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February 21, 2011

Impact3 JMU Leadership Competency Model

1- Communication
Effectively communicates by actively sharing information with others; clarifies and synthesizes complex messages and information, reduces information overload and regularly practices active/empathic listening. JMU leaders must present ideas, information, and values effectively whether in writing, in person, or in group settings. In addition, they must know when to communicate and demonstrate an understanding of the importance of the context and culture in which they communicate. Leaders at JMU should help people feel informed. 1A Listens effectively: Truly engages in conversation through active listening, empathic listening, provision of feedback, clarification, and asking of probing questions. Acknowledges, retains, and uses feedback when appropriate. Strength
Makes eye contact, provides verbal responses indicating understanding, and uses other nonverbal behaviors that indicate support for the speaker. Practices empathic skills by reflecting both content and feelings simultaneously and by refraining from responding when not appropriate. Avoids advising during the act of listening. Recalls information well.

Developmental Need
Does not make eye contact while listening and neglects to provide visual clues that the message being sent is understood. Interrupts, particularly to advise. Does not reflect content and/or feelings to assure understanding. Conveys a lack of sincerity. Forgets information shared. Typically spends more time talking than listening.

1B Discerns: Recognizes the need to honestly communicate. Subsequently knows what, how, when, where, why, and with whom to communicate. Confirms that the message is effectively communicated throughout the unit. Seeks advice and counsel in doing so. Strength
Communicates regularly in a variety of ways including person-to-person, public speaking, email, conventional mail and more novel approaches. Talks about the importance of empowering and supporting effective communication skills throughout the unit. Visits employees at all levels and questions them about their understanding of unit and university issues after communication has been initiated.

Developmental Need
Communicates only with those who report directly to him/her. Relies solely on others to determine the what, when, how, where and why of communication. Takes no action to follow up after communication has been initiated. Is silent when communication is needed.

1C Actively shares information: Assures that pertinent information is made available to collaborators through various means; communicates in the affective and cognitive domains; inspires through communication. Strength
Designs multiple systems to communicate information that suits a variety of constituents. Takes initiative and freely shares the maximum amount of information to those who need or have a desire to obtain it. Regularly shares information face-to-face.

Developmental Need
Over-relies on one tried and true method to disseminate information. Avoids sharing information for fear that it will create other problems. Relies on the grapevine - utilizing unofficial channels of communication to disseminate information. Seldom shares information in person, relying heavily on email and memos.

1D Presents effectively: Has the ability to present information in a clear, relevant, and effective manner to groups and individuals; translates language specific to own field and simplifies complex information and ideas such that the audience does not feel overwhelmed with information. Strength
Voice is strong and clear when speaking. Uses easily understood diagrams and short phrases to convey complex concepts. Audience shares positive comments about presentations provided by the leader. Presentations are interesting and interactive. Understands and makes use of the power of story/narrative.

Developmental Need
Speaks with a weak, difficult-to-understand voice and confuses people when attempting to explain complex thoughts. Does not understand or use a variety of audio/visual equipment including multimedia, electronic projection equipment, flip chart, white board, etc. Does not use illustrations effectively. Audience voices frustration about presentations provided by the leader.

1E Writes clearly and concisely: Considers context and relevant audience and then tailors written communication in a way that clearly conveys complex information. The writer is sensitive to the limitations of written correspondence. Strength
Conveys complex thoughts in writing such that readers convey understanding of the material. Written correspondence and reports are used to convey appropriate information. Writes executive summaries that satisfy readers needs. Writes concisely.

Developmental Need
Normally cannot present an effective argument in writing and, as a result, readers voice frustration at written material. Uses email for controversial correspondence that evokes intense emotion. Does not pursue or achieve the publishing of written material.

