture. Different organizations will
elevate or minimize various leadership
skills and functional capabilities based on
their own strategic business and people
priorities. So while one company might
focus on instilling corporate values,
another firm might emphasize manager
quality through the development of direct
reports. The underlying constructs between
different company models are often simi-
lar and significantly overlap, but each is
chosen to be relevant to a specific organi-
zational culture.
Leadership Skills. These skills are actually
very common across organizations, but go
programs. In recent years, they have been
more selective in whom they select into the
programs in order to make sure the individu-
als have some clear predisposition to
leadership and the company is making wise
investments. It is those early cues that need to
be more clearly articulated and leveraged.
These leadership skills can be taught and
modied, provided the individual has accept-
able levels of skills on the foundation and
growth dimensions (i.e., an example of the
additive effect of the three dimensions we
mentioned earlier).
Functional/Technical skills. These capabili-
ties operate in the same way as the leadership
skills. They focus on the early indicators that
an individual has the preliminary skills for a
successful leadership career. The two core
functional/technical skill dimensions most
relevant to leadership potential (Silzer &
Church, 2009) are:
•Technical/functional skills in a given area
of expertise
•Business knowledge (both company and
industry specic as well as broader knowl-
edge)
Skills in these areas are often specic to a
particular career, such as a nance leader or
a marketing leader. They vary not only across
functions but may also vary across compa-
nies. This requires answering the question,
“potential for what?” (see Church, Haime &
Johnson, 2012, for case example in the
Finance function at PepsiCo). Business
knowledge is typically relevant to most lead-
ership skills, but is particularly important for
individuals in general leadership positions
where responsibilities span numerous func-
tions. Again we are looking for early
indicators that an individual will be able to
be effective in a long-term leadership career.
For example, what technical skills and
knowledge should we look for early in the
career of someone who aspires to be a CFO,
Are there specic early career knowledge and
skill markers in this area that predict later
leadership success?
From a development perspective, career
dimensions are easier to influence and
change in an individual than any of the
other dimensions of potential, though to
state the obvious, accomplishing sustain-
able behavioral change is never an easy
task. Nonetheless, through learning inter-
ventions, effective performance man-
agement, new assignments, senior leader-
ship modeling, data-driven feedback tools
Someone who demonstrates a high level of motivation
skills ... can substantially change his/her career path
and success.
From a development perspective, career dimensions
are easier to inuence and change in an individual
than any of the other dimensions of potential, though
to state the obvious, accomplishing sustainable
behavioral change is never an easy task.
by different names. Our interest here is in
early career skills, that is, those leadership
predispositions that are indicative of later
effective leadership. What are the early cues
and predictors of leadership? The core lead-
ership skill dimensions that we think are
most relevant to leadership potential (Silzer
& Church, 2009) are:
•Managing people
•Motivating, inuencing and inspiring others
•Developing others
These areas are central to being an effective
leader. We are focused on the early indicators
in these areas. For example, how well an indi-
vidual manages a small ad hoc task force, or
keeps a team motivated through crises are
likely early indicators of later leadership
effectiveness with larger teams or whole orga-
nizations. This is why it is often helpful to
give individuals team assignments early in
their career to see how well they perform.
These early leadership indicators can also be
used to select college graduates into manage-
ment training programs. The same principle
applies when putting people through devel-
opment assessment centers to gauge their
early leadership behaviors.
Of course organizations have heavily invest-
ed in leadership training and development
gained from new experiences, coaching and
feedback or formal training. Individuals, par-
ticularly those with moderate to high levels
of self-awareness, can leverage these skills
and abilities to learn new things. They can
have signicant impact on whether an indi-
vidual grows and adapts over time or stays
locked into old habits and behaviors. Growth,
motivation and learning often go hand-in-
hand and reect the individual’s willingness
and energy to learn, adapt, take risks, and try
new experiences. As businesses and the world
change, some individuals will lead the change,
strating “learning agility,” and “learning from
experience” (Dweck, 2006; Lombardo &
Eichinger, 2000; McCall, 1998). It is impor-
tant to recognize that an individual may (or
may not) be able to enhance his or her learn-
ing skills when put into a new situation with
new challenges and given support from oth-
ers. Sometimes this change may be initially
forced from the outside and then later adopt-
ed internally in an individual, such as in
educational and military settings. In either
case people can either be a “late bloomer”
and step up to the opportunity or “wither on

VOLUME 36/ISSUE 4 — 2014 5554 PEOPLE & STRATEGY
some individuals are able to overcome mod-
erate deciencies in this area through hard
work and determination. We agree that these
are very useful early predictors but they
should not stand alone since they inuence
and are influenced by the other building
block dimensions.
