Unformatted Attachment Preview
Components of the social responsibility element of the CMU LDP
•
•
•
•
•
•
Acting with
integrity
(E)
•
•
•
•
•
Communicating with the Community
Helping the Community
Civic Action
Adopting Beneficial Values for Society
Providing a Good Example
Social Action
Civic
responsibility
(A)
Social
knowledge
(B)
Financial Ethics
Work-Place Ethics
Honesty and Integrity
Being Accountable
Courage of Convictions
Knowledge of:
• Sociology and Anthropology
• History and Geography
• Foreign Language
• Philosophy and Theology
• Organisational Justice Principles
• Legal Regulations
Social
Responsibility
Leading others
ethically
(D)
•
•
•
•
•
Servant Leadership
Valuing Diversity
Distributing Rewards Fairly
Responsibility for Others
Avoiding Exploitative Mentality
Ethical
processes
(C)
•
•
•
•
Open-Door Policy
Instituting and Following Fair Procedures
Explaining Decisions in a Respectful Manner
Ensuring Ethical Behavior of Subordinates
Leaders must act with integrity, honesty, and justice. They must work in the best interest of others, showing respect
and empathy for unique individual and cultural differences. Good leaders create a culture that promotes high ethical
standards along with personal, organizational, and civic responsibility. Ethical leaders recognise and conduct
themselves in concert with universal moral principles as well as specific values, laws, and ethics relevant to their group
or organisation.
Task Management Dimension
A
Civic responsibility
A1
Communicating with the Community:
Communicating organisation’s intentions and activities to the public (e.g., local press,
radio, television) and representing the organisation in community affairs and public
activities to promote awareness and foster goodwill.
Helping the Community:
Meeting the needs of the community by promoting opportunities for corporate giving of
financial and human resources.
Civic Action:
Supporting participation in civic duties by encouraging others to vote and engaging in
other duties of the political system.
Adopting Beneficial Values for Society:
Seeking and embracing values that benefit society rather than the organisation.
Providing a Good Example:
Always acting in accordance with society’s and the organisation’s laws, rules, and
guidelines, and behaving in fair and ethical manner.
Social knowledge
A2
A3
A4
A5
B
B1
B2
B3
B4
B5
B6
C
C1
C2
C3
C4
Sociology and Anthropology Knowledge:
Knowledge of the political systems, values, beliefs, economic practices, and leadership
styles of countries other than your home country, as well as knowledge of universal
group dynamics, behavior, and socio-cultural history.
History and Geography Knowledge:
Knowledge of the physical location and relationships between different land and sea
regions and the historical events that have shaped the culture of inhabitants of these
regions.
Foreign Language Knowledge:
Understanding a non-native language in order to communicate in oral and written form
with people who speak that language.
Philosophy and Theology Knowledge:
Knowledge of ethics and the philosophical viewpoints behind various ethical models and
understanding how different philosophical and religious systems affect behaviour of
groups and individuals within a cultural context.
Knowledge of Organisational Justice Principles:
Knowing and understanding distributive justice, informational justice, interpersonal
justice, and procedural justice and being able to apply those principles to ensure
subordinates are treated fairly.
Legal Regulations:
Awareness of local, state, and federal laws and regulations and abiding by these
regulations at all times.
Ethical processes
Open-Door Policy:
Promoting a climate of openness and trust. Allowing individuals who are upset about an
aspect of the organisation to voice displeasures without retribution or repercussions.
Instituting and Following Fair Procedures:
Instituting and applying rules and procedures in a consistent, unbiased, accurate, and
correctable fashion to ensure that subordinates know that fair rules are being used.
Explaining Decisions in a Respectful Manner:
Explaining decisions that affect subordinates thoroughly and in a manner that
demonstrates dignity and respect for the subordinates.
Ensuring Ethical Behavior of Subordinates:
Instituting, training, and reinforcing policies to ensure that subordinates treat each
other and the organisation fairly and with respect and dignity. Disseminating
information about laws and regulations to subordinates and make sure that they follow
laws and regulations by overseeing, monitoring, and auditing behaviour. Disciplinary
action should be taken against those who do not comply with laws and regulations.
D
Leading others ethically
D1
Servant Leadership:
Being attentive to the needs of followers, empathising with their concerns, and serving
their best interests
Valuing Diversity:
Encouraging a wide range of viewpoints among team members in order to avoid
groupthink and create more culturally sensitive solutions.
Distributing Rewards Fairly:
Ensuring that pay, recognition, and other rewards are distributed in a fair manner, with
clear guidelines and enforcement of those guidelines.
Responsibility for Others:
Willingness to be responsible for the behavior of subordinates in your organisation and
correct their unethical behaviours.
Avoiding Exploitative Mentality:
Not sacrificing concern for others or using people and exploiting them to achieve goals
for the organisation.
Acting with integrity
D2
D3
D4
D5
E
E1
E2
E3
E4
E5
Financial Ethics:
Understanding and following ethical financial management and accounting principles.
Work-Place Ethics:
Understanding and following ethical guidelines at your work place.
Honesty and Integrity:
Behaving in an honest and ethical manner.
Being Accountable:
Accepting responsibility for the effects of your own actions.
Courage of Convictions:
Avoiding behaviour that is unethical even if it may appear ethical to the public or may
be consistent with the public opinion. Upholding decisions that are ethical yet
unpopular.
Components of the innovation element of the CMU LDP
Generating Ideas
Critical Thinking
Synthesis/Reorganization
Creative Problem Solving
Creativity (F)
Enterprising
(G)
Managing
Change
(J)
Sensitivity to Situations
Challenging the Status Quo
Intelligent Risk-Taking
Reinforcing Change
Problem Identification
Seeking Improvement
Gathering Information
Independent Thinking
Technological Savvy
Innovation
Integrating
perspective
(H)
Forecasting
(I)
Perceiving Systems
Identifying Downstream Consequences
Visioning
Managing the Future
Openness to Ideas
Research Orientation
Collaborating
Engaging in Non-Work Interests
Leaders must be able to think creatively while taking initiative and calculated risks. Effective leaders have a vision
beyond the immediate work of the group. This involves exploring and integrating diverse perspectives and recognising
unexpected opportunities.
Task Management Dimension
F
Creativity
F1
Generating Ideas:
Coming up with a variety of approaches to problem solving.
Critical Thinking:
Logically identifying how different possible approaches are strong and weak, and
analyzing these judgments.
Synthesis / Reorganization:
Finding a better way to approach problems through synthesising and reorganising
the information.
Creative Problem Solving:
Using novel ideas to solve problems as a leader.
Enterprising
F2
F3
F4
G
G1
G2
G3
G4
G5
H
Identifying Problem:
Pinpointing the actual nature and cause of problems and the dynamics that underlie
them.
Seeking Improvement:
Constantly looking for ways to improve the organisation.
Gathering Information:
Identifying useful sources of information and gathering and utilizing only that
information which is essential.
Independent Thinking:
Thinking ‘outside the box’ even if this sometimes may go against popular opinion.
Technological Savvy:
Understanding and utilising technology to improve work processes.
Integrating perspectives
H1
Openness to Ideas:
A willingness to listen to suggestions from others and to try new ideas.
H2
Research Orientation:
Observing the behavior of others, reading extensively, and keeping your mind open to
ideas and solutions from others. Reading and talking to people in related fields to
discover innovations or current trends in the field.
H3
Collaborating:
Working with others and seeking the opinions of others to reach a creative solution.
H4
Engaging in Non-Work Related Interests:
Being well-rounded and seeking information from other fields and areas of life to find
novel approaches to situations.
I
Forecasting
I1
Perceiving Systems:
Acknowledging important changes that occur in a system or predicting accurately
when they might occur.
Evaluating Long-Term Consequences:
Concluding what a change in systems will result in long-term
Visioning:
Developing an image of an ideal working state of an organisation
I2
I3
I4
J
Managing the Future:
Evaluating future directions and risks based on current and future strengths,
weaknesses, opportunities and threats.
Managing change
J1
Sensitivity to Situations:
J2
J3
J4
Assessing situational forces that are promoting and inhibiting an idea for change.
Challenging the Status Quo:
Willingness to act against the way things have traditionally been done when tradition
impedes performance improvements.
Intelligent Risk-Taking:
Being willing and able to take calculated risks when necessary.
Reinforcing Change:
Encouraging subordinates to come up with innovative solutions. Recognising and
rewarding those who take initiative and act in a creative manner. Facilitating the
institutionalisation of change initiatives.
Components of the leading others element of the CMU LDP
Communicating with Coworkers
Active Listening
Facilitating Discussion
Public Speaking
Developing External Contacts
Communicating Outside the Organization
Communicating
(K)
Interpersonal
Awareness (L)
Influencing (O)
Cooperating
Persuading
Resolving Conflicts/Negotiating
Empowering
Inspiring
Political Savvy
Psychological Knowledge
Social Orientation
Social Perceptiveness
Service Orientation
Nurturing Relationships
Leading
Others
Developing
Others (N)
Knowledge of Principles of Learning
Taking Charge
Orienting Others
Setting Goals for Others
Reinforcing Success
Developing and Building Teams
Motivating
Others (M)
Interpreting the Meaning of Information for
Others
Assessing Others
Coaching, Developing and Instructing
Leaders must maximize the potential of others and motivate them to attain shared goals. They must be able to manage
individual and group performance with an understanding of group dynamics and team building. Leaders must actively
listen and communicate effectively to persuade others and build consensus and trust. They should understand and be
empathic toward individual’s emotions and needs and be able to resolve conflicts in a respectful manner.