February 21, 2011

2- Shared Vision
Works collaboratively to envision the ideal future in support of JMUs mission/vision/values and actively enlists the support of others to realize the vision. Gets people excited about the future. 2A Sets direction: Collaboratively creates an image of the future for the common good and then develops a strategy for attaining that future by involving others in the process such that they feel a connection or ownership in the vision. Strength
Constituents can describe the image of the units future and ways it supports the JMU Mission/Vision/Values. After involving others in its development, the leader often refers to the strategy and speaks about how it is related to the vision. The leader paints visual images of the vision often using narrative and metaphor.

Developmental Need
Constituents cannot articulate the vision using language that evokes effective imagery. The leader seldom refers to strategy and does not link it to a vision. The leader creates the vision and strategy without involving others.

2B Helps others visualize the future: Is able to communicate in such a way that people feel encouraged to pursue change and develop a sense of excitement about achievement of the unit and university mission/vision. Is inspiring and optimistic. Strength
Demonstrates enthusiasm, optimism, and passion for the future being described by the mission and vision. Celebrates achievements openly and regularly. Continually talks and writes about the mission, vision, and objectives. Regularly asks questions of subordinates and listens to gauge their feelings, concerns, and fears about the future being described.

Developmental Need
Tends to use an authoritarian leadership style, reflecting a my way or the highway approach. Uses punishment when employees fail at good faith efforts to improve. Communicates mission, vision, or objectives as if they are relegated only to the realm of upper administration and necessary evils for sub-units. Mocks the process.

2C Communicates vision: Describes the vision in rich detail to collaborators, reflecting the understanding that people have various learning preferences. Strength
Constituents who hear the leader speak about the vision report that they are moved or inspired by his/her words. Uses metaphor to describe the vision. Speaks in a more energetic/enthusiastic vocal tone when describing the vision.

Developmental Need
Rarely speaks about vision. Speaks about the vision in a matter-of-fact way rather than using descriptive metaphor. Speaks about vision as an afterthought.

2D Conceptualizes the vision: Creates enticing mental images in the mind, impressions and representations of what and where the unit will someday be. Willing to define high goals or big visions that support the university mission/vision/values and create excitement. Strength
Articulates vivid images and feelings on a regular basis. Speaks about various influences on the unit. Constituents report that they are hopeful about the unit and JMUs future, especially after hearing the leader speak.

Developmental Need
Articulates concepts that are difficult for people to grasp or that they report are confusing. Seldom speaks about his/her positive feelings about the unit. Constituents are neutral about the units future and report that the leaders remarks are routine or unexceptional.

2E Creates organizational alignment around the vision: Creates systems that support constituents efforts to realize the vision. Creates an environment where decisions and actions are congruent with the vision. Strength
Constituents can articulate a relationship between tangible results and the unit vision. Constituents can speak about their part in making the vision real, connecting the unit vision to JMU mission/vision/values. Policies and procedures support adoption of the vision.

Developmental Need
Organizational results do not seem to relate to the stated vision. Constituents cannot articulate how their work relates to the organizational vision. Some policies, procedures, or processes seem at odds with achievement of the vision.

February 21, 2011

3- People Orientation
Regards people as critical to the university and expresses that value clearly. Respects, engenders trust, mentors, counsels, demonstrates empathy, and promotes a balance between personal and professional life. 3A Engenders trust: Behaves in a fair and consistent manner and communicates in such a way that people are inspired by the leaders authenticity and integrity, understand the mission, and enjoy the team cohesiveness. Challenges others and is open to challenge. Follows up and provides feedback or action to employee requests. Tells the truth. Strength
Tells the truth even when that is difficult or creates a confrontation. Helps others face reality by writing and speaking accurately about the teams performance and obstacles to success. Communicates clearly about the ethical standards of the team, including the discussion of honesty, accountability, and adherence to law and policy in job descriptions. Asks those he or she leads to honestly evaluate his or her performance as a leader. Protects information told in confidence appropriately.

Developmental Need
Speaks negatively about others in front of those he or she leads. Speaks most often about what must be done or how it must be done rather than why it is done. Uses e-mail or memos to correct those he or she leads. Reveals confidential information inappropriately.