The most important decision to make when
using foundational dimensions is determin-
ing the personality characteristics and the
threshold of cognitive capabilities that are
needed in senior leadership positions. If “gen-
eral leadership potential” is the goal then the
full set of personality and cognitive variables
that we identified might be needed. Con-
versely, from a talent planning perspective, if
the answer to “potential for what” is a spe-
cic target or destination leadership role then
a more specific personality and cognitive
prole may be required (e.g., for a CFO role
someone with high conscientiousness may be
needed, or for a Chief Marketing Ofcer role
someone who is inquisitive and creative may
be desirable).
Growth Dimensions
The growth dimensions are intervening vari-
ables to individual learning and can facilitate
or hinder an individual’s leadership growth
and development. They consist of two build-
ing blocks: learning skills and motivation
skills. They are key indicators of whether a
person will further develop and learn new
skills and behaviors whether those are to be
some will try to keep up and some will fall
behind. These dimensions can help organiza-
tions identify individuals with those different
proles.
These building blocks are likely to be reason-
ably consistent and stable in an individual,
until there is a signicant situational change.
They tend to get expressed or even get stron-
ger when a person has strong interests in an
area, has an opportunity to learn more in an
interest area, has a supportive, encouraging
environment or is put in in an environment
that requires them. They can change and
develop throughout a career or at specic life-
stages.
Learning Skills. Learning skills often distin-
guish those individuals who step up and
succeed at new challenges from others who
do not succeed. The core learning skills most
relevant to leadership potential (Silzer &
Church, 2009) are:
•Adaptability
•Learning interest and orientation
•Openness to feedback
Learning skills have been recognized as being
key to an individual’s ability to effectively
lead in changing issues, situations and busi-
ness markets. They are central to learning and
development efforts in other areas of poten-
tial as well. Other related learning concepts
include “having a growth mindset,” demon-
the vine” depending on their openness to
learning and changing.
Motivation skills. Motivation skills vary con-
siderably across individuals but often
distinguish successful leaders. Most success-
ful leaders in organizations are highly
motivated and driven to accomplish work
and career goals (for example, “Drive for
Results” has been one of PepsiCo’s enduring
leadership competencies used to evaluate
leadership capability for decades). The core
motivation skills most relevant to leadership
potential (Silzer& Church, 2009) are:
•Drive, energy, initiative
•Career ambition, organizational commit-
ment
•Results and achievement orientation, risk
taking
The focus here is on demonstrated behavior
and not just stated views. Stating an ambition
to “lead the company” is an often heard, and
often hollow, pronouncement that is mean-
ingless unless backed up with initiative and
action. However, someone who demonstrates
a high level of motivation skills (e.g. taking
the initiative to lead a new project or task
force over and above their core job responsi-
bilities, or learning an entirely new
functional skill area on their own) can sub-
stantially change his/her career path and
success. These skills often open doors to new
challenges and assignments. Career ambition
in particular has emerged as a distinguishing
skill now that individuals are encouraged,
even required, to take control of their own
careers. Changing these skills is very possible
and usually starts internally with the indi-
vidual deciding to focus on them. However
an encouraging manager or an engaging envi-
ronment can often prompt an individual to
take action.
These two building blocks, learning and
motivation, interact with each other. Learn-
ing something new may instill positive energy
and drive for pursing new achievements.
Similarly being motivated toward some larg-
er goal can trigger an interest in learning
about new topics that come up along the way.
But these skills are independent in the sense
that it is not uncommon for people to be
strong in one area and decient in the other.
