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Astd Competency Model for training&learning professionals
Astd Competency Model for training&learning professionals
Astd Competency Model for training&learning professionals
Astd Competency Model for training&learning professionals
Astd Competency Model for training&learning professionals
Astd Competency Model for training&learning professionals
Astd Competency Model for training&learning professionals
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Astd Competency Model for training&learning professionals

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  • 1. Chapter Leader Competency Model 2005
  • 2. 2 INSIDE CORE: Four Groups of Chapter Leader Competencies: OUTSIDE RING:: Key Competencies for each Group Each Group is supported with a set of 1) Related Behaviors & 2) Competency Definition HOW TO USE the Competency Model 2
  • 3. 3 I. Personal Leadership A. Possesses a Strong Sense of Vision Related effective behaviors: 1. VISION: Articulates a clear vision for the chapter 2. RESPONSIBLE: Takes ownership and responsibility for the performance of the chapter 3. CONTINUITY: Ensures continuity and long-term viability 4. ENTHUSIASTIC: Exhibits enthusiasm and commitment for the Click to Return to Main mission B. Demonstrates Critical Thinking Related effective behaviors: 1. OBSERVANT: Identifies and reflects upon underlying patterns in complex situations 2. ANALYTICAL: Analyzes and addresses root causes of problems 3. EMPIRICAL: Makes decisions based on analysis of available information 4. RESULT-ORIENTED: Designs solutions to produce a desired result C.. Exhibits Self Confidence and Assertiveness Related effective behaviors: 1..SELF-ASSURED: Trusts and acts on own abilities and intuitions 2. INSPIRING: Inspires others to have trust and confidence in the leader 3. SELF-AWARE: Recognizes personal strengths and limitations 4. FOCUS: Leads with focus and commitment 5. COMPOSED: Manages competing tasks and demands by maintaining composure and handling pressure D. Communicates Effectively Related effective behaviors: 1 CLEAR: Expresses ideas clearly both orally and in writing 2..ENGAGING: Engages others through a variety of interpersonal communication skills 3..OPEN: Shares information freely and appropriately 4. LISTENER: Uses active listening skills to encourage two-way communication Chapter Leader Competency Model 2005 3
  • 4. 4 II. Association Management A. Provides Strategic Direction Related effective behaviors: 1. PLANS: Utilizes a strategic planning system to improve operations and resolve ambiguities 2. COMMUNICATIONS: Ensures that a variety of effective communication processes are used to clarify understanding and reduce confusion 3. GOVERNANCE: Develops, improves and implements formal policies 4. RECRUITS: Recruits leaders and manages transitions between incoming and outgoing board members 5. PRUDENCE: Exercises due care and diligence to minimize fiduciary and legal risks and liabilities to the chapter 6. INVOLVEMENT: Develops strategies to broaden and promote membership engagement opportunities B. Sets Mission-Focused Goals Related effective behaviors: 1.. MEASURES: Develops metrics to quantify results and improves practices 2. ALIGNED: Aligns chapter objectives with vision and mission of National ASTD 3. TARGETS: Develops specific timetables with milestones for the accomplishment of major activities 4. STANDARDS: Sets high standards for self and others 5. BUDGETS: Utilizes sound financial planning practices C. Seizes and Maximizes Opportunities Related effective behaviors: 1. SYSTEMS THINKING: Makes decisions in response to awareness of behavior patterns, responsible relationships and events. 2. DIVERSE: Identifies and uses diverse volunteer resources; 3. INTERORGANIZATIONAL: Promotes collaboration with potential partner organizations by initiating contacts with key decision makers and establishing strategic organizational relationships 4. ASTD RESOURCES: Utilizes local and national ASTD resources 5. GROWTH: Seeks opportunities for chapter growth 6. PROMOTES: Promotes visibility of the chapter and chapter leaders Chapter Leader Competency Model 2005 4
  • 5. 5 II. Association Management, Continued D. Manages Multiple Projects Related effective behaviors: 1. PROJECT: Identifies requirements and establishes clear and achievable objectives to meet those requirements. 2. BALANCE: Balances the competing demands for quality, scope, time and cost 3. CUSTOMIZES: Adapts the specifications, plans and approach to the different concerns and expectations to the various stakeholders 4. EFFICIENT: Minimizes a duplication of efforts through role clarity and delegation E. Executes the Business Plan Related effective behaviors: 1. TIME: Invests time and effort to get the job done 2. MULTI-TASK: Prioritizes and manages multiple tasks efficiently and effectively 3. DELEGATES: Delegates well-defined and limited tasks F. Demonstrates Sound Management Principles Related effective behaviors: 1..LEADS: Uses leadership authority to set performance expectations, identify consequences and reinforce accountability 2. ETHICAL: Promotes and holds others accountable for high ethical standards 3. CAPACITY: Builds capacity and allocates resources to ensure sound chapter growth 4. LEGAL: Understands legal requirements for nonprofit organizations 5. CORE: Ensures compliance with Chapter Operating requirements (CORE) G. Seeks and Utilizes ASTD Resources Related effective behaviors: 1. ADVOCATES: Knows and advocates the purpose and benefits of local and national ASTD. 2. ORIENTS: Helps volunteers to become aware of ASTD resources 3. ASSOCIATION-AWARENESS: Bases chapter plans on accurate knowledge of national and regional objectives; Chapter Leader Competency Model 2005 5
  • 6. 6 III. Teamwork and Commitment A. Builds a Cohesive Team Environment Related effective behaviors: 1. RELATES: Understands interpersonal styles and implications of actions and situations 2. CONSTITUENCIES: Understands the professional and social needs of different constituencies within the chapter 3. LEADER-RAPPORT: Maintains frequent and consistent contact with board members, committee chairpersons, and other chapter members B. Motivates Others Related effective behaviors: 1. SHARES: Shares power 2. AFFILIATION: Creates a climate in which volunteers feel a strong identification with their tasks and performance 3. INCENTS: Incorporates appropriate incentives to energize volunteers 4. REWARDS: Provides individually meaningful rewards and recognition for volunteers 5. RECOGNITION: Publicly and privately recognizes the specific accomplishments and contributions of others Chapter Leader Competency Model 2005 6
  • 7. 7 IV Workplace Learning and Performance (WLP) Awareness A. Assesses Others Related effective behaviors: 1. UNDERSTANDING: Understands the styles, skills, strengths, and limitations of others 2. MATCHES: Matches individual’s skills appropriately to the task requirements 3. CAPABILITIES: Identifies diverse individual capabilities B. Develops Others Related effective behaviors: 1. STRENGTHS: Encourages others to maximize their strengths and recognize their capabilities 2. AVAILABLE: Makes oneself available as a resource to volunteers 3. DEVELOPS: Plans and implements development and growth opportunities for volunteers 4. COACHES: Provides tactful coaching and performance feedback C. Models Workplace Learning and Performance Practices Related effective behaviors: 1. COMPETENT: Uses the ASTD Competency Model to identify and improve the board member’s foundation skills, focus of expertise, and role execution 2. PROFESSIONAL: Promotes professional ASTD certification 3. CERTIFICATIONS: Aligns learning opportunities with ASTD certifications Chapter Leader Competency Model 2005 7

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