© 2011 NHS Leadership Academy. All rights reserved.The.docx

© 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

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
What changes did you make after talking to your “leadership
advisor”
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
Perhaps this is a “qualitative” assessment of your skill level (by
yourself as reflection or by others as feedback)

Or maybe it is quanta
Where you think your skill level should be?
Does your CMU / NHS model provide information about the
“amount” of this skill required?
How can you “measure” this skill?
Does your CMU / NHS model provide the measuring tool?
Has a professional organisation published a measuring tool? (eg
an online survey)
How will you build this skill?
What practical steps will you take to ensure that you develop
this skill?
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?
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
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

Steps in the task
Considerations
Link to literature
Marks
1.
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.
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?
Simply cite the model chosen
5
2.
Select some competencies from your chosen model that you
want to develop in order to improve your leadership.
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?
Support your selection of competencies with at least 5 scholarly
articles
10
3.
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
How did you assess your current level of competence?
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?
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?
30
f.
g.
h.
i.
Support this section with at least 5 scholarly articles
j.
k.

l.
m.
4.
Combine above steps into a draft leadership development plan
Create a document that describes and justifies all of the above
steps.
-
5.
Show your draft to someone in a leadership position who is able
to give honest and helpful feedback.
Show your document to someone who has experience as a leader
and ask her / him to suggest improvements.
-
6.
Describe what you changed in your draft plan as a result of the
feedback you got from this person
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.
5
7.
Put all of the above together in a report that has a brief
executive summary, main body, brief conclusion and properly
cited scholarly articles
· 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
-
Total marks for this assessment task
50
A Leadership
Competency Model:
Describing the Capacity
to Lead
LEADERSHIP
2
Table of Contents
Introduction 4
A Model of the Dimensions of Leadership Competency 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 15
Leading Others
A Model of the Core Competencies of Leading Others 16
Leading Others Dimension 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 24
Task Management
A Model of the Core Competencies of Task Management 25
Task Management Dimension 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 42
Social Responsibility
A Model of the Core Competencies of Social Responsibility
43
Social Responsibility Dimension 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
([email protected]).
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

A Model of the Dimensions of Leadership Competency
LEADERSHIP
Self-Management
Leading Others
Task Management
Innovation
Social Responsibility
•Time Management
•Goal Orientation
•Organization Skills
•Work Ethic
•Follow Through

9
A Model of Core Competencies for Self-Management
Self Management Dimension
Work
Attitudes
•Initiative
•Effort
•Persistence
•Energy
•Independence
SELF
MANAGEMENT
Learning
Stress
Managemen
t
Work
Habits
Self

Insight
•Learning Strategies
•Intellectual Curiosity
•Continuous Learning
•Seeking Feedback
•Self Control
•Stress Tolerance
•Personal Resiliency
•Work-Life Balance
•Adaptability
•Optimism
•Self Confidence
•Self Awareness
•Humility
•Suspending Prejudices
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
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.

SELF
MANAGEMENT
12

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.
SELF
MANAGEMENT
13

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.
SELF
MANAGEMENT
14
• Optimism: Having a positive outlook about oneself and
others.

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.
SELF
MANAGEMENT

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-Insight

SELF
MANAGEMENT
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.

Core Competencies of Self Management
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
tion
requires its
members to periodically set their own goals, organization skills,
time
management, and self-awareness are particularly important.

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.
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.
and extensive
negative outcomes, leaders must be aware of their own
performance to avoid
mistakes.
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.
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
A Model of Core Competencies for Leading Others
Leading Others Dimension
Developing

Others
Communicatin
g
Interpersona
l
Awareness
Leading
Others
Motivatin
g
•Cooperating
•Persuading
•Resolving Conflicts/Negotiating
•Empowering
•Inspiring
•Political Savvy
•Taking Charge
•Orienting Others
•Setting Goals for Others
•Reinforcing Success
•Developing and Building Teams
•Knowledge of Principles of Learning
•Interpreting the Meaning of Information
for Others
•Assessing Others

•Coaching, Developing and Instructing
•Psychological Knowledge
•Social Orientation
•Social Perceptiveness
•Service Orientation
•Nurturing Relationships
Influencing
LEADING
OTHERS
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
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.

