A Leadership Competency Model: Describing the Capacity to Lead

LEADERSHIP

Table of Contents Introduction A Model of the Dimensions of Leadership Competency Self-Management A Model of the Core Competencies of Self Management Self Management Dimension Examples of Excellence in Self Management Examples of Poor Self Management Core Competencies of Self-Management Work Habits Work Attitudes Stress Management Self Insight Learning Sit#ations $e%#iring &oc#s on Self Management Leading Others A Model of the Core Competencies of Leading (thers Leading (thers Dimension Examples of Excellence in Leading Others Examples of Leading Others Poorl Core Competencies of Leading (thers !ommunicating Interpersonal A"areness Moti#ating Others $e#eloping Others Influencing Sit#ations $e%#iring &oc#s on Leading (thers Task Management A Model of the Core Competencies of )as* Management )as* Management Dimension Examples of Excellence in %ask Management Examples of Poor %ask Management 19 ! !1 !! !" !4 !' !6 !6 !7 1 11 1! 1" 14 1' 16 17 17 18 4 6 7 8 8 9

" Core Competencies of )as* Management Executing %asks Sol#ing Problems Managing Information and Material &esources Managing Human &esources Enhancing Performance Sit#ations $e%#iring &oc#s on )as* Management Innovation A Model of the Core Competencies of +nno,ation +nno,ation Dimension Examples of Excellence in Inno#ation Examples of Poor Inno#ation Core Competencies of +nno,ation !reati#it Enterprising Integrating Perspecti#es 'orecasting Managing !hange Sit#ations $e%#iring &oc#s on +nno,ation Social Responsibility A Model of the Core Competencies of Social $esponsi-ility Social $esponsi-ility Dimension Examples of Excellence in Social &esponsibilit Examples of Poor Social &esponsibilit Core Competencies of Ci,ic $esponsi-ility !i#ic &esponsibilit Social (no"ledge Ethical Processes Leading Others Ethicall Acting "ith Integrit Sit#ations $e%#iring &oc#s on Social $esponsi-ility 46 47 48 49 ' '1 "7 "8 "9 4 41 4! 4" 44 44 4' !8 !9 " "1 "! "" "4 "' "' "6

4 Introduction Altho#gh people tend to recogni.e leadership /hen they see it0 defining leadership /ith precision and detail is often more diffic#lt1 )he p#rpose of this report is to pro,ide a detailed model of leadership to aid in the de,elopment of leaders1

)his report descri-es competencies of leadership2,al#a-le s*ills0 a-ilities0 -eha,iors0 attit#des0 and *no/ledge areas1 Altho#gh leaders are not going to master e,ery competency0 they /ill need to -e a/are of all of them0 *no/ their o/n shortcomings0 and foc#s on de,eloping these competencies in themsel,es or -e a-le to recogni.e these %#alities in others so they can select people /ho compensate for their /ea*nesses1 )his model of leadership /as de,eloped thro#gh a n#m-er of processes0 incl#ding3 a4 $e,ie/ing the academic literat#re on leadership0 -4 St#dying the practice of competency modeling and e5isting leadership competency models de,eloped -y corporations and go,ernment agencies0 c4 Analy.ing the content of the Occupational Information )et"ork 6O*)E%40 and d4 +nter,ie/ing mem-er of Central Michigan 7ni,ersity comm#nity 6st#dents0 al#mni0 administrators0 professors0 and employers of o#r grad#ates41 8ighlights of these inter,ie/s are presented at the end of this report1 9ote1 A technical report pro,iding a more detailed description of the process of de,eloping the competency model is a,aila-le -y emailing Stephen :agner 6/agne1s/;cmich1ed#41

' Introduction &i,e dimensions of leadership competency are descri-ed in this report1 Self Management Leading (thers )as* Management +nno,ation Social $esponsi-ility

A graphic depiction of this model is presented on page si51 Altho#gh there are many things that leaders are e5pected to do0 these fi,e dimensions capt#re the primary categories that are considered the most important for leadership s#ccess1 <ach of the dimensions incl#des se,eral core competencies that are considered ,al#a-le s*ills0 a-ilities0 -eha,iors0 attit#des and *no/ledge areas in /hich leaders are e5pected to e5cel1 )his report descri-es each competency dimension -y3 a4 Displaying a model of the core competencies for that dimension0 -4 Defining the leadership dimension0 c4 =ro,iding e5amples of e5cellent and poor leadership -eha,ior for that dimension0 d4 Defining the core competencies for that dimension0 and e4 +dentifying sit#ations that re%#ire foc#sing on that dimension1

LEADERSHIP
Self-Management Leading Others Task Management Innovation Social Res onsi!ilit"

A Model of the Dimensions of Leadership Competency

Time Management # Goal Orientation # Organization Skills
#

$ork Ha!its

Learning

$ork Attit%des

Learning Strategies # Intellectual Curiosity # Continuous

#

SELF MA A!EME "

# # #

Initiative Effort Persiste Energy Indepen

nce
# #

Self Insight
Optimism Self Confidence Self #$areness %umility Suspending Pre&udices
# # # # # # #

Stress Managemen t
Self Control Stress Tolerance # Personal esiliency # !ork"Life

A Model of Core Competencies for Self-Management

SEL& MA'A(EME'T

Self Management Dimension

>ood leaders *no/ their o/n ,al#es0 strengths0 and limitations and are a-le to control their emotions and -eha,iors1 )hey m#st stri,e for personal de,elopment -y engaging in contin#o#s learning and -eing /illing to see* help /hen needed or admit /hen they ha,e made a mista*e1 )hey sho#ld -e a-le to adapt to stressf#l or dynamic sit#ations and -e a-le to maintain a -alance -et/een their /or* and non-/or* li,es1

Examples of Excellence in Self-Management A sales manager from a real estate agency had o,ercome challenges in less diffic#lt mar*ets1 As a res#lt0 he /as mo,ed into the most challenging mar*et in Metro Detroit1 As soon as he reali.ed the comple5ities of his ?o-0 he so#ght ad,ice from more esta-lished sales co#nselors0 managers0 area ,ice presidents and regional ,ice presidents1 8e dre/ from others@ e5periences and /or*ed longer ho#rs to incorporate these ne/ly learned strategies1 8e %#ic*ly adapted to his ne/ tas*s /itho#t getting emotionally o,er/helmed and -ro#ght energy0 dedication0 o#t of the -o5 thin*ing0 o/nership and acco#nta-ility to the site1 As a res#lt0 the agency sold more properties1 A $esident 8all Ad,isor 6$A4 /as too -#sy /ith her leadership role and felt she /as neglecting her academic and personal life1 Since she /as li,ing /here she /or*ed0 she fo#nd herself getting too in,ol,ed in the personal li,es of her residents0 and in general0 /as constantly doing too m#ch for others1 D#e to this sit#ation0 she fo#nd no time for herself1 She learned to set strong -o#ndaries for *eeping her personal life separate -y sched#ling specific time to meet /ith her residents1 She learned her limitations and her priorities changed -eca#se of them1 She too* more time for herself0 school0 family0 and friends and as a res#lt she had more energy and foc#s for her $A role1 +n the long r#n0 she accomplished more1

