Components of the social responsibility element of the CMU LDP.docx

Components of the social responsibility element of the CMU
LDP
· Communicating with the Community
· Helping the Community
· Civic Action
· Adopting Beneficial Values for Society
· Providing a Good Example
· Social Action
Civic responsibility (A)
Social knowledge (B)
Acting with integrity
(E)

· Financial Ethics
Knowledge of:
· Sociology and Anthropology
· History and Geography
· Foreign Language
· Philosophy and Theology
· Organisational Justice Principles
· Legal Regulations
· Work-Place Ethics
· Honesty and Integrity
· Being Accountable
· Courage of Convictions
Social Responsibility
Ethical processes(C)
Leading others ethically
(D)

· Servant Leadership
· Valuing Diversity
· Distributing Rewards Fairly
· Responsibility for Others
· Avoiding Exploitative Mentality
· Open-Door Policy
· Instituting and Following Fair Procedures
· Explaining Decisions in a Respectful Manner
· Ensuring Ethical Behavior of Subordinates
·
Leaders must act with integrity, honesty, and justice. They must
work in the best interest of others, showing respect and empathy
for unique individual and cultural differences. Good leaders
create a culture that promotes high ethical standards along with
personal, organizational, and civic responsibility. Ethical
leaders recognise and conduct themselves in concert with
universal moral principles as well as specific values, laws, and
ethics relevant to their group or organisation.
Task Management Dimension

A
Civic responsibility
A1
Communicating with the Community:
Communicating organisation’s intentions and activities to the
public (e.g., local press, radio, television) and representing the
organisation in community affairs and public activities to
promote awareness and foster goodwill.
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 self-management element of the CMU LDP
T
S
R
Q
P
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
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.

Components of the leading others element of the CMU LDP
· Communicating with Coworkers
· Active Listening
· Facilitating Discussion
· Public Speaking
· Developing External Contacts
· Communicating Outside the Organization
Communicating (K)
Interpersonal
Awareness (L)
Influencing (O)
· Cooperating
· Psychological Knowledge

· Social Orientation
· Social Perceptiveness
· Service Orientation
· Nurturing Relationships
· Persuading
· Resolving Conflicts/Negotiating
Leading
Others
· Empowering
· Inspiring
· Political Savvy
DevelopingOthers (N)
Motivating
Others (M)
· Knowledge of Principles of Learning
· Taking Charge
· Orienting Others
· Setting Goals for Others
· Reinforcing Success
· Developing and Building Teams

· Interpreting the Meaning of Information for Others
· Assessing Others
· Coaching, Developing and Instructing
Leaders must maximize the potential of others and motivate
them to attain shared goals. They must be able to manage
individual and group performance with an understanding of
group dynamics and team building. Leaders must actively listen
and communicate effectively to persuade others and build
consensus and trust. They should understand and be empathic
toward individual’s emotions and needs and be able to resolve
conflicts in a respectful manner.
Leading Others Dimension
K
Communicating
K1
Communicating with Coworkers:

Communicating information face-to-face, written, telephone or
computer.
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 innovation element of the CMU LDP
· Generating Ideas
· Critical Thinking
· Synthesis/Reorganization
· Creative Problem Solving
Creativity (F)
Enterprising (G)

Managing Change
(J)
· Sensitivity to Situations
· Problem Identification
· Seeking Improvement
· Gathering Information
· Independent Thinking
· Technological Savvy
· Challenging the Status Quo
· Intelligent Risk-Taking
· Reinforcing Change
Innovation
Integrating perspective (H)
Forecasting
(I)

· Perceiving Systems
· Identifying Downstream Consequences
· Visioning
· Managing the Future
· Openness to Ideas
· Research Orientation
· Collaborating
· Engaging in Non-Work Interests
Leaders must be able to think creatively while taking initiative
and calculated risks. Effective leaders have a vision beyond the
immediate work of the group. This involves exploring and
integrating diverse perspectives and recognising unexpected
opportunities.
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.
54
17
A Leadership Competency Model: Describing the Capacity to
Lead
LEADERSHIP

Table of Contents
Introduction 4
A Model of the Dimensions of Leadership Competency
6Self-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
24Task 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
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

42Social 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
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.
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]).
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
e) Identifying situations that require focusing on that
dimension.
LEADERSHIP
Self-Management
Leading Others
Task Management
Innovation
Social Responsibility

A Model of the Dimensions of Leadership Competency
· Time Management
· Goal Orientation
· Organization Skills
· Work Ethic
· Follow Through
Work Habits

Learning
SELF
MANAGEMENT
Work Attitudes
· Initiative
· Effort
· Persistence
· Energy
· Independence
· Learning Strategies
· Intellectual Curiosity
· Continuous Learning
· Seeking Feedback
Stress Management
Self Insight
· Self Control
· Stress Tolerance
· Personal Resiliency
· Work-Life Balance

· Adaptability
· Optimism
· Self Confidence
· Self Awareness
· Humility
· Suspending Prejudices
A Model of Core Competencies for Self-Management
Self Management Dimension
SELF
MANAGEMENT
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.