LEADING
OTHERS
22
Communicating

• Communicating with Coworkers: Communicating information
using either face-
to-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.
LEADING
OTHERS

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.
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.
LEADING
OTHERS
24
• 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
organization and its policies, work rules, and job
responsibilities. Reviewing
LEADING
OTHERS

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.

Developing Others
LEADING
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
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
participants in the decision-
making process, cooperation, coordination, and conflict
resolution
strategies are important competencies for leaders.
experienced, high
interdependence vs. low interdependence), leaders must be able
to adapt how they
guide, direct, interact with, and motivate group members.
the leader must
use teaching, coaching, and mentoring to acclimate the person
to the group.
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.
coach, or supervise
others, they need to understand others’ beliefs, abilities, and
perspectives.
persuade or influence
people easily, they need to have good communication and
negotiation skills and
listen effectively to others.
29
TASK
MANAGEMENT
Enhancing
Performanc
Managing

Information
and
Material
Solving
Problems
Managing
Human
Resources
•Enhancing Task Knowledge
•Eliminating Barriers to
Performance
•Benchmarking
•Strategic Task Management
•Managing Materials & Facilities
•Managing Information Resources
•Performing Administrative Activities
•Maintaining Quality
•Succession Planning/Recruiting
•Personnel Decision Quality
•Managing Personnel Policies
•Maintaining Safety
•Analytic Thinking
•Analyzing Data
•Mental Focus
•Decision Making
•Designing Work Systems

•Task-Relevant Knowledge
•Delegating
•Attention to Detail
•Coordinating Work Activities
•Providing Feedback
•Multi-Tasking
Executing
Tasks
30
A Model of Core Competencies for Task Management
Task Management Dimension
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-
TASK
MANAGEMENT
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.

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.
TASK
MANAGEMENT
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.

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.
TASK
MANAGEMENT

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.

Solving Problems
• Analytic Thinking: Using existing information to logically
evaluate situations
and solve problems. Utilizing inductive and deductive logic to
make inferences.
TASK
MANAGEMENT
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
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

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
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.

TASK
MANAGEMENT
38
Situations Requiring Focus on Task Management
communication of an
organization are written down, a leader must communicate and
enforce the rules
while setting a good example.
characterized by
autonomy, a variety of responsibilities, and extensive feedback,
competence in
many areas of task management will be important.
expected to assign tasks
and goals for the group, deductive reasoning, implementing
ideas, and attention to

detail are particularly important.
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.
TASK
MANAGEMENT
39
success, leaders must be
able to manage details and ensure the successful completion of
tasks in a timely
manner.
work must
be done by
frequent, stringent deadlines, leaders must be able to manage
time well and

prioritize.
Enterprisin
g
•Problem Identification
•Seeking Improvement
•Gathering Information
•Independent Thinking
•Technological Savvy
INNOVATION
Managing
Change
Creativity
•Sensitivity to Situations
•Challenging the Status Quo
•Intelligent Risk-Taking
•Reinforcing Change
•Generating Ideas
•Critical Thinking
•Synthesis/Reorganization
•Creative Problem Solving
40

A Model of Core Competencies for Innovation
Innovation Dimension
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
Forecasting
Integrating
Perspective

•Perceiving Systems
•Identifying of Downstream
Consequences
•Visioning
•Managing the Future
•Openness to Ideas
•Research Orientation
•Collaborating
•Engaging in Non-Work Interests
INNOVATION
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.
Examples of Poor Innovation
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
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

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
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.
INNOVATION
46
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.
INNOVATION
47
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.
INNOVATION
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.
Situations Requiring Focus on Innovation
organizational goals are
explicitly stated, identification of downstream consequences
and appraisal of
solutions are critical innovation competencies.