3B Pursues individual and organizational learning Demonstrates the desire and ability to acquire and to direct staff in acquiring desired knowledge and skills such that the unit is successful in fulfilling its mission, vision, and objectives. Encourages learning and professional development frequently. Strength
Rewards subordinates who pursue training and growth. Frequently talks about learning. Presents frequent opportunities for others to gain knowledge or expertise in new subject areas. Looks for ways to harness university resources (as a learning community) to learn and to encourage others to learn.

Developmental Need
Criticizes new ideas when they are presented. Discourages others from leaving the workplace to be trained, often stating that there is too much work to be done. Speaks with apparent pride at a lack of interest in electronic and computer technology. Tends to use old systems and problem solving methods.

3C Coaches, encourages, and counsels: Actively pursues the best interests of people and the unit by consistently suggesting instruction, support and encouragement, understanding the persons personal and professional development as critical to the units success and focusing on relationship building. Provides timely and reliable feedback including reward and recognition. Supports thoughtful risk- taking. Strength
Meets regularly with employees one-on one to encourage success and offer guidance and correction. Conducts celebrations when important tasks are accomplished or objectives are met. Tells those he or she leads when they have performed well and thanks them. Rewards and honors those he or she leads in front of others.

Developmental Need
Generally communicates with those he or she leads only when they have done something wrong. Makes comments such as a paycheck is all the thanks you should need. Tends to talk about his or her own tasks as more important than such people issues as celebrating, learning, performance evaluation, etc.

3D Demonstrates empathy Actively and frequently demonstrates real respect, understanding, and care for people, having appreciation for the whole individual with consideration for lifestyle issues, family demands, health and well-being. Talks about and helps foster each individuals pursuit of work/life balance. Strength
Sends birthday cards, thank you notes, and encouragement notes to those he or she leads. Regularly asks those he or she leads about their lives outside of the workplace. Demonstrates such communication skills as smiling, maintaining good eye contact, and paraphrasing when communicating with those he or she leads. Regularly asks team members about their workload and discusses the importance of maintaining a professional/personal life balance.

Developmental Need
Discourages leave requests or frequently responds that their taking leave is an inconvenience to the unit. Talks in terms of keeping the work life completely separate from the personal life. Insists on absolute adherence to policies and procedures even during occasional times when they could be relaxed for the benefit of an individual.

February 21, 2011

4- Teamwork
Maintains cohesive and mutually supportive teams, fosters an open and honest working environment, and encourages collaboration across unit divisions so that the unique talents of individuals are combined to result in synergy that promotes unit and university success. 4A Builds and maintains productive teams: Builds a staff of people who value a team philosophy, trains staff to work collaboratively, and practices shared decision-making. Also values individual thought and avoids groupthink. Corrects those whose behavior threatens the cohesiveness, unity, and productivity of the team. Strength
Hires team members who value a team philosophy. Trains team members to work collaboratively. Establishes shared mission, vision and goals. Practices shared decision-making.

Developmental Need
Hires individuals with an overemphasis on experience or skills without considering their fit with the team. Trains primarily for individual/personal growth and development. Emphasizes individual goals. Makes decisions without involving team members.

4B Creates an honest and open working environment: Consistently solicits feedback and ideas, fosters open and honest communication, and promotes decisions that are the best for the university. Informs team of negative or negatively perceived issues or decisions in an honest, respectful manner. Strength
Solicits feedback from team members and genuinely listens. Views team conflict as a way to deepen relationships. Models open and honest communication. Supports and promotes decisions that are the best for the team.

Developmental Need
Is defensive if others disagree with ideas or decisions. Keeps secrets, withholds information, is not open to other ideas and is not honest in dealing with others. Only supports self-initiated ideas/decisions.

4C Fosters collaboration: Encourages team members to work toward common goals, effectively utilizes each individuals unique talents, evaluates, and rewards cross boundary collaborative team efforts. Strength
Identifies people to work on projects/tasks that allows them to use their unique gifts and abilities. Asks for input on all aspects of the unit that directly affect the team. Rewards team efforts. Talks and teaches about effective collaboration and teamwork.