In addition, these areas can (and are more
likely than foundational skills to) change
over time and across situations for an indi-
vidual. This is good news for talent
management professionals who want to
“enhance potential.” However, that means
that individuals might also become less moti-
vated and learning oriented in certain
situations such as working under a weak
leader or poorly dened and structured devel-
opment assignment. These are areas where
human resources and talent management
professionals can have a signicant impact in
identifying people with low learning and
motivation skills and working to nd a more
engaging and stimulating work environment
for them.
Career Dimensions
The third set of critical predictors of potential
are the career dimensions. The two key build-
ing blocks here are leadership skills and
functional capabilities. Most talent manage-
ment, learning and organization development
professionals have focused signicant efforts
in these areas, particularly in developing lead-
ership competencies, programs and models
for organizations. There is general agreement
that these specic skills (such as leadership
and functional skills) are important to being
successful in a designated career path, such as
a C-suite functional leader, or region or busi-
ness unit general manager. These skills are the
most developable of all the predictors of
potential. Usually a focused and extensive
individual feedback, learning and develop-
ment effort is required to enhance skills in
these areas.
In our experience, leadership skills and
functional capabilities do not differ sub-
stantively from company to company at
the broadest level. What does significantly
differ are the words, labels and behaviors
used to define them for a given organiza-
tional culture. Different organizations will
elevate or minimize various leadership
skills and functional capabilities based on
their own strategic business and people
priorities. So while one company might
focus on instilling corporate values,
another firm might emphasize manager
quality through the development of direct
reports. The underlying constructs between
different company models are often simi-
lar and significantly overlap, but each is
chosen to be relevant to a specific organi-
zational culture.
Leadership Skills. These skills are actually
very common across organizations, but go
programs. In recent years, they have been
more selective in whom they select into the
programs in order to make sure the individu-
als have some clear predisposition to
leadership and the company is making wise
investments. It is those early cues that need to
be more clearly articulated and leveraged.
These leadership skills can be taught and
modied, provided the individual has accept-
able levels of skills on the foundation and
growth dimensions (i.e., an example of the
additive effect of the three dimensions we
mentioned earlier).
Functional/Technical skills. These capabili-
ties operate in the same way as the leadership
skills. They focus on the early indicators that
an individual has the preliminary skills for a
successful leadership career. The two core
functional/technical skill dimensions most
relevant to leadership potential (Silzer &
Church, 2009) are:
•Technical/functional skills in a given area
of expertise
•Business knowledge (both company and
industry specic as well as broader knowl-
edge)
Skills in these areas are often specic to a
particular career, such as a nance leader or
a marketing leader. They vary not only across
functions but may also vary across compa-
nies. This requires answering the question,
“potential for what?” (see Church, Haime &
Johnson, 2012, for case example in the
Finance function at PepsiCo). Business
knowledge is typically relevant to most lead-
ership skills, but is particularly important for
individuals in general leadership positions
where responsibilities span numerous func-
tions. Again we are looking for early
indicators that an individual will be able to
be effective in a long-term leadership career.
For example, what technical skills and
knowledge should we look for early in the
career of someone who aspires to be a CFO,
Are there specic early career knowledge and
skill markers in this area that predict later
leadership success?
From a development perspective, career
dimensions are easier to influence and
change in an individual than any of the
other dimensions of potential, though to
state the obvious, accomplishing sustain-
able behavioral change is never an easy
task. Nonetheless, through learning inter-
ventions, effective performance man-
agement, new assignments, senior leader-
ship modeling, data-driven feedback tools
Someone who demonstrates a high level of motivation
skills ... can substantially change his/her career path
and success.
From a development perspective, career dimensions
are easier to inuence and change in an individual
than any of the other dimensions of potential, though
to state the obvious, accomplishing sustainable
behavioral change is never an easy task.
by different names. Our interest here is in
early career skills, that is, those leadership
predispositions that are indicative of later
effective leadership. What are the early cues
and predictors of leadership? The core lead-
ership skill dimensions that we think are
most relevant to leadership potential (Silzer
& Church, 2009) are:
•Managing people
•Motivating, inuencing and inspiring others
•Developing others
These areas are central to being an effective
leader. We are focused on the early indicators
in these areas. For example, how well an indi-
vidual manages a small ad hoc task force, or
keeps a team motivated through crises are
likely early indicators of later leadership
effectiveness with larger teams or whole orga-
nizations. This is why it is often helpful to
give individuals team assignments early in
their career to see how well they perform.