SEL& MA'A(EME'T

Examples of oor Self-Management A st#dent /as as*ed to head a committee to raise f#nds for an #pcoming gro#p trip1 8e had ne,er participated in any f#ndraising pro?ect -efore0 -#t felt as tho#gh he co#ld lead effecti,ely any/ay1 )he president of the organi.ation informed him of a camp#s f#ndraising /or*shop -eing held as part of an enrichment series for st#dent organi.ations1 +nstead of ta*ing the president@s ad,ice and attending the /or*shop0 the st#dent de,eloped a poor attit#de and -lamed his gro#p mem-ers for lac*ing the necessary e5pertise1 :hen the f#ndraising effort failed0 he /as as*ed to e5plain the fail#re1 )he st#dent ref#sed to ac*no/ledge his o/n lac* of a-ility and #n/illingness to see* impro,ement1 8e said that they /ere too -#sy to attend the f#ndraising /or*shop and the fail#re of the pro?ect /as d#e to the irresponsi-ility of his gro#p mem-ers1 Despite ha,ing a hea,y class load0 a mem-er of a st#dent gro#p chose to -e an officer on the e5ec#ti,e -oard1 Aeca#se she /as poorly s*illed at managing her academic and organi.ational d#ties0 she reg#larly handed in reports late0 missed meetings0 and attended none of the gro#p@s social acti,ities1 :hen the organi.ation@s president %#estioned her a-o#t this poor performance0 she made e5c#ses a-o#t the late reports and said she felt harassed1 She -egan -admo#thing the gro#p and its mem-ers to other st#dents1 <,ent#ally0 she resigned the office and left the organi.ation1

SEL& MA'A(EME'T

Core Competencies of Self-Management

!ork "abits
Time Management# Ma*ing good #se of time -y organi.ing0 prioriti.ing and sched#ling tas*s1 $oal Orientation# Setting and attaining specific and challenging goals for oneself1 Organi%ation Skills# (rgani.ing one@s responsi-ilities and performing them in an efficient manner1 !ork Ethic# Aeing diligent to ens#re the s#ccessf#l completion of tas*s related to one@s ?o- as a leader1 &ollo' Thro(gh# <ns#ring that one@s promises are reali.ed in -eha,iorB doing /hat one said one /o#ld do1

SEL& MA'A(EME'T

11

Core Competencies of Self-Management

!ork )ttit(des
Initiative# +nitiating tas*s and ta*ing on ne/ challenges1 Effort# <5erting oneself to complete tas*s s#ccessf#lly and achie,e goals1

ersistence# <nd#ring in one@s tas*s despite challenges or diffic#lties1 Energy# Maintaining progress and enth#siasm thro#gho#t the completion of a tas*1 Optimism# 8a,ing a positi,e o#tloo* a-o#t oneself and others1

SEL& MA'A(EME'T

1!

Core Competencies of Self-Management

Stress Management
Self *ontrol# Controlling one@s emotions e,en in diffic#lt or challenging sit#ations1 Stress Tolerance# $emaining effecti,e e,en /hen sit#ations -ecome stressf#l1

ersonal Resiliency# :ithstanding and o,ercoming stressf#l sit#ations1 !ork+Life ,alance# Controlling the infl#ence of stresses of one@s non-/or* life on /or* life and ,ice-,ersa1 )daptability# Adapting to changing or dynamic sit#ations1

SEL& MA'A(EME'T

1"

Core Competencies of Self-Management

Self-Insight
Self *onfidence# Aelie,ing in one@s self and in one@s a-ility to perform a s#ccessf#l ?o- as a leader and acting accordingly1 Self-)'areness# Assessing one@s s#ccess in learning or /or*ing acti,ities and -eing honest a-o#t said ?#dgments1 Cno/ledge of one@s strengths and /ea*nesses and *no/ledge of one@s -o#ndaries and limits1 Self Reliance# Aeing a-le to /or* and thin* /itho#t the g#idance or s#per,ision of others1 "(mility# Aeing a-le to ha,e a realistic perspecti,e of one@s /orth and a-ility to admit to one@s mista*es1 S(spending -(dgment: Ceeping one@s personal -eliefs and -iases from o,erly infl#encing one@s decisions1

SEL& MA'A(EME'T

Core Competencies of Self Management

Learning

14 Learning Strategies# Learning ne/ techni%#es for de,eloping oneself thro#gh the #se of m#ltiple approaches1 Intellect(al *(riosity# Dal#ing learning and see*ing sit#ations to increase one@s *no/ledge1 *ontin(o(s Learning# Ceeping informed on #pdates to one@s profession and leadership in general1 Seeking &eedback# :illingness to see* feed-ac* on one@s performance as a leader and to #se the feed-ac* to learn and gro/ as a leader1

SEL& MA'A(EME'T

Situations Re uiring !ocus on Self Management

Importance of Individ(al $oal Setting# :hen an organi.ation re%#ires its mem-ers to periodically set their o/n goals0 organi.ation s*ills0 time management0 and self-a/areness are partic#larly important1 Role *onflict# :hen an indi,id#al has to deal /ith conflicting d#ties as part of their ?o- as a leader0 a ,ariety of self-management competencies may -ecome ,ery important1 )hese incl#de stress tolerance0 resilience0 and prioriti.ing demands1 Role Overload# +f there is an inconsistency -et/een the e5pectations of others and one@s a-ility to f#lfill those e5pectations0 then persistence0 learning strategies0 and self-monitoring are important self-management competencies for a leader1

1'

Significance of Error# :hen an error /ill res#lt in e5treme and e5tensi,e negati,e o#tcomes0 leaders m#st -e a/are of their o/n performance to a,oid mista*es1 &r(strating Sit(ations# :hen #ncontrolla-le circ#mstances res#lt in diffic#lties attaining goals0 leaders ha,e no control0 they m#st ha,e control o,er their emotions0 -e a/are of their o/n limitations0 and *no/ /hen they ha,e to impro,e in order to complete /or*1 Re.(ired *ontin(ity or )lertness# :hen leaders m#st maintain concentration or a/areness -eca#se the sit#ation contin#o#sly changes0 they m#st -e a-le to *eep themsel,es on trac* and *no/ ho/ they m#st adapt to deal /ith a ne/ sit#ation1

# # # # # #

Communicating $it) Co$orkers #ctive Listening *acilitating +iscussion Pu,lic Speaking +eveloping E-ternal Contacts Communicating Outside t)e

)omm%nicatin g

Infl%encing

Leading #thers

Inter ersona l A*areness

Psyc)ological .no$ledge # Social Orientation # Social Perceptiveness # Service Orientation # (urturing elations)ips
#

Cooperating Persuading esolving Conflicts'(egotiating # Empo$ering # Inspiring # Political Savvy

# # #

16

Develo ing Others

# # # # #

Motivatin g Others
Taking C)arge Orienting Ot)ers Setting Goals for Ot)ers einforcing Success +eveloping and /uilding Teams

.no$ledge of Principles of Learning # Interpreting t)e Meaning of Information for Ot)ers # #ssessing Ot)ers # Coac)ing0 +eveloping and
#

A Model of Core Competencies for Leading "thers

Leading "thers Dimension
LEADI'( OTHERS Leaders m#st ma5imi.e the potential of others and moti,ate them to attain shared goals1 )hey m#st -e a-le to manage indi,id#al and gro#p performance /ith an #nderstanding of gro#p dynamics and team -#ilding1 Leaders m#st acti,ely listen and comm#nicate effecti,ely to pers#ade others and -#ild consens#s and tr#st1 )hey sho#ld #nderstand and -e empathic to/ard indi,id#al@s emotions and needs and -e a-le to resol,e conflicts in a respectf#l manner1

Examples of Excellence in Leading Others A manager /as assigned to a store /here the e5isting employees had -een managed -y fear for many years1 )he ne/ly assigned manager had an open door policy and comm#nicated daily /ith the employees d#ring fre%#ent store /al*s1 8e also /or*ed hand in hand /ith each employee o,er the period of 1E years1 8e held l#ncheons for all the employees and *ept the lines of comm#nication open1 8e handled pro-lems as they arose and nothing /as ignored1 8e challenged people to see him as an associate rather than as an a#thoritarian manager /atching o,er them1 8e /as in,ol,ed in the comm#nity and had a gen#ine interest in others1 Aeca#se of his actions0 he /as a-le to impro,e the store@s morale1 )he o,erall store@s conditions impro,ed along /ith c#stomer ser,ice and sales1

