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Leadership Competency Framework

Development Guide

Leadership Competency Framework: Development Guide 1

The Leadership Competency Framework is an initiative of the People and Culture Thematic Map under the ‘Capability building supports individual and University growth and sustainability’ theme.

Produced by Human Resources Directorate Australian Catholic University October 2012


Contents

Introduction...................................................................................................................................................4

Overview of the professional development process .......................................................................................5

The role of the manager................................................................................................................................5

Step one: Identify strengths and development areas .....................................................................................5

Step two: Prioritise development areas .........................................................................................................6

Step three: Identify development goals..........................................................................................................7

Step four: Consider how adults learn.............................................................................................................8

Step five: Reference possible development activities...................................................................................10

Step six: Create a development plan ...........................................................................................................11

Step seven: Implement and review..............................................................................................................12

Final thoughts: How managers can help staff members learn in the workplace ............................................13

Appendix 1: Table of Development Activities 10

Appendix 2: Competency quick reference 23


Introduction

The Leadership Competency Framework outlines the critical success factors for the performance of leaders at all levels of the University and is expected to result in higher levels of staff engagement.

The Leadership Competency Framework links and builds upon the broader University strategic direction, through our Mission, Values, Vision, Goals, and People and Culture Thematic Map.

ACU’s Leadership Competency Framework has been developed by Hay Group and Human Resources to promote leadership competencies that support the achievement of our strategic direction.

The Leadership Competency Framework document outlines the nine competencies and behaviours that are required of ACU’s leaders.

The competencies have been grouped into three broad areas:

• Preserves our Essential Character

• Works Collaboratively

• Leads our Future Success.

The accompanying document, Leadership Competency Framework: Guide for Managers, has been designed to provide managers with the tools to have competency-based conversations in the context of our people management practices, provide concrete steps, hints and tips, as well as possible questions to explore with individuals.

The purpose of ACU’s Leadership Competency Framework is to create a shared vision, a strong identity and culture. It also supports people management practices, such as recruitment and selection, learning and development, managing for performance, succession planning and career development.

The Leadership Competencies are embedded into ACU’s people management practices, including:

• recruitment and selection – hiring based on experience and

competencies

• managing for performance – assessment, evaluation and feedback of performance using competencies

• professional development – development of competencies to meet role requirements and performance as a leader

• career planning – development of competencies for future roles and matching of the person to current and future roles based on competency strengths.

This Leadership Competency Framework: Development Guide is a step-by-step process to help leaders and individuals to develop the ACU Leadership Competencies and, in turn, improve their performance as leaders at ACU. A quick reference on the nine Leadership Competencies has been included in the appendix (page 23) to refer to while working with this guide. The focus of this guide is to help managers and individuals through the process.


Overview of the professional development process

Step One: Identify strengths and development areas – Assess the staff member’s performance against the competencies to identify the staff member’s strengths and development areas.

Step Two: Prioritise development areas – Identify the key development areas for the next year.

Step Three: Identify development goals – Agree on the development goals for the year and identify specific objectives for each competency.

Step Four: Consider how adults learn – Adults learn differently and may have a preference for one learning style over another.

Step Five: Reference possible development activities – Suggested activities that can be used in a development plan.

Step Six: Create a development plan – Put together the development plan and discuss.

Step Seven: Implement and review – Schedule ongoing development, adjustment and feedback on the plan for the year.

The role of the manager

The role of the manager in this process is to help the staff member to understand competency strengths and development areas and empower the staff member to take responsibility for their development.

In addition, the manager can provide the staff member with ongoing feedback and support, identify opportunities for using new skills and help the staff member to manage their overall work so the staff member has time for development. The manager is accountable for ensuring that the staff member’s development is tied to activities that support the Organisational Unit (Directorate/Faculty) and the ACU Strategic Plan.

Step one: Identify strengths and development areas

A staff member’s competency strengths and development areas in relation to their current role are identified as an outcome of the Managing for Performance process, outlined in the Leadership Competency Framework: Guide for Managers (page 10). In this process a staff member’s performance against each of the competencies is assessed against the target levels established for the role.

A competency strength is a competency demonstrated at or above the target level. A development area is a competency demonstrated below the target level.

At this time you should also discuss development areas to ensure the staff member remains engaged, challenged and their skills refreshed; and consider the roles the staff member aspires to and their competency strengths and development areas in relation to this role(s).

Development planning should focus on building the staff member’s current competency strengths and closing any gaps in relation to their current role and then for potential future roles.


Step two: Prioritise development areas

In discussion with the staff member, identify two to three competencies that are most important for the staff member to focus on over the coming months. You should consider:

• The primary focus of development should be on competencies where the staff member is currently

operating below the target level for their current role.

• Once the staff member is demonstrating the competencies at the required level, only then is it time to encourage them to start thinking about developing competencies which will be required in future roles.

• In identifying development areas, it is also important to be realistic about what is achievable. It may be more productive to focus on developing a smaller number of competencies than to try to develop a long list of competencies all at the same time.

• Also, take into account how easy or difficult each of the competencies will be for the staff member to develop. Development goals should be challenging but attainable.

• Remember that someone may choose to develop a competency to focus on even if it is a relative strength. If operating at a higher level will be important in a future role, then this is a reasonable area for development.

Use the following questions to assist in holding this prioritisation discussion

• What roles do you aspire to in the future? • Over what time period do you see yourself moving into a different role? • What competencies do you think will be critical to demonstrate in order to be successful in this/these

role(s)? • Based on our assessment of your current performance against the competencies, what are your areas

of strength in your current role? • Where are the gaps? • What about future roles – where are the strengths and gaps? • Given all of the above, which competencies do you feel it is most important for you to develop over the

next year? • Which competencies are you energised to focus on? • Which competencies do you feel least energised about developing? • So if you had to pick two or three competencies only, what would they be?


Step three: Identify development goals

Once you and the staff member have agreed on the competency areas for the staff member’s development, help them to identify a specific development goal for each of them. For example ‘Move from demonstrating Delivers Excellence at level 2 to level 3 by my next performance review’ or ‘Create opportunities to demonstrate Leading and Developing Others at level 2 over the next six months’. In addition, help the staff member to understand how developing a particular leadership competency links to and supports the successful achievement of their work goals and those related to ACU’s Strategic goals and Organisational Unit goals.

It is important that the staff member develops their own goal and that you do not come up with the goal for them. Encourage the staff member to write their goal down and verbalise it clearly to you. By doing this, they are more likely to achieve it.

Hints and tips

Remember that any goal should have the following SMART characteristics:

• Specific – you and others understand what it is

• Measurable – you should be able to tell whether or not you have attained it

• Attainable – challenging but achievable

• Relevant – realistic and reasonable

• Time bound – specify deadlines and milestones.

Use the following questions to assist in holding this goal setting discussion

• What does the staff member specifically want to achieve with this competency? • Why is that important to the staff member? • How will the staff member benefit in their current role and/or any future roles to which they aspire? • By when does the staff member want to achieve this? • How will the staff member know if they have been successful in developing this competency? • How will the staff member measure progress towards the goal?


