development council - … · slcec and the metro orlando economic development commission ... •...

INTERNATIONAL ECONOMICDEVELOPMENT COUNCIL

Prepared byCOLARELLI, MEYER & ASSOCIATES (CMA)

7751 Carondelet Avenue, Suite #302Saint Louis, MO 63105

Funded byTHE INTERNATIONAL ECONOMIC DEVELOPMENT COUNCIL

734 15th St. NW, Suite #900Washington, DC 20001

© IEDC 2012

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This publication may not be modified, diffused or reposted in any respect.

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INTERNATIONAL ECONOMIC DEVELOPMENT COUNCIL

IEDC is the world’s largest membership organization serving the economic development professionwith 4,200 members, and a network of over 25,000 economic development professionals andallies. From public to private, rural to urban, and local to international, our members represent theentire range of economic development experience. Through a range of services, includingconferences, training courses, webinars, publications, research and technical assistance e!orts weare striving to provide cutting-edge knowledge to the economic development community and itsstakeholders. For more information about IEDC, visit www.iedconline.org.

Jay C. Moon, CEcD, FMPresident and CEOMississippi Manufacturer Association Chairman of the BoardInternational Economic Development Council

Dennis G. Coleman, CEcD, FMPresident and CEOSt. Louis County Economic Council Immediate Past Chair of the BoardInternational Economic Development Council

Je!rey A. Finkle, CEcDPresident and CEOInternational Economic Development Council

© Copyright 2012 International Economic Development Council

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CONTENTS

PROJECT OVERVIEW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

DEFINING A COMPETENCY MODEL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

HOW TO USE THE COMPETENCY MODELS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

OVERVIEW OF ECONOMIC DEVELOPMENT LEADERSHIP COMPETENCY MODELS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Executive Economic Development Competency

Model Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Professional Economic Development Sta! Competency

Model Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

ECONOMIC DEVELOPMENT LEADERSHIP COMPETENCY GUIDES . . . . . . . . . . . . . . . . . . . . 9

1. Individual Talent Acquisition: Selecting Talent. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

2. Individual Talent Acquisition: Self-Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

3. Individual Talent Acquisition: Ticket to Entry vs. Developmental . . . . . . . . . . . . . . . . . . . . 12

4. Individual Talent Development: Self-Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

5. Individual Talent Development: Developmental Planning Guide . . . . . . . . . . . . . . . . . . . . 17

APPENDICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Appendix I - Executive Competency Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Appendix II - Professional Economic Development

Sta! Competency Model. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

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PROJECT OVERVIEW

Today, economic development organizations (EDOs) operate in challenging times marked byintense competition, reduced funding and rapidly changing priorities. Economic developers needto continually refine their skills in order to secure and enhance their community’scompetitiveness. Yet, for a profession as dynamic as economic development, one that drawsfrom a wide range of professional backgrounds and expertise, it can be confusing forpractitioners to determine what skills they need to develop in order to progress in their careers.This is true not only for entry level and mid-career professionals, but also for senior leadership.

This document was designed to help individuals and organizations understand the corecompetencies that are necessary for success in economic development. Initiated by 2011 IEDCChair Dennis Coleman, the goal of the project was to establish a set of guidelines, orcompetencies, for economic development organizations to follow when evaluating currentemployees and recruiting new employees. These were enumerated into two models that clearlydefine the common individual leadership competencies of: 1) high performing executive-level,and 2) high performing professional sta!-level members working in the economic developmentprofession, now and in the future.

The leadership competency models enable EDOs to establish leadership development systems(selection, assessment, development, performance management, succession planning) that canthen be aligned to support the development of these competencies increasing the overallindividual and organizational performance. They also serve as a guide for those interested indeveloping the skills, from entry to executive-level, to be a successful economic developmentprofessional.

In December 2010, IEDC retained the services of Colarelli, Meyer & Associates (CMA) to assistin the development of these leadership competency models for economic developmentprofessionals. A taskforce comprised of IEDC members collaborated with CMA over a period of6 months to develop models unique to the economic development profession. Once theleadership competency models were established, CMA developed a pilot program to test themodels with four IEDC member organizations.