17

A ne/ st#dent organi.ation had a hard time getting off the gro#nd soon after its fo#nder left1 (ne of the mem-ers ,ol#nteered to -e president1 She /or*ed /ell /ith her e5ec#ti,e -oard0 gi,ing them responsi-ilities0 and e5pecting res#lts1 She listened to mem-ersF needs 6meeting times0 office space0 pro?ects4 and acted in their -est interests1 )here /as camaraderie0 e5change of ideas0 and acceptance of differences of opinions academic stat#s1 Mem-ers helped each other to #nderstand st#dent policies0 shared con,ersation o,er l#nch0 and felt comforta-le /ith ,oicing their fr#strations1 :ord got o#t0 and more st#dents ?oined and en?oyed participating in the ,ario#s get-togethers1

LEADI' ( OTHERS

Examples of Leading Others oorly )here had -een a /or* sit#ation in /hich a s#-ordinateFs action co#ld ha,e -een interpreted in t/o /ays3 either a costly intentional mista*e or an honora-le action to assist others and help the organi.ation1 )he manager co#ld ha,e made a '-min#te phone call to the s#-ordinate0 /hich /o#ld ha,e made it clear that her intentions /ere honora-le1 8o/e,er0 no call /as made1 )he managerFs assistant /as highly confident that the mista*e /as intentional1 )he manager chose to let his assistant draft a disciplinary letter to the s#-ordinate1 )he letter /as then distri-#ted to se,eral people1 7pon recei,ing the letter0 the s#-ordinate pro,ided the manager /ith doc#mentation that pro,ed that her actions had good intentions1 +n addition0 independent re,ie/s of the matter 6#nion0 peers0 etc14 also concl#ded that the s#-ordinate indeed had good intentions1 )he manager had clearly made a mista*e0 -#t ne,er apologi.ed1 As a res#lt0 the s#-ordinate do#-ted /hether her manager had the leadership %#alities to s#cceed in the f#t#re1 7ltimately0 loss of tr#st occ#rred -et/een the manager and his other s#-ordinates1 A leader made a decision /ith no inp#t from others and little -ac*gro#nd research1 :hen the decision /as anno#nced0 and those people affected /ere as*ed for -ac*gro#nd information to s#pport the decision0 none /as forthcoming1 )h#s0 the leader and her s#pport staff spent many ho#rs to try to FspinF the decision0 ma*ing #p data along the /ay1 )here /as no o/nership of the decision1 )he leader@s lac* of #sing a participatory style /as so offensi,e that e,en those /ho internally agreed /ith her decision resisted

18 s#pporting it d#e to her a#tocratic style1 She did not spend the time gathering rele,ant information or inp#t from *ey s#-ordinates and e5perienced resistance for her decision1

LEADI' ( OTHERS

Core Competencies of Leading "thers

*omm(nicating
*omm(nicating 'ith *o'orkers# Comm#nicating information #sing either faceto-face0 /ritten0 or ,ia telephone or comp#ter1 )ctive Listening# Listening intently to /hat others are saying and as*ing for f#rther details /hen appropriate1 &acilitating /isc(ssion# =romoting the in,ol,ement of ,ario#s indi,id#als and a norm of openness and collegiality d#ring gro#p disc#ssions1 (blic Speaking# Docali.ing clearly0 maintaining a comforta-le pace0 and #sing appropriate non-,er-al -eha,iors d#ring formal presentations1 7tili.ing ,is#al aids d#ring presentations1 <ngaging the a#dience and responding to %#estions from the a#dience1

19

/eveloping External *ontacts# De,eloping portfolio of e5ternal contacts /ithin the professional comm#nity1 *omm(nicating O(tside the Organi%ation# <5changing information /ith others o#tside the organi.ation 6e1g10 c#stomers0 other organi.ations4 #sing face-to-face0 /ritten0 telephonic or electronic means1

LEADI' ( OTHERS

Core Competencies of Leading "thers

Interpersonal )'areness
sychological 0no'ledge# Cno/ledge of h#man -eha,ior0 mental processes0 and indi,id#al and gro#p performance1 Social Orientation# Aeing comforta-le interacting and /or*ing /ith others1

Social erceptiveness# A/areness and #nderstanding of ho/ and /hy others are reacting the /ay they are1 Service Orientation# Acti,ely see*ing o#t /ays to assist people in their d#ties1

1(rt(ring Relationships# A#ilding positi,e and cooperati,e /or*ing relationships /ith others1 Maintaining relationships o,er time1

LEADI' ( OTHERS

Core Competencies of Leading "thers

Motivating Others
Taking *harge# A /illingness to initiate the acti,ities of gro#ps and lead others to/ard common goals1 Orienting Others# (rienting ne/ employees to pro,ide an o,er,ie/ of the organi.ation and its policies0 /or* r#les0 and ?o- responsi-ilities1 $e,ie/ing c#rrent ?o- assignments for e5isting employees to identify /or* e5periences that /ill help the employee de,elop1 Setting $oals for Others# Setting challenging -#t attaina-le goals for indi,id#als and gro#ps1 Specifying actions0 strategies and timelines necessary for goal attainment1 Reinforcing S(ccess# Meas#ring and trac*ing progress to/ard goals to e,al#ate indi,id#al and gro#p performance and pro,ide feed-ac*1 $e/arding positi,e /or* -eha,ior to reinforce acti,ities that are aligned /ith the goals of the /or* gro#p and the organi.ation1 /eveloping and ,(ilding Teams# Managing inertia and conflict d#ring the formati,e stages of gro#p f#nctioning1 <nhancing the performance of a gro#p and the satisfaction of its mem-ers -y promoting cooperation0 tr#st0 and confidence in the gro#p1

!1

LEADI' ( OTHERS

Core Competencies of Leading "thers

/eveloping Others
0no'ledge of rinciples of Learning# Cno/ledge of learning theories and design of indi,id#al and gro#p teaching plans1 Interpreting the Meaning of Information for Others# )ranslating or e5plaining information in a /ay that can -e #nderstood and #sed to s#pport responses or feed-ac* to others1 )ssessing Others# <,al#ating the strengths and /ea*nesses of others@ efforts at learning or performing tas*s1 *oaching2 /eveloping2 Instr(cting# Coaching0 teaching0 and ad,ising others to help them de,elop their *no/ledge and s*ills1 Creating indi,id#al de,elopment plans1 Selecting appropriate training co#rses to address de,elopmental needs1

LEADI' ( OTHERS

!!

Core Competencies of Leading "thers

Infl(encing
*ooperating# :or*ing /ell /ith others to ?ointly achie,e goals1 ers(ading# Comm#nicating /ith others to con,ince them to perform a tas* or approach something in a different manner1 Resolving *onflicts+1egotiating# Dealing /ith complaints0 resol,ing conflicts and grie,ances of others1 <nco#raging others to come together and reconcile differences1 Empo'ering# Delegating a#thority and in,esting po/er in others1

Inspiring# Con,incing others to -elie,e in the organi.ation@s ,al#es and to act in accordance /ith those ,al#es1 olitical Savvy# Cno/ledge of the political climate and ho/ decisions /ill -e affected -y the organi.ation@s c#lt#re1

LEADI' ( OTHERS

!"