INNOVATION
49
clear vision, leaders
will need to develop an image of the future, utilizing creative
ideas and
information.
difficult problem arises,
leaders must critically
appraise the problem, arrive at a solution, and evaluate the
solution quickly and
effectively.
leaders must be able to
be creative, inventive, and move in new directions when they
arise.
discretion, leaders
must be able to figure out the best way to accomplish their

work.
rs must compete or be
aware of competitive
pressures, they must be innovative in their approach to work
and create new ideas
before competitors.
Civic
Responsibility
•Communicating with the Community
•Helping the Community
•Civic Action
•Adopting Beneficial Values for Society
•Providing a Good Example
•Social Action
50
A Model of Core Competencies for Social Responsibility
Social Responsibility Dimension

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
Social
Knowledge
Knowledge of:
•Sociology and Anthropology
•History and Geography
•Foreign Language
•Philosophy and Theology
•Organizational Justice Principles
•Legal Regulations
SOCIAL
RESPONSIBILITY
Acting with
Integrity
Ethical
Processe
Leading
Others
•Financial Ethics
•Work-Place Ethics
•Honesty and Integrity

•Being Accountable
•Courage of Convictions
•Open-Door Policy
•Instituting and Following Fair Procedures
•Explaining Decisions in a Respectful Manner
•Ensuring Ethical Behavior of Subordinates
•Servant Leadership
•Valuing Diversity
•Distributing Rewards Fairly
•Responsibility for Others
•Avoiding Exploitative Mentality
SOCIAL
RESPONSIBILITY
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 African-
American 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 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
SOCIAL
RESPONSIBILITY
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.
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.
SOCIAL
RESPONSIBILITY
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.

Leading Others Ethically
• Servant Leadership: Being attentive to the needs of followers,
empathizing with
their concerns, and serving their best interests.
SOCIAL
RESPONSIBILITY
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
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, leaders
must ethically and honestly communicate all information to
subordinates, peers,
and clients.
sses: 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.
organizational
values vary significantly from the leader’s values, honesty,
courage, integrity, and
acting ethically are important competencies for leaders.

involves communicating
emotionally/psychologically valued subjective information,
leaders need to
respect the anonymity and confidentiality of the information.
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.
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 [email protected] ).
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
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
She is currently pursuing her M.A. in Industrial/Organizational
Psychology at Central
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.
Self-ManagementTask ManagementInnovationSocial
ResponsibilityA Model of the Dimensions of Leadership
CompetencyA Model of Core Competencies for Self-
ManagementSelf Management DimensionLearningExamples of
Poor Self-ManagementCore Competencies of Self-
ManagementWork HabitsCore Competencies of Self-
ManagementCore Competencies of Self-ManagementStress
ManagementCore Competencies of Self-ManagementCore
Competencies of Self ManagementSituations Requiring Focus
on Self ManagementA Model of Core Competencies for Leading
OthersInfluencingOthersExamples of Leading Others
PoorlyCore Competencies of Leading OthersCore Competencies
of Leading OthersInterpersonal AwarenessCore Competencies
of Leading OthersCore Competencies of Leading OthersCore
Competencies of Leading OthersSituations Requiring Focus on
Leading OthersA Model of Core Competencies for Task
ManagementExecutingTasksEnhancingMaterialResourcesExamp
les of Excellence in Task ManagementCore Competencies of
Task ManagementCore Competencies of Task ManagementCore
Competencies of Task ManagementCore Competencies of Task
ManagementCore Competencies of Task ManagementSituations
Requiring Focus on Task ManagementA Model of Core
Competencies for
InnovationCreativityManagingChangeExamples of Poor
InnovationCore Competencies of InnovationCore Competencies
of InnovationCore Competencies of InnovationCore
Competencies of InnovationCore Competencies of
InnovationSituations Requiring Focus on InnovationA Model of
Core Competencies for Social ResponsibilitySocial

Responsibility DimensionExamples of Excellence in Social
ResponsibilityExamples of Poor Social ResponsibilityCore
Competencies of Social ResponsibilityCore Competencies of
Social ResponsibilityCore Competencies of Social
ResponsibilityCore Competencies of Social ResponsibilityCore
Competencies of Social ResponsibilitySituations Requiring
Focus on Social ResponsibilityAcknowledgementsAbout the
Authors
Components of the social responsibility element of the CMU
LDP
• Financial Ethics
• Work-Place Ethics
• Honesty and Integrity