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PILOT PROGRAM Four IEDC member organizations were selected to participate in a pilot program designed totest the viability of the models. Each member organization agreed to follow the competencymodel guidelines provided by CMA as they applied to the unique circumstances of theirindividual organizations.

The following EDOs participated in the pilot program:

• Fond du Lac County Economic Development (EDC), Fond du Lac County, Wisconsin

• St. Louis County Economic Council (SLCEC), St. Louis County, Missouri

• Metro Orlando Economic Development Commission, Orlando, Florida

• York County Economic Alliance (YCEA), York County, Pennsylvania

Each organization used the pilot guide to address its organization’s needs. Fond du Lac CountyEDC used the executive-level criteria in its search for a new president. Additionally, they used theprofessional model to evaluate the talents of their existing employees. This exercise allowed Fonddu Lac EDC to assess each individual’s skills and then develop a training plan to further developthe skills needed to meet the goals of the organization.

SLCEC and the Metro Orlando Economic Development Commission also used the models for talentacquisition and individual talent development. The guidelines allowed each organization to identifytheir employees’ individual strengths, as well as individual opportunities for development to meetthe demands of their respective organizational challenges.

YCEA had its own unique set of circumstances. It’s a new organization created by consolidatingthe York County Chamber of Commerce (YCCC) and the York County Economic DevelopmentCorporation (YCED). The merger made for a unique set of challenges as YCEA integrated YCCCand YCED employees into one organizational structure. All YCEA employees used the pilot guideto conduct self assessments, which were then compiled at the organizational level. The processhelped identify strengths, weaknesses, overlapping skill sets and capacity issues with theorganization. Ultimately, the pilot program helped YCEA better understand where individualstrengths lie within the organization, and led to restructuring and the development of trainingprograms to help it meets its organizational goals.

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DEFINING A COMPETENCY MODELA competency model defines the critical capabilities needed to be e!ective in one’s role giventhe organization’s future direction. Economic developers draw upon a wide variety of skills inorder to be successful. Yet, the specific skills necessary for an individual to be a successfulprofessional depends on multiple factors such as the organization’s mission, the individual's rolewithin the organization, and background knowledge and skills, among other considerations.

The models build on broadly defined competencies in the economic development profession.Ideally, models contain fewer rather than more competencies as more than 7-9 competenciesmakes the model more di"cult to use. However, these competencies encompass the core skillsthat are necessary for success in economic development. Additional competencies might beadded by organizations that have specific missions or individual job requirements.

HOW TO USE THE COMPETENCY MODELSIndividuals and EDOs can use the competency models by performing a series of assessments,captured in the Economic Development Leadership Competency Guides included in thisdocument. These guides can help an individual or the organization better understand theirstrengths, challenges, and opportunities. The intelligence developed as part of theseassessments essentially serves as a pathway for a higher level of individual and organizationalperformance.

At the individual level, the guides provide a mechanism to evaluate individuals for talent acquisition(i.e. recruitment) as well as individual talent development through self-assessment and assessmentby supervisor(s). Individual assessments conducted throughout the organization can be combinedto provide a review of organizational talent.

1. Individual Talent Acquisition• Use competencies as criteria for selecting and/or promoting talent.• Align interview guides with the competencies to ensure all relevant

competencies are covered. • Present the competency model to job candidates for

self-assessment. • Sort the competencies into “ticket to entry” verses

“developmental” competencies.

2. Individual Talent Development• Self-assessment.• Performance appraisal.• Developmental planning.

3. Organizational Talent Review• Organization-wide view of talent by competency.• View of talent at di!erent organizational levels.• Benchmark strengths for succession planning.• Strategic workforce planning and development.

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HOW COMPETENCY MODELS SUPPORT TALENT MANAGEMENTSuccessful organizations are able to attract and develop talented individuals as a means ofachieving their organizational missions. Competency models are an e!ective tool in understandingtalent needs in the organization and can serve as the first step towards recruiting and nurturingthat talent for success. The graphic below explains this in more detail.