SELF
MANAGEMENT
Examples of Poor Self-Management
A student was asked to head a committee to raise funds for an
upcoming group trip. He had never participated in any
fundraising project before, but felt as though he could lead
effectively anyway. The president of the organization informed
him of a campus fundraising workshop being held as part of an
enrichment series for student organizations. Instead of taking
the president’s advice and attending the workshop, the student
developed a poor attitude and blamed his group members for
lacking the necessary expertise. When the fundraising effort
failed, he was asked to explain the failure. The student refused
to acknowledge his own lack of ability and unwillingness to
seek improvement. He said that they were too busy to attend
the fundraising workshop and the failure of the project was due
to the irresponsibility of his group members.
Despite having a heavy class load, a member of a student group
chose to be an officer on the executive board. Because she was
poorly skilled at managing her academic and organizational
duties, she regularly handed in reports late, missed meetings,

and attended none of the group’s social activities. When the
organization’s president questioned her about this poor
performance, she made excuses about the late reports and said
she felt harassed. She began badmouthing the group and its
members to other students. Eventually, she resigned the office
and left the organization.
SELF
MANAGEMENT

Work Habits
· Time Management: Making good use of time by organizing,
prioritizing and scheduling tasks.
· Goal Orientation: Setting and attaining specific and
challenging goals for oneself.
· Organization Skills:Organizing one’s responsibilities and
performing them in an efficient manner.
· Work Ethic: Being diligent to ensure the successful
completion of tasks related to one’s job as a leader.
· Follow Through:Ensuring that one’s promises are realized in
behavior; doing what one said one would do.
SELF
MANAGEMENT

Work Attitudes
· Initiative: Initiating tasks and taking on new challenges.
· Effort: Exerting oneself to complete tasks successfully and
achieve goals.
· Persistence: Enduring in one’s tasks despite challenges or
difficulties.
· Energy: Maintaining progress and enthusiasm throughout the
completion of a task.
· Optimism: Having a positive outlook about oneself and others.

SELF
MANAGEMENT
Stress Management
· Self Control: Controlling one’s emotions even in difficult or
challenging situations.
· Stress Tolerance: Remaining effective even when situations
become stressful.

· Personal Resiliency: Withstanding and overcoming stressful
situations.
· Work/Life Balance: Controlling the influence of stresses of
one’s non-work life on work life and vice-versa.
· Adaptability: Adapting to changing or dynamic situations.
SELF
MANAGEMENT

Self-Insight
· Self Confidence: Believing in one’s self and in one’s ability
to perform a successful job as a leader and acting accordingly.
· Self-Awareness: Assessing one’s success in learning or
working activities and being honest about said judgments.
Knowledge of one’s strengths and weaknesses and knowledge of
one’s boundaries and limits.
· Self Reliance: Being able to work and think without the
guidance or supervision of others.
· Humility:Being able to have a realistic perspective of one’s
worth and ability to admit to one’s mistakes.
· Suspending Judgment: Keeping one’s personal beliefs and
biases from overly influencing one’s decisions.
SELF
MANAGEMENT

Core Competencies of Self Management
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
Situations Requiring Focus on Self Management
· Importance of Individual Goal Setting: When an organization
requires its
members to periodically set their own goals, organization skills,
time
management, and self-awareness are particularly important.
· Role Conflict: When an individual has to deal with
conflicting duties as part of their job as a leader, a variety of
self-management competencies
may become very important. These include stress tolerance,
resilience, and
prioritizing demands.
· Role Overload:If there is an inconsistency between the
expectations of others and one’s ability to fulfill those
expectations, then persistence, learning strategies, and self-
monitoring are important self-management competencies for a

leader.
· Significance of Error: When an error will result in extreme
and extensive negative outcomes, leaders must be aware of their
own performance to avoid mistakes.
· Frustrating Situations: When uncontrollable circumstances
result in difficulties attaining goals, leaders have no control,
they must have control over their emotions, be aware of their
own limitations, and know when they have to improve in order
to complete work.
· Required Continuity or Alertness: When leaders must
maintain concentration or awareness because the situation
continuously changes, they must be able to keep themselves on
track and know how they must adapt to deal with a new
situation.
· Communicating with Coworkers
· Active Listening
· Facilitating Discussion
· Public Speaking
· Developing External Contacts
· Communicating Outside the Organization

Communicating
Interpersonal
Awareness
Influencing
Leading
Others
· Psychological Knowledge
· Social Orientation
· Social Perceptiveness
· Service Orientation
· Nurturing Relationships
· Cooperating
· Persuading

· Resolving Conflicts/Negotiating
· Empowering
· Inspiring
· Political Savvy
DevelopingOthers
Motivating
Others
· 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