Developmental Need
Randomly assigns team members to projects, regardless of their abilities. Values the work of the individual over the team and creates a competitive environment. Only asks for input when the leader doesnt know the answer. Primarily rewards individual efforts.

February 21, 2011

5- Diversity of People and Ideas

Values differences and demonstrates respect for all persons. Utilizes and honors attributes of constituents to most effectively fulfill the mission of the university. Solicits ideas from people, learning from and incorporating their different perspectives, ideas, and experiences into new initiatives. 5A Works well with a diverse population: Effectively works with and respects a diverse population; values their unique roles and perspectives. Strength
Is comfortable working with a diverse group of individuals. Creates a welcoming environment for all types of people. Respects the ways in which individuals present themselves based upon their diversity. Asks questions of those different from themselves to enhance personal learning. Seeks opportunities to interact with a diverse group of people.

Developmental Need
Is nervous or uncomfortable working with a diverse group of individuals. Creates an environment of personal comfort at the expense of those who are different. Is critical if people present themselves differently than the leader does. Does not ask questions of those different than themselves to enhance personal learning. Avoids situations in which a diverse group of people will be present. Surrounds themselves with like-minded people.

5B Conducts personal self-assessment: Accurately assesses ones comfort level, growth, and development related to the differences of others and seeks opportunities to improve in areas of consideration. Strength
Participates in cross-cultural learning opportunities. Seeks people to serve on teams who are culturally different. Makes an honest assessment of personal biases and obstacles and sets personal improvement goals to address weaknesses.

Developmental Need
Avoids cultural learning opportunities. Does not consider cultural differences in decision-making. Has a why cant they just be more like me approach.

5C Values diverse opinions: Solicits experiences and perspectives from diverse people that challenge traditional thought. Recognizes the contribution of ideas by individuals. Strength
Talks about the diversity of ideas and its importance to unit success. Creates opportunities for people to share ideas in an open environment. Listens to the different ideas to inform the best decisions.

Developmental Need
Does not ask for input but assumes members of the unit will speak up without being asked. Sees diversity as a necessary evil. Disregards feedback. Only allows diverse thought as it relates to less important matters and decisions.

5D Creates a diverse team: Creates a team that represents a diverse base of ideas, perspectives, and experiences; but also shares an equal sense of responsibility for accomplishing the unit mission. Fosters a team of unique individuals where difference is valued and the vision and purpose of the unit and university are pursued as one. Strength
Intentionally hires people with diverse ideas, perspectives and experiences. Hires individuals who conduct themselves according to the values of the unit. Encourages diverse opinions in formal and informal settings.

Developmental Need
Hires people who are very similar. Hires people without consideration of whether or not they represent a fit with the universitys culture and values. Is defensive or uncomfortable when diverse views are presented.

February 21, 2011

6 - Expertise
Demonstrates academic, technical and/or professional expertise. Maintains appropriate credentialing and pursues advanced learning. Actively pursues learning. Stays current. Is seen as a leader in their given field and a serious student of leadership. 6A Pursues learning and research: Stays current with the most recent research and learning in the field of expertise as well as the field of leadership. Exceeds the universitys expectations for research, writing, and/or professional development. Maintains appropriate credentials and certifications. Strength
Maintains current appropriate credentialing and/or certification. Is seen by peers as an expert in his or her field of interest as well as the study of leadership. Invests time in reading and writing. Is considered well-read.

Developmental Need
Accomplishes just what is minimally expected. Talks about professional development being a waste of time. Stays focused in a few narrow fields of study without pursuing new learning experiences.