Step four: Consider how adults learn

The adult development model applied to developing leadership competencies requires both a balance of learning activities and a range of blended learning solutions. These two aspects are supported by a Table of Development Activities included in the appendix (pages 14 - 22) that applies these approaches to each of the ACU Leadership Competencies and incorporate four modes of learning: learning by doing, learning from others, learning by reflecting and learning in a structured setting.

Balance of learning

Adults learn best by applying information to current, real-world needs

You should select training and development methods that include the learner actually applying new information and methods in the workplace to a real-life problem. It is often difficult for learners to translate discussion about simulated situations (e.g. case studies) back to the workplace. On-the-job training can be very powerful when complemented with new information and methods, and time for reflection.

Adults learn best by exchanging feedback about experiences

When learners are applying new materials, they benefit from ongoing feedback around their experiences. Ideally, the learning and development experiences should give learners the opportunity to describe the results of applying new information and methods, what they thought would happen, what actually happened and why, and what they gained from the experience.

The 70:20:10 rule

The triangle (below) illustrates the 70:20:10 rule that describes how adults learn new behaviours and concepts. About 70 per cent of organisational learning takes place on the job, through solving problems and through special assignments and other day-to-day activities.

Another 20 per cent occurs through drawing on the knowledge of others in the workplace, from informal learning, from coaching and mentoring, and from support and direction from managers and colleagues.

Only 10 per cent occurs through formal learning, whether classroom, workshop or e-learning.

Research suggests that many organisations invest at least 80 per cent of their training budgets in formal learning, where little of the learning takes place. Formal learning is also generally less effective than informal learning.

• coaching • Feedback • observing, shadowing

and talking

Learning from work Approach learning intentionally: • on your own • as part of a team • use co-workers to boost

learning from work


Self-directed learning

Self-directed learning includes the learner initiating the learning, making the decisions about what training and development experiences will occur, and how. The learner selects and carries out their own learning goals, objectives, methods and means to verify that the goals were met.

Probably the most important skill for today's rapidly changing workforce is self-reflection. The highly motivated, self-directed learner with skills in self-reflection can approach the workplace as a continual classroom from which to learn. Supervisors and staff members, working together to accomplish formal, self- directed learning in the workplace, can accomplish continuous learning for continued productivity and learning.

Most learning is informal and self-directed in nature

We buy a book and think about the writer's viewpoint. We attend a presentation given at a local school. We take some time at the end of the day to think about our day and what we learned from it. These are all informal forms of self-directed learning. Self-directed learning becomes even more powerful when it's systematic. This is when we decide:

• what areas of knowledge and skills we need in order to get something done (our learning needs and

goals);

• how we will acquire the areas of knowledge and skills (our learning objectives and activities); and,

• how we will know that we have gained the areas of knowledge and skills (learning evaluation).

Self-directed learning programs:

• are more effective in development because learning accommodates staff members’ learning styles and objectives;

• save substantial training costs because learners learn to help themselves and each other with practical and timely materials; and,

• achieve increased staff member effectiveness in their jobs as they learn to learn from their own work experiences and actually apply their learning in their places of work.


Step five: Reference possible development activities

The Table of Development Activities in appendix (pages 14 – 22) is intended to provide the tools to support a staff member develop the ACU Leadership Competencies. The Table provides practical tips on what a staff member can do to develop these behaviours and excel within ACU.

The Table includes suggested on-the-job and off-the-job activities and tips for the staff member to try. The recommended readings are off-the-job activities that the staff member can find on the internet or they may be available in the ACU library. In addition to these resources, there are other off-the-job activities that may be relevant, such as formal training courses. If you, the manager, think the staff member would benefit from such an activity, please contact Human Resources for more details.

Activities for development are starting points for the staff member to focus on in their development plan.

Once the staff member’s areas for development are determined, look at those competencies in the Table and decide which activities are best suited to the staff member. Remember, the Table of Development Activities is a resource, with ideas and suggestions that the staff member may wish to use in developing their competencies.

Some of the activities listed in this Table may not be practical or suitable for the staff member in their current role. However, they should help to trigger alternative development ideas that will work for the staff member.

This Table of Development Activities has been designed to be used in a number of different situations. The manager can pick up useful tips on what the staff member can do to start developing the behaviours the staff member wants to focus on. It can be used during discussions between the manager and the staff member to work together to identify and plan the staff member’s personal development options.

The Tables of Development Activities has identified structured learning but these are only a sample of courses that may be available. Contact Human Resources to find out about other courses and development activities on offer internally and externally.

All courses run by ACU will indicate, where relevant, the ACU Leadership Competencies that the course seeks to develop and/or enhance.


Step six: Create a development plan

Once the development goals have been identified in relation to the competency development areas, ask the staff member to create a plan for development and record it in their professional and career development plan for the year. As with the goal setting, it is critical that the staff member develops their own plan. Your role as the manager is to support and challenge, not to come up with the plan for them.

Remember that development is not only about formal courses and programs or reading books and journals. People learn as much, if not more, through on the job development and training, shadowing others, opportunities to deputise for others, secondments, special projects, peer coaching, mentoring etc. Consider all sources of development support in helping a staff member come up with their development plan.

Use the following questions to assist in holding this development planning discussion

• What steps/actions can the staff member take to achieve his/her goal? • What is the smallest step the staff member can take? • What could cause the staff member to succeed? • What could cause the staff member to fail? • What obstacles are likely to get in the staff member’s way? • How can the staff member overcome these obstacles? How can I help? • On a scale of 1 to 10, how likely is the staff member to undertake the actions we have discussed? • How can the staff member move closer to a 10? What support does the staff member need? How can I

help? • What actions will the staff member commit to? • When will the staff member complete these actions? • How will the staff member measure their progress along the way?

Example development plan

Development Goal 1 Develop Leads Change competency from Level 2 to Level 3 by year end. Inspire staff members to adjust and implement the Everest Project

Development Activities When faced with a change, list the impacts against three categories: the impact on the business as a whole, on your area, and on you. Balance these up and consider what messages you will send out to others in discussions about the change. By March 2012 apply this to the ‘Everest Project’ your team is embarking on.

By May 2012 read Leading Change by John Kotter (1996) and discuss with my manager how it applies to my team and the ‘Everest Project’


Development Goal 2 Develop Leads and Develops Teams competency from Level 2 to Level 3 by year end, improving the level of communication in my team and building team cooperation.

Development Activities By November 2011 set up regular team meetings, providing agendas in advance. Think about what information will help your team to get their jobs done and how best this may be provided. Encourage everyone to ask questions and to communicate their opinions.

Identify another team at ACU known to be highly effective. Find out what it is that makes it effective. Study what it feels like to work there. Identify ideas that you can transfer to your team and having shared your thoughts with the rest of your team, put in place an implementation plan by January 2012.