These early leadership indicators can also be
used to select college graduates into manage-
ment training programs. The same principle
applies when putting people through devel-
opment assessment centers to gauge their
early leadership behaviors.
Of course organizations have heavily invest-
ed in leadership training and development
gained from new experiences, coaching and
feedback or formal training. Individuals, par-
ticularly those with moderate to high levels
of self-awareness, can leverage these skills
and abilities to learn new things. They can
have signicant impact on whether an indi-
vidual grows and adapts over time or stays
locked into old habits and behaviors. Growth,
motivation and learning often go hand-in-
hand and reect the individual’s willingness
and energy to learn, adapt, take risks, and try
new experiences. As businesses and the world
change, some individuals will lead the change,
strating “learning agility,” and “learning from
experience” (Dweck, 2006; Lombardo &
Eichinger, 2000; McCall, 1998). It is impor-
tant to recognize that an individual may (or
may not) be able to enhance his or her learn-
ing skills when put into a new situation with
new challenges and given support from oth-
ers. Sometimes this change may be initially
forced from the outside and then later adopt-
ed internally in an individual, such as in
educational and military settings. In either
case people can either be a “late bloomer”
and step up to the opportunity or “wither on

VOLUME 36/ISSUE 4 — 2014 5756 PEOPLE & STRATEGY
and targeted coaching organizations can
enhance leadership potential through a
variety of development channels. In the
context of development, however, it is
important to recognize that there is typi-
cally an inverse relationship between the
importance of leadership skills and func-
tional/technical skills with respect to
future potential and current level in the
organization. In most organizations, for
example, leadership skills will increase in
criticality for succession planning with
level of seniority while the degree of func-
tional and technical capability required
will likely remain steady or even decrease
past a certain level of prociency.
Contextual Factors
In addition to the above dimensions there are
a number of contextual factors or consider-
ations that can inuence an organization’s
talent classication process rather than an
individual’s inherent leadership potential.
Although these are not part of the BluePrint,
they are important to highlight as they can
play a role in inuencing how leaders think
about assessing potential. In fact, many orga-
nizations today make the mistake of confusing
one or more of these factors with the key
dimensions of potential. This can lead to inac-
curate (with respect to potential) and even
potentially inappropriate models of talent
differentiation in their pipelines. These con-
textual factors include past performance,
mobility, background demographics, cultural
t and readiness for a new role. While all of
these factors may be important to consider in
a talent planning context, none of them
should be included in a formal denition of
potential for conceptual, accuracy, practical
and legal reasons (particularly background
demographics).
Performance history. Past behavior has his-
torically been considered as the best
predictor of future performance in similar
situations. However, we now live in a VUCA
business environment (i.e., volatile, uncer-
tain, complex and ambiguous) that requires
new and different behaviors. The leadership
situations faced are very different today so
past behavior no longer works as well as a
predictor. Unfortunately past performance
has often been confused with potential, pri-
marily because performance is so important
to short -term success that it is hard to ignore
it, particularly in companies focused on the
bottom-line. This phenomenon in talent
management efforts has been termed the
“performance-potential paradox” (Church
& Waclawski, 2010). A better way to think
about performance, is as a gatekeeper mea-
sure over time that allows an individual to
continue to progress. So many other factors
play into a given performance that it is dan-
gerous and misleading to link it to future
leadership potential.
Mobility. An individual’s mobility status
often generates signicant debate in talent
reviews focused on whether an individual
who is not willing to relocate can be con-
sidered as having potential. We would
argue that while mobility is clearly an
important consideration for planning and
stafng purposes, it is not and should not
be an indicator of leadership potential.
Given that someone’s mobility status can
change quickly and potential should be a
relatively stable construct, it makes little
to effectively operate within organizational
values and behavioral norms, we think cul-
tural fit is only relevant to a specific and
well-dened organizational culture, typically
based on the past. It does not account for a
changing cultural environment whether plan-
fully orchestrated or naturally evolving, and
may not tolerate a range of leadership
approaches; either of these effects can lead to
future business failures. It may, however, be a
useful factor for short-term considerations,
particularly in the context of the require-
ments for a very senior role, similar to
performance, but not as a longer-term predic-
tor of potential.
