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1、A Leadership Competency Model: Describing the Capacity to LeadTable of ContentsIntroduction 4A Model of the Dimensions of Leadership Competency 6Self-ManagementA Model of the Core Competencies of Self Management7Self Management Dimension 8Examples of Excellence in Self Management 8Examples of Poor S
2、elf Management 9Core Competencies of Self-ManagementWork Habits10Work Attitudes11Stress Management12Self Insight13 Learning14Situations Requiring Focus on Self Management15Leading OthersA Model of the Core Competencies of Leading Others16Leading Others Dimension17Examples of Excellence in Leading Ot
3、hers17Examples of Leading Others Poorly18Core Competencies of Leading OthersCommunicating19Interpersonal Awareness20Motivating Others21Developing Others22Influencing23Situations Requiring Focus on Leading Others24Task ManagementA Model of the Core Competencies of Task Management25Task Management Dim
4、ension26Examples of Excellence in Task Management26Examples of Poor Task Management27Core Competencies of Task ManagementExecuting Tasks28Solving Problems29Managing Information and Material Resources30Managing Human Resources31Enhancing Performance32Situations Requiring Focus on Task Management33Inn
5、ovationA Model of the Core Competencies of Innovation34 Innovation Dimension35 Examples of Excellence in Innovation35Examples of Poor Innovation36Core Competencies of InnovationCreativity37Enterprising38Integrating Perspectives39Forecasting40 Managing Change41Situations Requiring Focus on Innovation
6、42Social ResponsibilityA Model of the Core Competencies of Social Responsibility43Social Responsibility Dimension44Examples of Excellence in Social Responsibility44Examples of Poor Social Responsibility45Core Competencies of Civic ResponsibilityCivic Responsibility46Social Knowledge47Ethical Process
7、es48Leading Others Ethically49Acting with Integrity50Situations Requiring Focus on Social Responsibility51IntroductionAlthough 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 detai
8、led model of leadership to aid in the development of leaders. This report describes competencies of leadershipvaluable 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 sho
9、rtcomings, 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 o
10、n 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 (st
11、udents, 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 Wagne
12、r (wagne1swcmich.edu). IntroductionFive dimensions of leadership competency are described in this report. Self Management Leading Others Task Management Innovation Social ResponsibilityA graphic depiction of this model is presented on page six. Although there are many things that leaders are expecte
13、d 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 expecte
14、d 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 dimen
15、sion, and e) Identifying situations that require focusing on that dimension.LEADERSHIPSelf-ManagementLeading OthersTask ManagementInnovationSocial ResponsibilityA Model of the Dimensions of Leadership Competency Time Management Goal Orientation Organization Skills Work Ethic Follow ThroughWork Habit
16、sLearningSELFMANAGEMENTWork Attitudes Initiative Effort Persistence Energy Independence Learning Strategies Intellectual Curiosity Continuous Learning Seeking FeedbackStress ManagementSelf Insight Self Control Stress Tolerance Personal Resiliency Work-Life Balance Adaptability Optimism Self Confiden
17、ce Self Awareness Humility Suspending PrejudicesA Model of Core Competencies for Self-ManagementSELFMANAGEMENTSelf Management DimensionGood leaders know their own values, strengths, and limitations and are able to control their emotions and behaviors. They must strive for personal development by eng
18、aging 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-ManagementA sales man
19、ager 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 a
20、nd 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
21、 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
22、 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 beca
23、use 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.SELFMANAGEMENTExamples of Poor Self-ManagementA student was asked to head a committee to raise funds for an upcoming group tr
24、ip. 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 presidents
25、 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 im
26、provement. 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 skill
27、ed at managing her academic and organizational duties, she regularly handed in reports late, missed meetings, and attended none of the groups social activities. When the organizations president questioned her about this poor performance, she made excuses about the late reports and said she felt hara
28、ssed. She began badmouthing the group and its members to other students. Eventually, she resigned the office and left the organization.SELFMANAGEMENTCore Competencies of Self-ManagementWork Habits Time Management: Making good use of time by organizing, prioritizing and scheduling tasks. Goal Orienta
29、tion: Setting and attaining specific and challenging goals for oneself. Organization Skills: Organizing ones responsibilities and performing them in an efficient manner. Work Ethic: Being diligent to ensure the successful completion of tasks related to ones job as a leader. Follow Through: Ensuring
30、that ones promises are realized in behavior; doing what one said one would do.SELFMANAGEMENTCore Competencies of Self-ManagementWork Attitudes Initiative: Initiating tasks and taking on new challenges. Effort: Exerting oneself to complete tasks successfully and achieve goals. Persistence: Enduring i
31、n ones 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.SELFMANAGEMENTCore Competencies of Self-ManagementStress Management Self Control: Controlling ones emotions e
32、ven 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 ones non-work life on work life and vice-versa.
33、Adaptability: Adapting to changing or dynamic situations.SELFMANAGEMENTCore Competencies of Self-ManagementSelf-Insight Self Confidence: Believing in ones self and in ones ability to perform a successful job as a leader and acting accordingly. Self-Awareness: Assessing ones success in learning or wo
34、rking activities and being honest about said judgments. Knowledge of ones strengths and weaknesses and knowledge of ones 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 ones wort
35、h and ability to admit to ones mistakes. Suspending Judgment: Keeping ones personal beliefs and biases from overly influencing ones decisions.SELFMANAGEMENTCore Competencies of Self ManagementLearning Learning Strategies: Learning new techniques for developing oneself through the use of multiple app
36、roaches. Intellectual Curiosity: Valuing learning and seeking situations to increase ones knowledge. Continuous Learning: Keeping informed on updates to ones profession and leadership in general. Seeking Feedback: Willingness to seek feedback on ones performance as a leader and to use the feedback t
37、o learn and grow as a leader.SELFMANAGEMENTSituations Requiring Focus on Self Management Importance of Individual Goal Setting: When an organization requires itsmembers to periodically set their own goals, organization skills, timemanagement, and self-awareness are particularly important. Role Confl
38、ict: When an individual has to deal with conflicting duties as part of their job as a leader, a variety of self-management competenciesmay become very important. These include stress tolerance, resilience, andprioritizing demands. Role Overload: If there is an inconsistency between the expectations
39、of others and ones 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 ow
40、n 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. Req
41、uired 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 Discuss
42、ion Public Speaking Developing External Contacts Communicating Outside the OrganizationCommunicatingInterpersonalAwarenessInfluencingLeadingOthers Psychological Knowledge Social Orientation Social Perceptiveness Service Orientation Nurturing Relationships Cooperating Persuading Resolving Conflicts/N
43、egotiating Empowering Inspiring Political SavvyDevelopingOthersMotivatingOthers 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,
44、Developing and InstructingA Model of Core Competencies for Leading OthersLEADINGOTHERSLeading Others DimensionLeaders 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 lis