Development Goal 3 Develop Demonstrates Interpersonal Understanding competency from Level

3 to Level 4 by year end, improving my relationships with peers across ACU.

Development Activities By May 2012 read Why Didn’t You Say That in the First Place?: How to Be Understood at Work, Richard Heyman (1997)

By June 21012 attend Applying Emotional Intelligence in the Workplace at Australian Catholic University

Step seven: Implement and review

Once a staff member’s development plan has been agreed on, consider setting up regular (quarterly or monthly) meetings to catch up with the staff member about their progress over the period. This will:

• keep their goals front of mind throughout the year for the staff member and yourself;

• provide an opportunity for you to help your staff member with their workload so time can be best managed to incorporate development on-the-job; and,

• give you an opportunity to provide feedback to the staff member on your observations of any behavioural change following their development plan.


Final thoughts: How managers can help staff members learn in the workplace

Planning - some considerations when developing the plan

Ensure the staff member has carefully considered using a development plan, even if thinking about informal means of training and development. Sketching out a plan with goals, intended methods and evaluation will give the staff member a sense of what they want and how they will recognise when they have achieved it. The plan can be updated as the staff member goes along. Remember that deviations from the plan are to be expected and should be recognised and explained.

Don't worry about whether the development plan is perfect or not - the plan is a guide

Remember that development is a process

Often, the ongoing reflection and discussions between the manager and a staff member are more important than the results of the training and development process. Appreciate this interaction as much as reaching any objectives in the plan.

The manager's attitude and knowledge about learning has a tremendous impact on the development of staff members. Thomas D. Fisher, in Self-Directedness in the Workplace: A Re-examination identifies how to better enable self-directed learning in the workplace (from Lowry) as a way for supervisors and learners to turn the workplace into a classroom (see below).

1. Help the learner identify the starting point for a learning project and discern relevant [ways] of

examination and reporting.

2. Encourage adult learners to view knowledge and truth as contextual ... and that they can act on their world individually or collectively to transform it.

3. Create a partnership with the learner by negotiating a learning contract for goals, strategies and evaluation criteria.

4. Be a manager of the learning experience rather than an information provider.

5. Teach inquiry skills, decision making, personal development, and self-evaluation of work.

6. Help learners develop positive attitudes and feelings of independence relative to learning.

7. Recognise learners' personality types and learning styles.

8. Use techniques such as field experience and problem solving that take advantage of adults' rich experience base.

9. Encourage critical thinking skills by incorporating on the job activities as seminars.

10. Create an atmosphere of openness and trust to promote better performance.

11. Behave ethically, which includes not recommending a self-directed learning approach if it is not congruent with the learner's needs.

12. Obtain the necessary tools to assess learner's current performance and to evaluate their expected performance.

13. Provide opportunities for self-directed learners to reflect on what they're learning.

14. Promote learning networks, study circles, and learning exchanges.

15. Provide staff training on self-directed learning and broaden the opportunities for its implementation.


Appendix 1: Table of Development Activities

Displays Integrity - Demonstrates the courage to act on ACU’s Philosophy, Values and Mission.

Competency level

Learning by doing

Learning from others

Learning by reflecting Structured learning

1. Acts in a manner consistent with ACU Philosophy, Values and Mission

• Understands and prizes ACU’s key values, philosophy and mission

• Takes pride in being trustworthy • Deals with others in an open and honest

manner that fosters trust • Talks without judgment

• Be honest in your dealings with others. Do not try to cover up difficult messages. Focus on the issues not the people. Where people are the issue, focus on their specific behaviour rather than commenting on generalisations or their personality traits.

• Ask for support. • Ask manager for support

or ideas on how you can handle difficult situations.

• Ask manager for examples of when he/she was in a difficult situation either with an employee or client.

• Read Integrity: The Courage to Meet the Demands of Reality, by Henry Cloud (2006)

• U @ ACU Induction • Code of Conduct:

Lunchbox Session Capabilities & Development Program

2. Acts on ACU values even when it is hard to do

• Conveys compassion and honesty even in difficult situations

• Recognises own mistakes and publicly admits to having made them

• Speaks out when it may hurt a trusted relationship

• Use clear statements of your personal values and code of ethics. For example: o state the behaviours that violate the

organisational unit’s values o admit when you have made a mistake o ask yourself if you are withholding necessary

information from others o ask others to give you feedback on your

honesty and ethical behaviour. • Assess your behaviour towards others is in line

with your personal values and ethics.

• Ask your colleagues/manager/ mentor/team members to tell you their perceptions of how you deal with conflict. Compare their views with your own and plan how you can develop a more effective style.

• Read. Managing Conflict with Peers by Talula Cartwright. Greensboro, NC: Center for Creative Leadership, 2003.

• Managing Conflict With Direct Reports. By B. Popejoy and B. J. McManigle. Greensboro, NC: Center for Creative Leadership, 2002.

• Manage & Defuse Challenging Situations

• Indigenous Cultural Diversity: Valuing the Difference

Capabilities & Development Program

3. Acts on ACU values even when significant cost or risk is associated with doing so

• Challenges influential persons or those in senior positions to act on values or for displaying unprofessional behaviour

• Is honest with others even though there may be a personal cost involved

• Makes sure there is full disclosure, mentioning the costs or drawbacks and the advantages of a situation

• Make a list of issues you would find extremely hard to compromise on. When faced with decisions in these areas, refer to your list and trace the business benefits.

• In a situation where you or your team has made a mistake, do not try to cover up or blame someone else. Tell whoever needs to know that you have made a mistake, why this happened, and what you plan to do to rectify the situation/avoid this happening again.

• Identify someone who you think have taken courageous actions without thinking through the risks to their personal reputation. Read or meet this person to find out how they developed this courage.

• Read The Assertiveness Workbook: How to Express Your Ideas and Stand Up for Yourself at Work and in Relationships, Randy J Paterson (2001)

• Read Power of Positive Confrontation: The Skills You Need to Know to Handle Conflicts at Work, at Home and in Life, B. Patter, S. Magee (2001)

• Supervisor Series Capabilities & Development Program

4. Creates an environment that nurtures integrity in others

• Generates excitement, enthusiasm and commitment to ACU values, philosophy and mission

• Consistently models and makes decisions aligned with ACU values

• Sets high standards for University wide integrity

• Employs processes that help people integrate ACU values in their decision making

• Remind people why their work is important and how it makes a difference in their lives and the lives of others.

• Pinpoint those who deserve credit. Ensure respect is given to those who performed the work. Become the conscience of your work group.

• When more senior colleagues are proposing or are engaged in a course of action which you believe is not right for the University, challenge them directly. Ask them how this will benefit the organisation and explain your concerns assertively. Be prepared to escalate if necessary.

• Read Leadership and Self- Deception, The Arbinger Institute,(2009)

• Read Feel the Fear and Do it Anyway, S Jeffer (1997)

• Read Tales of Management, Courage and Tenacity, T Teal, Editor (1996)



Delivers Excellence - Takes personal accountability for achieving high quality outcomes.