A Model of Core Competencies for Leading Others
Leading Others Dimension
LEADING
OTHERS
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.
LEADING
OTHERS

Examples of Leading Others Poorly
There had been a work situation in which a subordinate's action
could have been interpreted in two ways: either a costly
intentional mistake or an honorable action to assist others and
help the organization. The manager could have made a 5-minute
phone call to the subordinate, which would have made it clear
that her intentions were honorable. However, no call was made.
The manager's assistant was highly confident that the mistake
was intentional. The manager chose to let his assistant draft a
disciplinary letter to the subordinate. The letter was then
distributed to several people. Upon receiving the letter, the
subordinate provided the manager with documentation that
proved that her actions had good intentions. In addition,
independent reviews of the matter (union, peers, etc.) also
concluded that the subordinate indeed had good intentions. The
manager had clearly made a mistake, but never apologized. As a
result, the subordinate doubted whether her manager had the
leadership qualities to succeed in the future. Ultimately, loss of
trust occurred between the manager and his other subordinates.
A leader made a decision with no input from others and little
background research. When the decision was announced, and
those people affected were asked for background information to
support the decision, none was forthcoming. Thus, the leader
and her support staff spent many hours to try to 'spin' the
decision, making up data along the way. There was no
ownership of the decision. The leader’s lack of using a
participatory style was so offensive that even those who
internally agreed with her decision resisted supporting it due to
her autocratic style. She did not spend the time gathering
relevant information or input from key subordinates and
experienced resistance for her decision.

LEADING
OTHERS
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.
· Communicating Outside the Organization: Exchanging
information with others outside the organization (e.g.,
customers, other organizations) using face-to-face, written,
telephonic or electronic means.
LEADING
OTHERS

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.
· Nurturing Relationships: Building positive and cooperative
working relationships with others. Maintaining relationships
over time.

LEADING
OTHERS
Motivating Others
· Taking Charge: A willingness to initiate the activities of
groups and lead others toward common goals.
· Orienting Others: Orienting new employees to provide an
overview of the organization and its policies, work rules, and
job responsibilities. Reviewing current job assignments for
existing employees to identify work experiences that will help
the employee develop.
· Setting Goals for Others:Setting challenging but attainable
goals for individuals and groups. Specifying actions, strategies
and timelines necessary for goal attainment.

· Reinforcing Success: Measuring and tracking progress toward
goals to evaluate individual and group performance and provide
feedback. Rewarding positive work behavior to reinforce
activities that are aligned with the goals of the work group and
the organization.
· Developing and Building Teams: Managing inertia and
conflict during the formative stages of group functioning.
Enhancing the performance of a group and the satisfaction of its
members by promoting cooperation, trust, and confidence in the
group.
LEADING
OTHERS
Developing Others
· Knowledge of Principles of Learning: Knowledge of learning

theories and design of individual and group teaching plans.
· Interpreting the Meaning of Information for Others:
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

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
Situations Requiring Focus on Leading Others
· Employee Participation: When employees are active
participants in the decision-making process, cooperation,
coordination, and conflict resolution
strategies are important competencies for leaders.
· Type of Team:Based on the type of team being lead (new or
experienced, high interdependence vs. low interdependence),
leaders must be able to adapt how they guide, direct, interact
with, and motivate group members.
· Group Socialization:When a new member joins the group, the
leader must
use teaching, coaching, and mentoring to acclimate the person

to the group.
· Multiple Modes of Communication: When leaders must
communicate with different types of groups and individuals,
they must be able to recognize and adapt to the necessary modes
of communication that will fit their needs.
· Supervisory Roles: When leaders are expected to train, coach,
or supervise
others, they need to understand others’ beliefs, abilities, and
perspectives.
· Sales and Marketing Roles: When leaders must be able to
persuade or influence people easily, they need to have good
communication and negotiation skills and listen effectively to
others.
· Task-Relevant Knowledge
· Delegating
· Attention to Detail
· Coordinating Work Activities
· Providing Feedback
· Multi-Tasking

ExecutingTasks
Solving
Problems
Enhancing
Performance
· Analytic Thinking
· Analyzing Data
· Mental Focus
· Decision Making
· Designing Work Systems
TASK
MANAGEMENT
· Enhancing Task Knowledge
· Eliminating Barriers to
Performance
· Benchmarking
· Strategic Task Management

Managing
Human
Resources
Managing
Information andMaterial Resources
· Succession Planning/Recruiting
· Personnel Decision Quality
· Managing Personnel Policies
· Maintaining Safety
· Managing Materials & Facilities
· Managing Information Resources
· Performing Administrative Activities
· Maintaining Quality
A Model of Core Competencies for Task Management
TASK
MANAGEMENT