Readiness. Finally, an important consider-
ation in the talent planning process is how
ready the individual is currently for various
roles and the expected development prog-
ress and readiness for higher-level leadership
positions in the future. This “planning hori-
zon” as it is often called, however, should
have nothing to do with someone’s inherent
leadership potential. Readiness is for succes-
sion and talent planning purposes only.
Some organizations, however, have mistak-
enly included readiness as a potential
indicator.
Considerations for
Assessment &
Development
Overall, the Leadership Potential Blue-
Print is an important new integrated
framework for dening leadership poten-
tial. It helps to answer the questions of
“What is a high-potential?” and “Can
potential be developed?” While the model
is comprehensive, the Foundational,
Growth and Career dimensions make intu-
itive sense and are easy to operationalize at
multiple levels of depth.
Table 1 provides some basic questions that
can help an organization begin to implement
the Leadership Potential BluePrint in a tal-
ent management and planning context.
Although these questions are no substitute
for formal and valid assessment measures
and tools, they will help leaders, managers,
HR and talent management professionals to
think more carefully and consistently about
what it means to evaluate and identify
potential in their organization, and to be
more specic in the leadership talent that
they are looking for in their leadership suc-
cession and planning process.
targeted at individuals in certain career
stages/levels in the organization. The Pep-
siCo system leverages a multi-trait,
multi-method model beginning at lower
levels in the organization with “Check-
point-0 .” This two -hour on line m easu rement
process is targeted at identifying future
leadership potential based on each of the
components of the BluePrint but emphasiz-
ing more of the Foundational and Growth
areas over Career dimensions at this level.
This is followed by higher checkpoints (1,
2, 3, etc.) which go successively deeper in
the assessment process moving from core
online psychometric tools to more complex
custom simulations and situational judg-
ment tests , all the way to full day ass essment
centers, individualized structured inter-
views, and deep psychological assessments.
sense and potentially hurts your talent
pipeline planning to reduce your high-
potential pool simply because someone
cannot move right now.
Background demographics. There are some
demographic variables such as age, ethnicity,
gender, and nationality that might be consid-
ered in the talent planning process for a range
of reasons such as diversity needs, cultural t
within a given country, or an aging senior
leadership pool with high levels of antici-
pated exodus due to retirement. But we
believe that these variables are unrelated to
actual leadership potential and should not be
used as indicators of such.
Cultural fit. It has become fashionable in
some organizations to determine how well an
individual ts the specic organizational cul-
ture. While we see the need for an individual
In the context of development, however, it is
important to recognize that there is typically an
inverse relationship between the importance of
leadership skills and functional/technical skills with
respect to future potential and current level in the
organization.
describe how the BluePrint can be used as
part of a more systemic talent management
process.
At PepsiCo, the Leadership Potential Blue-
Print ser ves as the basi s for the organ ization’s
entire multi-tier Leadership Assessment &
Development program (LeAD). Developed
and launched in 2010, the program pro-
vides increasingly intensive integrated
assessment and development efforts that
are linked to key leadership transitions and
TABLE 1: QUESTIONS TO ASK WHEN USING THE LEADERSHIP BLUEPRINT
Dimensions Key Questions
Foundational Dimensions ⦁ What are the few critical personality characteristics that leaders
need to have to run our business in the future?
⦁ What personality derailers must we avoid in future leaders or to
help individuals find “work around” strategies to minimize their
impact?
⦁ What level of pure “smarts” and strategic/conceptual thinking
do we need in our future leadership pool?
Growth Dimensions ⦁ What type of learning orientation, capability for growth, and
interest in experiences do our leadership potential talent have
today and is there a gap in with what they will need in future
roles?
⦁ Does our leadership potential talent have the drive, energy and
commitment needed to move the company beyond where we are
today? Are they ready and willing to make the sacrifices it takes
to get to the top of the company?
Career Dimensions ⦁ Have we identified, articulated and embedded in our talent,
performance and development systems the right leadership
behaviors needed for the future?