Competency level

Learning by doing



1. Takes accountability for delivering results

• Has a ‘can do’ attitude at all times • Sticks with assigned roles and tasks until

completion – doesn’t give up easily • Expresses determination to do the task

well or right

• If unsure of personal objectives and targets, ask your manager and/or identify these for yourself.

• If a customer complains, learn from the situation. Ask yourself what went wrong and discuss with others how to get it right next time.

• Consider different ways of planning your time. Prepare a list of tasks to be achieved each day, prioritising them for urgency and importance.

• Set standards around work output. Aim to match those and go one better. Record your progress.

• Ask for feedback on your performance. Be clear about how you can add value in your role.

• Read Habit 1 Be Proactive: The Habit of Choice, S R Covey (2006)

• Think what takes you the longest to do, which areas you tend to avoid, or where you've been "caught out" in previous projects in order to identify the areas you need to focus on.

• Using Outlook • Certificate IV in

Business Administration


2. Acts to make incremental improvements

• Takes action or recommends ways to improve performance without being directed to do so

• Makes specific changes to improve performance

• Looks for new or better ways of doing things

• Encourage staff to examine work processes and services for improvement opportunities.

• Allow talented staff the autonomy to pursue and implement new ideas.

• Volunteer unit as a test site for new procedures. • Look at paperwork– are all the forms necessary?

Are all the entries on the form necessary? • Always ask ‘why are we doing this and why this

way?’ Think through, recommend or implement alternative approaches where feasible.

• Ask you manager or peers what new goals or improvements you or your team need to achieve.

• Study success. Read biographies of highly successful people, e.g. Richard Branson, Warren Buffett, Dick Smith

• Project Planning • Business Process

Improvement • HR Data & Reporting:

Lunchbox Session Capabilities & Development Program • Sharepoint Training IT & Skills Awareness Program

3. Sets and works towards stretch goals • Sets stretch goals/targets (challenging-

but achievable) with relevant metrics for self and others; works hard to meet them

• Identifies opportunities to exceed goals and works towards them, even in difficult circumstances

• Sets out to achieve something that has not been done before

• Defies inertia and conventional wisdom to make change happen

• Develop vision to guide new ideas. • Monitor performance by how you deliver against

your performance targets. Keep up-to-date records of successes and failures against these criteria. Review with your manager to identify improvement activities.

• Gather feedback and ideas from your manager and colleagues on improving your performance, or doing things in new or different ways (e.g. to improve customer service, quality and/or efficiency). Consider these in future planning.

• Identify someone in ACU as a role model who you feel delivers outstanding results. Ask yourself, how does he/she: 1. achieve their goals; 2. overcome obstacles and resistance? Ask him/her to review your goals and achievements, and challenge you as appropriate.

• Read The Seven Habits of Highly Effective People, S R Covey (New Edition: Free Press 2004; Original: Free Press, 1990).

• Read Six Sigma: The Breakthrough Management Strategy Revolutionizing the World’s Top Corporations, by Mikel J. Harry and Richard Schroeder (Doubleday, 2000).

• Managing for Improved Performance

Institute of Public Administration Australia (external provider)

4. Takes calculated risks • Consistently makes decisions, sets

priorities or chooses goals based on consideration of costs, benefits and risks

• Evaluates where things could go wrong, thinks through contingencies and takes a calculated risk to achieve long-term improvement

• Commits significant resources, and or time, in uncertainty to achieve significant, quantified benefits for the University

• Commit to achieving a challenging, measurable but realistic goal every week. Gradually increase difficulty of goals to stretch yourself.

• Initiate and lead a project team/task force to tackle a significant recurring problem. Establish tangible measures of success at various levels.

• Perform a cost-benefit analysis on a regular meeting to improve value.

• Set yourself a challenge in a non-work setting (e.g. take on a new sport). Use this to remind you of the stimulation that challenges can offer.

• Benchmark yourself against external performance; make action plans to reach world-class performance levels.

• Find external examples of superior achievement to apply in your work.

• Visit other areas in ACU and incorporate successful techniques into your work.

• Read In Search of Excellence, Tom Peters, Robert H. Waterman (2004)

• Read Scorecard Step-by- Step: Maximizing Performance and Maintaining Results, P Niven, R Kaplan (2002)

• Strategic Recruitment & Selection




Demonstrates Interpersonal Understanding - Actively listens to understand others’ thoughts, feelings and concerns outcomes.

Competency level

Learning by doing



1. Listens and responds appropriately to others

• Pays attention and listens • Takes time to build rapport • Respects others and how they are

feeling

• Increase paraphrasing (e.g. rephrase another person’s ideas, facts and/or feelings and feed it back). Use paraphrasing to check you understand what the other person is saying.

• Increase open-ended questions (e.g., “What do you think about…? Why did you feel that? How would you have approached…? Tell me more about…). Increase the number of open-ended questions and probes you use in conversations for the next month.

• Identify someone who is good at listening, understanding and responding. Spend some time observing what he/she does and says. After one of their interactions, ask for an analysis of their thoughts during the conversation.

• Read The Wisdom of Listening, Mark Brady (2003)

• Communication Excellence

Capabilities & Development Program • Customer Service:

Four Steps to Being Sensational

Institute of Public Administration Australia (ext. provider)

2. Shows genuine interest in others • Awareness of and relates to people from

diverse backgrounds • Sees things from other people’s

perspectives • Shows genuine interest in the feelings,

needs and concerns of others • Seeks to understand both what the

person says and how they feel

• Identify someone at work or in your life with whom you often disagree or who you find it difficult to understand. Try to understand their thoughts, views and any cultural differences you observe. Why do they behave in the way they do? Ask others who know this person for their thoughts.

• Explore with your team/colleagues what they are thinking or how they are feeling about current situations. Probe to uncover their perceptions regarding the issue and then their personal thoughts and feelings.

• Ask a manager to give you feedback on your listening, understanding and responding skills in a meeting. Using the feedback, focus on a specific behavior to improve over the next week. Repeat periodically. Assess improvements.

• Read Drive: The Surprising Truth of what Motivates Us, Daniel Pink (2010)

• Service Brilliance Capabilities & Development Program

3. Understands and anticipates others emotions

• Anticipates how people will feel and act, based on actively listening to them

• Awareness of and responsive to the emotional states and responses of others

• Takes into account people's different styles, personalities, and their unspoken thoughts and feelings

• Review your direct reports’ performance for the last 6 months and assess: 1. the underlying reasons for their behaviours in particular situations; 2. their ongoing feelings and concerns; 3. the reasons for their underlying attitudes. Use this to prepare a balanced view of their strengths and weaknesses.

• Identify a friend with strong empathy and observe how he/she relates to others.