Leading Others Dimension
K
Communicating
K1
Communicating with Coworkers:
Communicating information face-to-face, written, telephone or computer.
Active Listening:
Listening intently to what others are saying and asking for further details when
appropriate.
Facilitating Discussion:
Promoting the involvement of various individuals and a norm of openness and
collegiality during group discussions.
Public Speaking:
Vocalizing clearly, maintaining a comfortable pace, and using appropriate non-verbal
behaviours during formal presentations. Utilizing visual aids during presentations.
Engaging the audience and responding to questions from the audience.
Developing External Contacts:
Developing portfolio of external contacts within the professional community.
Communicating Outside the Organization:
Exchanging information with others outside the organisation (e.g., customers, other
organisations).
Interpersonal Awareness
K2
K3
K4
K5
K6
L
L1
L2
L3
L4
L5
M
M1
M2
M3
M4
M5
N
N1
N2
Psychological Knowledge:
Knowledge of human behavior, mental processes, and individual and group
performance.
Social Orientation:
Being comfortable interacting and working with others.
Social Perceptiveness:
Awareness and understanding of why others are reacting the way they are.
Service Orientation:
Actively seeking out ways to assist people in their duties.
Nurturing Relationships:
Building positive and cooperative working relationships with others. Maintaining
relationships over time.
Motivating Others
Taking Charge:
A willingness to initiate the activities of groups and lead others toward common
goals.
Orienting Others:
Orienting new employees to provide an overview of the organisation and its policies,
work rules, and job responsibilities. Reviewing current job assignments for existing
employees to identify work experiences that will help the employee develop.
Setting Goals for Others:
Setting challenging but attainable goals for individuals and groups. Specifying
actions, strategies and timelines necessary for goal attainment.
Reinforcing Success:
Measuring and tracking progress toward goals to evaluate individual and group
performance and provide feedback. Rewarding positive work behavior to reinforce
activities that are aligned with the goals of the work group and the organisation.
Developing and Building Teams:
Managing inertia and conflict during the formative stages of group functioning.
Enhancing the performance of a group and the satisfaction of its members by
promoting cooperation, trust, and confidence in the group.
Developing Others
Knowledge of Principles of Learning:
Knowledge of learning theories and design of individual and group teaching plans.
Interpreting the Meaning of Information for Others:
N3
N4
O
O1
O2
O3
O4
O5
O6
Translating or explaining information in a way that can be understood and used to
support responses or feedback to others.
Assessing Others:
Evaluating the strengths and weaknesses of others’ efforts at learning or performing
tasks.
Coaching, Developing, Instructing:
Coaching, teaching, and advising others to help them develop their knowledge and
skills. Creating individual development plans. Selecting appropriate training courses
to address developmental needs.
Influencing
Cooperating:
Working well with others to jointly achieve goals.
Persuading:
Communicating with others to convince them to perform a task or approach
something in a different manner.
Resolving Conflicts / Negotiating:
Dealing with complaints, resolving conflicts and grievances of others. Encouraging
others to come together and reconcile differences.
Empowering:
Delegating authority and investing power in others.
Inspiring:
Convincing others to believe in the organization’s values and to act in accordance
with those values.
Political Savvy:
Knowledge of the political climate and how decisions will be affected by the
organisation’s culture.
Components of the self-management element of the CMU LDP
P
T
Q
S
R
Self Management Dimension
“Good leaders know their own values, strengths, and limitations and are able to control their emotions and
behaviors. They must strive for personal development by engaging in continuous learning and being willing
to seek help when needed or admit when they have made a mistake. They should be able to adapt to
stressful or dynamic situations and be able to maintain a balance between their work and non-work lives.”
P
P1
P2
P3
P4
P5
Work Habits
Time Management:
Making good use of time by organizing, prioritising and scheduling tasks.
Goal Orientation:
Setting and attaining specific and challenging personal goals
Organisation Skills:
Organising responsibilities and performing them efficiently
Work Ethic:
Being diligent to ensure the successful completion of tasks
Follow Through:
Ensuring that you complete tasks you’ve agreed to take on
Q
Q1
Q2
Q3
Q4
Q5
Work Attitudes
Initiative:
Initiating tasks and taking on new challenges.
Effort:
Exerting yourself to complete tasks successfully and achieve goals.
Persistence:
Enduring in your tasks despite challenges or difficulties.
Energy:
Maintaining progress and enthusiasm throughout the completion of a task.
Optimism:
Having a positive outlook about yourself and others.
379
302
R
Stress Management
R1
R2
R3
R4
R5
Self Control:
Controlling your emotions even in difficult or challenging situations.
Stress Tolerance:
Remaining effective even when situations become stressful.
402
Personal Resiliency:
Withstanding and overcoming stressful situations
Work/Life Balance:
Achieving a healthy balance of work and leisure time
Adaptability:
Adapting to changing or dynamic situations
402
403
S
S1
S2
S3
S4
S5
Self-Insight
Self Confidence:
Believing in yourself and your ability to perform successfully
Self-Awareness:
Honest Assessment of your success in learning or working activities. Knowing your
strengths and weaknesses
Self Reliance:
Being able to work and think without the guidance or supervision of others
Humility:
Being able to have a realistic perspective of your worth and ability to admit mistakes
Suspending Judgment:
Stopping your personal beliefs and biases from overly influencing your decisions.
T
T1
T2
T3
T4
Learning
Learning Strategies:
Learning new techniques for self-development
Intellectual Curiosity:
Valuing learning and seeking situations to increase your knowledge.
Continuous Learning:
Keeping informed on updates in your profession and leadership in general.
Seeking Feedback:
360
370
372-3
Willingness to seek feedback on your performance as a leader and to use the feedback to
learn and grow as a leader.
•
•
•
•
•
•
Task-Relevant Knowledge
Delegating
Attention to Detail
Coordinating Work Activities
Providing Feedback
Multi-Tasking
Executing
Tasks (U)
Solving
Problems (V)
Enhancing
Performance (Y)
•
•
•
•
Enhancing Task Knowledge
Eliminating Barriers to Performance
Benchmarking
Strategic Task Management
•
•
•
•
•
Analytic Thinking
Analyzing Data
Mental Focus
Decision Making
Designing Work Systems
Task
management
Managing
Human
Resources (X)
•
•
•
•
Succession Planning/Recruiting
Personnel Decision Quality
Managing Personnel Policies
Maintaining Safety
Managing
Information and
Material (W)
•
•
•
•
Managing Materials & Facilities
Managing Information Resources
Performing Administrative Activities
Maintaining Quality
Leaders use task-specific knowledge and experience to guide the group to attaining its goals.
Leaders must engage in problem solving, delegation, time and resource management, and eliminating barriers to
performance.
Leaders also must strive for results and provide feedback to ensure effective contributions from all constituents
Task Management Dimension
U
Executing tasks
U1
Task-Relevant Knowledge:
Knowledge of standard practices and procedures necessary to accomplish tasks.
Delegating:
Assigning tasks to the appropriate people based on knowledge of individuals, work
processes, organizational planning and work group flow.
Attention to Detail:
Placing focus on the details of the task to be accomplished.
Coordinating Work Activities:
Coordinate the work-related activities necessary for task completion of all relevant
constituents (both inside and outside of the group/organization). Adjusting your own
plans in light of how others are acting or how the environment is changing.
Providing Feedback:
Providing both positive feedback and critiques, in a timely and constructive manner,
to allow others to know how they are doing and improve on weaknesses.
Multi-Tasking:
Working on a variety of tasks simultaneously and shifting your resources between
multiple systems when needed
Solving Problems
U2
U3
U4
U5
U6
V
V1
V2
V3
V4
V5
W
W1
W2
W3
W4
Analytic Thinking:
Using existing information to logically evaluate situations and solve problems.
Utilizing inductive and deductive logic to make inferences.
Analyzing Data:
Summarizing and making inferences from information
through the application of statistics and qualitative analyses.
Mental Focus:
Concentrating and avoiding distractions when making sense of information that is
not immediately coherent.
Decision Making:
Quickly prioritizing and evaluating the relative costs and benefits of potential actions
needed to complete a task.
Designing Work Systems:
Designating the responsibilities of individual jobs and structuring the work of groups
in organizations.
Managing Information and Material Resources
Managing Materials and Facilities:
Monitoring the delivery, inventory and flow of materials using tracking systems as
well as, identifying and designing facility location/layout to maximize productivity.
Managing Information Resources:
Understanding information needs and providing access to efficient tools for project
management, data analysis, strategic planning, and process controls.
Performing Administrative Activities:
Approving requests, handling paperwork, and performing other daily administrative
tasks. Entering, transcribing, recording, or storing either written or electronic
information.
Maintaining Quality:
Evaluating materials and information produced against a set of standards through
the use of measures of quality in order to track system and/or group progress.
X
Managing Human Resources
X1
Succession Planning/Recruiting:
Examining organizational structure to identify staffing issues needed to achieve
strategic objectives. Attracting many qualified applicants for open positions within
the organization..