• Being Accountable
• Courage of Convictions
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.
• Communicating with the Community
• Helping the Community
• Civic Action
• Adopting Beneficial Values for Society
• Providing a Good Example
• Social Action
Leading others
ethically
(D)
Civic
responsibility
(A)
Social
knowledge
(B)
Ethical
processes
(C)
Acting with
integrity

(E)
• Open-Door Policy
• Instituting and Following Fair Procedures
• Explaining Decisions in a Respectful Manner
• Ensuring Ethical Behavior of Subordinates
• Servant Leadership
• Valuing Diversity
• Distributing Rewards Fairly
• Responsibility for Others
• Avoiding Exploitative Mentality
Social
Responsibility
Knowledge of:
• Sociology and Anthropology
• History and Geography
• Foreign Language
• Philosophy and Theology
• Organisational Justice Principles
• Legal Regulations
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.
A2 Helping the Community:
Meeting the needs of the community by promoting opportunities
for corporate giving of
financial and human resources.
A3 Civic Action:
Supporting participation in civic duties by encouraging others
to vote and engaging in
other duties of the political system.
A4 Adopting Beneficial Values for Society:
Seeking and embracing values that benefit society rather than
the organisation.
A5 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.
B Social knowledge
B1 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.
B2 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.
B3 Foreign Language Knowledge:
Understanding a non-native language in order to communicate
in oral and written form
with people who speak that language.
B4 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.
B5 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.

B6 Legal Regulations:
Awareness of local, state, and federal laws and regulations and
abiding by these
regulations at all times.
C Ethical processes
C1 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.
C2 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.
C3 Explaining Decisions in a Respectful Manner:
Explaining decisions that affect subordinates thoroughly and in
a manner that
demonstrates dignity and respect for the subordinates.
C4 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
D2 Valuing Diversity:
Encouraging a wide range of viewpoints among team members
in order to avoid
groupthink and create more culturally sensitive solutions.
D3 Distributing Rewards Fairly:
Ensuring that pay, recognition, and other rewards are
distributed in a fair manner, with
clear guidelines and enforcement of those guidelines.
D4 Responsibility for Others:
Willingness to be responsible for the behavior of subordinates
in your organisation and

correct their unethical behaviours.
D5 Avoiding Exploitative Mentality:
Not sacrificing concern for others or using people and
exploiting them to achieve goals
for the organisation.
E Acting with integrity
E1 Financial Ethics:
Understanding and following ethical financial management and
accounting principles.
E2 Work-Place Ethics:
Understanding and following ethical guidelines at your work
place.
E3 Honesty and Integrity:
Behaving in an honest and ethical manner.
E4 Being Accountable:
Accepting responsibility for the effects of your own actions.
E5 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
-Taking

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.
Forecasting
(I)

Creativity (F)
Enterprising
(G)
Integrating
perspective
(H)
Managing
Change
(J)
rating
-Work Interests

Innovation
F Creativity
F1 Generating Ideas:
Coming up with a variety of approaches to problem solving.
F2 Critical Thinking:
Logically identifying how different possible approaches are
strong and weak, and

analyzing these judgments.
F3 Synthesis / Reorganization:
Finding a better way to approach problems through synthesising
and reorganising
the information.
F4 Creative Problem Solving:
Using novel ideas to solve problems as a leader.
G Enterprising
G1 Identifying Problem:
Pinpointing the actual nature and cause of problems and the
dynamics that underlie
them.
G2 Seeking Improvement:
Constantly looking for ways to improve the organisation.
G3 Gathering Information:
Identifying useful sources of information and gathering and
utilizing only that
information which is essential.
G4 Independent Thinking:
Thinking ‘outside the box’ even if this sometimes may go
against popular opinion.