⦁ Do we have the right mix of current and future-oriented functional
skills and abilities outlined in our performance and development
systems?
In general, the ideal high-potential assess-
ment and development talent management
process would incorporate a fully validated
multi-trait, multi-method approach based on
all of the dimensions outlined in the Leader-
ship Potential BluePrint. We encourage
approaches that take a multi-dimensional
approach to leadership potential, which we
believe will also improve an organization’s
ability to more accurately manage their talent
pipeline. In some contexts, it might be most
strategic to focus on a subset of dimensions
of potential from the model (e.g., personality,
learning, leadership skills). In other situations
where the focus is on broader talent selection
or on identifying “diamonds in the rough,” a
more broadly based leadership potential
assessment approach would be most appro-
priate. Let’s take two short examples to
At higher levels the assessment emphasis is
generally placed more on the Growth and
Career dimensions of the model (except
perhaps among individuals where the orga-
nization has more limited experience such
as new hires). Overall the LeA D program
based on the BluePrint has brought a new
level of rigor to the potential assessment
and development process and has been very
well received by candidates, managers and
HR leaders alike. There has been consider-
able pull for the program from the eld. ➤

VOLUME 36/ISSUE 4 — 2014 5756 PEOPLE & STRATEGY
and targeted coaching organizations can
enhance leadership potential through a
variety of development channels. In the
context of development, however, it is
important to recognize that there is typi-
cally an inverse relationship between the
importance of leadership skills and func-
tional/technical skills with respect to
future potential and current level in the
organization. In most organizations, for
example, leadership skills will increase in
criticality for succession planning with
level of seniority while the degree of func-
tional and technical capability required
will likely remain steady or even decrease
past a certain level of prociency.
Contextual Factors
In addition to the above dimensions there are
a number of contextual factors or consider-
ations that can inuence an organization’s
talent classication process rather than an
individual’s inherent leadership potential.
Although these are not part of the BluePrint,
they are important to highlight as they can
play a role in inuencing how leaders think
about assessing potential. In fact, many orga-
nizations today make the mistake of confusing
one or more of these factors with the key
dimensions of potential. This can lead to inac-
curate (with respect to potential) and even
potentially inappropriate models of talent
differentiation in their pipelines. These con-
textual factors include past performance,
mobility, background demographics, cultural
t and readiness for a new role. While all of
these factors may be important to consider in
a talent planning context, none of them
should be included in a formal denition of
potential for conceptual, accuracy, practical
and legal reasons (particularly background
demographics).
Performance history. Past behavior has his-
torically been considered as the best
predictor of future performance in similar
situations. However, we now live in a VUCA
business environment (i.e., volatile, uncer-
tain, complex and ambiguous) that requires
new and different behaviors. The leadership
situations faced are very different today so
past behavior no longer works as well as a
predictor. Unfortunately past performance
has often been confused with potential, pri-
marily because performance is so important
to short -term success that it is hard to ignore
it, particularly in companies focused on the
bottom-line. This phenomenon in talent
management efforts has been termed the
“performance-potential paradox” (Church
& Waclawski, 2010). A better way to think
about performance, is as a gatekeeper mea-
sure over time that allows an individual to
continue to progress. So many other factors
play into a given performance that it is dan-
gerous and misleading to link it to future
leadership potential.
Mobility. An individual’s mobility status
often generates signicant debate in talent
reviews focused on whether an individual
who is not willing to relocate can be con-
sidered as having potential. We would
argue that while mobility is clearly an
important consideration for planning and
stafng purposes, it is not and should not
be an indicator of leadership potential.
Given that someone’s mobility status can
change quickly and potential should be a
relatively stable construct, it makes little
to effectively operate within organizational
values and behavioral norms, we think cul-
tural fit is only relevant to a specific and
well-dened organizational culture, typically
based on the past. It does not account for a
changing cultural environment whether plan-
fully orchestrated or naturally evolving, and
may not tolerate a range of leadership
approaches; either of these effects can lead to
future business failures. It may, however, be a
useful factor for short-term considerations,
particularly in the context of the require-
ments for a very senior role, similar to
performance, but not as a longer-term predic-
tor of potential.