6B Makes sound, timely decisions: Uses consistent logic, creativity, and good judgment; considers unit and university mission, vision, and values in decision-making; appropriately discerns between quick decisiveness and slower, more reflective approaches. Identifies the problem, gathers facts, seeks advice and counsel, develops various courses of action, tests, builds consensus, communicates and evaluates. Strength
Frequently asks why? and questions others about effectiveness and efficiency. Tone of voice is elevated and cadence is slightly rapid when questioning, indicating a helpful and supportive demeanor. Speaks the belief that mistakes are necessary for success. Talks about the connection between individual decisions and mission/vision/values.

Developmental Need
Tends to take things at face value without investigating. Always makes quick decisions, even when a more thoughtful approach is more appropriate. Jumps to solving problems before truly understanding cause.

6C Manages ambiguity: Understands and accepts problems that are not clearly defined and utilizes all available skill and resources to make timely decisions related to them. Does not avoid the associated issues and sticks with the resultant decision. Combines quick decision making with a slower, more thoughtful process. Understands and accepts the political process in making decisions. Strength
Utilizes individuals from up, down, and across the unit at various times to obtain advice about various decisions. Utilizes a variety of information sources to make decisions. Expresses willingness to tackle any problem.

Developmental Need
Avoids making decisions about some problems that do not have concrete or simple solutions. Attempts to make decisions without consulting others or utilizing information resources on campus. Frequently expresses negative consequences associated with the possibility of making a wrong decision. Is easily frustrated when a decision cannot be characterized as black or white.

6D Identifies and collaborates with relevant stakeholders: Identifies relevant stakeholders, determines the specific relationship(s) that exists with the stakeholders, and is proactive at establishing and developing a relationship with them. Collaborates with varied stakeholders, identifies and balances their unique needs, gains consensus among stakeholders, all of which results in a more effective relationship between the stakeholders and the university; moving the entire unit toward its specific mission in support of the universitys mission. Strength
Identifies the constituents who relate most directly to the unit and/or university and who determine its success. Determines the specific relationship the constituent has with the unit and/or university. Modifies constituent list and relationships as internal and external factors impact the constituent base. Understands the needs and desires of particular constituent groups and the universitys role in meeting those needs. Develops sound relationships through listening, working to solve problems, following- through and providing opportunities for involvement.

Developmental Need
Does not identify who the constituents are. Does not determine the specific relationship the constituents have with the unit or university. Does not feel it is necessary to know who the constituents are, maintaining an internal focus. Does not invest the time or energy to glean an understanding of the needs and desires of constituents. Sees constituent groups as getting in the way of doing the job Is not sensitive to the differing amounts of influence constituent groups have, and either treats them the same or ignores them Does not assess constituent satisfaction.

February 21, 2011

7 - Change Leadership
Understands that, at its core, leadership concerns change and that the leaders primary role is to encourage people to progress, growing systematically closer to the achievement of the universitys mission and vision. 7A Reflects an openness to unit and university change Pursues positive growth and change. Demonstrates the ability to vary leadership and management methods and university procedures in response to a changing environment or circumstances. Talks about accepting change and the importance of continual positive change. Strength
Discusses various scenarios when developing solutions to problems. Reflects a calm and confident demeanor when faced with unexpected change. Helps challenge others by encouraging them to view change, particularly unexpected change, as an opportunity to succeed. Alters processes and procedures in response to change. Adapts well.

Developmental Need
Openly vents frustration concerning change in the presence of those he or she leads. Uses a one-size-fits-all approach to making decisions. Moves forward with existing plans even when change renders them ineffective. Is distracted and inefficient in the face of change.

7B Challenges existing procedures and processes Analyzes existing unit and university wide systems and is able to effectively identify challenges and hindrances impeding achievement of mission, vision, and objectives. Develops and implements solutions and improvements. Is known as innovative. Strength
Clearly describes the complexities of how the unit works. Leads others in discussions aimed at determining the motivation for policies, processes and procedures in order to consider improvements. Articulates the difference between change for changes sake and progress toward greater excellence. Conceptualizes and develops new ideas, products, processes and procedures.

Developmental Need
Normally tends to ask why change? more than why not change? Tends to make decisions that prioritize organizational ease and simplicity over customer satisfaction or success. Takes a laissez-faire approach to analysis and change.