G5 Technological Savvy:
Understanding and utilising technology to improve work
processes.
H 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.
I2 Evaluating Long-Term Consequences:
Concluding what a change in systems will result in long-term
I3 Visioning:
Developing an image of an ideal working state of an
organisation
I4
Managing the Future:
Evaluating future directions and risks based on current and
future strengths,
weaknesses, opportunities and threats.
J Managing change
J1 Sensitivity to Situations:

Assessing situational forces that are promoting and inhibiting
an idea for change.
J2 Challenging the Status Quo:
Willingness to act against the way things have traditionally
been done when tradition
impedes performance improvements.
J3 Intelligent Risk-Taking:
Being willing and able to take calculated risks when necessary.
J4 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

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.
Developing
Others (N)
Communicating
(K)
Interpersonal
Awareness (L)
Motivating
Others (M)

Influencing (O)
Others
ontacts

Leading
Others
Leading Others Dimension
K Communicating
K1 Communicating with Coworkers:
Communicating information face-to-face, written, telephone or
computer.
K2 Active Listening:
Listening intently to what others are saying and asking for
further details when
appropriate.
K3 Facilitating Discussion:
Promoting the involvement of various individuals and a norm of
openness and
collegiality during group discussions.

K4 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.
K5 Developing External Contacts:
Developing portfolio of external contacts within the
professional community.
K6 Communicating Outside the Organization:
Exchanging information with others outside the organisation
(e.g., customers, other
organisations).
L Interpersonal Awareness
L1 Psychological Knowledge:
Knowledge of human behavior, mental processes, and individual
and group
performance.
L2 Social Orientation:
Being comfortable interacting and working with others.
L3 Social Perceptiveness:
Awareness and understanding of why others are reacting the

way they are.
L4 Service Orientation:
Actively seeking out ways to assist people in their duties.
L5 Nurturing Relationships:
Building positive and cooperative working relationships with
others. Maintaining
relationships over time.
M Motivating Others
M1 Taking Charge:
A willingness to initiate the activities of groups and lead others
toward common
goals.
M2 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.
M3 Setting Goals for Others:
Setting challenging but attainable goals for individuals and
groups. Specifying
actions, strategies and timelines necessary for goal attainment.

M4 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.
M5 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.
N Developing Others
N1 Knowledge of Principles of Learning:
Knowledge of learning theories and design of individual and
group teaching plans.
N2 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.

N3 Assessing Others:
Evaluating the strengths and weaknesses of others’ efforts at
learning or performing
tasks.
N4 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.
O Influencing
O1 Cooperating:
Working well with others to jointly achieve goals.
O2 Persuading:
Communicating with others to convince them to perform a task
or approach
something in a different manner.
O3 Resolving Conflicts / Negotiating:
Dealing with complaints, resolving conflicts and grievances of
others. Encouraging
others to come together and reconcile differences.
O4 Empowering:
Delegating authority and investing power in others.

O5 Inspiring:
Convincing others to believe in the organization’s values and to
act in accordance
with those values.
O6 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
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
Q
R S
T
P
Work Habits
P1 Time Management:
Making good use of time by organizing, prioritising and
scheduling tasks.
P2 Goal Orientation:
Setting and attaining specific and challenging personal goals
P3 Organisation Skills:
Organising responsibilities and performing them efficiently
P4 Work Ethic:
Being diligent to ensure the successful completion of tasks
P5 Follow Through:
Ensuring that you complete tasks you’ve agreed to take on

Q
Work Attitudes
Q1 Initiative:
Initiating tasks and taking on new challenges.
379
Q2 Effort:
Exerting yourself to complete tasks successfully and achieve
goals.
302
Q3 Persistence:
Enduring in your tasks despite challenges or difficulties.
Q4 Energy:
Maintaining progress and enthusiasm throughout the
completion of a task.
Q5 Optimism:
Having a positive outlook about yourself and others.
R
Stress Management

R1 Self Control:
Controlling your emotions even in difficult or challenging
situations.
402
R2 Stress Tolerance:
Remaining effective even when situations become stressful.
R3 Personal Resiliency:
Withstanding and overcoming stressful situations
402
R4 Work/Life Balance:
Achieving a healthy balance of work and leisure time
R5 Adaptability:
Adapting to changing or dynamic situations
403
S
Self-Insight
S1 Self Confidence:
Believing in yourself and your ability to perform successfully
S2 Self-Awareness:
Honest Assessment of your success in learning or working

activities. Knowing your
strengths and weaknesses
360
S3 Self Reliance:
Being able to work and think without the guidance or
supervision of others
S4 Humility:
Being able to have a realistic perspective of your worth and
ability to admit mistakes
370
S5 Suspending Judgment:
Stopping your personal beliefs and biases from overly
influencing your decisions.
372-3
T
Learning
T1 Learning Strategies:
Learning new techniques for self-development
T2 Intellectual Curiosity:
Valuing learning and seeking situations to increase your
knowledge.