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Copyright © CMA and Talent Management


OVERVIEW OF ECONOMIC DEVELOPMENTLEADERSHIP COMPETENCY MODELS

EXECUTIVE ECONOMIC DEVELOPMENT COMPETENCY MODEL OVERVIEWThe Executive Competency Model consists of the eight individual competencies outlinedbelow (Refer to Appendix I for more detailed descriptions of each competency):

1. Analysis and Decision-Making Skills - Make e!ective decisions and solve problems incomplex or ambiguous situations by gathering, diagnosing and judiciously analyzing theinformation about the situation and environment in order to identify and evaluate optionsand select the best course of action.

2. Economic Development Expertise - Understand the principles and general trends within theeconomic development industry. Demonstrate experience in economic developmentprograms. Speak the industry language to stakeholders.

3. Governance Skills - Build channels of information between all stakeholder groups. Providefeedback to the board. Look ahead and plan for the future business and leadershipsuccession.

4. Industry Vision - Stay abreast of economic development industry knowledge. Identifyopportunities for future growth. Think and act in an entrepreneurial manner.

5. Leadership and Influence - Inspire and influence by communicating a compelling vision ofthe future, conveying an executive presence and being su"ciently agile and self-assured tolead others e!ectively.

6. Management Skills - Manage the work of others by providing direction, structure, and clearexpectations; maintain an open flow of communication and a sense of urgency to driveresults; hold others accountable; develop others by providing timely and relevant feedbackand opportunities for development.

7. Relationships and Teaming - E!ectively build relationships with individuals and teams acrossthe organization by being inclusive, considerate and responsive to the needs of others; bycommunicating e!ectively, collaborating with others, and sharing resources; and by beingreceptive to feedback.

8. Responsibility and Achievement (Self Management, Ethical Integrity) - Demonstrateinitiative, commitment to excellence and e!ective self-management skills, including:responsibility, dependability, planning and organization, detail-orientation, and the ability tofollow through.

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PROFESSIONAL ECONOMIC DEVELOPMENT STAFF COMPETENCY MODEL OVERVIEWThe Professional Economic Development Sta! Competency Models consist of the 6 individualcompetencies outlined below (Refer to Appendix II for more detailed descriptions of eachcompetency):

1. Analysis and Decision-Making Skills - Make e!ective decisions and solve problems incomplex or ambiguous situations by gathering, diagnosing and judiciously analyzing theinformation about the situation and environment in order to identify and evaluate optionsand select the best course of action.

2. Industry Understanding - Aware of and interested in the economic development industry.Deeply learn service area(s). Develop professional capabilities.

3. Leadership and Influence - Inspire and influence by communicating a compelling vision ofthe future, conveying an executive presence (e.g., confidence, poise, connecting with others)and being su"ciently agile and self-assured to lead others e!ectively.

4. Relationships and Teaming - E!ectively build relationships with individuals and teams acrossthe organization and external stakeholders by being inclusive, considerate and responsiveto the needs of others; by communicating e!ectively, collaborating with others and sharingresources; and by being receptive to feedback.

5. Responsibility and Achievement (Self Management, Ethical Integrity) - Demonstrateinitiative, commitment to excellence, and e!ective self-management skills, including integrity,ethical behavior, responsibility, dependability and follow through.

6. Communications Skills - E!ectively communicates through verbal and written media to stakeholders.

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ECONOMIC DEVELOPMENT LEADERSHIPCOMPETENCY GUIDES

1. Individual Talent Acquisition: Selecting Talent

One of the common ways competency models can be used is for talent selection. This naturallyextends to selecting individuals to fill professional and executive roles. By assessing for theselected competencies in your hiring systems, you can better di!erentiate who may be a betterfit for the position, as well as who may be the top performer(s).

Step 1: Use the competencies as criteria to rate candidates during each step on the selectionprocess. You may want to edit the “Steps on the Selection Process” to align with yourrecruitment process. It is important to use a consistent rating scale, such as the 5-point scalebelow. You should have one sheet per candidate.