7C Manages risk Incorporates risk into planning and processes. Makes it safe for staff to try and fail. Develops contingency plans. Strength
Openly encourages subordinates to try new approaches - In the interest of growth. Speaks in terms of failure as a natural part of organizational life. Articulates an understanding of the forces that oppose progress. Creates an environment that is safe for risk and change. Regularly rewards risk-taking behavior in pursuit of the mission/vision/objectives.

Developmental Need
Nonverbally displays anger when a subordinate attempts a new process or idea and fails initially. Is slow to make decisions, attempting to find the perfect solution for self-protection. Makes a majority of decisions that reflect a greater concern for personal security/safety than for organizational growth and progress. Tends to rely only on tried and true methods and processes at the expense of personal and organizational development.

February 21, 2011

8 - Execution
The leader is a person who gets things done, both through a strong personal work ethic as well as the ability to motivate others toward significant accomplishment. Produces, performs, improves, achieves. 8A Gets observable results in pursuit of mission and vision: Encourages setting and accomplishing relevant new goals, objectives, and tasks; effectively accomplishes work on time and within budget. Strength
Meets deadlines consistently. Writes goals down and tracks progress. Rewards subordinates for accomplishing goals and tasks and meeting deadlines. Conducts productive meetings. Delegates assignments effectively so that tasks are accomplished with excellence and on time. Gets things done.

Developmental Need
Procrastinates. Openly complains about new tasks or assignments. Tends to work most effectively only on pet projects, spending the most time on those regardless of their importance to the unit or university. Too frequently produces flawed work. Reacts to goal setting with cynicism.

8B Plans and organizes to accomplish objectives: Takes time to think about the future and its impact on area of responsibility. Goals and objectives are developed at times by including stakeholder input where appropriate. Manages time and work in such a way that progress is consistent. Sets priorities both for self, the unit, and the university. Provides resources, guidance, and time to employees to accomplish objectives on time and to the given standard. Strength
Implements planning sessions including others where goals and objectives are discussed. Articulates a strategy and future trends related to the unit. Understands and can explain the planning process at JMU. Meets self- established work deadlines. Recognizes and rewards well- organized work.

Developmental Need
Speaks only of current but not future trends related to the unit. Goals and objectives are developed in isolation. Cannot explain the steps or function of the JMU planning process. Makes frequent errors in data or written material. Must be coerced to set, write, and track goals.

8C Commits to excellence: Regularly analyzes work produced and makes continuous improvements in support of the unit and universitys mission and vision. Strength
Asks stakeholders or customers to evaluate unit performance and makes positive changes based on that feedback. Talks about the concept of quality and translates it so that others understand how it applies to their work. Speaks honestly about unit failures in terms of how they can be prevented in the future. Conducts honest and helpful performance evaluations, even when that requires correcting employee performance. Discusses accountability and sets processes in place to track performance.

Developmental Need
Tends to analyze internal process based on internal ease or efficiency rather than customer satisfaction. Inflates performance evaluations for convenience. Avoids conflict or confrontation Tends to perform only to minimum acceptable standards based on law or policy. Uses inaccurate job descriptions, employee work profiles, and performance evaluation materials.

8D Serves: Promotes the importance and methods of meeting the needs of others who are significant to the leaders professional area. Strength
Talks to those he or she leads about the importance of being concerned about others needs (constituents, students, customers, etc.) above the needs of themselves or the unit. When talking about the units objective(s), frequently uses words such as support, help, serve and assist. Asks constituents, stakeholders, customers or students how the unit can be more effective at meeting their needs. Trains those he or she leads about how to serve others.

Developmental Need
Makes decisions that reflect the units own needs, concerns, or processes as the most important priority. Mocks notions of service and self-sacrifice in the workplace. Uses language that reflects a hierarchy in which the leader or the unit is of more importance than others customers, constituents, students, etc. Complains frequently.