Executive Self-Assessment Suite

A founder-CEO of a 150-person tech company who has run everything directly but now needs to build an executive team. Board is pushing for professional management structure. Client believes they need to 'professionalize' but isn't clear what executive skills they actually possess versus what they've been doing by instinct.

Frame this as a baseline before you start hiring people to complement you. 'Before we design roles for your C-suite, let's map what executive capabilities you already bring.' Many founders resist the skills rating section because they've never had formal executive training - they built the company through problem-solving, not management theory. Name that upfront: this isn't about credentials, it's about recognizing what you've developed through practice.

Section 1 completed in under 5 minutes signals the client is working from founder identity, not executive identity. Look for language like 'I had to' or 'there was no choice' - founder survival mode rather than executive choice-making. In the skills rating, watch for systematic underrating. Founders often rate themselves low on 'formal' skills while running complex operations daily.

Start with the gap between what they wrote in qualifications versus what they rated in skills. 'You wrote that you built a 150-person company, but rated leadership skills at 6. Walk me through that disconnect.' Then move to the elevator pitch: 'Read me your strapline. Now imagine your new CFO introducing you to their network. Would they use those words?'

A VP of Operations promoted from Director level six months ago, now managing people who used to be peers. Team dynamics are strained and client feels caught between being 'one of the team' and being the boss. Client thinks the problem is that the team hasn't adjusted to the new hierarchy.

Position this as role clarification, not team management. 'Before we work on team dynamics, let's get clear on what your role actually is now versus what it was six months ago.' Expect resistance to the 'Why did I become an executive?' question - many internal promotions happen without the person choosing executive identity. They got promoted into management, not into leadership.

In Section 1, look for language about the promotion happening 'to them' rather than something they pursued. Section 4 responsibilities often mirror their old director-level tasks with 'and manage people' added. The development section reveals whether they see the gap as skills-based or identity-based. Skills gaps are easier; identity gaps require deeper work.

Start with Section 4 responsibilities compared to what they actually spend time doing. 'You wrote that you're responsible for strategic direction, but yesterday you spent four hours in operational troubleshooting. What's the gap?' Then: 'Your former peers - do they see you as responsible for strategic direction? What would they say your role is?'

A 20-year executive with strong P&L experience who just became CEO of a healthcare services company after spending their career in manufacturing. Six weeks in, they're overwhelmed by regulatory complexity and stakeholder relationships they don't understand. Client believes they need to learn the industry faster.

Frame this as transferable skills identification, not industry education. 'You were hired for executive capability, not healthcare expertise. Let's separate what transfers from what you need to learn.' Experienced executives often resist basic self-assessment because they've 'already done this work.' Push back: 'You've done it for manufacturing. Healthcare has different stakeholder patterns.'

Section 2 skills inventory defaults to manufacturing language and examples. Section 4 responsibilities get written in general executive terms rather than healthcare-specific context. The elevator pitch section often breaks down entirely - they can't describe what the company does in terms they understand well enough to explain to others.

Start with the elevator pitch breakdown. 'You've been a CEO before, but you can't explain what this company does in sixty seconds. What does that tell you about your first 90 days?' Then move to skills transfer: 'Look at your highest-rated skills. Give me a healthcare example of each one. Which ones have you actually used here?'

A Chief Marketing Officer with ADHD who excels at creative problem-solving and crisis management but struggles with long-term planning and delegation. Gets pulled into tactical work because it provides immediate dopamine hits. Client thinks they need better time management systems.

Frame this as attention allocation mapping, not time management. 'Your brain is wired for novelty and immediate feedback. Let's see where that serves your executive role and where it creates problems.' ADHD executives often resist the skills rating because they perform inconsistently - excellent one day, struggling the next. Normalize that: 'Rate your skills on your good days. We'll talk about the variability separately.'

Section 1 often reveals they became an executive because they were good at solving problems, not because they wanted to manage strategy. Skills inventory clusters around crisis management and creative thinking. Skills rating shows large gaps between strategic areas and tactical areas. Development section focuses on systems and processes rather than attention management.

Start with the pattern between what energizes them and what their role requires. 'You rated crisis management at 9 and strategic planning at 5. Yesterday, where did you spend your attention?' Then: 'Your team brings you tactical problems because you're good at solving them. What does that cost you strategically?'