Readiness. Finally, an important consider-
ation in the talent planning process is how
ready the individual is currently for various
roles and the expected development prog-
ress and readiness for higher-level leadership
positions in the future. This “planning hori-
zon” as it is often called, however, should
have nothing to do with someone’s inherent
leadership potential. Readiness is for succes-
sion and talent planning purposes only.
Some organizations, however, have mistak-
enly included readiness as a potential
indicator.
Considerations for
Assessment &
Development
Overall, the Leadership Potential Blue-
Print is an important new integrated
framework for dening leadership poten-
tial. It helps to answer the questions of
“What is a high-potential?” and “Can
potential be developed?” While the model
is comprehensive, the Foundational,
Growth and Career dimensions make intu-
itive sense and are easy to operationalize at
multiple levels of depth.
Table 1 provides some basic questions that
can help an organization begin to implement
the Leadership Potential BluePrint in a tal-
ent management and planning context.
Although these questions are no substitute
for formal and valid assessment measures
and tools, they will help leaders, managers,
HR and talent management professionals to
think more carefully and consistently about
what it means to evaluate and identify
potential in their organization, and to be
more specic in the leadership talent that
they are looking for in their leadership suc-
cession and planning process.
targeted at individuals in certain career
stages/levels in the organization. The Pep-
siCo system leverages a multi-trait,
multi-method model beginning at lower
levels in the organization with “Check-
point-0 .” This two -hour on line m easu rement
process is targeted at identifying future
leadership potential based on each of the
components of the BluePrint but emphasiz-
ing more of the Foundational and Growth
areas over Career dimensions at this level.
This is followed by higher checkpoints (1,
2, 3, etc.) which go successively deeper in
the assessment process moving from core
online psychometric tools to more complex
custom simulations and situational judg-
ment tests , all the way to full day ass essment
centers, individualized structured inter-
views, and deep psychological assessments.
sense and potentially hurts your talent
pipeline planning to reduce your high-
potential pool simply because someone
cannot move right now.
Background demographics. There are some
demographic variables such as age, ethnicity,
gender, and nationality that might be consid-
ered in the talent planning process for a range
of reasons such as diversity needs, cultural t
within a given country, or an aging senior
leadership pool with high levels of antici-
pated exodus due to retirement. But we
believe that these variables are unrelated to
actual leadership potential and should not be
used as indicators of such.
Cultural fit. It has become fashionable in
some organizations to determine how well an
individual ts the specic organizational cul-
ture. While we see the need for an individual
In the context of development, however, it is
important to recognize that there is typically an
inverse relationship between the importance of
leadership skills and functional/technical skills with
respect to future potential and current level in the
organization.
describe how the BluePrint can be used as
part of a more systemic talent management
process.
At PepsiCo, the Leadership Potential Blue-
Print ser ves as the basi s for the organ ization’s
entire multi-tier Leadership Assessment &
Development program (LeAD). Developed
and launched in 2010, the program pro-
vides increasingly intensive integrated
assessment and development efforts that
are linked to key leadership transitions and
TABLE 1: QUESTIONS TO ASK WHEN USING THE LEADERSHIP BLUEPRINT
Dimensions Key Questions
Foundational Dimensions ⦁ What are the few critical personality characteristics that leaders
need to have to run our business in the future?
⦁ What personality derailers must we avoid in future leaders or to
help individuals find “work around” strategies to minimize their
impact?
⦁ What level of pure “smarts” and strategic/conceptual thinking
do we need in our future leadership pool?
Growth Dimensions ⦁ What type of learning orientation, capability for growth, and
interest in experiences do our leadership potential talent have
today and is there a gap in with what they will need in future
roles?
⦁ Does our leadership potential talent have the drive, energy and
commitment needed to move the company beyond where we are
today? Are they ready and willing to make the sacrifices it takes
to get to the top of the company?
Career Dimensions ⦁ Have we identified, articulated and embedded in our talent,
performance and development systems the right leadership
behaviors needed for the future?
⦁ Do we have the right mix of current and future-oriented functional
skills and abilities outlined in our performance and development
systems?