Leaders use task-specific knowledge and experience to guide
the group to attaining its goals. Leaders must engage in problem
solving, delegation, time and resource management, and
eliminating barriers to performance. Leaders also must strive
for results and provide feedback to ensure effective
contributions from all constituents
Examples of Excellence in Task Management
A group of students was involved in a consulting project. One
of the students emerged as a leader and mobilized them to
achieve a goal. He took on the role of a communicator and a
liaison between the client, the group, and the instructor. In
addition, he worked hard to allow all group members to
contribute to the project, despite their different skill levels and
backgrounds. The group was extremely diverse and the situation
was ripe for a conflict due to misunderstanding. The leader
assigned tasks to group members and clarified responsibilities
and deadlines. He also made sure that everyone was focused on
the same goals because the nature of the project made it easy to
shift the focus from essential tasks to other activities that were
less important. Because of this, the group members invested a
large amount of time, energy, and enthusiasm in the project.
The leader achieved this level of group performance by
empowering others.
A leader provided feedback to her employees effectively and in
a timely manner. She set aside specific times to meet with the
employees individually. She was mindful of the various work
schedules and allowed the employees to schedule the sessions at
their convenience. When it was time for a meeting to take place,

she ensured that it was in a private setting. During the meeting
the leader used constructive criticism, avoiding a negative
focus. She explained what influenced her assessment by
describing the task-specific behaviors over which the employee
had direct control. When she outlined recommendations to
address the employee’s performance improvement, she allowed
the employee to comment and then actively listened to the
employee’s perspective. Finally, the leader and employee came
to an understanding of the next steps the employee needed to
undertake for future success.
TASK
MANAGEMENT
Examples of Poor Task Management

A student organization was planning an event, which would
require a substantial amount of funding from their private
account. The treasurer of the organization informed the
president that they did not have enough funding to host the
event. An emergency meeting was called by the president of the
organization, in which all of the executive members of the
organization would attempt to resolve the situation. The
president emailed the executive board members about the
meeting one day before it was scheduled to be held. Upon
arriving to the meeting, the president convened without even
acknowledging that three of the eight executive members were
not present. The treasurer fielded questions about the situation
and took charge of the meeting by delegating tasks and
responsibilities. There seemed to be no order to the schedule of
the meeting. The president sat idly by, paying little attention,
while the meeting was underway. The meeting came to a close
without the president questioning the treasurer about the current
allocation and history of the funds. The issue was never
resolved and the event did not take place.
A company expected leadership and customer maintenance from
its recruiters. A recruiter who was not very organized lost track
of many of the people with whom she had been in contact. By
not keeping in touch with these potential contractors meant to
fill the company’s openings, she lost track of many individuals
that could have filled these positions. When she was ready to
recruit for these positions, she could remember talking to the
people that would have been great fits, but, because of her lack
of organization, she was unable to find their resumes or their
contact information. Because of this, she had to spend extra
time recruiting people. It cost her and the company valuable
time and money.

TASK
MANAGEMENT
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.
· Attention to Detail: Placing focus on the details of the task to
be accomplished.
· Coordinating Work Activities: Coordinate the work-related
activities necessary for task completion of all relevant
constituents (both inside and outside of the group/organization).
Adjusting one’s own plans in light of how others are acting or
how the environment is changing
· .
· Providing Feedback: Providing both positive feedback and
critiques, in a timely and constructive manner, to allow others
to know how they are doing and improve on weaknesses.
· Multi-Tasking:Working on a variety of tasks simultaneously
and shifting one’s resources between multiple systems when
needed.
TASK
MANAGEMENT

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

TASK
MANAGEMENT
Managing Information and Material Resources
· Managing Materials and Facilities: Monitoring the delivery,
inventory and flow of materials using tracking systems as well
as, identifying and designing facility location/layout to

maximize productivity.
· Managing Information Resources: Understanding information
needs and providing access to efficient tools for project
management, data analysis, strategic planning, and process
controls.
· Performing Administrative Activities: Approving requests,
handling paperwork, and performing other daily administrative
tasks. Entering, transcribing, recording, or storing either written
or electronic information.
· Maintaining Quality:Evaluating materials and information
produced against a set of standards through the use of measures
of quality in order to track system and/or group progress.
TASK
MANAGEMENT

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.

TASK
MANAGEMENT
Enhancing Performance
· Enhancing Task Knowledge: Involving the group in
discovering methods to enhance task performance and
redirecting the group to achieve better task completion.
· Eliminating Barriers to Performance: Identifying roadblocks
and redundancies in work processes. Promoting improvements
in task performance.
· Benchmarking: Facilitating communication outside of the
organization to identify and integrate the best practices in task

design and performance.
· Strategic Task Management: Matching the appropriate people
and resources in the organization to maximize task performance.
Maintaining task performance through times of turbulence.
TASK
MANAGEMENT

Situations Requiring Focus on Task Management
· Formalization: When the rules, procedures, and
communication of an organization are written down, a leader
must communicate and enforce the rules while setting a good
example.
· Job Enrichment: When leading groups that have jobs
characterized by autonomy, a variety of responsibilities, and
extensive feedback, competence in many areas of task
management will be important.
· Task Assignment: When the immediate supervisor is expected
to assign tasks and goals for the group, deductive reasoning,
implementing ideas, and attention to detail are particularly
important.
· Responsibility/Accountability: When leaders will be judged
only by the end result of their work, leaders should be
extremely careful that everything happens according to plan so
as not to adversely affect the end result.
· Significance of Details: When thoroughness is key for
success, leaders must be able to manage details and ensure the
successful completion of tasks in a timely manner.