Situations Re uiring !ocus on Leading "thers

Employee articipation# :hen employees are acti,e participants in the decisionma*ing process0 cooperation0 coordination0 and conflict resol#tion strategies are important competencies for leaders1 Type of Team# Aased on the type of team -eing lead 6ne/ or e5perienced0 high interdependence ,s1 lo/ interdependence40 leaders m#st -e a-le to adapt ho/ they g#ide0 direct0 interact /ith0 and moti,ate gro#p mem-ers1 $ro(p Sociali%ation# :hen a ne/ mem-er ?oins the gro#p0 the leader m#st #se teaching0 coaching0 and mentoring to acclimate the person to the gro#p1 M(ltiple Modes of *omm(nication# :hen leaders m#st comm#nicate /ith different types of gro#ps and indi,id#als0 they m#st -e a-le to recogni.e and adapt to the necessary modes of comm#nication that /ill fit their needs1 S(pervisory Roles# :hen leaders are e5pected to train0 coach0 or s#per,ise others0 they need to #nderstand others@ -eliefs0 a-ilities0 and perspecti,es1 Sales and Marketing Roles# :hen leaders m#st -e a-le to pers#ade or infl#ence people easily0 they need to ha,e good comm#nication and negotiation s*ills and listen effecti,ely to others1

Task" elevant .no$ledge # +elegating # #ttention to +etail # Coordinating !ork #ctivities # Providing *eed,ack E+ec%ting
#

Tasks

!4

Enhancing Performanc e
En)ancing Task .no$ledge # Eliminating /arriers to Performance # /enc)marking # Strategic Task
#

"AS$ MA A!EME "

#nalytic T)inking #nalyzing +ata Mental *ocus +ecision Making +esigning !ork Systems
# # # # #

Solving Pro!lems

Managing H%man Reso%rces Succession

Planning,Recr%iting # Personnel +ecision 2uality # Managing Personnel

Managing Information and Material # Managing Materials 1 Reso%rces *acilities

Managing Information esources # Performing #dministrative Tas# Management
#

A Model of Core Competencies for

Tas# Management Dimension TASMA'A(EME'T Leaders #se tas*-specific *no/ledge and e5perience to g#ide the gro#p to attaining its goals1 Leaders m#st engage in pro-lem sol,ing0 delegation0 time and reso#rce management0 and eliminating -arriers to performance1 Leaders also m#st stri,e for res#lts and pro,ide feed-ac* to ens#re effecti,e contri-#tions from all constit#ents

Examples of Excellence in Task Management A gro#p of st#dents /as in,ol,ed in a cons#lting pro?ect1 (ne of the st#dents emerged as a leader and mo-ili.ed them to achie,e a goal1 8e too* on the role of a comm#nicator and a liaison -et/een the client0 the gro#p0 and the instr#ctor1 +n addition0 he /or*ed hard to allo/ all gro#p mem-ers to contri-#te to the pro?ect0 despite their different s*ill le,els and -ac*gro#nds1 )he gro#p /as e5tremely di,erse and the sit#ation /as ripe for a conflict d#e to mis#nderstanding1 )he leader assigned tas*s to gro#p mem-ers and

!' clarified responsi-ilities and deadlines1 8e also made s#re that e,eryone /as foc#sed on the same goals -eca#se the nat#re of the pro?ect made it easy to shift the foc#s from essential tas*s to other acti,ities that /ere less important1 Aeca#se of this0 the gro#p mem-ers in,ested a large amo#nt of time0 energy0 and enth#siasm in the pro?ect1 )he leader achie,ed this le,el of gro#p performance -y empo/ering others1 A leader pro,ided feed-ac* to her employees effecti,ely and in a timely manner1 She set aside specific times to meet /ith the employees indi,id#ally1 She /as mindf#l of the ,ario#s /or* sched#les and allo/ed the employees to sched#le the sessions at their con,enience1 :hen it /as time for a meeting to ta*e place0 she ens#red that it /as in a pri,ate setting1 D#ring the meeting the leader #sed constr#cti,e criticism0 a,oiding a negati,e foc#s1 She e5plained /hat infl#enced her assessment -y descri-ing the tas*specific -eha,iors o,er /hich the employee had direct control1 :hen she o#tlined recommendations to address the employee@s performance impro,ement0 she allo/ed the employee to comment and then acti,ely listened to the employee@s perspecti,e1 &inally0 the leader and employee came to an #nderstanding of the ne5t steps the employee needed to #nderta*e for f#t#re s#ccess1

TASMA'A(EME'T

Examples of oor Task Management A st#dent organi.ation /as planning an e,ent0 /hich /o#ld re%#ire a s#-stantial amo#nt of f#nding from their pri,ate acco#nt1 )he treas#rer of the organi.ation informed the president that they did not ha,e eno#gh f#nding to host the e,ent1 An emergency meeting /as called -y the president of the organi.ation0 in /hich all of the e5ec#ti,e mem-ers of the organi.ation /o#ld attempt to resol,e the sit#ation1 )he president emailed the e5ec#ti,e -oard mem-ers a-o#t the meeting one day -efore it /as sched#led to -e held1 7pon arri,ing to the meeting0 the president con,ened /itho#t e,en ac*no/ledging that three of the eight e5ec#ti,e mem-ers /ere not present1 )he treas#rer fielded %#estions

!6 a-o#t the sit#ation and too* charge of the meeting -y delegating tas*s and responsi-ilities1 )here seemed to -e no order to the sched#le of the meeting1 )he president sat idly -y0 paying little attention0 /hile the meeting /as #nder/ay1 )he meeting came to a close /itho#t the president %#estioning the treas#rer a-o#t the c#rrent allocation and history of the f#nds1 )he iss#e /as ne,er resol,ed and the e,ent did not ta*e place1 A company e5pected leadership and c#stomer maintenance from its recr#iters1 A recr#iter /ho /as not ,ery organi.ed lost trac* of many of the people /ith /hom she had -een in contact1 Ay not *eeping in to#ch /ith these potential contractors meant to fill the company@s openings0 she lost trac* of many indi,id#als that co#ld ha,e filled these positions1 :hen she /as ready to recr#it for these positions0 she co#ld remem-er tal*ing to the people that /o#ld ha,e -een great fits0 -#t0 -eca#se of her lac* of organi.ation0 she /as #na-le to find their res#mes or their contact information1 Aeca#se of this0 she had to spend e5tra time recr#iting people1 +t cost her and the company ,al#a-le time and money1

TASMA'A(EME'T

Core Competencies of Tas# Management

Exec(ting Tasks
Task-Relevant 0no'ledge# Cno/ledge of standard practices and proced#res necessary to accomplish tas*s1

!7 Delegating: Assigning tas*s to the appropriate people -ased on *no/ledge of indi,id#als0 /or* processes0 organi.ational planning and /or* gro#p flo/1 )ttention to /etail# =lacing foc#s on the details of the tas* to -e accomplished1 *oordinating !ork )ctivities# Coordinate the /or*-related acti,ities necessary for tas* completion of all rele,ant constit#ents 6-oth inside and o#tside of the gro#pGorgani.ation41 Ad?#sting one@s o/n plans in light of ho/ others are acting or ho/ the en,ironment is changing 1 roviding &eedback# =ro,iding -oth positi,e feed-ac* and criti%#es0 in a timely and constr#cti,e manner0 to allo/ others to *no/ ho/ they are doing and impro,e on /ea*nesses1 M(lti-Tasking# :or*ing on a ,ariety of tas*s sim#ltaneo#sly and shifting one@s reso#rces -et/een m#ltiple systems /hen needed1