Personnel Decision Quality:
X2
X3
X4
Y
Y1
Y2
Y3
Y4
Making good personnel decisions by identifying and assessing the knowledge, skills,
and experiences needed to successfully perform a role in the organization.
Managing Personnel Policies:
Developing and monitoring policies, programs, and procedures related to work
practices and compensation.
Maintaining Safety:
Minimizing potential safety hazards and maintaining compliance with company
policies, safety laws, and regulations.
Enhancing Performance
Enhancing Task Knowledge:
Involving the group in discovering methods to enhance task performance and
redirecting the group to achieve better task completion.
Eliminating Barriers to Performance:
Identifying roadblocks and redundancies in work processes. Promoting improvements
in task performance.
Benchmarking:
Facilitating communication outside of the organization to identify and integrate the
best practices in task design and performance
Strategic Task Management:
Matching the appropriate people and resources in the organization to maximize task
performance. Maintaining task performance through times of turbulence.
A Leadership
Competency Model:
Describing the Capacity
to Lead
LEADERSHIP
2
Table of Contents
Introduction
A Model of the Dimensions of Leadership Competency
4
6
Self-Management
A Model of the Core Competencies of Self Management
7
Self Management Dimension
8
Examples of Excellence in Self Management
8
Examples of Poor Self Management
9
Core Competencies of Self-Management
Work Habits
10
Work Attitudes
11
Stress Management
12
Self Insight
13
Learning
14
Situations Requiring Focus on Self Management
Leading Others
A Model of the Core Competencies of Leading Others
Leading Others Dimension
15
16
17
Examples of Excellence in Leading Others
17
Examples of Leading Others Poorly
18
Core Competencies of Leading Others
Communicating
19
Interpersonal Awareness
20
Motivating Others
21
Developing Others
22
Influencing
23
Situations Requiring Focus on Leading Others
Task Management
A Model of the Core Competencies of Task Management
Task Management Dimension
24
25
26
Examples of Excellence in Task Management
26
Examples of Poor Task Management
27
3
Core Competencies of Task Management
Executing Tasks
28
Solving Problems
29
Managing Information and Material Resources
30
Managing Human Resources
31
Enhancing Performance
32
Situations Requiring Focus on Task Management
33
Innovation
A Model of the Core Competencies of Innovation
34
Innovation Dimension
35
Examples of Excellence in Innovation
35
Examples of Poor Innovation
36
Core Competencies of Innovation
Creativity
37
Enterprising
38
Integrating Perspectives
39
Forecasting
40
Managing Change
41
Situations Requiring Focus on Innovation
Social Responsibility
A Model of the Core Competencies of Social Responsibility
Social Responsibility Dimension
42
43
44
Examples of Excellence in Social Responsibility
44
Examples of Poor Social Responsibility
45
Core Competencies of Civic Responsibility
Civic Responsibility
46
Social Knowledge
47
Ethical Processes
48
Leading Others Ethically
49
Acting with Integrity
50
Situations Requiring Focus on Social Responsibility
51
4
Introduction
Although people tend to recognize leadership when they see it, defining leadership with
precision and detail is often more difficult. The purpose of this report is to provide a
detailed model of leadership to aid in the development of leaders.
This report describes competencies of leadership—valuable skills, abilities,
behaviors, attitudes, and knowledge areas. Although leaders are not going to master every
competency, they will need to be aware of all of them, know their own shortcomings, and
focus on developing these competencies in themselves or be able to recognize these
qualities in others so they can select people who compensate for their weaknesses.
This model of leadership was developed through a number of processes, including:
a) Reviewing the academic literature on leadership,
b) Studying the practice of competency modeling and existing leadership
competency models developed by corporations and government
agencies,
c) Analyzing the content of the Occupational Information Network (O*NET),
and
d) Interviewing member of Central Michigan University community
(students, alumni, administrators, professors, and employers of our
graduates). Highlights of these interviews are presented at the end of
this report.
5
Note. A technical report providing a more detailed description of the process of
developing the competency model is available by emailing Stephen Wagner
(wagne1sw@cmich.edu).
6
Introduction
Five dimensions of leadership competency are described in this report.
•
Self Management
•
Leading Others
•
Task Management
•
Innovation
•
Social Responsibility
A graphic depiction of this model is presented on page six. Although there are many
things that leaders are expected to do, these five dimensions capture the primary
categories that are considered the most important for leadership success.
Each of the dimensions includes several core competencies that are considered valuable
skills, abilities, behaviors, attitudes and knowledge areas in which leaders are expected to
excel. This report describes each competency dimension by:
a) Displaying a model of the core competencies for that dimension,
b) Defining the leadership dimension,
c) Providing examples of excellent and poor leadership behavior for that
dimension,
d) Defining the core competencies for that dimension, and
7
e) Identifying situations that require focusing on that dimension.
8
LEADERSHIP
Self-Management
Leading Others
Task Management
Innovation
Social Responsibility
A Model of the Dimensions of Leadership Competency
•Time Management
•Goal Orientation
•Organization Skills
•Work Ethic
•Follow Through
9
Work
Habits
Learning
•Learning Strategies
•Intellectual Curiosity
•Continuous Learning
•Seeking Feedback
Self
Insight
•Optimism
•Self Confidence
•Self Awareness
•Humility
•Suspending Prejudices
Work
Attitudes
SELF
MANAGEMENT
•Initiative
•Effort
•Persistence
•Energy
•Independence
Stress
Managemen
t
•Self Control
•Stress Tolerance
•Personal Resiliency
•Work-Life Balance
•Adaptability
A Model of Core Competencies for Self-Management
Self Management Dimension
SELF
MANAGEMENT
10
Good leaders know their own values, strengths, and
limitations and are able to control their emotions
and behaviors. They must strive for personal
development by engaging in continuous learning
and being willing to seek help when needed or
admit when they have made a mistake. They should
be able to adapt to stressful or dynamic situations
and be able to maintain a balance between their
work and non-work lives.
Examples of Excellence in Self-Management
A sales manager from a real estate agency had overcome challenges in less difficult
markets. As a result, he was moved into the most challenging market in Metro Detroit. As
soon as he realized the complexities of his job, he sought advice from more established
sales counselors, managers, area vice presidents and regional vice presidents. He drew
from others’ experiences and worked longer hours to incorporate these newly learned
strategies. He quickly adapted to his new tasks without getting emotionally overwhelmed
and brought energy, dedication, out of the box thinking, ownership and accountability to
the site. As a result, the agency sold more properties.
A Resident Hall Advisor (RA) was too busy with her leadership role and felt she was
neglecting her academic and personal life. Since she was living where she worked, she
found herself getting too involved in the personal lives of her residents, and in general,
was constantly doing too much for others. Due to this situation, she found no time for
herself. She learned to set strong boundaries for keeping her personal life separate by
scheduling specific time to meet with her residents. She learned her limitations and her
priorities changed because of them. She took more time for herself, school, family, and
friends and as a result she had more energy and focus for her RA role. In the long run,
she accomplished more.
11
SELF
MANAGEMENT
Examples of Poor Self-Management
A student was asked to head a committee to raise funds for an upcoming group trip. He
had never participated in any fundraising project before, but felt as though he could lead
effectively anyway. The president of the organization informed him of a campus
fundraising workshop being held as part of an enrichment series for student
organizations. Instead of taking the president’s advice and attending the workshop, the
student developed a poor attitude and blamed his group members for lacking the
necessary expertise. When the fundraising effort failed, he was asked to explain the
failure. The student refused to acknowledge his own lack of ability and unwillingness to
seek improvement. He said that they were too busy to attend the fundraising workshop
and the failure of the project was due to the irresponsibility of his group members.
Despite having a heavy class load, a member of a student group chose to be an officer on
the executive board. Because she was poorly skilled at managing her academic and
organizational duties, she regularly handed in reports late, missed meetings, and attended
none of the group’s social activities. When the organization’s president questioned her
about this poor performance, she made excuses about the late reports and said she felt
harassed. She began badmouthing the group and its members to other students.
Eventually, she resigned the office and left the organization.
12
SELF
MANAGEMENT
Core Competencies of Self-Management
Work Habits
•
Time Management: Making good use of time by organizing, prioritizing and
scheduling tasks.
•
Goal Orientation: Setting and attaining specific and challenging goals for
oneself.
•
Organization Skills: Organizing one’s responsibilities and performing them in an
efficient manner.
•
Work Ethic: Being diligent to ensure the successful completion of tasks related
to one’s job as a leader.
•
Follow Through: Ensuring that one’s promises are realized in behavior; doing
what one said one would do.
13
SELF
MANAGEMENT
Core Competencies of Self-Management
Work Attitudes
•
Initiative: Initiating tasks and taking on new challenges.
•
Effort: Exerting oneself to complete tasks successfully and achieve goals.
•
Persistence: Enduring in one’s tasks despite challenges or difficulties.
•
Energy: Maintaining progress and enthusiasm throughout the completion of a
task.
14
•
Optimism: Having a positive outlook about oneself and others.
SELF
MANAGEMENT
Core Competencies of Self-Management
Stress Management
•
Self Control: Controlling one’s emotions even in difficult or challenging
situations.
•
Stress Tolerance: Remaining effective even when situations become stressful.
•
Personal Resiliency: Withstanding and overcoming stressful situations.