• Read Why Didn’t You Say That in the First Place? : How to Be Understood at Work, Richard Heyman (1997)

• Read Emotional intelligence, Daniel Goleman (1993)

• Having the Difficult Conversations

LH Martin Institute (ext. provider)

4. Develops a deep understanding of others

• Develops deep understanding of other people's ideas, behaviour and perspectives

• Recognises the underlying or long-term causes of behaviour

• Continually updates, refreshes and checks the accuracy of own understanding

• Understands others who are different from oneself, recognising excellence when it looks different from what one expected

• Before taking an action, think about who is involved / will be impacted. Think about their issues, concerns, thoughts and feelings and use this to inform your approach. Never assume that people think like you – constantly seek to understand them better.

• Seek to understand others’ agenda. Ask open questions to uncover personal and professional interests and what appeals to them. Consider the verbal and non-verbal information you get from people. Constantly add to / amend information each time you interact / observe someone.

• Learn about another’s family, community and cultures. Interview them about their upbringing, relationships and how their experience with the university.

• Read Wired to Care: How Companies Prosper When They Create Widespread Empathy, Dev Patnaik (2009)

• Read Games People Play: The Psychology of Human Relationships, Eric M.D. Berne (1996)

• Indigenous Cultural Diversity – Valuing the Difference




Works as a Team - Sees the benefit of collaboration and works cooperatively across ACU to deliver shared goals.

Competency level Learning by doing Learning from others Learning by reflecting Structured learning

1. Cooperates • Help new staff to know other people and feel • Ask your manager about • Observe dynamics in your work • Organisational • Sees success as University wide, rather accepted and involved. their perspectives on your group and the dominant Planning

than focusing solely on own work • Monitor how you speak about the people you team and how it is personalities. How do they • SMART Objectives unit/directorate or faculty/location work with. Ensure you speak positively about the working. Are there things affect others? What can you

• Is a team player; shares information and strengths and capabilities of others and refrain, that you could do to learn about their influence? sees the benefit of working as a team whenever possible, from criticising others in your improve the collaborative • Read Team Roles at Work, R

• Keeps others informed and up-to-date conversation. environment? Meredith Belbin, (Butterworth about what is happening • When important information comes to you that Heinemann, 2nd ed., 2010)

• Promotes a friendly, cooperative affects the team, communicate this information to environment everyone in the team.

2. Seeks input • Genuinely values input, expertise and

experience of others • Recognises and rewards the

contributions of others • Asks others for views and opinions when

making decisions and plans • Seeks to understand others’ perspectives

• Ask staff about their preferred frequency and style • Work with a supportive • Read about managing • Consulting Skills of communication and consultation. member of staff who can knowledge workers/

• Review processes for providing comment and provide you with feedback Professional Staff and feedback on unit issues on your interactions with participative management

• Make more time to speak with and consult with staff. staff as a group. • Read The Wisdom of Team: • When discussing issues in meetings, etc, be • Examine how other work Creating the High-Performance

prepared to accept and implement staff units engage and consult Organisation, J R Katzenbach suggestions. with staff. & Douglas K Smith (2003)

3. Collaborates • Become involved in a team yourself. • Get someone outside your • Forges connections and maintains • Take on a conflict resolution role within or team to audit your teams’

effective relationships across the between the teams in your unit. effectiveness. University • Team brainstorming: When faced with a problem, • Learn from other units with

• Considers the impact of speak with colleagues and brainstorm alternative a team based approach to decisions/priorities for other work approaches. Analyse the results and working. units/directorates or faculties/locations communicate your findings. Try a new approach. • Ask colleagues, manager,

• Supports wider University initiatives • Develop ground rules for your team to clarify mentor, team members to • Puts the goals of the University ahead of expectations of each team member and the rules give feedback on how you

individual needs/wants he/she should follow (e.g. a person will not be deal with conflict. Use their interrupted while talking; all meetings should have views to plan a more clear agendas etc). effective style.

• Observe team meetings and interactions. Reflect on what happened and why.

• Reflect on recent team objective/ target and how the team collaborated to achieve the goal? What issues could have been addressed earlier to create less stress or could the team have collaborated better? Conduct a debrief session.

• Building High Performance Teams


4. Builds a collaborative environment • Identify what every person in your team does • Seek out peers across the • Observe other high performing • Awareness of ACU • Builds an environment of collaboration best. Help them to capitalise on their talents, skills university and find out teams in the university or Strategic Plan –

across the University by promoting and knowledge. more about their functions, elsewhere. What can you learn Lunchbox Session shared goals • Help team members to deal with conflict by accountabilities and from these teams that you can Capabilities &

• Shares resources and expertise to meeting those involved individually. Enforce group resources. Look for apply to your team at ACU? Development achieve overall ACU objectives and code of conduct which encourages colleagues to opportunities to share your • Read The Five Dysfunctions Program encourages others to do the same focus on specific behaviours rather than directing team’s resources or look of a Team: A Leadership • Strategic Planning

• Sees and works towards possible personal criticism at the other party. Help each for ways to collaborate Fable, Patrick M Lencioni Association for synergies across the whole University person define his or her biggest challenge in with them to achieve ACU (2002) Tertiary Education

being successful as a team member. Facilitate a wide objectives. Management joint discussion with all the parties, restating and (external provider) enforcing the code of conduct. • Project Planning



Leads and Develops Others - Energises and develops ACU staff. Creates a climate in which our staff want to do their best.

Competency level

Learning by doing



1. Provides clarity • Engages in regular communication with

staff and provides rationale for decisions • Identifies clear work priorities for the

team • Gives specific instructions and/ or on the

job training

• Discuss with each team member the performance expected of them. Ensure that they understand why these matter, and seek their input in order to gain acceptance and commitment.

• Identify SMART (Specific, Measurable, Attainable, Relevant, Time based) objectives for your team. Identify how each member of the team can contribute. Discuss the objectives with and how the team can work together to achieve them.

• Observe other managers communicating their performance expectations. Practise new behaviours, incorporating them into your management style.

• Ask for team feedback on how clear and precise your instructions are.

• Read The One Minute Manager, Kenneth Blanchard & Spencer Johnson (2006)

• Job Design Principles

• Writing in Plain English

2. Enables team to function effectively • Creates right conditions to enable the

team to perform at its best e.g. provides appropriate structure, hires appropriate people, supports attendance at induction, conducts meetings, manages performance with fairness etc

• Delegates; pushes tasks and decisions down without deferring responsibility

• Celebrates success, recognises team/ individual / achievement and gives credit

• Supports team members, especially during difficult times

• Hold team debriefings for completed projects to discuss what went well/badly, whether objectives were met. Use it to plan future projects.

• Set up regular team meetings, providing agendas in advance. Think about what information will help your team to get their jobs done and how best this may be provided. Encourage everyone to ask questions and to communicate their opinions.

• When discussing issues, explore staff input in detail. Delve deeper by discussing their interests, motives and desired outcomes. Demonstrate your sensitivity by this in-depth exploration while communicating, problem solving, and planning.

• Identify issues affecting team effectiveness, speak to relevant parties, ask for individual perspectives. Listen carefully to each person’s input and thank them for their contribution.