1-2 Below Standards 3-4 Meets Standards 5 Exceeds Standards

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Leadership & Influence

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PROFESSIONAL COMPETENCY STEPS IN THE SELECTION PROCESS


Step 2: Once all the steps in the selection process have been completed, develop the finalratings. While it may be tempting to simply average the scores in the line for each competency,this may not be the best approach. Some selection steps are better measures of a competencythan others. For example, the interview scores may carry more weight than the phone screening.Use the above ratings to guide your overall impression of the candidate for the position. Checkwhere appropriate.

Step 3: Look at the final competency scores for a candidate to get his/her overall rating. Usethe same 1-5 scale. The data used to develop the competency models did not yield any basisto di!erently weigh the competencies. For this reason, it may be appropriate to average thecompetency scores in the final column to get one measure of the candidate’s Overall Rating.

Step 4: Compare and contrast candidates. After the Overall Rating has been developed for eachcandidate, select the candidate who will receive a job o!er. Be careful in interpreting fractionsof a point in the Overall Rating as practical di!erences among the candidates. Generally, fullpoint di!erences (e.g., 3.55 vs. 4.55) would be seen as a clear di!erence. Small di!erences (e.g.,4.20 vs. 4.15) do not reflect clear di!erences. In these cases, executives will have to choosebetween two equally qualified candidates. If one or two specific competencies are veryimportant for this position, then the relative scores on those critical competencies may helpdetermine the preferred candidate.

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2. Individual Talent Acquisition: Self-Assessment

The self-assessment tool should be used by an organization to determine the areas of strengthand development through a self-evaluation of the competencies by a candidate. This processshould also give the candidate a realistic preview of the job they are applying for and therequirements involved.

Step 1: Just prior to the interview, ask the candidate to review the full competency modelincluding sub-competencies. Let the candidate know you will ask him/her to comment on thequestion in Step 2.

Step 2: During the interview, ask the candidate to report on the competencies that he/shecurrently has and those he/she would need to develop. Have a copy of the competency modelfor your use during the interview.

Step 3: Ask the candidate to describe behavioral examples or stories that demonstratecompetencies when the candidate claims to have that competency.

Step 4: Utilize this information as a part of your selection process.


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Analysis & Decision Making






PROFESSIONAL COMPETENCY SELF-RATING1 2 3 4 5


3. Individual Talent Acquisition: Ticket to Entry vs. Developmental

The list of competencies for professionals and executives are comprehensive and important.Fortunately, not all competencies may be required for entry into the organization; rather, some ofthem may be competencies that can be developed from on-the-job experience. It is ultimately thedecision of each organization to determine which competencies may be required for hire (i.e., “ticketto entry”), and which may be developed on the job or via other training. (i.e.,"developmental")

Step1: With a group of subject matter experts, examine the competency models you are using(professional, executive) and sort them into “ticket to entry” or developmental.

Step 2: Reconvene with the group of subject matter experts and discuss your selections for “ticketto entry” vs. developmental competencies. Use you ratings as a guide. If the group is struggling toagree, go back and individually rate the sub-competencies within the model.

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PROFESSIONAL COMPETENCY TICKET TOENTRY DEVELOPMENTAL








4. Individual Talent Development: Self-Assessment

The self-assessment tool should be used by existing employees of an organization to determinetheir strength and development areas through a simple self-evaluation of the competencies.Individual sta! members should assess themselves by following the steps below.

Step 1: Briefly looking at the competency definition page, record your perceived overallcompetency rating.


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EXECUTIVE COMPETENCY DEFINITIONS 1 2 3 4 5

Analysis and Decision-Making Skills - Makes e!ective decisions and solves problems in complex or ambiguous situations by gathering, diagnosing, and judiciously analyzing the information about the situation and environment in order to identify and evaluate options and select the best course of action.

Economic Development Expertise - Understands the principles and general trends within the economic development industry. Demonstrates experience in economic development programs. Speaks the industry language to stakeholders.

Governance Skills – Establishes excellent board relationships, keeps the board informed, plans e!ective board meetings and executes board directives.