· Frequency and Strictness of Deadlines: When the work must
be done by frequent, stringent deadlines, leaders must be able to
manage time well and prioritize.
· Generating Ideas
· Critical Thinking
· Synthesis/Reorganization
· Creative Problem Solving
Creativity
EnterprisingManagingChange
INNOVATION

· Sensitivity to Situations
· Challenging the Status Quo
· Intelligent Risk-Taking
· Reinforcing Change
· Problem Identification
· Seeking Improvement
· Gathering Information
· Independent Thinking
· Technological Savvy
Forecasting
Integrating
Perspectives
· Openness to Ideas
· Research Orientation
· Collaborating
· Engaging in Non-Work Interests
· Perceiving Systems
· Identifying of Downstream
Consequences
· Visioning

· Managing the Future
A Model of Core Competencies for Innovation
Innovation Dimension
INNOVATION
Leaders must be able to think creatively while taking initiative
and calculated risks. Effective leaders have a vision beyond the
immediate work of the group. This involves exploring and
integrating diverse perspectives and recognizing unexpected
opportunities.
Examples of Excellence in Innovation
A team was having difficulties with meeting a customer’s
deadlines and expectations. The individual was a long-standing
customer with whom the team had previously completed project
work successfully; however, the current project was causing
many problems for the team members. The leader held a quick
meeting to discuss the problem, where she implemented a
creative problem-solving approach. She asked each team
member to interview three other members of the team (including
the customer) to understand their perspectives about the

problem. They were not allowed to include their own
perspective when reporting their findings; rather, they had to be
objective and professional. The process of debriefing these
interviews provided the group an opportunity to analyze
objective information, which led to a consensus about the
problem and how to fix it. This creative approach was useful
because it involved everyone and eliminated the conflicts that
typically arise from hidden agendas and defensive egos. The
project was completed in an efficient manner and the customer
was happy.
A manager approached his division leader with a new technical
solution that his group was eager to solve a difficult problem
that the company was facing regarding electronically linking
external trading partners. The division leader was very
apprehensive about implementing the program. However, the
manager and his group had strong feelings about the capability
of the technical solution proposed. He convinced the division
leader to permit a one-week trial run, and was willing to assume
complete responsibility for the project outcome. He used
technology to electronically link partners to information about
the company’s schedules, product rules, and ability to deliver in
the order-fulfillment chain. A process that previously took days
was completed instantaneously. The result was a significant
financial savings for the organization and the partners.
INNOVATION

Examples of Poor Innovation
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
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

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.

INNOVATION
Integrating Perspectives
· Openness to Ideas: A willingness to listen to suggestions from
others and to try new ideas.
· Research Orientation: Observing the behavior of others,
reading extensively, and keeping your mind open to ideas and
solutions from others. Reading and talking to people in related
fields to discover innovations or current trends in the field.

· Collaborating: Working with others and seeking the opinions
of others to reach a creative solution.
· Engaging in Non-Work Related Interests: Being well-rounded
and seeking information from other fields and areas of life to
find novel approaches to situations.
INNOVATION
Forecasting

· Perceiving Systems: Acknowledging important changes that
occur in a system or predicting accurately when they might
occur.
· Evaluating Long-Term Consequences: Concluding what a
change in systems will result in long-term
· Visioning: Developing an image of an ideal working state of
an organization.
· Managing the Future:Evaluating future directions and risks
based on current and future strengths, weaknesses, opportunities
and threats.
INNOVATION

Managing Change
· Sensitivity to Situations:Assessing situational forces that are
promoting and inhibiting an idea for change.
· Challenging the Status Quo: Willingness to act against the
way things have traditionally been done when tradition impedes
performance improvements.
· Intelligent Risk-Taking: Being willing and able to take
calculated risks when necessary.
· Reinforcing Change: Encouraging subordinates to come up
with innovative solutions. Recognizing and rewarding those
who take initiative and act in a creative manner. Facilitating the
institutionalization of change initiatives.

INNOVATION
Situations Requiring Focus on Innovation
· Importance of Organizational Goal Setting: When
organizational goals are explicitly stated, identification of
downstream consequences and appraisal of solutions are critical
innovation competencies.
· Lack of Direction and Focus:When an organization lacks clear
vision, leaders will need to develop an image of the future,
utilizing creative ideas and information.
· Unexpected Problems: When a difficult problem arises,
leaders must critically appraise the problem, arrive at a
solution, and evaluate the solution quickly and effectively.
· Lack of Task Clarity: When tasks are not clearly defined,
leaders must be able to be creative, inventive, and move in new
directions when they arise.