• Hold regular brainstorming in meetings to improve team performance. Agree on priority actions that will add the most value and ensure that action is taken.

• Read Built to Last. Collins, J. C. and J. I. Poras. New York: Harper Business, 2002.

• Read Leading the Revolution. Hamel, Gary. Boston: Harvard Business School Press, 2000, rev. ed. 2002.

• Identify a highly-effective ACU team. Identify ideas that you can transfer to your team and having shared your thoughts with the rest of your team, put in place an implementation plan.

• Certificate IV in Frontline Management

Capabilities & Development Program • Leading Virtual

Teams Capabilities & Development Program • Meeting

Management 3. Engages and empowers the team • Empowers the team by giving real

ownership for delegated activities • Clearly/ consistently communicates key

priorities and how they link to ACU’s strategy • Gives specific constructive feedback for

developmental purposes • Has high visibility as a leader beyond

locational boundaries

• Create a version of the ACU strategy for your team. Outline how it applies to your area and major objectives. Review it with your direct supervisor, and then present it to your employees. Discuss what the broader strategy is and what your objectives are.

• Make time for your team by regularly visiting your team members. Hold sessions where you take time to listen to team or individual concerns, etc.

• Analyse your favourite sports team and identify the factors accounting for the team’s performance. Apply these lessons to your team and come up with a model for your team’s success.

• Read Primal Leadership: Realising the power of Emotional Intelligence. D. Goleman, R. Boyatzis, A. McKee (2002)

• Read The 21 Indispensable Qualities of a Leader. John C Maxwell (1999)

• Delegation and Accountability

• Essentials for New Managers


4. Communicates a compelling vision & sense of purpose

• Provides clear vision of ACU future success that is compelling and engaging

• Believes in the vision and inspires confidence in the vision

• Talks about possibilities; is optimistic about the future

• Provides in-depth mentoring, coaching or training

• Get the vision clear in your mind. How does it contribute to overall organisation performance? How would you describe the ideal team (e.g. ‘high performing’, ‘creative’, ‘committed’)? What are the ‘ground rules’ of the team? Ensure your vision describes a compelling need and urgency; a desired future state; is inspiring and engaging.

• Develop a two-year vision, including major goals and objectives, what the organizational unit will look like, and new directions.

• Work with someone who has created a vision. Ask them for their ideas and involve them in the vision for your unit.

• Interview or shadow a leader whom you find inspirational. Analyse their style and ask them how they view their role.

• See films with inspirational leaders , such as: o Henry V o Twelve O’Clock High

• Read First, Break all the Rules: What the World’s Greatest Managers Do Differently, M. Buckingham & C. Coffman (1999)

• Management Development Program




Influences Effectively - Gains the support of others for courses of action that benefit the University.

Competency level Learning by doing Learning from others Learning by reflecting Structured learning

1. Communicates based on facts & logic • When persuading others, base your arguments on • Obtain feedback from • Become more aware of the • Uses analysis, data, research and analysis, logic, evidence and/or research. others on your influencing words you use. They are a

concrete examples to present arguments • When influencing others, find as many different skills. With the help of your critical currency. Spend them and recommendations reasons/arguments why they should go along with manager/a colleague, wisely and monitor their

• Communicates a similar argument to your idea. Use a colleague to test your reasons/ identify any patterns of impact. various parties rather than adapting to arguments and to help you identify others. behaviour and the impact meet their specific needs • Prepare for difficult meetings by thinking through that these may have on

• Writes and speaks clearly and concisely the core message you want to get across and others. Then think through • Conveys facts, concepts and technical open the meeting with a clear statement of this what you could do to

information using terms that most people message. Be prepared to re-state this message improve. can understand as required.

• Business and Report Writing

Association for Tertiary Education Management (external provider) • Proposal Writing Association for Tertiary Education Management (external provider)

2. Tailors approach to the audience or situation

• Adapts style, language and context to suit the audience

• Anticipates and prepares for others’ reactions

• Listens to and is sensitive towards others’ agendas, concerns, interests and views; adapts approach accordingly

• Tries a different approach if the first attempt to gain buy in fails

• Prepare your arguments before a meeting or presentation, giving compelling reasons for your ideas and anticipating debate /questions. Write down the most important points you want to make. Translate high-level university initiatives into language and actions that are meaningful.

• Before contacting someone you need to influence, review their needs, strengths and interests. Make sure you understand their perspective (their issues and demands placed on them). Write down your objectives into an action plan.

• Before a contentious discussion, ask your manager or colleague to role-play a challenging audience member.

• Observe someone who is a good communicator. Try their techniques. Also analyse an ineffective communicator to see where they are going wrong.

• Read Changing Minds: The Art • Presentation Skills and Science of Changing Our Workshop Own and Other People’s Minds, • Accountability Howard Gardner (2004) Matrix

3. Influences others using appropriate communication strategies

• Uses chains of influence (e.g. asks A to persuade B who will persuade C)

• Uses third parties to persuade • Takes two or more steps to influence,

each step tailored to specific audience • Responds appropriately to feedback in

real time, can ‘think on their feet’ when seeking to influence others

• Identify the most influential decision makers in your unit. Engage with them once a quarter to share your ideas, to support you and to provide critical resources to make your ideas happen.

• Build an influencing plan. Conduct a ‘stakeholder analysis’ for a particular issue that you must address. For each key stakeholder identify the benefits, enablers and barriers. Articulate the top three issues for each stakeholder then chart an action plan to address their concerns.

• When trying to win support • Watch a video or attend a • Effective for an issue in which you seminar on presentation skills, Stakeholder have little expertise, or identify someone who is a Engagement consider involving an highly charismatic public Institute of Public expert third party from speaker and analyse his or Administration inside or outside of the her style. Australia (external University to give weight to provider) your case.

4. Uses complex influencing strategies • Thinks through how to influence and

develops deliberate influencing strategies • Builds internal and external relationships,

networks and alliances and leverages these to build and sustain support

• Builds support for through informal networks • Uses understanding of group interactions

to move towards a specific outcome

• Champion an organisation issue in your area of • Get advice/commitment expertise that is not universally supported by your from key stakeholders colleagues or more senior people. Try to build (within and outside ACU) support by confronting the issues, not the people. before implementing a

• Consider who you need to influence over the next new strategy or initiative. two/ three years in order to meet personal and Consider the stakeholders organisational objectives. Consider who you issues and needs while currently have a good relationships with, and how providing a workable you will improve relationships with others. solution or proposal.

• Read The 360 Degree Leader: Developing Your Influence from Anywhere in the Organization, John C. Maxwell (2006)



Displays Business Acumen - Recognises that ACU is a business and seizes opportunities to improve its commercial viability.

Competency level

Learning by doing



1. Understands the importance of commercial success

• Understands that ACU is a business that obliges leaders to think commercially

• Works as directed towards financial goals – doesn’t waste financial resources

• Treats ACU resources as if they were their own; asks how can they make every dollar count

• Find out how others learn about the University’s business fundamentals and factor it into how you prioritise your work.

