F · People and organization building

Growth and development

Growth paths, coaching, and performance evidence.

Classification boundary

Include: Include coaching, capability development, performance evidence, and growth paths.

Choose a neighboring leaf when: Use G learning transfer for an individual applying learning to a new problem and hiring/team design for capability supply.

This capability may appear in standards across different stages. Explore stage expectations

25 questions

Choose a group based on the evidence you need. Groups follow existing question formats, not difficulty or mandatory prerequisites. Each batch has up to eight questions.

Judgment and options20

Compare goals, constraints, options, and trade-offs.

Questions 1–8

A person completes courses and rotations but shows no independent judgment in a new responsibility. How would you redesign development evidence and practice?
A candidate lists many project outcomes but cannot show sustained ownership at the target level. How would you distinguish results, impact scope, and responsibility evidence?
A teammate’s work shows repeated defects of the same kind, while delivery must continue. How would you balance coaching, practice, and quality safeguards?
A teammate wants broader responsibility but has limited experience; the team has a risky project opportunity. How would you design a stretch assignment?
A teammate believes they are operating at the next level, but the manager sees incomplete evidence. How would you give feedback and create a verifiable development plan?
A teammate consistently delivers high-quality work but does not want management or broader scope. The promotion path often treats scope expansion as progress. How would you support them?
A teammate attends coaching and completes exercises, but work behavior has not changed. How would you tell whether practice, environment, or goals are misaligned?
Mentors are paired and meet regularly, but participants cannot explain what they learned. How would you improve the program and assess its effect?

Questions 9–16

A performance review identifies an important improvement area, but the teammate feels all contributions were dismissed and loses motivation. How would you help them interpret and act?
A teammate needs to learn production releases and incident response, but the work affects customers. How would you structure practice and supervision?
Several failures make a teammate avoid stretch work, though core skills remain. How would you help rebuild confidence and evidence?
An engineer quietly reduces failures in backend systems, while another frequently presents cross-team work and is better known to leadership. You calibrate development opportunities. How do you prevent visibility from replacing impact?
How do you coach someone newly made a team lead to move from doing the work to leading others who do it? Where do they most easily get stuck, and how do you help?
Someone on the team has become tired or complacent and their output has clearly dropped. How do you judge whether the cause is workload, lack of growth, personal circumstances, or lost confidence in the team, and what do you do?
A contributor delivers reliably in a familiar system but misses deadlines and needs help in a new domain. How do you distinguish a reasonable learning curve from a performance issue requiring formal action?
Technology moves fast. As the team's technical lead, how do you keep the team from losing external market competitiveness by long maintaining the company's aging in-house systems? How do you balance business stability against each person's market value as an engineer?

Questions 17–20

When a newcomer joins, how do you bring them from completing tasks to owning something independently? What do you assign in the first three months, how do you give feedback, and how do you tell when to let go?
Some people on the team cannot move up for now, perhaps because promotion slots are limited or they are one step short. How do you adjust the team and give them new work and direction without making them feel shelved?
A senior core member has hit a plateau. How do you help them keep growing, and how do you judge whether they have truly hit a ceiling or simply lack a new challenge?
What is your logic for developing people? What do you focus on improving in a newcomer, a core member who delivers independently, and a team lead, and how do you tell they are ready for the next stage?

Experience and reflection5

Use past facts to examine contribution, results, and learning.

Questions 1–5

Someone tells you "I want to grow faster." How would you turn that into a concrete growth milestone?
For a member who can already deliver independently, how would you design the next responsibility that stretches them by just one step?
Tell me about someone you coached who did not reach the expectations in the end. What expectations, feedback, and support did you give at the time?
A teammate wants a new-technology project for growth, while the team must deliver a critical customer migration on time. How would you balance development and delivery?
After promotion, an employee learns new coordination and decision duties, and delivery speed temporarily falls. The business wants to reverse the promotion. How would you distinguish adjustment from role mismatch?

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