TASMA'A(EME'T

Core Competencies of Tas# Management

Solving roblems
)nalytic Thinking# 7sing e5isting information to logically e,al#ate sit#ations and sol,e pro-lems1 7tili.ing ind#cti,e and ded#cti,e logic to ma*e inferences1 )naly%ing /ata# S#mmari.ing and ma*ing inferences from information thro#gh the application of statistics and %#alitati,e analyses1 Mental &oc(s# Concentrating and a,oiding distractions /hen ma*ing sense of information that is not immediately coherent1

!8 /ecision Making# H#ic*ly prioriti.ing and e,al#ating the relati,e costs and -enefits of potential actions needed to complete a tas*1 /esigning !ork Systems# Designating the responsi-ilities of indi,id#al ?o-s and str#ct#ring the /or* of gro#ps in organi.ations1

TASMA'A(EME'T

Core Competencies of Tas# Management

Managing Information and Material Reso(rces

Managing Materials and &acilities# Monitoring the deli,ery0 in,entory and flo/ of materials #sing trac*ing systems as /ell as0 identifying and designing facility locationGlayo#t to ma5imi.e prod#cti,ity1 Managing Information Reso(rces# 7nderstanding information needs and pro,iding access to efficient tools for pro?ect management0 data analysis0 strategic planning0 and process controls1

!9

erforming )dministrative )ctivities# Appro,ing re%#ests0 handling paper/or*0 and performing other daily administrati,e tas*s1 <ntering0 transcri-ing0 recording0 or storing either /ritten or electronic information1 Maintaining 3(ality# <,al#ating materials and information prod#ced against a set of standards thro#gh the #se of meas#res of %#ality in order to trac* system andGor gro#p progress1

TASMA'A(EME'T

Core Competencies of Tas# Management

Managing "(man Reso(rces

S(ccession lanning+Recr(iting# <5amining organi.ational str#ct#re to identify staffing iss#es needed to achie,e strategic o-?ecti,es1 Attracting many %#alified applicants for open positions /ithin the organi.ation1

"

ersonnel /ecision 3(ality# Ma*ing good personnel decisions -y identifying and assessing the *no/ledge0 s*ills0 and e5periences needed to s#ccessf#lly perform a role in the organi.ation1 Managing ersonnel olicies# De,eloping and monitoring policies0 programs0 and proced#res related to /or* practices and compensation1 Maintaining Safety# Minimi.ing potential safety ha.ards and maintaining compliance /ith company policies0 safety la/s0 and reg#lations1

TASMA'A(EME'T

Core Competencies of Tas# Management

Enhancing erformance

"1 Enhancing Task 0no'ledge# +n,ol,ing the gro#p in disco,ering methods to enhance tas* performance and redirecting the gro#p to achie,e -etter tas* completion1 Eliminating ,arriers to erformance# +dentifying road-loc*s and red#ndancies in /or* processes1 =romoting impro,ements in tas* performance1 ,enchmarking# &acilitating comm#nication o#tside of the organi.ation to identify and integrate the -est practices in tas* design and performance1 Strategic Task Management# Matching the appropriate people and reso#rces in the organi.ation to ma5imi.e tas* performance1 Maintaining tas* performance thro#gh times of t#r-#lence1

TASMA'A(EME'T

Situations Re uiring !ocus on Tas# Management

"!

&ormali%ation# :hen the r#les0 proced#res0 and comm#nication of an organi.ation are /ritten do/n0 a leader m#st comm#nicate and enforce the r#les /hile setting a good e5ample1 -ob Enrichment# :hen leading gro#ps that ha,e ?o-s characteri.ed -y a#tonomy0 a ,ariety of responsi-ilities0 and e5tensi,e feed-ac*0 competence in many areas of tas* management /ill -e important1 Task )ssignment# :hen the immediate s#per,isor is e5pected to assign tas*s and goals for the gro#p0 ded#cti,e reasoning0 implementing ideas0 and attention to detail are partic#larly important1 Responsibility+)cco(ntability# :hen leaders /ill -e ?#dged only -y the end res#lt of their /or*0 leaders sho#ld -e e5tremely caref#l that e,erything happens according to plan so as not to ad,ersely affect the end res#lt1 Significance of /etails# :hen thoro#ghness is *ey for s#ccess0 leaders m#st -e a-le to manage details and ens#re the s#ccessf#l completion of tas*s in a timely manner1 &re.(ency and Strictness of /eadlines# :hen the /or* m#st -e done -y fre%#ent0 stringent deadlines0 leaders m#st -e a-le to manage time /ell and prioriti.e1

# # #

Generating Ideas Critical T)inking Synt)esis' eorganiz Creative Pro,lem

ation
#

)reativit"

""

Managing )hange
Sensitivity to Situations # C)allenging t)e Status 2uo # Intelligent isk"Taking
#

Enter rising

#%A"I#

Pro,lem Identification # Seeking Improvement # Gat)ering Information

#

&orecasting
# # # #

Integrating Pers ectives

Openness to Ideas esearc) Orientation Colla,orating Engaging in (on"!ork Interests
# # # #

Perceiving Systems Identifying of +o$nstream Conse3uences 4isioning Managing t)e *uture

A Model of Core Competencies for Inno$ation

Inno$ation Dimension
I''O.ATIO' Leaders m#st -e a-le to thin* creati,ely /hile ta*ing initiati,e and calc#lated ris*s1 <ffecti,e leaders ha,e a ,ision -eyond the immediate /or* of the gro#p1 )his in,ol,es e5ploring and integrating di,erse perspecti,es and recogni.ing #ne5pected opport#nities1

"4

Examples of Excellence in Innovation A team /as ha,ing diffic#lties /ith meeting a c#stomer@s deadlines and e5pectations1 )he indi,id#al /as a long-standing c#stomer /ith /hom the team had pre,io#sly completed pro?ect /or* s#ccessf#llyB ho/e,er0 the c#rrent pro?ect /as ca#sing many pro-lems for the team mem-ers1 )he leader held a %#ic* meeting to disc#ss the pro-lem0 /here she implemented a creati,e pro-lem-sol,ing approach1 She as*ed each team mem-er to inter,ie/ three other mem-ers of the team 6incl#ding the c#stomer4 to #nderstand their perspecti,es a-o#t the pro-lem1 )hey /ere not allo/ed to incl#de their o/n perspecti,e /hen reporting their findingsB rather0 they had to -e o-?ecti,e and professional1 )he process of de-riefing these inter,ie/s pro,ided the gro#p an opport#nity to analy.e o-?ecti,e information0 /hich led to a consens#s a-o#t the pro-lem and ho/ to fi5 it1 )his creati,e approach /as #sef#l -eca#se it in,ol,ed e,eryone and eliminated the conflicts that typically arise from hidden agendas and defensi,e egos1 )he pro?ect /as completed in an efficient manner and the c#stomer /as happy1 A manager approached his di,ision leader /ith a ne/ technical sol#tion that his gro#p /as eager to sol,e a diffic#lt pro-lem that the company /as facing regarding electronically lin*ing e5ternal trading partners1 )he di,ision leader /as ,ery apprehensi,e a-o#t implementing the program1 8o/e,er0 the manager and his gro#p had strong feelings a-o#t the capa-ility of the technical sol#tion proposed1 8e con,inced the di,ision leader to permit a one-/ee* trial r#n0 and /as /illing to ass#me complete responsi-ility for the pro?ect o#tcome1 8e #sed technology to electronically lin* partners to information a-o#t the company@s sched#les0 prod#ct r#les0 and a-ility to deli,er in the order-f#lfillment chain1 A process that pre,io#sly too* days /as completed instantaneo#sly1 )he res#lt /as a significant financial sa,ings for the organi.ation and the partners1

I''O.ATIO'

"'