· Lack of Task Specificity: When tasks are performed at one’s
discretion, leaders must be able to figure out the best way to
accomplish their work.
· Competitive Challenges: When leaders must compete or be
aware of competitive pressures, they must be innovative in their
approach to work and create new ideas before competitors.
· Communicating with the Community
· Helping the Community
· Civic Action
· Adopting Beneficial Values for Society
· Providing a Good Example
· Social Action
Civic Responsibility
Acting with

Integrity
Social
Knowledge
· Financial Ethics
· Work-Place Ethics
· Honesty and Integrity
· Being Accountable
· Courage of Convictions
Knowledge of:
· Sociology and Anthropology
· History and Geography
· Foreign Language
· Philosophy and Theology
· Organizational Justice Principles
· Legal Regulations
SOCIAL
RESPONSIBILITY
Leading Others
Ethically
Ethical
Processes

· 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
A Model of Core Competencies for Social Responsibility
Social Responsibility Dimension
SOCIAL
RESPONSIBILITY
Leaders must act with integrity, honesty, and justice. They must
work in the best interest of others, showing respect and empathy
for unique individual and cultural differences. Good leaders
create a culture that promotes high ethical standards along with
personal, organizational, and civic responsibility. Ethical
leaders recognize and 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
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

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.
SOCIAL
RESPONSIBILITY
Social Knowledge

· Sociology and Anthropology Knowledge: Knowledge of the
political systems, values, beliefs, economic practices, and
leadership styles of countries other than one’s home country, as
well as knowledge of universal group dynamics, behavior, and
socio-cultural history.
· History and Geography Knowledge: Knowledge of the
physical location and relationships between different land and
sea regions and the historical events that have shaped the
culture of inhabitants of these regions.
· Foreign Language Knowledge: Understanding a non-native
language in order to communicate in oral and written form with
people who speak that language.
· Philosophy and Theology Knowledge: Knowledge of ethics
and the philosophical viewpoints behind various ethical models
and understanding how different philosophical and religious
systems affect behavior of groups and individuals within a
cultural context.
· Knowledge of Organizational Justice Principles: Knowing and
understanding distributive justice, informational justice,
interpersonal justice, and procedural justice and being able to
apply those principles to ensure subordinates are treated fairly.
· Legal Regulations: Awareness of local, state, and federal laws
and regulations and abiding by these regulations at all times.

SOCIAL
RESPONSIBILITY
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.

· Explaining Decisions in a Respectful Manner: Explaining
decisions that affect subordinates thoroughly and in a manner
that demonstrates dignity and respect for the subordinates.
· Ensuring Ethical Behavior of Subordinates:Instituting,
training, and reinforcing policies to ensure that subordinates
treat each other and the organization fairly and with respect and
dignity. Disseminating information about laws and regulations
to subordinates and make sure that they follow laws and
regulations by overseeing, monitoring, and auditing behavior.
Disciplinary action should be taken against those who do not
comply with laws and regulations.
SOCIAL
RESPONSIBILITY

Leading Others Ethically
· Servant Leadership: Being attentive to the needs of followers,
empathizing with their concerns, and serving their best
interests.
· Valuing Diversity: Encouraging a wide range of viewpoints
among team members in order to avoid groupthink and create
more culturally sensitive solutions.
· Distributing Rewards Fairly: Ensuring that pay, recognition,
and other rewards are distributed in a fair manner, with clear
guidelines and enforcement of those guidelines.
· Responsibility for Others: Willingness to be responsible for
the behavior of subordinates in 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
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
Situations Requiring Focus on Social Responsibility
· Information Sharing: When there are multiple sources of
information, leaders must ethically and honestly communicate
all information to subordinates, peers, and clients.

· Recruitment Processes: When employers must hire new
members, leaders must recruit in an honest manner, following
all relevant laws and regulations and recognizing the diversity
in the workplace.
· Conflict Between Personal and Organizational Values: When
organizational values vary significantly from the leader’s
values, honesty, courage, integrity, and acting ethically are
important competencies for leaders.
· Communicating Subjective Information:When the job involves
communicating emotionally/psychologically valued subjective
information, leaders need to respect the anonymity and
confidentiality of the information.
· Responsibility for Safety of Others: When leaders have to be
careful not to cause harm to others or are in charge of
establishing policies to protect others, they need to understand
social responsibility and behave ethically.
· Significance of Error: When the consequences of mistakes are
severe and widespread, leaders must know the most ethical way
to handle a situation so as not to cause terrible outcomes.