15
•
Work/Life Balance: Controlling the influence of stresses of one’s non-work life
on work life and vice-versa.
•
Adaptability: Adapting to changing or dynamic situations.
SELF
MANAGEMENT
Core Competencies of Self-Management
Self-Insight
16
•
Self Confidence: Believing in one’s self and in one’s ability to perform a
successful job as a leader and acting accordingly.
•
Self-Awareness: Assessing one’s success in learning or working activities and
being honest about said judgments. Knowledge of one’s strengths and weaknesses
and knowledge of one’s boundaries and limits.
•
Self Reliance: Being able to work and think without the guidance or supervision
of others.
•
Humility: Being able to have a realistic perspective of one’s worth and ability to
admit to one’s mistakes.
•
Suspending Judgment: Keeping one’s personal beliefs and biases from overly
influencing one’s decisions.
SELF
MANAGEMENT
Core Competencies of Self Management
17
Learning
•
Learning Strategies: Learning new techniques for developing oneself through
the use of multiple approaches.
•
Intellectual Curiosity: Valuing learning and seeking situations to increase one’s
knowledge.
•
Continuous Learning: Keeping informed on updates to one’s profession and
leadership in general.
•
Seeking Feedback: Willingness to seek feedback on one’s performance as a
leader and to use the feedback to learn and grow as a leader.
SELF
MANAGEMENT
18
Situations Requiring Focus on Self Management
Importance of Individual Goal Setting: When an organization requires its
members to periodically set their own goals, organization skills, time
management, and self-awareness are particularly important.
Role Conflict: When an individual has to deal with conflicting duties as part of
their job as a leader, a variety of self-management competencies
may become very important. These include stress tolerance, resilience, and
prioritizing demands.
Role Overload: If there is an inconsistency between the expectations of others
and one’s ability to fulfill those expectations, then persistence, learning strategies,
and self-monitoring are important self-management competencies for a leader.
Significance of Error: When an error will result in extreme and extensive
negative outcomes, leaders must be aware of their own performance to avoid
mistakes.
Frustrating Situations: When uncontrollable circumstances result in difficulties
attaining goals, leaders have no control, they must have control over their
emotions, be aware of their own limitations, and know when they have to improve
in order to complete work.
Required Continuity or Alertness: When leaders must maintain concentration or
awareness because the situation continuously changes, they must be able to keep
themselves on track and know how they must adapt to deal with a new situation.
•Communicating with Coworkers
•Active Listening
•Facilitating Discussion
•Public Speaking
•Developing External Contacts
•Communicating Outside the Organization
19
Communicatin
g
Interpersona
l
Awareness
Influencing
•Cooperating
•Persuading
•Resolving Conflicts/Negotiating
•Empowering
•Inspiring
•Political Savvy
Leading
Others
•Psychological Knowledge
•Social Orientation
•Social Perceptiveness
•Service Orientation
•Nurturing Relationships
Motivatin
g
Developing
Others
•Knowledge of Principles of Learning
•Interpreting the Meaning of Information
for Others
•Assessing Others
•Coaching, Developing and Instructing
•Taking Charge
•Orienting Others
•Setting Goals for Others
•Reinforcing Success
•Developing and Building
A Model of Core Competencies for Leading Others
Leading Others Dimension
LEADING
OTHERS
Teams
20
Leaders must maximize the potential of others and
motivate them to attain shared goals. They must be
able to manage individual and group performance
with an understanding of group dynamics and team
building. Leaders must actively listen and
communicate effectively to persuade others and
build consensus and trust. They should understand
and be empathic toward individual’s emotions and
needs and be able to resolve conflicts in a respectful
manner.
Examples of Excellence in Leading Others
A manager was assigned to a store where the existing employees had been managed by
fear for many years. The newly assigned manager had an open door policy and
communicated daily with the employees during frequent store walks. He also worked
hand in hand with each employee over the period of 1½ years. He held luncheons for all
the employees and kept the lines of communication open. He handled problems as they
arose and nothing was ignored. He challenged people to see him as an associate rather
than as an authoritarian manager watching over them. He was involved in the community
and had a genuine interest in others. Because of his actions, he was able to improve the
store’s morale. The overall store’s conditions improved along with customer service and
sales.
A new student organization had a hard time getting off the ground soon after its founder
left. One of the members volunteered to be president. She worked well with her executive
board, giving them responsibilities, and expecting results. She listened to members'
needs (meeting times, office space, projects) and acted in their best interests.
There was camaraderie, exchange of ideas, and acceptance of differences of opinions
academic status. Members helped each other to understand student policies, shared
conversation over lunch, and felt comfortable with voicing their frustrations. Word got
out, and more students joined and enjoyed participating in the various get-togethers.
21
LEADING
OTHERS
Examples of Leading Others Poorly
There had been a work situation in which a subordinate's action could have been
interpreted in two ways: either a costly intentional mistake or an honorable action to
assist others and help the organization. The manager could have made a 5-minute phone
call to the subordinate, which would have made it clear that her intentions were
honorable. However, no call was made. The manager's assistant was highly confident that
the mistake was intentional. The manager chose to let his assistant draft a disciplinary
letter to the subordinate. The letter was then distributed to several people. Upon receiving
the letter, the subordinate provided the manager with documentation that proved that her
actions had good intentions. In addition, independent reviews of the matter (union, peers,
etc.) also concluded that the subordinate indeed had good intentions. The manager had
clearly made a mistake, but never apologized. As a result, the subordinate doubted
whether her manager had the leadership qualities to succeed in the future. Ultimately,
loss of trust occurred between the manager and his other subordinates.
A leader made a decision with no input from others and little background research. When
the decision was announced, and those people affected were asked for background
information to support the decision, none was forthcoming. Thus, the leader and her
support staff spent many hours to try to 'spin' the decision, making up data along the way.
There was no ownership of the decision. The leader’s lack of using a participatory style
was so offensive that even those who internally agreed with her decision resisted
supporting it due to her autocratic style. She did not spend the time gathering relevant
information or input from key subordinates and experienced resistance for her decision.
22
LEADING
OTHERS
Core Competencies of Leading Others
Communicating
•
Communicating with Coworkers: Communicating information using either faceto-face, written, or via telephone or computer.
•
Active Listening: Listening intently to what others are saying and asking for
further details when appropriate.
•
Facilitating Discussion: Promoting the involvement of various individuals and a
norm of openness and collegiality during group discussions.
•
Public Speaking: Vocalizing clearly, maintaining a comfortable pace, and using
appropriate non-verbal behaviors during formal presentations. Utilizing visual
aids during presentations. Engaging the audience and responding to questions
from the audience.
•
Developing External Contacts: Developing portfolio of external contacts within
the professional community.
23
•
Communicating Outside the Organization: Exchanging information with others
outside the organization (e.g., customers, other organizations) using face-to-face,
written, telephonic or electronic means.
LEADING
OTHERS
Core Competencies of Leading Others
Interpersonal Awareness
•
Psychological Knowledge: Knowledge of human behavior, mental processes,
and individual and group performance.
•
Social Orientation: Being comfortable interacting and working with others.
•
Social Perceptiveness: Awareness and understanding of how and why others are
reacting the way they are.
•
Service Orientation: Actively seeking out ways to assist people in their duties.
24
•
Nurturing Relationships: Building positive and cooperative working
relationships with others. Maintaining relationships over time.
LEADING
OTHERS
Core Competencies of Leading Others
Motivating Others
•
Taking Charge: A willingness to initiate the activities of groups and lead others
toward common goals.
•
Orienting Others: Orienting new employees to provide an overview of the
organization and its policies, work rules, and job responsibilities. Reviewing
25
current job assignments for existing employees to identify work experiences that
will help the employee develop.
•
Setting Goals for Others: Setting challenging but attainable goals for individuals
and groups. Specifying actions, strategies and timelines necessary for goal
attainment.
•
Reinforcing Success: Measuring and tracking progress toward goals to evaluate
individual and group performance and provide feedback. Rewarding positive
work behavior to reinforce activities that are aligned with the goals of the work
group and the organization.
•
Developing and Building Teams: Managing inertia and conflict during the
formative stages of group functioning. Enhancing the performance of a group and
the satisfaction of its members by promoting cooperation, trust, and confidence in
the group.
LEADING
OTHERS
Core Competencies of Leading Others
Developing Others
26
•
Knowledge of Principles of Learning: Knowledge of learning theories and
design of individual and group teaching plans.
•
Interpreting the Meaning of Information for Others: Translating or explaining
information in a way that can be understood and used to support responses or
feedback to others.
•
Assessing Others: Evaluating the strengths and weaknesses of others’ efforts at
learning or performing tasks.
•
Coaching, Developing, Instructing: Coaching, teaching, and advising others to
help them develop their knowledge and skills. Creating individual development
plans. Selecting appropriate training courses to address developmental needs.
LEADING
OTHERS
27
Core Competencies of Leading Others
Influencing
•
Cooperating: Working well with others to jointly achieve goals.
•
Persuading: Communicating with others to convince them to perform a task or
approach something in a different manner.
•
Resolving Conflicts/Negotiating: Dealing with complaints, resolving conflicts
and grievances of others. Encouraging others to come together and reconcile
differences.
•
Empowering: Delegating authority and investing power in others.