Industry Vision - Stays abreast of economic development industry knowledge. Identifies opportunities for future growth. Thinks and acts in an entrepreneurial manner.

Leadership and Influence - Inspires and influences by communicating a compelling vision of the future, conveying an executive presence, and being su"ciently agile and self-assured to lead others e!ectively.

Management Skills - Manages the work of others by providing direction, structure, and clear expectations; maintains an open flow of communication and a sense of urgency to drive results; holds others accountable; develops others by providing timely and relevant feedback and opportunities for development.

Relationships and Teaming - E!ectively builds relationships with individuals and teams across the organization by being inclusive, considerate, and responsive to the needs of others; by communicating e!ectively, collaborating with others, and sharing resources; and by being receptive to feedback.

Responsibility and Achievement (Self Management, Ethical Integrity) - Demonstrates integrity and ethical behavior, initiative, commitment to excellence, and e!ective self-management skills, including responsibility, dependability, organizational skills, detail-orientation, and follow through.



Step 2: Rate yourself on each of the sub-competencies within the competency model on thefollowing scale. It is okay to deem a sub-competency as “Not Applicable”. Below is an examplefrom the executive competency model. The following is a sample from one competency.


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PROFESSIONAL COMPETENCY DEFINITIONS 1 2 3 4 5

Analysis and Decision-Making Skills - Makes e!ective decisions and solving problems in complex or ambiguous situations by gathering, diagnosing and judiciously analyzing the information about the situation and environment in order to identify and evaluate options and select the best course of action.

Industry Understanding - Aware of and interested in the economic development industry. Deeply learns service area(s). Develops professional capabilities.

Leadership and Influence - Inspires and influences by communicating a compelling vision of the future, conveying an executive presence (e.g., confidence, poise, connecting with others) and being su"ciently agile and self-assured to lead others e!ectively.

Relationships and Teaming - E!ectively builds relationships with individuals and teams across the organization and external stakeholders by being inclusive, considerate and responsive to the needs of others; by communicating e!ectively, by collaborating with others and sharing resources; and by being receptive to feedback.

Responsibility and Achievement (Self Management, Ethical Integrity) - Demonstrates integrity, ethical behavior, initiative, commitment to excellence, e!ective self-management skills, responsibility, dependability and follow through.

Communication Skills - E!ectively communicates through verbal and written media to stakeholders.

RELATIONSHIPS AND TEAMING 1 2 3 4 5

Develops e!ective relationships and open channels of communication with each stakeholder group, owners of potential projects, resource groups, media, etc.

Understands the needs, goals and motivations of external stakeholder groups (i.e., the community) as well as internal supervisors, peers and direct reports.

Identifies and proactively manages competing needs, goals and concerns among stakeholder groups and communities.

Works e!ectively with business owners, executives, elected o"cials, etc.

Recognizes, articulates and resolves conflicts and di!erences of opinion among stakeholder groups.

Manages own emotions and responds e!ectively to strong emotional reactions of others.

Builds an e!ective executive team within the organization.

For each sta! member, knows strengths and areas of development.

Works e!ectively with stakeholder groups (e.g., special interest groups, workforce development, community colleges, universities, hospitals, research institutions, citizen groups, etc.)..


Step 3: Once you have rated each of the sub-competencies, average the ratings to determinean overall rating for the main competency.

Step 4: Compare your initial rating from step 1 with the overall rating you derived from step 3.If di!erent, reflect on the sub-competencies that may have changed the rating in step 3. Recordyour final rating.

Step 5: Examine your self-ratings to identify your strength and developmental areas.


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EXECUTIVE COMPETENCYSELF-RATING

1 2 3 4 5







PROFESSIONAL COMPETENCYSELF-RATING

1 2 3 4 5


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Step 6: Now that you have identified your strengths and development areas, take this a stepfurther:

6a: How am I going to better use my strengths?6b: How will I address my development areas?

Strengths & Development Areas

Development Goals & Plans

Development Goal:

Success Criteria:

RESOURCESThe resources below can be used for strengthening performance.