In general, the ideal high-potential assess-
ment and development talent management
process would incorporate a fully validated
multi-trait, multi-method approach based on
all of the dimensions outlined in the Leader-
ship Potential BluePrint. We encourage
approaches that take a multi-dimensional
approach to leadership potential, which we
believe will also improve an organization’s
ability to more accurately manage their talent
pipeline. In some contexts, it might be most
strategic to focus on a subset of dimensions
of potential from the model (e.g., personality,
learning, leadership skills). In other situations
where the focus is on broader talent selection
or on identifying “diamonds in the rough,” a
more broadly based leadership potential
assessment approach would be most appro-
priate. Let’s take two short examples to
At higher levels the assessment emphasis is
generally placed more on the Growth and
Career dimensions of the model (except
perhaps among individuals where the orga-
nization has more limited experience such
as new hires). Overall the LeA D program
based on the BluePrint has brought a new
level of rigor to the potential assessment
and development process and has been very
well received by candidates, managers and
HR leaders alike. There has been consider-
able pull for the program from the eld. ➤

VOLUME 36/ISSUE 4 — 2014 5958 PEOPLE & STRATEGY
Similarly, Eli Lilly uses the Leadership
Potential BluePrint as the foundation for
its talent identication process. They have
an assessment process called the “Talent
ID tool.” Alan Colquitt, Director of Glob-
al Assessment & Workforce Research at
Eli Lilly, describes the process as combin-
ing formal psychometric assessment with
meetings and discussions to arrive at an
overall judgment about a person’s level of
potential. The formal tool takes the form
of a discussion guide for leaders and HR
professionals and the tool is completed in
a meeting with the supervisor and other
leaders who may know the person, along
with the appropriate HR person as the
facilitator. This guide is broken into
sections aligned with the dimensions of the
BluePrint. Each section includes formal
assessment evidence relevant to that
dimension in addition to discussion ques-
tions about the person’s background,
experience, etc., leading to a formal rating
of each dimension along with an overall
potential rating. This process has recently
been expanded and tailored for assessing
top-level technical potential as well.
Conclusion
Being able to identify talent that has true
leadership potential is a critical objective in
most organizations (Church & Waclawski,
2010; Silzer & Church, 2010). It is directly
linked to the future sustainability and sur-
vival of the business whatever the industry or
sector. The BluePrint is an intuitive yet power-
ful framework for defining potential and
outlining the core dimensions that need to be
considered in a holistic manner. By introduc-
ing and using the Leadership Potential
BluePrint as part of an integrated talent man-
agement system, organizations will be
signicantly better positioned to achieve their
long-term strategic human capital strategies
by ensuring greater:
•Success in accurately identifying potential in
talent to lead the organization in the future
•Consistency in dening and using the term
leadership potential across different busi-
ness sectors, groups and functions in an
organization
•Insight and effectiveness in reviewing and
understanding the relationships among dif-
ferent dimensions of the BluePrint when
assessing leadership potential (e.g., Foun-
dational, Growth, Career)
•Competitive advantage in attracting and
retai ning critic al leadership t alent throug h
enhanced identication and segmentation
of high-potential individuals for acceler-
ated development and succession plan-
ning
In sum, the future of organizations and
business success is based on outstanding
and differentiated leadership. It is critically
important then that human resource and
talent management practitioners help their
senior leaders and managers implement the
most effective approach to identifying
future leadership potential and making
strategic talent placement decisions based
on that data. Building talent management
efforts on a rigorous and consistent model
of potential will help avoid confusion, inac-
curacy and poor decision making over time.
We think the Leadership Potential Blue-
Print shows them the way forward. The
BluePrint represents a significant new
approach to any talent ma nagement process
at any level of implementation.
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Allan H. Church, Ph.D., is vice presi-
dent of Organization Development for
the Global Groups, Functions and Cor-
porate, and Executive Assessment and
Development for PepsiCo, Inc.
Rob Silzer, Ph.D., is managing director
of HR Assessment and Development
and a member of the Doctoral Faculty
in Industrial-Organizational Psychol-
ogy at Baruch College, Graduate
Center, City University of New York.
In sum, the future of organizations and business
success is based on outstanding and differentiated
leadership.
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