•
Inspiring: Convincing others to believe in the organization’s values and to act in
accordance with those values.
•
Political Savvy: Knowledge of the political climate and how decisions will be
affected by the organization’s culture.
LEADING
OTHERS
28
Situations Requiring Focus on Leading Others
Employee Participation: When employees are active participants in the decisionmaking process, cooperation, coordination, and conflict resolution
strategies are important competencies for leaders.
Type of Team: Based on the type of team being lead (new or experienced, high
interdependence vs. low interdependence), leaders must be able to adapt how they
guide, direct, interact with, and motivate group members.
Group Socialization: When a new member joins the group, the leader must
use teaching, coaching, and mentoring to acclimate the person to the group.
Multiple Modes of Communication: When leaders must communicate with
different types of groups and individuals, they must be able to recognize and
adapt to the necessary modes of communication that will fit their needs.
Supervisory Roles: When leaders are expected to train, coach, or supervise
others, they need to understand others’ beliefs, abilities, and perspectives.
Sales and Marketing Roles: When leaders must be able to persuade or influence
people easily, they need to have good communication and negotiation skills and
listen effectively to others.
29
•Task-Relevant Knowledge
•Delegating
•Attention to Detail
•Coordinating Work Activities
•Providing Feedback
•Multi-Tasking
Executing
Tasks
Solving
Problems
Enhancing
Performanc
•Enhancing Task Knowledge
•Eliminating Barriers to
Performance
•Benchmarking
•Strategic Task Management
Managing
Human
Resources
•Succession Planning/Recruiting
•Personnel Decision Quality
•Managing Personnel Policies
•Maintaining Safety
TASK
MANAGEMENT
•Analytic Thinking
•Analyzing Data
•Mental Focus
•Decision Making
•Designing Work Systems
Managing
Information
and
Material
•Managing Materials & Facilities
•Managing Information Resources
•Performing Administrative Activities
•Maintaining Quality
30
A Model of Core Competencies for Task Management
Task Management Dimension
TASK
MANAGEMENT
Leaders use task-specific knowledge and experience
to guide the group to attaining its goals. Leaders
must engage in problem solving, delegation, time
and resource management, and eliminating barriers
to performance. Leaders also must strive for results
and provide feedback to ensure effective
contributions from all constituents
Examples of Excellence in Task Management
A group of students was involved in a consulting project. One of the students emerged as
a leader and mobilized them to achieve a goal. He took on the role of a communicator
and a liaison between the client, the group, and the instructor. In addition, he worked hard
to allow all group members to contribute to the project, despite their different skill levels
and backgrounds. The group was extremely diverse and the situation was ripe for a
conflict due to misunderstanding. The leader assigned tasks to group members and
clarified responsibilities and deadlines. He also made sure that everyone was focused on
the same goals because the nature of the project made it easy to shift the focus from
essential tasks to other activities that were less important. Because of this, the group
members invested a large amount of time, energy, and enthusiasm in the project. The
leader achieved this level of group performance by empowering others.
A leader provided feedback to her employees effectively and in a timely manner. She set
aside specific times to meet with the employees individually. She was mindful of the
various work schedules and allowed the employees to schedule the sessions at their
convenience. When it was time for a meeting to take place, she ensured that it was in a
private setting. During the meeting the leader used constructive criticism, avoiding a
negative focus. She explained what influenced her assessment by describing the task-
31
specific behaviors over which the employee had direct control. When she outlined
recommendations to address the employee’s performance improvement, she allowed the
employee to comment and then actively listened to the employee’s perspective. Finally,
the leader and employee came to an understanding of the next steps the employee needed
to undertake for future success.
TASK
MANAGEMENT
Examples of Poor Task Management
A student organization was planning an event, which would require a substantial amount
of funding from their private account. The treasurer of the organization informed the
president that they did not have enough funding to host the event. An emergency meeting
was called by the president of the organization, in which all of the executive members of
the organization would attempt to resolve the situation. The president emailed the
executive board members about the meeting one day before it was scheduled to be held.
Upon arriving to the meeting, the president convened without even acknowledging that
three of the eight executive members were not present. The treasurer fielded questions
about the situation and took charge of the meeting by delegating tasks and
responsibilities. There seemed to be no order to the schedule of the meeting. The
president sat idly by, paying little attention, while the meeting was underway. The
meeting came to a close without the president questioning the treasurer about the current
allocation and history of the funds. The issue was never resolved and the event did not
take place.
32
A company expected leadership and customer maintenance from its recruiters. A recruiter
who was not very organized lost track of many of the people with whom she had been in
contact. By not keeping in touch with these potential contractors meant to fill the
company’s openings, she lost track of many individuals that could have filled these
positions. When she was ready to recruit for these positions, she could remember talking
to the people that would have been great fits, but, because of her lack of organization, she
was unable to find their resumes or their contact information. Because of this, she had to
spend extra time recruiting people. It cost her and the company valuable time and money.
TASK
MANAGEMENT
Core Competencies of Task Management
Executing Tasks
•
Task-Relevant Knowledge: Knowledge of standard practices and procedures
necessary to accomplish tasks.
•
Delegating: Assigning tasks to the appropriate people based on knowledge of
individuals, work processes, organizational planning and work group flow.
33
•
Attention to Detail: Placing focus on the details of the task to be accomplished.
•
Coordinating Work Activities: Coordinate the work-related activities necessary
for task completion of all relevant constituents (both inside and outside of the
group/organization). Adjusting one’s own plans in light of how others are acting
or how the environment is changing
.
•
•
Providing Feedback: Providing both positive feedback and critiques, in a timely
and constructive manner, to allow others to know how they are doing and improve
on weaknesses.
•
Multi-Tasking: Working on a variety of tasks simultaneously and shifting one’s
resources between multiple systems when needed.
TASK
MANAGEMENT
Core Competencies of Task Management
Solving Problems
•
Analytic Thinking: Using existing information to logically evaluate situations
and solve problems. Utilizing inductive and deductive logic to make inferences.
34
•
Analyzing Data: Summarizing and making inferences from information
through the application of statistics and qualitative analyses.
•
Mental Focus: Concentrating and avoiding distractions when making
sense of information that is not immediately coherent.
•
Decision Making: Quickly prioritizing and evaluating the relative costs and
benefits of potential actions needed to complete a task.
•
Designing Work Systems: Designating the responsibilities of individual jobs and
structuring the work of groups in organizations.
TASK
MANAGEMENT
35
Core Competencies of Task Management
Managing Information and Material Resources
•
Managing Materials and Facilities: Monitoring the delivery, inventory and flow
of materials using tracking systems as well as, identifying and designing facility
location/layout to maximize productivity.
•
Managing Information Resources: Understanding information needs and
providing access to efficient tools for project management, data analysis, strategic
planning, and process controls.
•
Performing Administrative Activities: Approving requests, handling paperwork,
and performing other daily administrative tasks. Entering, transcribing, recording,
or storing either written or electronic information.
•
Maintaining Quality: Evaluating materials and information produced against a
set of standards through the use of measures of quality in order to track system
and/or group progress.
TASK
MANAGEMENT
36
Core Competencies of Task Management
Managing Human Resources
•
Succession Planning/Recruiting: Examining organizational structure to identify
staffing issues needed to achieve strategic objectives. Attracting many qualified
applicants for open positions within the organization.
•
Personnel Decision Quality: Making good personnel decisions by identifying and
assessing the knowledge, skills, and experiences needed to successfully perform a
role in the organization.
•
Managing Personnel Policies: Developing and monitoring policies, programs,
and procedures related to work practices and compensation.
•
Maintaining Safety: Minimizing potential safety hazards and maintaining
compliance with company policies, safety laws, and regulations.
37
TASK
MANAGEMENT
Core Competencies of Task Management
Enhancing Performance
•
Enhancing Task Knowledge: Involving the group in discovering methods to
enhance task performance and redirecting the group to achieve better task
completion.
•
Eliminating Barriers to Performance: Identifying roadblocks and redundancies
in work processes. Promoting improvements in task performance.
•
Benchmarking: Facilitating communication outside of the organization to
identify and integrate the best practices in task design and performance.
•
Strategic Task Management: Matching the appropriate people and resources in
the organization to maximize task performance. Maintaining task performance
through times of turbulence.
38
TASK
MANAGEMENT
Situations Requiring Focus on Task Management
Formalization: When the rules, procedures, and communication of an
organization are written down, a leader must communicate and enforce the rules
while setting a good example.
Job Enrichment: When leading groups that have jobs characterized by
autonomy, a variety of responsibilities, and extensive feedback, competence in
many areas of task management will be important.
Task Assignment: When the immediate supervisor is expected to assign tasks
and goals for the group, deductive reasoning, implementing ideas, and attention to
detail are particularly important.
Responsibility/Accountability: When leaders will be judged only by the end
result of their work, leaders should be extremely careful that everything happens
according to plan so as not to adversely affect the end result.
39
Significance of Details: When thoroughness is key for success, leaders must be
able to manage details and ensure the successful completion of tasks in a timely
manner.
Frequency and Strictness of Deadlines: When the work must be done by
frequent, stringent deadlines, leaders must be able to manage time well and
prioritize.