• Understand the components of your team or organisational unit’s budget, e.g. the critical expense and income items. Test if there are any ways to reduce waste or expense in your team.

• Discuss business group’s strategic goals with your manager, how they were set, alignment with organisational strategies.

• Find out how others use financial information and the financial skills you need for improvement.

• Read periodicals such as Harvard Business Review, BRW and Fortune.

• Create some sort of mechanism that will help you to keep on top of the changes that occur with respect to organisational goals and priorities.

• Role of Supervisor @ ACU

Capabilities & Development Program • Risk Management

2. Demonstrates some awareness of commercial implications

• Shows basic understanding of how resources (time, materials, FTEs etc) link to commercial outcomes

• Works to achieve budget or control costs • Understands costs and profit drivers of their

own work unit/directorate or faculty/location and how their area contributes to ACU’s broader commercial success

• Sit in on a Finance unit meeting to find out more about financial reporting, cost-accounting, etc.

• Share your ideas for translating strategy into practical business objectives with peers and receive their comments.

• Map your projects to the organisation’s long-term strategy. Identify any gaps or links to prioritise work and align responsibilities with the strategy. Do the same with your team and discuss role or responsibility changes to ensure alignment.

• Identify areas of business thinking that are a challenge and ask an expert for advice.

• Discuss with a peer your business group’s strategic goals; how are business goals addressed in their planning.

• Learn to read and analyse financial statements.

• Read Complete MBA For Dummies, Dr. Kathleen Allen Ph.D. and Peter Economy

• Organisational systems / budgeting & planning

3. Focuses on commercial outcomes • Identifies ways to improve effectiveness of

work unit/directorate or faculty/ location • Applies financial and risk assessment

techniques to evaluate commercial opportunities

• Finds ways to improve profitability/ efficiency • Mobilises resources to capitalise on

present and future opportunities • Looks at external benchmarks e.g. what

other universities are doing to improve commercial success

• Review organisational unit expenditure to assess if it is necessary, add value, what impact it has on bottom-line and areas of improvement.

• Select a task/function in the business group which could improve results if done differently.

• Develop a business case that supports a change, including strategic repositioning and leverage, resource utilisation, cost/benefit and impact analysis.

• Talk to peers in other business groups about issues and trends for the future. Ask them to share their business plans, their assumptions and trends affecting their business.

• Identify areas of business thinking that are a challenge and ask an expert for advice.

• Ask them to describe a time when they applied the business thinking you are working to develop.

• Read Execution: The Discipline of Getting Things Done, by R. Charan, C. Burck, L. Bossidy (Crown Business, 2002).

• Read Balanced Scorecard Step-by-Step, P Niven, R Kaplan (2002)

• Budgeting & Financial Management for Tertiary Education Managers

LH Martin Institute (external provider)

4. Creates new commercial opportunities for ACU

• Generates new profit making initiatives while applying risk and return criteria

• Drives and encourages commercial behaviour within the University

• Creates new commercial opportunities with cross-unit collaboration or external partnerships

• Finds ways to maximise profitability/efficiency • Takes University-wide view of potential

commercial opportunities

• Identify your business group’s specific expertise and identify what outputs, accomplishments or services would ACU lose if the group did not exist.

• Check your business group’s major mission is in line and adds value to ACU’s overall direction.

• Conduct a SWOT analysis of strengths, weaknesses, opportunities and threats related to your business group. Determine specific actions and steps that you can take to strengthen the business group’s competitive position. Discuss the results with your peers.

• Ask another manager to explain how he/she analyses market issues and to share their data and conclusions, the most important pieces of information that led to their interpretation and patterns and trends. Use this to analyse your own market issues.

• Reflect on: o policies, processes and

management methods that may affect future your area and ACU more broadly

o economic and social trends that may affect ACU

o strategies / contingency plans to address future opportunities and challenges

• Project Management Association for Tertiary Education Management (external provider)



Demonstrates Confidence - Displays the inner confidence to take risks and make timely and effective decisions.

Shows confidence in own judgement and actions. opportunities to improve its commercial viability.

Competency level

Learning by doing



1. Acts confidently • Makes appropriate decisions without

asking others • Acts quickly in uncertain situations; is

decisive • Presents self confidently

• In discussions, assertively state your own views and arguments.

• Don’t give in to others’ viewpoints when you believe your idea/approach is right for ACU.

• List your successes and personal strengths to refer to when your self-confidence wanes.

• Observe others you think act with confidence, note their behaviours and what they do. Talk to them about their confidence and where they find it.

• Read The Mind Gym: Wake Your Mind Up, The Mind Gym (2005)

• Decision Making Frameworks

• Public Speaking • Association for

Tertiary Education Management (external provider)

2. Displays self belief • Explicitly states confidence in own

judgment or abilities and has the track record to back this up

• Speaks of own strength and capabilities based on realistic self assessment

• Expresses opinion openly

• In meetings, where the outcome is clear but debate is ongoing, close it down and present your case in order to reach agreement and move on.

• When faced with a decision you would ordinarily refer to someone more senior, ask yourself if it is necessary. If the rules/processes do not specify it must be referred, see if you can resolve it.

• Seek work in which you can make you own decisions and act on them.

• Give voice to you values to help others know who you are and how to relate to you.

• Observe others lead meetings where the meeting’s outcome is a decision and their techniques for bringing the group to agreement.

• Ask your manager to help you make better decisions by reviewing and critiquing some of your recent decisions.

• Read The Assertiveness Workbook: How to Express Your Ideas and Stand Up for Yourself at Work and in Relationships, Randy J Paterson (2001)

• Read The Six Pillars of Self- Esteem, Nathaniel Branden (1994)

• Inspiration and Motivation

Association for Tertiary Education Management (external provider)

3. Stands up for own views • Stands up for own views under pressure

e.g. in a conflict or with powerful others • Remains composed even when challenged • Is prepared to be the lone voice; stops

excessive debate and makes informed decision

• Confidently takes on and seeks out challenging opportunities

• Don’t shy away from difficult decisions. Weigh up alternative approaches and choose the best option. Make it clear to others why you have made that decision and your reasons.

• In specialty areas, promote yourself as an expert, communicating the extent of your abilities to others and making yourself available.

• Take responsibility for representing voices that are not usually heard.

• Observe others who take the lead and challenge the way things are done. Interview them about their motivations, their views and how they maintain the energy to challenge others to do better.

• Read Fierce Conversations: Achieving Success at Work and in Life, One Conversation at a Time, Susan Scott (2003)

• Read Leadership and Self- Deception, The Arbinger Institute,(2009)

• Leadership Styles Capabilities & Development Program

4. Shows great courage • Willingly takes on extremely challenging

tasks • Holds out for what they believe is right

for the University even when significant risk is associated

• Takes well-considered and ethical entrepreneurial risks to drive sustainable business results

• Monitors situation and takes action to mitigate risks

• If faced with an unpopular decision, take the route that is right for the university, not the route of least resistance. Stand by your decision.