Examples of oor Innovation A grocery store emphasi.ed to its ne/ly hired employees that they sho#ld perform gi,en tas*s strictly according to the company@s preferred manner1 After se,eral months of follo/ing these traditional proced#res0 three employees de,eloped a ne/ method for doing the /or*1 )hey disco,ered that -y /or*ing in teams0 they /ere more efficient0 the /or* -ecame more en?oya-le0 and they co#ld interact more /ith c#stomers1 )he manager disco,ered this ne/ practice after the employees had tried it for se,eral /ee*s1 Despite the increased prod#cti,ity of the teams0 he co#ld not accept this change from the stat#s %#o1 8e no longer allo/ed the employees to /or* together1 )herefore0 prod#cti,ity declined and the /or* atmosphere -ecame less en?oya-le1 )he leader of an information technology di,ision /as as*ed to shorten a process that /as #sed to test soft/are sol#tions1 She /as pro,ided /ith some of the -rightest technical and analytical people as reso#rces and /as also gi,en access to many research organi.ations1 She /as too foc#sed on e5amining c#rrent pro-lems /ith the process rather than en,isioning /hat it may -ecome in the f#t#re1 +nstead of trying a different approach and engaging the collecti,e creati,e po/er of the team0 she made it her personal agenda to *eep ma*ing ad?#stments to the /ays things had al/ays -een done 6something that had -een tried -efore /ith no s#ccess41 )he final soft/are de,elopment pro?ect /as ineffecti,e d#e to its incapacity to /ithstand dynamic and #nforeseen iss#es1 )his led to financial losses for the company1

I''O.ATIO'

"6

Core Competencies of Inno$ation

*reativity
$enerating Ideas# Coming #p /ith a ,ariety of approaches to pro-lem sol,ing1 *ritical Thinking# Logically identifying ho/ different possi-le approaches are strong and /ea*0 and analy.ing these ?#dgments1 Synthesis+Reorgani%ation# &inding a -etter /ay to approach pro-lems thro#gh synthesi.ing and reorgani.ing the information1 *reative roblem Solving# 7sing no,el ideas to sol,e pro-lems as a leader1

"7

I''O.ATIO'

Core Competencies of Inno$ation

Enterprising
Identifying roblem# =inpointing the act#al nat#re and ca#se of pro-lems and the dynamics that #nderlie them1 Seeking Improvement# Constantly loo*ing for /ays that one can impro,e one@s organi.ation1 $athering Information# +dentifying #sef#l so#rces of information and gathering and #tili.ing only that information /hich is essential1 Independent Thinking# )hin*ing Io#tside the -o5@ e,en if this sometimes may go against pop#lar opinion1 Technological Savvy# 7nderstanding and #tili.ing technology to impro,e /or* processes1

"8

I''O.ATIO'

Core Competencies of Inno$ation

Integrating erspectives
Openness to Ideas# A /illingness to listen to s#ggestions from others and to try ne/ ideas1 Research Orientation# (-ser,ing the -eha,ior of others0 reading e5tensi,ely0 and *eeping yo#r mind open to ideas and sol#tions from others1 $eading and tal*ing to people in related fields to disco,er inno,ations or c#rrent trends in the field1 *ollaborating# :or*ing /ith others and see*ing the opinions of others to reach a creati,e sol#tion1 Engaging in 1on-!ork Related Interests# Aeing /ell-ro#nded and see*ing information from other fields and areas of life to find no,el approaches to sit#ations1

"9

I''O.ATIO'

Core Competencies of Inno$ation

&orecasting
erceiving Systems# Ac*no/ledging important changes that occ#r in a system or predicting acc#rately /hen they might occ#r1 Eval(ating Long-Term *onse.(ences# Concl#ding /hat a change in systems /ill res#lt in long-term 4isioning# De,eloping an image of an ideal /or*ing state of an organi.ation1 Managing the &(t(re# <,al#ating f#t#re directions and ris*s -ased on c#rrent and f#t#re strengths0 /ea*nesses0 opport#nities and threats1

I''O.ATIO'

Core Competencies of Inno$ation

Managing *hange
Sensitivity to Sit(ations# Assessing sit#ational forces that are promoting and inhi-iting an idea for change1 *hallenging the Stat(s 3(o# :illingness to act against the /ay things ha,e traditionally -een done /hen tradition impedes performance impro,ements1 Intelligent Risk-Taking# Aeing /illing and a-le to ta*e calc#lated ris*s /hen necessary1 Reinforcing *hange# <nco#raging s#-ordinates to come #p /ith inno,ati,e sol#tions1 $ecogni.ing and re/arding those /ho ta*e initiati,e and act in a creati,e manner1 &acilitating the instit#tionali.ation of change initiati,es1

41

I''O.ATIO'

Situations Re uiring !ocus on Inno$ation

Importance of Organi%ational $oal Setting# :hen organi.ational goals are e5plicitly stated0 identification of do/nstream conse%#ences and appraisal of sol#tions are critical inno,ation competencies1 Lack of /irection and &oc(s# :hen an organi.ation lac*s clear ,ision0 leaders /ill need to de,elop an image of the f#t#re0 #tili.ing creati,e ideas and information1 5nexpected roblems# :hen a diffic#lt pro-lem arises0 leaders m#st critically appraise the pro-lem0 arri,e at a sol#tion0 and e,al#ate the sol#tion %#ic*ly and effecti,ely1 Lack of Task *larity# :hen tas*s are not clearly defined0 leaders m#st -e a-le to -e creati,e0 in,enti,e0 and mo,e in ne/ directions /hen they arise1

4! Lack of Task Specificity# :hen tas*s are performed at one@s discretion0 leaders m#st -e a-le to fig#re o#t the -est /ay to accomplish their /or*1 *ompetitive *hallenges# :hen leaders m#st compete or -e a/are of competiti,e press#res0 they m#st -e inno,ati,e in their approach to /or* and create ne/ ideas -efore competitors1

Communicating $it) t)e Community # %elping t)e Community # Civic #ction # #dopting /eneficial 4alues for Society # Providing)ivic a Good E-ample
#

Res onsi!ilit"

Acting *ith Integrit"

# #

*inancial Et)ics !ork"Place

S#CIAL RESP# SI&ILI"'

Et)ics %onesty and Integrity # /eing

#

Leading Others Ethicall"

.no$ledge of5 # Sociology and #nt)ropology # %istory and Geograp)y # *oreign Language # P)ilosop)y and T)eology # Organizational 6ustice Ethical Principles

Social -no*ledge

Processe s

4"

A Model of Core Competencies for Social Responsibility

Social Responsibility Dimension SO)IAL RESPO'SI/ILIT0 Leaders m#st act /ith integrity0 honesty0 and ?#stice1 )hey m#st /or* in the -est interest of others0 sho/ing respect and empathy for #ni%#e indi,id#al and c#lt#ral differences1 >ood leaders create a c#lt#re that promotes high ethical standards along /ith personal0 organi.ational0 and ci,ic responsi-ility1 <thical leaders recogni.e and cond#ct themsel,es in concert /ith #ni,ersal moral principles as /ell as specific ,al#es0 la/s0 and ethics rele,ant to their gro#p or organi.ation1