•Generating Ideas
•Critical Thinking
•Synthesis/Reorganization
•Creative Problem Solving
Creativity
Managing
Change
•Sensitivity to Situations
•Challenging the Status Quo
•Intelligent Risk-Taking
•Reinforcing Change
Enterprisin
g
INNOVATION
•Problem Identification
•Seeking Improvement
•Gathering Information
•Independent Thinking
•Technological Savvy
40
Integrating
Perspective
Forecasting
•Openness to Ideas
•Research Orientation
•Collaborating
•Engaging in Non-Work
•Perceiving Systems
•Identifying of Downstream
Consequences
•Visioning
•Managing the Future
Interests
A Model of Core Competencies for Innovation
Innovation Dimension
INNOVATION
Leaders must be able to think creatively while
taking initiative and calculated risks. Effective
leaders have a vision beyond the immediate work of
the group. This involves exploring and integrating
diverse perspectives and recognizing unexpected
opportunities.
Examples of Excellence in Innovation
A team was having difficulties with meeting a customer’s deadlines and expectations.
The individual was a long-standing customer with whom the team had previously
completed project work successfully; however, the current project was causing many
problems for the team members. The leader held a quick meeting to discuss the problem,
where she implemented a creative problem-solving approach. She asked each team
41
member to interview three other members of the team (including the customer) to
understand their perspectives about the problem. They were not allowed to include their
own perspective when reporting their findings; rather, they had to be objective and
professional. The process of debriefing these interviews provided the group an
opportunity to analyze objective information, which led to a consensus about the problem
and how to fix it. This creative approach was useful because it involved everyone and
eliminated the conflicts that typically arise from hidden agendas and defensive egos. The
project was completed in an efficient manner and the customer was happy.
A manager approached his division leader with a new technical solution that his group
was eager to solve a difficult problem that the company was facing regarding
electronically linking external trading partners. The division leader was very
apprehensive about implementing the program. However, the manager and his group had
strong feelings about the capability of the technical solution proposed. He convinced the
division leader to permit a one-week trial run, and was willing to assume complete
responsibility for the project outcome. He used technology to electronically link partners
to information about the company’s schedules, product rules, and ability to deliver in the
order-fulfillment chain. A process that previously took days was completed
instantaneously. The result was a significant financial savings for the organization and
the partners.
INNOVATION
Examples of Poor Innovation
42
A grocery store emphasized to its newly hired employees that they should perform given
tasks strictly according to the company’s preferred manner. After several months of
following these traditional procedures, three employees developed a new method for
doing the work. They discovered that by working in teams, they were more efficient, the
work became more enjoyable, and they could interact more with customers. The manager
discovered this new practice after the employees had tried it for several weeks. Despite
the increased productivity of the teams, he could not accept this change from the status
quo. He no longer allowed the employees to work together. Therefore, productivity
declined and the work atmosphere became less enjoyable.
The leader of an information technology division was asked to shorten a process that was
used to test software solutions. She was provided with some of the brightest technical and
analytical people as resources and was also given access to many research organizations.
She was too focused on examining current problems with the process rather than
envisioning what it may become in the future. Instead of trying a different approach and
engaging the collective creative power of the team, she made it her personal agenda to
keep making adjustments to the ways things had always been done (something that had
been tried before with no success). The final software development project was
ineffective due to its incapacity to withstand dynamic and unforeseen issues. This led to
financial losses for the company.
INNOVATION
43
Core Competencies of Innovation
Creativity
•
Generating Ideas: Coming up with a variety of approaches to problem solving.
•
Critical Thinking: Logically identifying how different possible approaches are
strong and weak, and analyzing these judgments.
•
Synthesis/Reorganization: Finding a better way to approach problems through
synthesizing and reorganizing the information.
•
Creative Problem Solving: Using novel ideas to solve problems as a leader.
INNOVATION
44
Core Competencies of Innovation
Enterprising
•
Identifying Problem: Pinpointing the actual nature and cause of problems and
the dynamics that underlie them.
•
Seeking Improvement: Constantly looking for ways that one can improve
one’s organization.
•
Gathering Information: Identifying useful sources of information and gathering
and utilizing only that information which is essential.
•
Independent Thinking: Thinking ‘outside the box’ even if this sometimes
may go against popular opinion.
•
Technological Savvy: Understanding and utilizing technology to improve work
processes.
45
INNOVATION
Core Competencies of Innovation
Integrating Perspectives
•
Openness to Ideas: A willingness to listen to suggestions from others and to try
new ideas.
•
Research Orientation: Observing the behavior of others, reading extensively,
and keeping your mind open to ideas and solutions from others. Reading and
talking to people in related fields to discover innovations or current trends in the
field.
•
Collaborating: Working with others and seeking the opinions of others to reach a
creative solution.
•
Engaging in Non-Work Related Interests: Being well-rounded and seeking
information from other fields and areas of life to find novel approaches to
situations.
46
INNOVATION
Core Competencies of Innovation
Forecasting
•
Perceiving Systems: Acknowledging important changes that occur in a system or
predicting accurately when they might occur.
•
Evaluating Long-Term Consequences: Concluding what a change in systems
will result in long-term
•
Visioning: Developing an image of an ideal working state of an organization.
•
Managing the Future: Evaluating future directions and risks based on current
and future strengths, weaknesses, opportunities and threats.
47
INNOVATION
Core Competencies of Innovation
Managing Change
•
Sensitivity to Situations: Assessing situational forces that are promoting and
inhibiting an idea for change.
•
Challenging the Status Quo: Willingness to act against the way things have
traditionally been done when tradition impedes performance improvements.
48
•
Intelligent Risk-Taking: Being willing and able to take calculated risks when
necessary.
•
Reinforcing Change: Encouraging subordinates to come up with innovative
solutions. Recognizing and rewarding those who take initiative and act in a
creative manner. Facilitating the institutionalization of change initiatives.
INNOVATION
Situations Requiring Focus on Innovation
Importance of Organizational Goal Setting: When organizational goals are
explicitly stated, identification of downstream consequences and appraisal of
solutions are critical innovation competencies.
49
Lack of Direction and Focus: When an organization lacks clear vision, leaders
will need to develop an image of the future, utilizing creative ideas and
information.
Unexpected Problems: When a difficult problem arises, leaders must critically
appraise the problem, arrive at a solution, and evaluate the solution quickly and
effectively.
Lack of Task Clarity: When tasks are not clearly defined, leaders must be able to
be creative, inventive, and move in new directions when they arise.
Lack of Task Specificity: When tasks are performed at one’s discretion, leaders
must be able to figure out the best way to accomplish their work.
Competitive Challenges: When leaders must compete or be aware of competitive
pressures, they must be innovative in their approach to work and create new ideas
before competitors.
•Communicating with the Community
•Helping the Community
•Civic Action
•Adopting Beneficial Values for Society
•Providing a Good Example
•Social Action
Civic
Responsibility
50
Acting with
Integrity
•Financial Ethics
•Work-Place Ethics
•Honesty and Integrity
•Being Accountable
•Courage of Convictions
Leading
Others
•Servant Leadership
•Valuing Diversity
•Distributing Rewards Fairly
•Responsibility for Others
•Avoiding Exploitative Mentality
Social
Knowledge
SOCIAL
RESPONSIBILITY
Knowledge of:
•Sociology and Anthropology
•History and Geography
•Foreign Language
•Philosophy and Theology
•Organizational Justice Principles
•Legal Regulations
Ethical
Processe
•Open-Door Policy
•Instituting and Following Fair Procedures
•Explaining Decisions in a Respectful Manner
•Ensuring Ethical Behavior of Subordinates
A Model of Core Competencies for Social Responsibility
Social Responsibility Dimension
SOCIAL
RESPONSIBILITY
Leaders must act with integrity, honesty, and
justice. They must work in the best interest of
others, showing respect and empathy for unique
individual and cultural differences. Good leaders
create a culture that promotes high ethical standards
along with personal, organizational, and civic
responsibility. Ethical leaders recognize and
51
conduct themselves in concert with universal moral
principles as well as specific values, laws, and
ethics relevant to their group or organization.
Examples of Excellence in Social Responsibility
A Resident Hall Advisor realized that none of her residents had received an invitation to
compete for Freshman of the Year. She knew that all students who were in the top ten
percent academically during their year as a freshman should have received a letter
inviting them to compete for the honor. She immediately checked with other RAs in
various halls and confirmed her suspicions. She also found out that finalists had already
been selected and the process was closed. She called the chair of the selection committee
for Freshman of the Year and the committee’s president. She found out that the wrong
year group had mistakenly received invitations to compete. She persisted in her efforts to
ensure fair treatment of the students for whom she was responsible. She rallied other
students and administrators to get the selection committee to restart the process and the
appropriate students were allowed to compete.
An older couple was seated in a restaurant next to another family waiting for service.
After a short while, a waitress came to take the couple’s order. The couple told her that
the other family was there first she should wait on them. She replied, "That's okay; they
can wait. Besides, I don't like to wait on those kind of people anyway." They were an
ethnic-minority family. The couple thanked the waitress, got up and began to walk
out. At the register, the manager asked if everything was all right. The couple told him
what had happened. He said he appreciated their thoughts, invited them to go back into
the dining area, and said he'd take care of the situation. He walked over to the AfricanAmerican family, apologized for the wait, and took their order. As he walked back
toward the kitchen, he stopped to talk with the waitress. He served the family himself and
again offered his apologies for the wait.