FYI: For Your Improvement, A Guide for Development and Coaching (4th Edition) byMichael Lombardo and Robert Eichinger

Successful Manager’s Handbook by Susan Gebelien, Kristie Nelson-Neuhaus, CarolSkube and David Lee.

Executive Development: Preparing for the 21st Century by Harper Moulton and Arthur Fickel

STRENGTHS DEVELOPMENT AREAS

1. 1.

2. 2.

3. 3.

DEVELOPMENT ACTIONS PLANNED: DATEPLANNED:

DATECOMPLETED:

1.

2.

3.


5. Individual Talent Development: Developmental Planning Guide

Talent development is a process of assessing the competencies of an employee and activelydefining the individual’s potential with the organization’s objectives.

Step 1: Rate your subordinate/direct report on each of the competencies.


Step 2: Have your subordinate/direct report perform a self-assessment.

Step 3: Compare your ratings and the subordinate/direct report’s ratings. Highlight areas thatare 1.5 points or more apart.

Step 4: Have a conversation with your subordinate/direct report to reach agreement on theratings. Topics may include education, career experiences, where they have learned or appliedthis competency, what they are most proud of, career goals, how they plan to achieve careergoals.

Step 5: Rank order the subordinate/direct report’s competency level from strongest to weakest.

Step 6: Now discuss the utilization of strengths and developmental areas.

For a Bench Strength Analysis, repeat the previous steps for all members of your team andenter their ratings in the chart below. Average the rows to get an indication of the team’sstrengths and weaknesses. Average the columns to get an indication of each person’s currentability to contribute.

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PROFESSIONAL COMPETENCY 1 2 3 4 5













PROFESSIONAL COMPETENCYSubordinates/Direct Reports

A B C D E

Team Strengths & Development Areas


APPENDICES

APPENDIX I - EXECUTIVE COMPETENCY MODEL

A. Analysis and Decision-Making Skills

• Understands large and complex economic development projects that may extend overmany years. Has executive, strategic, and long-term critical thinking capacity.

• Can absorb, analyze and retain large amounts of economic, business, demographic andpeople relationship data.

• Has strong mental agility; can readily shift from tracking one person to another person, shiftacross tasks, projects, etc.

• Recognizes themes, patterns and trends in disparate data. • Is flexible and open to ideas, opinions, and perspectives.• Is able to e!ectively make judgments based on intuition, experience and data. • Probes and digs for follow-up and additional information.• Can make decisions and judgments e!ectively in ambiguous situations.• Integrates own and others’ ideas into a cohesive perspective and plan of action. • Develops logical approaches and sequences of steps to move an opportunity or project

forward in the economic development process.• Anticipates the impact of behaviors, actions and decisions on multiple stakeholder groups.

B. Economic Development Expertise

• Has demonstrated successful experience in economic development, economic developmentprograms, marketing, business formation, tourism, property and land development, orrelated field involving significant financial deals.

• Understands the concepts, principles and language of economic development, financing,property development, wealth creation, real estate, etc.

• With due regard to political considerations, negotiates deals with stakeholder groups (e.g.,elected o"cials, boards, developers, etc.), keeps the deal-making process moving and theparties in dialogue rather than allowing the parties to disengage.

• Recognizes when a deal will not develop and e!ectively halts the economic developmentprocess (public sector may not have this option).

• Takes appropriate risks and uses innovative approaches to economic development.• Translates the directives of the Board into appropriate economic development e!orts

and activities.• Has an education in business, finance, economics, accounting, public administration,

urban planning, public policy or related area, or relevant experience.

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C. Governance Skills

• Keeps the board informed, does not allow the board to be surprised.• Builds open channels of information and e!ective relationships with the board and

individual board members.• Responds to and follows through on requests and directives of the board.• Anticipates questions and needs of the board.• Listens to opinions of board members and helps develop consensus and forward movement.• Makes self accountable to board; readily admits own mistakes and shortcomings, and o!ers

ways to address.• Respectfully challenges the board if it moves from governance to management matters. • Uses consultative selling strategies to raise funds for private economic development

organizations. • Provides respectful and thoughtful feedback to the board to improve its performance.• Looks ahead and plans for the future succession of leadership.