• When more senior colleagues propose or engage in an action that you believe is not right for ACU, challenge them directly. Ask them how this will benefit ACU and explain your concerns assertively. Be prepared to escalate if necessary.

• Where you or a team member has made a mistake don’t try to cover it up or blame someone else. Tell your manager, explain why it happened, plans to fix it and to avoid it happening again.

• Seek challenging assignment/ project to build organisational effectiveness and raise your profile.

• Read Feel the Fear and Do it Anyway, S Jeffer (1997)

• Read Tales of Management, Courage and Tenacity, T Teal, Editor (1996)

• Risk Frameworks • Tertiary Education

Leadership LH Martin Institute (external provider)



Leads Change - Displays openness and resilience to change, inspires others to change and acts to make change happen.

Competency level

Learning by doing



1. Accepts and understands change • Listens with an open mind to others

when they propose new solutions and different ways of doing things

• Demonstrates willingness to change ideas or perceptions based on new information or ideas

• Recognises the drivers for change: internal/external

• Learn to like change by identifying as many benefits to it and reflect on how to leverage them. Look for the drivers behind the change and strive to understand why change is taking place.

• Think through your personal reactions and responses to recent changes and talk through your thoughts with your manager or a colleague.

• When faced with a change you don’t like, identify as many possible benefits as you can.

• Observe others who seem to thrive on change, talk to them about how they approach change and why it excites them. Consider how you can adapt this approach.

• Read The Resilience Factor: 7 Keys to Finding Your Inner Strength and Overcoming Life's Hurdles, Karen Reivich and Andrew Shatte (2002)

• Consultation listening

• Working Smart Series

• Capabilities & Development Program

2. Adapts working practices • Makes changes to the way in which work

is carried out but not what needs to be done i.e. changes how to accomplish the goal or outcome

• Challenges the status quo; not constrained by routine or way things have always been done

• Cascades the impact of a change into working practices and processes for staff in unit/directorate or faculty/location

• Anticipate change by noting anticipated changes to your organisational unit over the next two years. Develop a plan to help you proactively manage these changes and revisit and adapt your plan to take account of new developments.

• Identify one major external variable that directly impacts on your decision-making within ACU. If this variable suddenly reverses, identify your immediate priorities, plans and objectives and what changes would need to be made in your area?

• Visit a team that has successfully adapted to with change to service provision and/or working practices. What did they do to achieve the success and how did they go about it. How could this be applied in your area?

• Read cases of high performing units and the people management aspects of innovation and improvement.

• Read the change and organisation development literature.

• Change Enabler • Moving Into

Management LH Martin Institute (external provider)

3. Advocates for change • Encourages others to be flexible and

understand impacts and benefits of change • Is enthusiastic and energetic about change • Presents the business case for change • Uses both logical and emotional

reasoning to gain the buy-in of others • Communicates the need for

change/driver of change

• Identify positive forces by selecting a specific change initiative you would like to implement. Note how you can capitalise on forces that help your change and prevent barriers to change.

• When faced with a change list the impacts: 1. impact on the organisation as a whole, 2. on your area, and 3. on you. Consider what ‘messages’ you will send out to others in discussions about the change.

• Involve staff with expertise in change management when implementing new ideas.

• Talk with peers who are regarded as innovative and adaptive to change.

• Read Leading Change, John Kotter (1996)

• Read Leadership and Change Management, Annabel Beeral (2009)

• Leading Bold Change


4. Prepares the ground for change • Inspires others to embrace change with

enthusiasm and energy • Champions and facilitates the

development of highly innovative ideas • Creates a sense of urgency for change

when appropriate • Anticipates and take actions to address

the emotional impact of change • Recognises and reinforces behaviours of

those who embrace the change

• Obtain commitment by identifying specific actions to build people’s commitment in your change plan. How will change affect particular individuals and how did they respond to past change? Talk through changes with individuals most opposed to them. Seek support from those who will act as champions.

• Simplify your change message with a short speech about your vision. Think about the key messages you want to convey and deliver it in less than one minute. Test it on a colleague and get feedback on how it is understood. Repeat the message several times a day.

• Copy great change leaders: Identify people who have successfully stirred people into action (e.g. Martin Luther King, Churchill, Gandhi). Study their actions or their speeches, and identify things they did that you can use to lead change.

• Read The Change Masters, R M Kanter

• Read Built to Change: How to Achieve Sustained Organisational Effectiveness, Edward E. Lawler III (2006)

• Managing and Influencing Organisational Change

LH Martin Institute – External Provider


Appendix 2: Competency quick reference

Competency quick reference

Preserves our Essential Character

Displays Integrity Delivers Excellence Demonstrates Interpersonal Understanding

Demonstrates confidence and courage in achieving ACU’s Mission, Philosophy and Values.

1. Acts in a manner consistent with ACU

Mission, Philosophy and Values 2. Acts on ACU Values even when it is hard

to do 3. Acts on ACU Values even when

significant cost or risk is associated with doing so

4. Creates an environment that nurtures integrity in others and the achievement of ACU’s Mission, Philosophy and Values

Takes personal accountability for achieving high quality outcomes. 1. Takes accountability for delivering

results 2. Acts to make incremental

improvements 3. Sets and works towards stretch goals 4. Takes calculated risks

Actively listens to understand others’ thoughts, feelings and concerns. 1. Listens and responds appropriately

to others 2. Shows genuine interest in others 3. Understands and anticipates

others’ emotions 4. Develops a deep understanding of

others

Works Collaboratively

Works in Teams Leads and Develops Others Influences Effectively

Sees the benefit of collaboration and works cooperatively across ACU to deliver shared goals.

Energises and develops ACU staff. Creates a climate in which our staff want to do their best.

Gains the support of others for courses of action that benefit the University.

1.

Cooperates

1.

Provides clarity

1. Communicates based on facts and logic

2. Seeks input 2. Enables the team to function 2. Tailors approach to the audience 3. Collaborates effectively or situation 4. Builds a collaborative environment 3. Engages and empowers the team 3. Influences others using appropriate 4. Communicates a compelling vision

and sense of purpose

4. communication strategies Uses complex influencing strategies

Leads our Future Success

Displays Business Acumen Demonstrates Confidence Leads Change

Recognises that ACU is a business and seizes opportunities to improve the commercial viability of the University.

Displays the inner confidence to take risks and make timely and effective decisions. Shows confidence in own judgement and actions.

Displays openness and resilience to change, inspires others to change and acts to make change happen.

1. Understands the importance of 1. Accepts and understands change commercial success 1. Acts confidently 2. Adapts working practices 2. Demonstrates some awareness of 2. Displays self belief 3. Advocates for change commercial implications 3. Stands up for own views 4. Prepares the ground for change 3. Focuses on commercial outcomes 4. Shows great courage 4. Creates new commercial opportunities

for ACU


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