SOCIAL
RESPONSIBILITY
52
Examples of Poor Social Responsibility
Several years ago a group of students were taking a class together as a cohort. These
students all knew each other and were living together in the same residence hall. One
influential member of this group had an idea that could result in everyone getting a good
grade on the class final. The final was going to be essay questions selected from 4-5
questions given to the class in advance. His idea was to have everyone have their blue
books filled out with the answers to the questions before the exam. He was
inappropriately using his strong interpersonal skills and his charisma to persuade others
to commit an unethical act. Fortunately, others in the group had the courage to notify the
appropriate authorities the night before the exam. The authorities dealt with this
individual and prevented the scheme from coming to fruition.
A student group planned to sponsor a concert, but had problems securing finances. To
acquire enough funds, the group’s chair agreed to work with two other student groups in
a collaborative effort to sponsor a campus wide concert. She subsequently became the
chair of this new collaborative committee and began meeting with students from the other
groups. The make up of the committee was demographically diverse. The chair advocated
for hiring a performer liked by the student group she represented.. When concerns about
the group’s lyrics were mentioned, the committee came up with a more multicultural
group to hire. The chair rejected this alternative because her student group had hired the
band in the past. She again advocated for hiring the performer preferred by her student
group and then insisted they vote. She was insensitive to the cultural diversity of the
committee and her attempts at persuasion alienated the other people on the committee.
The college ultimately rejected the performer that the chair supported due to concerns
over racist and misogynist lyrics. The collaborative committee broke up, and it resulted in
strained relations of the three groups.
SOCIAL
RESPONSIBILITY
53
Core Competencies of Social Responsibility
Civic Responsibility
•
Communicating with the Community: Communicating organization’s intentions
and activities to the public (e.g., local press, radio, television) and representing the
organization in community affairs and public activities to promote awareness and
foster goodwill.
•
Helping the Community: Meeting the needs of the community by promoting
opportunities for corporate giving of financial and human resources.
•
Civic Action: Supporting participation in civic duties by encouraging others to
vote and engaging in other duties of the political system.
•
Adopting Beneficial Values for Society: Seeking and embracing values that
benefit society rather than the organization.
•
Providing a Good Example: Always acting in accordance with society’s and the
organization’s laws, rules, and guidelines, and behaving in fair and ethical
manner.
•
Social Action: Actively creating necessary change in one’s community or country
by advocating for underrepresented or needy groups.
54
SOCIAL
RESPONSIBILITY
Core Competencies of Social Responsibility
Social Knowledge
•
Sociology and Anthropology Knowledge: Knowledge of the political systems,
values, beliefs, economic practices, and leadership styles of countries other than
one’s home country, as well as knowledge of universal group dynamics, behavior,
and socio-cultural history.
•
History and Geography Knowledge: Knowledge of the physical location and
relationships between different land and sea regions and the historical events that
have shaped the culture of inhabitants of these regions.
•
Foreign Language Knowledge: Understanding a non-native language in order to
communicate in oral and written form with people who speak that language.
•
Philosophy and Theology Knowledge: Knowledge of ethics and the
philosophical viewpoints behind various ethical models and understanding how
55
different philosophical and religious systems affect behavior of groups and
individuals within a cultural context.
•
Knowledge of Organizational Justice Principles: Knowing and understanding
distributive justice, informational justice, interpersonal justice, and procedural
justice and being able to apply those principles to ensure subordinates are treated
fairly.
•
Legal Regulations: Awareness of local, state, and federal laws and regulations
and abiding by these regulations at all times.
SOCIAL
RESPONSIBILITY
Core Competencies of Social Responsibility
Ethical Processes
•
Open-Door Policy: Promoting a climate of openness and trust. Allowing
individuals who are upset about an aspect of the organization to voice
displeasures without retribution or repercussions.
•
Instituting and Following Fair Procedures: Instituting and applying rules and
procedures in a consistent, unbiased, accurate, and correctable fashion to ensure
that subordinates know that fair rules are being used.
56
•
Explaining Decisions in a Respectful Manner: Explaining decisions that affect
subordinates thoroughly and in a manner that demonstrates dignity and respect for
the subordinates.
•
Ensuring Ethical Behavior of Subordinates: Instituting, training, and
reinforcing policies to ensure that subordinates treat each other and the
organization fairly and with respect and dignity. Disseminating information about
laws and regulations to subordinates and make sure that they follow laws and
regulations by overseeing, monitoring, and auditing behavior. Disciplinary action
should be taken against those who do not comply with laws and regulations.
SOCIAL
RESPONSIBILITY
Core Competencies of Social Responsibility
Leading Others Ethically
•
Servant Leadership: Being attentive to the needs of followers, empathizing with
their concerns, and serving their best interests.
57
•
Valuing Diversity: Encouraging a wide range of viewpoints among team
members in order to avoid groupthink and create more culturally sensitive
solutions.
•
Distributing Rewards Fairly: Ensuring that pay, recognition, and other rewards
are distributed in a fair manner, with clear guidelines and enforcement of those
guidelines.
•
Responsibility for Others: Willingness to be responsible for the behavior of
subordinates in one’s organization and correct their unethical behaviors.
•
Avoiding Exploitative Mentality: Not sacrificing concern for others or using
people and exploiting them to achieve goals for the organization.
SOCIAL
RESPONSIBILITY
Core Competencies of Social Responsibility
58
Acting with Integrity
•
Financial Ethics: Understanding and following ethical financial management and
accounting principles.
•
Work-Place Ethics: Understanding and following ethical guidelines at one’s
work place.
•
Honesty and Integrity: Behaving in an honest and ethical manner.
•
Being Accountable: Accepting responsibility for the effects of one’s own
actions.
•
Courage of Convictions: Avoiding behavior that is unethical even if it may
appear ethical to the public or may be consistent with the public opinion.
Upholding decisions that are ethical yet unpopular.
SOCIAL
RESPONSIBILITY
59
Situations Requiring Focus on Social Responsibility
Information Sharing: When there are multiple sources of information, leaders
must ethically and honestly communicate all information to subordinates, peers,
and clients.
Recruitment Processes: When employers must hire new members, leaders must
recruit in an honest manner, following all relevant laws and regulations and
recognizing the diversity in the workplace.
Conflict Between Personal and Organizational Values: When organizational
values vary significantly from the leader’s values, honesty, courage, integrity, and
acting ethically are important competencies for leaders.
Communicating Subjective Information: When the job involves communicating
emotionally/psychologically valued subjective information, leaders need to
respect the anonymity and confidentiality of the information.
Responsibility for Safety of Others: When leaders have to be careful not to cause
harm to others or are in charge of establishing policies to protect others, they need
to understand social responsibility and behave ethically.
Significance of Error: When the consequences of mistakes are severe and
widespread, leaders must know the most ethical way to handle a situation so as
not to cause terrible outcomes.
60
Acknowledgements
The authors appreciate the participation of the community of Central Michigan
University in the development of this competency model. The contents of this report were
greatly influenced by information gathered from interviews and surveys of seventy-five
members of this community, including students, alumni, faculty, administrators, the
Leadership Council, and employers of graduates of Central Michigan University.
A variety of sources of academic literature also influenced the development of this
competency model (a complete reference list is included in a technical report that is
available by emailing Steve Wagner at wagne1sw@cmich.edu ).
Three books in particular were utilized extensively. Northouse (2004) furnished
information on leadership theories and his chapter on Leadership Ethics was especially
useful. Schippman (1999) provided a great deal of practical information on topic of
competency modeling. Peterson, Mumford, Borman, Jeanneret, & Fleishman (1999)
supplied a detailed description of the O*NET, a database of job information maintained
by the United States Department of Labor. The O*NET system was utilized by the
authors to identify leadership competencies across a wide range of occupations.
References for these books are presented below.
Northouse, P. G. (2004). Leadership: Theory and practice. Thousand Oaks, CA: Sage.
Peterson, N. G., Mumford, M. D., Borman, W. C., Jeanneret, P. R., & Fleishman, E. A.
(1999). An occupational information system for the 21st century: The development
of O*NET. Washington, D.C.: American Psychological Association.
Schippmann, J. S. (1999). Strategic job modeling: Working at the core of integrated
human resources. Mahwah, NJ: LEA.
61
About the Authors
Ashwini Bapat received her M.A. in Psychology from Osmania University, Hyderabad,
India in1999. She is currently pursuing her PhD in Industrial/Organizational Psychology
at Central Michigan University.
Misty Bennett is currently a second-year doctoral student in the
Industrial/Organizational Psychology program at Central Michigan University. She
received her B.S. degree in Chemistry and Psychology with a Mathematics minor from
Central Michigan University.
Gary Burns is completing a PhD in Industrial and Organizational Psychology at Central
Michigan University. He received a Bachelors of Arts in Psychology from West Virginia
University.
Cathy Bush received a Bachelor of Science in Business Administration and a Masters of
Business Administration from Central Michigan University. She is currently pursuing her
PhD in Industrial/Organizational Psychology at Central Michigan University.
Kirsten Gobeski attended Iowa State University and University of Northern Iowa, where
she received BA in Psychology. She is currently pursuing her PhD in
Industrial/Organizational Psychology at Central Michigan University.