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.
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
BusinessAdministration and a Masters of Business
Administration from Central Michigan University. She is
currently pursuing her PhD in Industrial/Organizational
Psychology at Central Michigan University.
Kirsten Gobeski attended Iowa State University and University
of Northern Iowa, where she received BA in Psychology. She is
currently pursuing her PhD in Industrial/Organizational
Psychology at Central Michigan University.
Sara Langford graduated with a bachelors degree in Psychology
at Central College in Pella, IA. She is currently pursuing her
PhD in Industrial/Organizational Psychology at Central
Michigan University.
Matthew Monnot received a B.S. in Psychology and B.A. in
Sociology from Colorado State University, a M.S. in Industrial-
Organizational Psychology from Florida Tech, and is
completing a PhD in Industrial-Organizational Psychology at
Central Michigan University.
Brigitte Pfeiffelmann received a BS in Psychology from Central
Michigan University. She is currently pursuing her M.A. in
Industrial/Organizational Psychology at Central Michigan
University.
Brian Siers has a B.S. in Psychology, with minors in Business
Administration and Philosophy, and an M.A. in
Industrial/Organizational Psychology, both from Central
Michigan University. He is currently completing his Ph.D. in
Industrial and Organizational Psychology.
Aaron Stehura graduated from Ohio University with a BA in
Psychology and Sociology. He is currently a second-year
doctoral student in the Industrial/Organizational Psychology

Program at Central Michigan University.
Stephen Wagner is an Associate Professor in the Psychology
Department at CMU. He received his Ph.D. in
Industrial/Organizational Psychology from Northern Illinois
University in 2000.
BUSM 4194 Leading for Change
Semester 1, 2014
Assessment Task 1: Leadership Development Report
Writing instructions and Marking Rubric
This assessment task is a REPORT.
The RMIT College of Business requires you to use a particular
style of writing which involves both the way the report is
structured and the way that you acknowledge other people’s
ideas used in your work.
The structuring of a report is very clearly described in the
RMIT Study and Learning Centre Report Writing Skills Online
Tutorial available on the BUSM4194 course Blackboard site
Your first step in preparing for this assessment task should be
to complete this tutorial.
Investing time before you start writing will result in a better
report.
Your second step should be mastering 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 many references should I cite?
There is no right answer to this question because it all depends
on what you write in your report. Some statements you make in
your report will certainly need a reference to support them.
So, to determine how many references you need to cite, first (as
described in the report writing tutorial) draw a mind map of
ideas to go into your report and for each idea try to link it to a
reference source.

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
THE TASK
1. Explore the Central Michigan University competencies model
2. Identify you current strengths and weaknesses as a leader (or
potential leader) within the context of the CMU
3. Review the leadership theories explored in this course and
describe how they relate to you and your leadership
development (again in the context of the CMU model)
4. Create a leadership development plan
5. Seek feedback on your plan from an established leader. This
leader can be anyone you know who holds a leadership position
in an organisation
6. Describe how you have incorporated this leader’s feedback
into your plan
7. Describe how you will achieve the developments set out in
your plan
8. Describe how you will evaluate whether or not you have
reached the level of development set out in your plan

Word limit: 2500 words (not including your reference list or
any appendices you may wish to attach)
Due: see due date in assessment tasks folder
Submission procedure: The report must be submitted in both
electronic and hard copy.
See the submission section in the course site assessment tasks
folder for more details
BUSM 4194 Leading for Change task 1 Marking Rubric
[sem 1 2014, Singapore]
Report Element
Marks available
Marks awarded
notes
You have included a clear description of - and justification for
- for your leadership development plan components.
You should include:
a
Explanation of your contextualisation of the CMU Model
5
Did you utilise the whole model or did you focus on a subset of
issues within the model? Why?
b
Diagnosis of your leadership strengths and
weaknesses
5
How did you carry out this diagnosis? What information /
journal article / other source will you cite in your report to

support the diagnostic process?
c
Industry-specific issues (e.g. manufacturing industry
vs financial consulting)
5
Considering the industry sector that you work in (or intend to
work in) are there any issues that are either unique or especially
important?
d
Person-specific issues (e.g. gender, age, culture)
5
Your personal characteristics are important in shaping your
leadership development. What can you say, for example, about
the impact of your gender or your age group or your cultural
background or the country / culture in which you are likely the
work?
e
Timeframe for plan (multi-staged? 2 years? 5 years?)
5
What time frames will you place on various aspects of your
leadership development? How soon could you reasonably
expect to achieve a leadership development goal?
f
Plan evaluation approach(es )
5
How will you know that you’ve achieved the goals set out in
your leadership development plan? What kind(s) of data and
information will inform this?
Your plan is supported by key theory and practice literature.
This literature has been cited and formatted according to the