T3 Continuous Learning:
Keeping informed on updates in your profession and leadership
in general.
T4 Seeking Feedback:
Willingness to seek feedback on your performance as a leader
and to use the feedback to
learn and grow as a leader.

• Enhancing Task Knowledge
• Eliminating Barriers to Performance
• Benchmarking
• Strategic 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
Managing
Human
Resources (X)
Executing
Tasks (U)
Solving
Problems (V)
Managing
Information and
Material (W)
• Analytic Thinking
• Analyzing Data
• Mental Focus
• Decision Making
• Designing Work Systems

Enhancing
Performance (Y)
• Managing Materials & Facilities
• Managing Information Resources
• Performing Administrative Activities
• Maintaining Quality
• Task-Relevant Knowledge
• Delegating
• Attention to Detail
• Coordinating Work Activities
• Providing Feedback
• Multi-Tasking
• Succession Planning/Recruiting
• Personnel Decision Quality
• Managing Personnel Policies
• Maintaining Safety
Task
management
U Executing tasks
U1 Task-Relevant Knowledge:

Knowledge of standard practices and procedures necessary to
accomplish tasks.
U2 Delegating:
Assigning tasks to the appropriate people based on knowledge
of individuals, work
processes, organizational planning and work group flow.
U3 Attention to Detail:
Placing focus on the details of the task to be accomplished.
U4 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.
U5 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.
U6 Multi-Tasking:
Working on a variety of tasks simultaneously and shifting your
resources between
multiple systems when needed

V Solving Problems
V1 Analytic Thinking:
Using existing information to logically evaluate situations and
solve problems.
Utilizing inductive and deductive logic to make inferences.
V2 Analyzing Data:
Summarizing and making inferences from information
through the application of statistics and qualitative analyses.
V3 Mental Focus:
Concentrating and avoiding distractions when making sense of
information that is
not immediately coherent.
V4 Decision Making:
Quickly prioritizing and evaluating the relative costs and
benefits of potential actions
needed to complete a task.
V5 Designing Work Systems:
Designating the responsibilities of individual jobs and
structuring the work of groups
in organizations.
W Managing Information and Material Resources

W1 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.
W2 Managing Information Resources:
Understanding information needs and providing access to
efficient tools for project
management, data analysis, strategic planning, and process
controls.
W3 Performing Administrative Activities:
Approving requests, handling paperwork, and performing other
daily administrative
tasks. Entering, transcribing, recording, or storing either written
or electronic
information.
W4 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..
X2 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.
X3 Managing Personnel Policies:
Developing and monitoring policies, programs, and procedures
related to work
practices and compensation.
X4 Maintaining Safety:
Minimizing potential safety hazards and maintaining
compliance with company
policies, safety laws, and regulations.
Y Enhancing Performance
Y1 Enhancing Task Knowledge:
Involving the group in discovering methods to enhance task
performance and
redirecting the group to achieve better task completion.

Y2 Eliminating Barriers to Performance:
Identifying roadblocks and redundancies in work processes.
Promoting improvements
in task performance.
Y3 Benchmarking:
Facilitating communication outside of the organization to
identify and integrate the
best practices in task design and performance
Y4 Strategic Task Management:
Matching the appropriate people and resources in the
organization to maximize task
performance. Maintaining task performance through times of
turbulence.
Social responsibility elements of CMUCivic responsibility
(A)Ethical processes(C)Innovation elements of CMULeading
others elements of CMUSelf Management elements from
CMUTask Management elements of CMUExecutingTasks
(U)EnhancingMaterial (W)

© 2011 NHS Leadership Academy. All rights reserved.The.docx

Recommended

Recommended

More Related Content

Similar to © 2011 NHS Leadership Academy. All rights reserved.The.docx

Similar to © 2011 NHS Leadership Academy. All rights reserved.The.docx (6)

More from LynellBull52

More from LynellBull52 (20)

Recently uploaded

Recently uploaded (20)

© 2011 NHS Leadership Academy. All rights reserved.The.docx