Examples of Excellence in Social Responsibility A $esident 8all Ad,isor reali.ed that none of her residents had recei,ed an in,itation to compete for &reshman of the Jear1 She *ne/ that all st#dents /ho /ere in the top ten percent academically d#ring their year as a freshman sho#ld ha,e recei,ed a letter in,iting them to compete for the honor1 She immediately chec*ed /ith other $As in ,ario#s halls and confirmed her s#spicions1 She also fo#nd o#t that finalists had already -een selected and the process /as closed1 She called the chair of the selection committee for &reshman of the Jear and the committee@s president1 She fo#nd o#t that the /rong year gro#p had mista*enly recei,ed in,itations to compete1 She persisted in her efforts to ens#re fair treatment of the st#dents for /hom she /as responsi-le1 She rallied other st#dents and administrators to get the selection committee to restart the process and the appropriate st#dents /ere allo/ed to compete1 An older co#ple /as seated in a resta#rant ne5t to another family /aiting for ser,ice1 After a short /hile0 a /aitress came to ta*e the co#ple@s order1 )he co#ple told her that the other family /as there first she sho#ld /ait on them1 She replied0 K)hatFs o*ayB they can /ait1 Aesides0 + donFt li*e to /ait on those *ind of people any/ay1K )hey /ere an ethnic-minority family1 )he co#ple than*ed the /aitress0 got #p and -egan to /al* o#t1 At the register0 the manager as*ed if e,erything /as all right1 )he co#ple told him /hat had happened1 8e said he appreciated their tho#ghts0 in,ited them to go -ac* into the dining area0 and said heFd ta*e care of the sit#ation1 8e /al*ed o,er to the AfricanAmerican family0 apologi.ed for the /ait0 and too* their order1 As he /al*ed -ac* to/ard the *itchen0 he stopped to tal* /ith the /aitress1 8e ser,ed the family himself and again offered his apologies for the /ait1

44

SO)IAL RESPO'SI/ILIT0

Examples of oor Social Responsibility Se,eral years ago a gro#p of st#dents /ere ta*ing a class together as a cohort1 )hese st#dents all *ne/ each other and /ere li,ing together in the same residence hall1 (ne infl#ential mem-er of this gro#p had an idea that co#ld res#lt in e,eryone getting a good grade on the class final1 )he final /as going to -e essay %#estions selected from 4-' %#estions gi,en to the class in ad,ance1 8is idea /as to ha,e e,eryone ha,e their -l#e -oo*s filled o#t /ith the ans/ers to the %#estions -efore the e5am1 8e /as inappropriately #sing his strong interpersonal s*ills and his charisma to pers#ade others to commit an #nethical act1 &ort#nately0 others in the gro#p had the co#rage to notify the appropriate a#thorities the night -efore the e5am1 )he a#thorities dealt /ith this indi,id#al and pre,ented the scheme from coming to fr#ition1 A st#dent gro#p planned to sponsor a concert0 -#t had pro-lems sec#ring finances1 )o ac%#ire eno#gh f#nds0 the gro#p@s chair agreed to /or* /ith t/o other st#dent gro#ps in a colla-orati,e effort to sponsor a camp#s /ide concert1 She s#-se%#ently -ecame the chair of this ne/ colla-orati,e committee and -egan meeting /ith st#dents from the other gro#ps1 )he ma*e #p of the committee /as demographically di,erse1 )he chair ad,ocated for hiring a performer li*ed -y the st#dent gro#p she represented11 :hen concerns a-o#t the gro#p@s lyrics /ere mentioned0 the committee came #p /ith a more m#ltic#lt#ral gro#p to hire1 )he chair re?ected this alternati,e -eca#se her st#dent gro#p had hired the -and in the past1 She again ad,ocated for hiring the performer preferred -y her st#dent gro#p and then insisted they ,ote1 She /as insensiti,e to the c#lt#ral di,ersity of the committee and her attempts at pers#asion alienated the other people on the committee1 )he college #ltimately re?ected the performer that the chair s#pported d#e to concerns o,er racist and misogynist lyrics1 )he colla-orati,e committee -ro*e #p0 and it res#lted in strained relations of the three gro#ps1

4'

SO)IAL RESPO'SI/ILIT0

Core Competencies of Social Responsibility

*ivic Responsibility
*omm(nicating 'ith the *omm(nity# Comm#nicating organi.ation@s intentions and acti,ities to the p#-lic 6e1g10 local press0 radio0 tele,ision4 and representing the organi.ation in comm#nity affairs and p#-lic acti,ities to promote a/areness and foster good/ill1 "elping the *omm(nity# Meeting the needs of the comm#nity -y promoting opport#nities for corporate gi,ing of financial and h#man reso#rces1 *ivic )ction# S#pporting participation in ci,ic d#ties -y enco#raging others to ,ote and engaging in other d#ties of the political system1 )dopting ,eneficial 4al(es for Society# See*ing and em-racing ,al#es that -enefit society rather than the organi.ation1 roviding a $ood Example# Al/ays acting in accordance /ith society@s and the organi.ation@s la/s0 r#les0 and g#idelines0 and -eha,ing in fair and ethical manner1 Social )ction# Acti,ely creating necessary change in one@s comm#nity or co#ntry -y ad,ocating for #nderrepresented or needy gro#ps1

46

SO)IAL RESPO'SI/ILIT0

Core Competencies of Social Responsibility

Social 0no'ledge
Sociology and )nthropology 0no'ledge# Cno/ledge of the political systems0 ,al#es0 -eliefs0 economic practices0 and leadership styles of co#ntries other than one@s home co#ntry0 as /ell as *no/ledge of #ni,ersal gro#p dynamics0 -eha,ior0 and socio-c#lt#ral history1 "istory and $eography 0no'ledge# Cno/ledge of the physical location and relationships -et/een different land and sea regions and the historical e,ents that ha,e shaped the c#lt#re of inha-itants of these regions1 &oreign Lang(age 0no'ledge# 7nderstanding a non-nati,e lang#age in order to comm#nicate in oral and /ritten form /ith people /ho spea* that lang#age1 hilosophy and Theology 0no'ledge# Cno/ledge of ethics and the philosophical ,ie/points -ehind ,ario#s ethical models and #nderstanding ho/

47 different philosophical and religio#s systems affect -eha,ior of gro#ps and indi,id#als /ithin a c#lt#ral conte5t1

0no'ledge of Organi%ational -(stice rinciples# Cno/ing and #nderstanding distri-#ti,e ?#stice0 informational ?#stice0 interpersonal ?#stice0 and proced#ral ?#stice and -eing a-le to apply those principles to ens#re s#-ordinates are treated fairly1 Legal Reg(lations# A/areness of local0 state0 and federal la/s and reg#lations and a-iding -y these reg#lations at all times1

SO)IAL RESPO'SI/ILIT0

Core Competencies of Social Responsibility

Ethical rocesses
Open-/oor olicy# =romoting a climate of openness and tr#st1 Allo/ing indi,id#als /ho are #pset a-o#t an aspect of the organi.ation to ,oice displeas#res /itho#t retri-#tion or reperc#ssions1 Instit(ting and &ollo'ing &air roced(res# +nstit#ting and applying r#les and proced#res in a consistent0 #n-iased0 acc#rate0 and correcta-le fashion to ens#re that s#-ordinates *no/ that fair r#les are -eing #sed1 Explaining /ecisions in a Respectf(l Manner# <5plaining decisions that affect s#-ordinates thoro#ghly and in a manner that demonstrates dignity and respect for the s#-ordinates1

48

Ens(ring Ethical ,ehavior of S(bordinates# +nstit#ting0 training0 and reinforcing policies to ens#re that s#-ordinates treat each other and the organi.ation fairly and /ith respect and dignity1 Disseminating information a-o#t la/s and reg#lations to s#-ordinates and ma*e s#re that they follo/ la/s and reg#lations -y o,erseeing0 monitoring0 and a#diting -eha,ior1 Disciplinary action sho#ld -e ta*en against those /ho do not comply /ith la/s and reg#lations1

SO)IAL RESPO'SI/ILIT0

Core Competencies of Social Responsibility

Leading Others Ethically

Servant Leadership# Aeing attenti,e to the needs of follo/ers0 empathi.ing /ith their concerns0 and ser,ing their -est interests1 4al(ing /iversity# <nco#raging a /ide range of ,ie/points among team mem-ers in order to a,oid gro#pthin* and create more c#lt#rally sensiti,e sol#tions1

