Page 202 - Psychological Management of Individual Performance

the concept of potential and future performance 185
Potential (diagnosis T-zero)
LOW HIGH

HIGH → Reward → Development
Performance
(diagnosis T ) 1
LOW → Avoidance → Acute analysis and problem solving

FIGURE 9.2 Human Resources Portfolio (Odiorne, 1984) in relation to human development actions

(see Figure 9.2). In this analysis, a high potential is someone that generates success with
his/her underlying qualifications in the field of intellect, personality, ambitions, values
and the competencies that he/she carried in first instance. According to Odiorne, a dif-
ferent approach is needed for all the different categories of managers/employees that
can be distinguished in the figure. For example, in order to motivate those who have a
lower potential but who perform high, external motivating factors apply best. Particular
attention should be applied to those who have a high potential, but who do not per-
form according to this potential. They need special learning activities that “trigger” their
potential.
As stated by Lohaus and Kleinmann in this volume, the realised competency level and
accompanying performances at a certain period in time, are also dependent on the learn-
ing experiences that someone goes through, as well as the learning possibilities offered
and the person’s own initiative to benefit from these possibilities (see also, Moingeon &
Edmondson, 1996). Thus measurement of progress in personal development can be
considered as an indicator of “potential” at a later stage, as well as an indicator of perfor-
mance. In other words, in our point of view potential is a concept that can be measured
at different points in time. This measurement takes into account not only content-related
factors that can be seen as more or less stable (intellect, personality, competencies, etc.),
but also process-related factors (realised learning experiences) which are partly depen-
dent on numerous situational circumstances. This has particular practical implications;
for example, imagine a person who can be considered a high potential at stage T-zero,
for example on the basis of intellectual quality and personality, but is not given the
opportunity to challenging learning environment with opportunities, and moments of
experience. This person could be classified as ‘hardly to develop’ with the associated
action ‘avoidance’ at stage T 1 according to Odiorne’s model. This time the measure-
ment does not take into account the offered learning opportunities, as well as the fact
that in principle, according to the zero or origin-measurement, the potential in a future
situation could be high. On the other hand, a high potential could be a ‘star’ in stage T 1
as the result of extreme efforts by the organisation to provide learning experiences—
or because his/her qualifications were congruent with the current organisational goals.
However, this ‘star’ may not remain a ‘star’ in a less ideal environment without chal-
lenges, opportunities and learning possibilities. Taking account of the new developments
that are awaiting organisations, this seems an important fact which should be at least
considered when determining potential. High potential must not be equated with a high
performer!