Sara Langford graduated with a bachelors degree in Psychology at Central College in
Pella, IA. She is currently pursuing her PhD in Industrial/Organizational Psychology at
Central Michigan University.
Matthew Monnot received a B.S. in Psychology and B.A. in Sociology from Colorado
State University, a M.S. in Industrial-Organizational Psychology from Florida Tech, and
is completing a PhD in Industrial-Organizational Psychology at Central Michigan
University.
62
Brigitte Pfeiffelmann received a BS in Psychology from Central Michigan University.
She is currently pursuing her M.A. in Industrial/Organizational Psychology at Central
Michigan University.
Brian Siers has a B.S. in Psychology, with minors in Business Administration and
Philosophy, and an M.A. in Industrial/Organizational Psychology, both from Central
Michigan University. He is currently completing his Ph.D. in Industrial and
Organizational Psychology.
Aaron Stehura graduated from Ohio University with a BA in Psychology and
Sociology. He is currently a second-year doctoral student in the Industrial/Organizational
Psychology Program at Central Michigan University.
Stephen Wagner is an Associate Professor in the Psychology Department at CMU. He
received his Ph.D. in Industrial/Organizational Psychology from Northern Illinois
University in 2000.
© 2011 NHS Leadership Academy. All rights reserved.
The Leadership Framework is published on behalf of the NHS Leadership Academy by NHS Institute for
Innovation and Improvement, Coventry House, University of Warwick Campus, Coventry, CV4 7AL.
Publisher: NHS Institute for Innovation and Improvement, Coventry House, University of Warwick Campus,
Coventry, CV4 7AL.
This publication may be reproduced and circulated free of charge for non-commercial purposes only by and
between NHS-funded organisations in England, Scotland, Wales and Northern Ireland staff, and their related
networks and officially contracted third parties. This includes the right to reproduce, distribute and transmit this
publication in any form and by any means, including e-mail, photocopying, microfilming, and recording. No
other use may be made of this publication or any part of it except with the prior written permission and
application for which should be in writing and addressed to the Director of Leadership (and marked ‘re.
permissions’). Written permission must always be obtained before any part of this publication is stored in a
retrieval system of any nature, or electronically. Reproduction and transmission of this publication must be
accurate, must not be used in any misleading context and must always be accompanied by this Copyright Notice.
Warning: Unauthorised copying, storage, reproduction, adaptation or other use of this publication or any part of
it is strictly prohibited. Doing an unauthorised act in relation to a copyright work may give rise to civil liabilities
and criminal prosecution.
The Clinical Leadership Competency Framework was created with the agreement of the NHS Institute for
Innovation and Improvement and the Academy of Medical Royal Colleges from the Medical Leadership
Competency Framework which was created, developed and is owned jointly by the NHS Institute for Innovation
and Improvement and the Academy of Medical Royal Colleges.
NHS Institute for Innovation and Improvement and Academy of Medical Royal Colleges (2010) Medical
Leadership Competency Framework, 3rd edition, Coventry: NHS Institute for Innovation and Improvement.
© NHS Institute for Innovation and Improvement and Academy of Medical Royal Colleges 2010
You should by now should be proficient in the art of referencing. There are many styles of referencing in
use in different disciplines and geographical locations. You are required to use the RMIT Business
Referencing System. This is available to you via the Library website, in your course site on myRMIT and is
uploaded to the assessments folder in the BUSM 4194 course site. This is a 50 page document but reading
it through will be enormously helpful for you in this and future assessment tasks.
Make sure that you can clearly distinguish the difference between an essay (page 28 of the document) and
a report (page 36).
Remember: this current assessment task is a REPORT not an ESSAY.
The critical thinking element
We want you to be very comfortable with questioning everything you read and hear.
Anyone can remember facts and state other people’s views but a far more useful skill is to critically review
what you read and hear and decide for yourself how reliable, accurate, applicable, contemporary, objective
and fair it is.
In this report, your assessor will value the fact that you are able to see both benefits and deficiencies in a
particular theory. Make sure you look through the critical thinking exercises in the course site to get a clear
understanding of critical thinking!
How will the report be marked?
Your lecturers have already created a marking rubric that will be used to award you a mark out of 50 as the
report comprises 50 of the overall 100 marks available in this course.
The rubric is reproduced over the page and will be used as a way of providing feedback to you on how you
performed.
The most important thing about the rubric is that it DEFINES what you will be marked on. If you include
additional material that is not mentioned in the rubric it will not attract any marks, if you forget to write
about something listed in the rubric, you’ll lose marks.
So the rubric is like a “contract” between you and your lecturer. Following the rubric clearly is your best
strategy for a good result
BUSM 4194 Leading for Change task 2 Marking Rubric
[sem 2 2014, Singapore]
The task and its marking rubric
1.
2.
3.
4.
5.
6.
7.
Steps in the task
Explore the Central Michigan University and National Health Service competencies
models and select ONE of the two models as the framework or foundation of your own
leadership development.
Select some competencies from your chosen model that you want to develop in order
to improve your leadership.
Consider how you will achieve the skill level described in your chosen competencies
This should include:
a. An assessment of your current strength (or weakness) in these competencies
b. The steps you will take to build these skills
c. A (very approximate) timeline for achieving each skill
d. Explanation of how you will know that you’ve (eventually) achieved your
desired skill level
e. A brief summary of how these enhanced skills will enhance your leadership
Combine above steps into a draft leadership development plan
Show your draft to someone in a leadership position who is able to give honest and
helpful feedback.
Describe what you changed in your draft plan as a result of the feedback you got from
this person
Put all of the above together in a report that has a brief executive summary, main
body, brief conclusion and properly cited scholarly articles
Total marks for this assessment task
BUSM 4194 Leading for Change task 2 Marking Rubric
Considerations
Decide which of the two models you want to use as the foundation for your
leadership development plan (LDP).
Explain your rationale / logic for the choice you made.
Is your selected model a better “fit” for your future profession?
Does it seem to align better with a particular industry type?
Does it blend better with your culture and customs?
Select some of the competencies from your chosen competency model to work
on for your LDP.
You are advised to select competencies broadly from across the model rather
than focussing one just one section of the model.
Explain why you chose these competencies
Explain the likely impact of choosing only some of the competencies in the
model (ie the fact that you have left out some components of the overall model?
How did you assess your current level of competence?
Link to literature
Simply cite the model
chosen
What will you do to build your skills in the competencies you’ve chosen?
How long will it take you to achieve your desired skill level for each of the
competencies you’ve selected?
Support this section with
at least 5 scholarly
articles
Marks
5
Support your selection of
competencies with at
least 5 scholarly articles
10
30
Is there a way to measure / assess / evaluate whether you have actually
succeeded in building your skill in each of these competencies?
What are these measures? When would apply these measures?
What does the academic literature say about the impact that these skills on
leadership success?
Create a document that describes and justifies all of the above steps.
Show your document to someone who has experience as a leader and ask her
/ him to suggest improvements.
Describe what you changed in your document. You are not required to detail
what the person said… just focus on what you changed in the document.
- Word limit 2500 words (not including references)
- Written in the first person… eg I will enhance my leadership capacity by / I
will use the 360 degree feedback tool to evaluate my skill development )
- In text citation of at least 10 scholarly articles
- Correctly formatted reference list
5
50
[sem 2 2014, Singapore]
BUSM 4194 Leading for Change task 2 Marking Rubric
[sem 2 2014, Singapore]
BUSM 4194 Leading for Change
One potential approach to working up your leadership plan
CHOICE OF
MODEL
SKILL SELECTION
CURRENT
STATUS
DESIRED STATUS
MEASUREMENT
TOOL
DEVELOPMENT
STRATEGY
SCHOLARLY
ARTICLES
DESCRIBING
SKILL
SCHOLARLY
ARTICLES
DESCRIBING
HOW TO BUILD
THE SKILL
Why you chose
this model
Which skills have
you chosen?
How are the
“labelled” in the
NHS / CMU
model?
Why did you
choose these
particular skills?
How will this
combination of
skills improve
your leadership
effectiveness?
What you think
is your current
skill
Where you think
your skill level
should be?
How can you
“measure” this
skill?
How will you
build this skill?
Perhaps this is a
“qualitative”
assessment of
your skill level
(by yourself as
reflection or by
others as
feedback)
Does your CMU
/ NHS model
provide
information
about the
“amount” of this
skill required?
Does your CMU /
NHS model
provide the
measuring tool?
What scholarly
article(s) can you
find that:
- define this
skill?
- describe how
the skill
contributes to
better
leadership?
- consider how
relevant this
What scholarly
article(s) can you
find that
describe how to
build this skill /
why this skill is
important for
effective
leadership?
Or maybe it is
quanta
Has a professional
organisation
published a
measuring tool?
(eg an online
survey)
What practical
steps will you
take to ensure
that you develop
this skill?
What
changes did
you make
after talking
to your
“leadership
advisor”
Confirmed
your model
selection?
Greed with
your
selection of
skills?
Thought your
timelines
were OK?
Suggested
additional /
different
literature to
review?
Report format
One suggestion…
Exec summary
-
Model I chose
skills I identified
timelines I estimated
Expected impact on my overall leadership potential
Body of report
-
intro
Spreadsheet / table of skills
Summary of how skills will combine to enhance my leadership effectiveness
Summary
What I did and how it will help
References
RMIT Business reference list