RMIT Business Referencing Guide
15
Which ideas, theories and approaches in leadership have you
incorporated into your plan? Which reputable source will you
“cite” when discussing these?
There is clear evidence of input to leadership plan from an
industry leader.
What did the leader suggest?
What did you change as a consequence of the leader’s advice?
5
What did the industry leader have to say about your draft
leadership development plan? How have you modified your
draft as a consequence? (For example, if the leader you
consulted said that your timeframe to achieve your leadership
gaols was unrealistically short, did you then extend the
timeframe top achieve these?)
Total marks for this assessment task
50
The School of Management Undergraduate Marking Scale
Serious Fail (NN) 0-29%
Fail (NN) 30 – 49%
Pass (PA) 50 – 59%
Credit (CR) 60 – 69%
Distinction (DI) 70 – 79%
High Distinction (HD) 80 – 100%
Attainment Standards for assessment Levels

Serious Fail (NN) 0 – 29%
Flawed work – showing evidence of the following:
· Inadequate understanding of the subject in terms of
knowledge, skills and application. Minimal reading and
inadequate planning.
· Little understanding of underlying principles and concepts,
and no effective analysis.
· Reflective statements provide an incomplete or inaccurate
description of the task, with no evidence of effective
collaboration with others.
· Work failed for one or more of the following: non-submission,
academic misconduct, answering a different question from the
one asked, poor or incoherent vocabulary, no evidence of
correct scholarly referencing.
Fail (NN) 30-49%
Deficient work – showing evidence of the following:
· Lack of academic rigour, with material that is incomplete or
irrelevant.
· Little evidence of knowledge of the relevant body of
knowledge to make a persuasive case.
· Failure to review critically, analyse, consolidate and combine
knowledge and draw relevant conclusions.
· Reflective statements provide a basic description of the task
with no insight into behaviour or learning preferences for
collaborative practice.
· Does not demonstrate sufficient grasp of the required
scholarly standards in relation to presentation, with errors, bad
spelling or grammar, lack of organisation, insufficient
arguments.
· Improper citation of sources and referencing of work.
· Late submission.
Pass (PA) 50 –59%
Satisfactory work – showing evidence of the following:
· The subject is covered satisfactorily but the volume of reading
is insufficient for Credit.
· Reasonable coverage of the relevant body of knowledge but

does not review critically, analyse, consolidate with a high level
of insight.
· Factual and descriptive rather than carefully argued and
analytical style of work. Lacks evidence of intellectual
independence to adapt knowledge in diverse contexts.
· Conclusions are limited in scope.
· Reflective statements provide a nuanced insight into behaviour
and learning preferences and practice in collaboration with
others.
· English, including spelling, grammar, vocabulary, and
communication style is competent and coherent
· Only minor lapses in referencing and/or use of sources.
· Work is not well organised or structured.
Credit (CR) 60 – 69%
Good work – showing evidence of the following:
· Broad understanding of the subject or area of practice and has
read widely.
· Volume of reading of sufficient breadth and depth for a
competent understanding of main issues, underlying principles
and concepts but without the comprehensiveness of higher
grades.
· Well-developed skills to present critical arguments and
competent use of theoretical and technical knowledge with
depth in some areas.
· Displays competence in reviewing critically, analysing,
consolidating and synthesising the various cases made within a
body of knowledge.
· Coherent arguments supported by evidence and illustration
from the work of other authorities or by direct empirical
analysis, but without the intellectual independence found in the
higher grades.
· The work is clearly structured and the exposition of
knowledge and ideas is clear and competent.
· Reflective statements provide a thoughtful commentary on the
task, learning and relationships with others, ability to critically

evaluate relevant theories, but without the self- awareness and
self-questioning found in higher grades.
· Clear, coherent and interesting presentation, with
responsibility and accountability to deal with questions and
criticisms well.
· English, including spelling, grammar, vocabulary, and/or use
of sources, and communication style is good.
· Work is fully referenced according to accepted scholarly
standards.
Distinction (DI) 70 – 79%
Excellent work – showing evidence of the following:
· Demonstrates a comprehensive knowledge of the subject.
· Material is deployed in a disciplined way with sophisticated
comprehension of key issues
· Demonstrated ability to critically review, analyse, synthesise
and apply theoretical and technical body knowledge in a broad
range of areas and diverse contexts.
· Shows reasoning and creative skills to use knowledge and
awareness to exercise critical thinking and judgement in
selecting and applying methods and technologies in identifying
and solving problems with intellectual independence
· The work is clearly structured and convincingly supported by
appropriate evidence, argument or illustration.
· Reflective statements provide a thoughtful commentary on the
task with insights into learning and interaction.
· Demonstrates critical evaluation and analysis of relevant
theories as a basis for independent lifelong learning.
· Extremely solid, thorough, comprehensive written work, with
a high level of academic integrity but without great originality.
High Distinction (HD) 80 – 100%
Exceptional work – showing evidence of the following:
· Highly original or insightful work.
· Evidence of formulated and sustained arguments with
sophisticated analysis, inferences, synthesis of material and
identifying flaws in published work.

· Could not be improved at this learning

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