D. Industry Vision

• Develops deep insight into the strengths and weaknesses of the geographic area served andits economic development needs. Maintains facts, figures, trend data, etc. to articulate thisinsight.

• Sees opportunities to develop the economic base of the geographic area served, connectsresources and needs, promotes strengths, sees strategic synergies, sees ways to addressweaknesses, etc.

• Stays abreast of trends, models, financing vehicles, etc. as they emerge in the industry.• Adopts a long-term perspective, especially when considering economic development trends

and new services to provide.• Develops and communicates a vision and strategic plan for own organization. Keeps vision

and plan current.• Designs and executes initiatives to move the organization toward its vision.• Thinks creatively, strategically and in an entrepreneurial fashion.

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E. Leadership and Influence

• Builds common ground, convergence and consensus about future direction of the organization, economic development initiatives, etc.

• Exhibits strong executive presence as reflected by behavior, appearance, demeanor and posture.

• E!ectively and articulately delivers presentations, proposals, reports, etc., to stakeholdergroups; has e!ective public, group and one-on-one communication skills.

• Thinks and responds e!ectively in real time and “o! the cu!.” • Listens to others’ ideas and opinions; practices active listening.• Uses a thoughtful and deliberative decision-making style, weighing risks and impacts on

stakeholders. • Collaborates, supports and shares credit for success with sta! and stakeholder groups. • Acts in a collaborative, confident and calm manner in a variety of situations, including when

under pressure.• Understands the emotions of others and understands how own behaviors a!ect others.• Acts as an ambassador for the economic development organization and for the community.• Proactively manages the media. • Manages expectations of stakeholder groups, balancing optimism and realism.

F. Management Skills

• Develops and uses a “system” to track, document, shepherd and guide economicdevelopment projects from inquiry to completion. Keeps the “system” current.

• Analyzes the workload in the “system” relative to organizational capacity, establishespriorities, manages work assignments and periodically increases/decreases capacity.

• Attracts, retains and develops top talent. • Establishes clear performance expectations, including results to accomplish, metrics to

achieve and processes to follow.• Develops direct reports and ensures ongoing development of others in the organization.

Provides useful feedback about accomplishments, strengths, development areas anddevelopmental recommendations.

• Recognizes direct reports’ growth potential and encourages professional development. • Delegates, supports and monitors the performance of direct reports. Provides guidance

as needed.• Manages meetings e!ectively, including provision of agenda, supporting material and

meeting notes.• Provides direct and, at times, tough messages to stakeholder groups and does so

respectfully without “burning bridges.”

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G. Relationships and Teaming

• Develops e!ective relationships and open channels of communication with each stakeholdergroup, owners of potential projects, resource groups, media, etc.

• Understands the needs, goals and motivations of external stakeholder groups (i.e., the community) as well as internal supervisors, peers and direct reports.

• Identifies and proactively manages competing needs, goals and concerns amongstakeholder groups and communities.

• Works e!ectively with business owners, executives, elected o"cials, etc.• Recognizes, articulates and resolves conflicts and di!erences of opinion among stakeholder

groups.• Manages own emotions and responds e!ectively to strong emotional reactions of others.• Builds an e!ective executive team within the organization.• For each sta! member, knows strengths and areas of development.• Works e!ectively with stakeholder groups (e.g., special interest groups, workforce

development, community colleges, universities, hospitals, research institutions, citizen groups,etc.).

H. Responsibility and Achievement (Self Management, Ethical Integrity)

• Demonstrates strong personal commitment to the organization and its long-term success.• Demonstrates the importance of confidentiality with all stakeholders.• Possesses a strong sense of personal integrity, duty and responsibility. Upholds

ethical practices. • Understands risks inherent in projects, negotiation tactics, etc. and takes appropriate steps

to manage risks taken while keeping ethics in mind.• Has a high level of personal energy. • Manages time e!ectively and in relation to priorities.• Engages in continuous learning.• Conveys confidence, passion and poise. • Recognizes, regulates and manages own emotions and stressors.• Performs tasks outside the normal role as needed.