49 /istrib(ting Re'ards &airly# <ns#ring that pay0 recognition0 and other re/ards are distri-#ted in a fair manner0 /ith clear g#idelines and enforcement of those g#idelines1 Responsibility for Others# :illingness to -e responsi-le for the -eha,ior of s#-ordinates in one@s organi.ation and correct their #nethical -eha,iors1 )voiding Exploitative Mentality# 9ot sacrificing concern for others or #sing people and e5ploiting them to achie,e goals for the organi.ation1

SO)IAL RESPO'SI/ILIT0

Core Competencies of Social Responsibility

)cting 'ith Integrity

&inancial Ethics# 7nderstanding and follo/ing ethical financial management and acco#nting principles1 !ork- lace Ethics# 7nderstanding and follo/ing ethical g#idelines at one@s /or* place1 "onesty and Integrity# Aeha,ing in an honest and ethical manner1 ,eing )cco(ntable# Accepting responsi-ility for the effects of one@s o/n actions1

' *o(rage of *onvictions# A,oiding -eha,ior that is #nethical e,en if it may appear ethical to the p#-lic or may -e consistent /ith the p#-lic opinion1 7pholding decisions that are ethical yet #npop#lar1

SO)IAL RESPO'SI/ILIT0

Situations Re uiring !ocus on Social Responsibility

Information Sharing# :hen there are m#ltiple so#rces of information0 leaders m#st ethically and honestly comm#nicate all information to s#-ordinates0 peers0 and clients1 Recr(itment rocesses# :hen employers m#st hire ne/ mem-ers0 leaders m#st recr#it in an honest manner0 follo/ing all rele,ant la/s and reg#lations and recogni.ing the di,ersity in the /or*place1 *onflict ,et'een ersonal and Organi%ational 4al(es# :hen organi.ational ,al#es ,ary significantly from the leader@s ,al#es0 honesty0 co#rage0 integrity0 and acting ethically are important competencies for leaders1 *omm(nicating S(b6ective Information# :hen the ?o- in,ol,es comm#nicating emotionallyGpsychologically ,al#ed s#-?ecti,e information0 leaders need to respect the anonymity and confidentiality of the information1 Responsibility for Safety of Others# :hen leaders ha,e to -e caref#l not to ca#se harm to others or are in charge of esta-lishing policies to protect others0 they need to #nderstand social responsi-ility and -eha,e ethically1

'1 Significance of Error# :hen the conse%#ences of mista*es are se,ere and /idespread0 leaders m#st *no/ the most ethical /ay to handle a sit#ation so as not to ca#se terri-le o#tcomes1

)ckno'ledgements )he a#thors appreciate the participation of the comm#nity of Central Michigan 7ni,ersity in the de,elopment of this competency model1 )he contents of this report /ere greatly infl#enced -y information gathered from inter,ie/s and s#r,eys of se,enty-fi,e mem-ers of this comm#nity0 incl#ding st#dents0 al#mni0 fac#lty0 administrators0 the Leadership Co#ncil0 and employers of grad#ates of Central Michigan 7ni,ersity1 A ,ariety of so#rces of academic literat#re also infl#enced the de,elopment of this competency model 6a complete reference list is incl#ded in a technical report that is a,aila-le -y emailing Ste,e :agner at /agne1s/;cmich1ed# 41 )hree -oo*s in partic#lar /ere #tili.ed e5tensi,ely1 9ortho#se 6! 44 f#rnished information on leadership theories and his chapter on Leadership <thics /as especially #sef#l1 Schippman 619994 pro,ided a great deal of practical information on topic of competency modeling1 =eterson0 M#mford0 Aorman0 Leanneret0 M &leishman 619994 s#pplied a detailed description of the (N9<)0 a data-ase of ?o- information maintained -y the 7nited States Department of La-or1 )he (N9<) system /as #tili.ed -y the a#thors to identify leadership competencies across a /ide range of occ#pations1 $eferences for these -oo*s are presented -elo/1 9ortho#se0 =1 >1 6! 441 Leadership+ %heor and practice1 )ho#sand (a*s0 CA3 Sage1

=eterson0 91 >10 M#mford0 M1 D10 Aorman0 :1 C10 Leanneret0 =1 $10 M &leishman0 <1 A1 6199941 An occupational information s stem for the ,-st centur + %he de#elopment of O*)E%. :ashington0 D1C13 American =sychological Association1 Schippmann0 L1 S1 6199941 Strategic /ob modeling+ Working at the core of integrated human resources1 Mah/ah0 9L3 L<A1

'!

)bo(t the )(thors Ash%ini &apat recei,ed her M1A1 in =sychology from (smania 7ni,ersity0 8ydera-ad0 +ndia in19991 She is c#rrently p#rs#ing her =hD in +nd#strialG(rgani.ational =sychology at Central Michigan 7ni,ersity1 Misty &ennett is c#rrently a second-year doctoral st#dent in the +nd#strialG(rgani.ational =sychology program at Central Michigan 7ni,ersity1 She recei,ed her A1S1 degree in Chemistry and =sychology /ith a Mathematics minor from Central Michigan 7ni,ersity1 'ary &urns is completing a =hD in +nd#strial and (rgani.ational =sychology at Central Michigan 7ni,ersity1 8e recei,ed a Aachelors of Arts in =sychology from :est Dirginia 7ni,ersity1 Cathy &ush recei,ed a Aachelor of Science in A#siness Administration and a Masters of A#siness Administration from Central Michigan 7ni,ersity1 She is c#rrently p#rs#ing her =hD in +nd#strialG(rgani.ational =sychology at Central Michigan 7ni,ersity1 (irsten 'obes#i attended +o/a State 7ni,ersity and 7ni,ersity of 9orthern +o/a0 /here she recei,ed AA in =sychology1 She is c#rrently p#rs#ing her =hD in +nd#strialG(rgani.ational =sychology at Central Michigan 7ni,ersity1 Sara Langford grad#ated /ith a -achelors degree in =sychology at Central College in =ella0 +A1 She is c#rrently p#rs#ing her =hD in +nd#strialG(rgani.ational =sychology at Central Michigan 7ni,ersity1 Matthe% Monnot recei,ed a A1S1 in =sychology and A1A1 in Sociology from Colorado State 7ni,ersity0 a M1S1 in +nd#strial-(rgani.ational =sychology from &lorida )ech0 and is completing a =hD in +nd#strial-(rgani.ational =sychology at Central Michigan 7ni,ersity1 &rigitte )feiffelmann recei,ed a AS in =sychology from Central Michigan 7ni,ersity1 She is c#rrently p#rs#ing her M1A1 in +nd#strialG(rgani.ational =sychology at Central Michigan 7ni,ersity1

'" &rian Siers has a A1S1 in =sychology0 /ith minors in A#siness Administration and =hilosophy0 and an M1A1 in +nd#strialG(rgani.ational =sychology0 -oth from Central Michigan 7ni,ersity1 8e is c#rrently completing his =h1D1 in +nd#strial and (rgani.ational =sychology1 Aaron Stehura grad#ated from (hio 7ni,ersity /ith a AA in =sychology and Sociology1 8e is c#rrently a second-year doctoral st#dent in the +nd#strialG(rgani.ational =sychology =rogram at Central Michigan 7ni,ersity1 Stephen *agner is an Associate =rofessor in the =sychology Department at CM71 8e recei,ed his =h1D1 in +nd#strialG(rgani.ational =sychology from 9orthern +llinois 7ni,ersity in ! 1