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APPENDIX II - PROFESSIONAL ECONOMIC DEVELOPMENT STAFF COMPETENCY MODEL

A. Analysis and Decision-Making Skills

• Understands, follows and implements organizational strategy.• Handles complex and systemic problems.• Solves problems and understands their impact from multiple perspectives.• Takes reasonable and appropriate risks.• Considers the bigger picture and pays attention to detail. • Thinks and acts as a generalist with a broad perspective. Willingly draws data from many

disciplines and on a diverse range of principles when evaluating situations and makingdecisions.

• Reflects on past projects and learns from After Action Reviews and Postmortems.

B. Industry Vision

• Has an interest in and attraction to economic development.• Can credibly speak the language of economic development, finance, job creation,

fundraising, etc.• Develops deep insight into the strengths and weaknesses of the geographic area served

and its economic development needs. Maintains facts, figures, trend data, etc. to articulate this insight.

• Stays abreast of trends, models, financing vehicles, etc. as they emerge in the industry.• Participates in professional organizations and continues their own professional

development on an ongoing basis. • Adopts a long-term perspective, especially when considering economic development

trends and new services to provide.• Executes initiatives to move the organization toward its vision.• Thinks creatively, strategically and in an entrepreneurial fashion.

C. Leadership and Influence

• Possesses strong public presence; is confident working in the public arena. • Demonstrates the ability to use data, logical arguments and persuasive communication

to bring others around to their point of view. • Actively manages conflict by having critical conversations with appropriate stakeholders.• Uses a thoughtful and deliberative decision-making style, weighing risks and impacts

on stakeholders. • Has e!ective and persuasive presentation and platform skills. • Successfully facilitates groups to move the group and a project forward. • Balances groups with strong di!erences of thought and opinion e!ectively; looks for

common ground; keeps them in dialogue. • Stays on track in di"cult, surprising or unexpected situations.

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D. Relationships and Teaming

• Acts in a collaborative and relational manner • Understands and respects the positions and perspectives of others. • Takes direct action with others.• Balances inquiry and advocacy in their interpersonal style.• Works well with a wide range of people from executive-types and high-status o"cials

to assistants and support team members.• Manages own emotions, but as important, demonstrates the ability to manage the

strong emotional reactions of others that honors the input and minimizes the a!ect.• Demonstrates humility, modesty and commitment to positive team climate.• Listens to others and integrates the ideas of the group.• Establishes rapport quickly; builds relationships and maintaining them over time. • Listens e!ectively and knows when to speak out and when not to. • Networks e!ectively and maintains and builds a solid network of resources.

E. Responsibility and Achievement (Self Management, Ethical Integrity)

• Exhibits a strong sense of personal integrity, ethical duty and responsibility.

• Maintains confidentiality with all stakeholders. • Illustrates a sense of urgency and tenacity to help achieve results in the community.• Results oriented, demonstrates tangible and measurable outcomes.• Makes e"cient use of time, establishes personal and organizational priorities without

outside motivation. • Uses computer technology of the day, including common o"ce software programs and

social media. • Conducts self in a professional manner, including both behavior and appearance. • Demonstrates motivation and drive to execute projects.• Reveals a strong character, is persistent and will redouble e!orts in the face of adversity

or failure.• Has a hunger to learn, grow and develop. • Reveals a high level of personal energy; invigorated by a fast pace of work.• Exhibits personal commitment to the vision and strategy.

F. Communication Skills

• Understands the audience and understands goals, objectives and motives within the audience.

• Communicates clear verbal and written messages to others.• Has e!ective and persuasive presentation and platform skills.• Writes e!ectively for business owners, executives, the general public, traditional media,

and social media, etc.• Uses computer technology of the day, including common o"ce software programs

and social media.• Knows the structure and content of the English language, the meaning and spelling of

words, rules of composition, grammar, etc.

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