Leadership Qualities

Fletcher Building Leadership Competencies & Attributes Developmental Dictionary
DICTIONARY OF LEADERSHIP COMPETENCIES & ATTRIBUTES and DEVELOPMENTAL GUIDE

Last Updated: 4/02/2013 Page 1
Contents
Introduction SECTION 1 Core Leadership Competencies & Attributes Use of the Competency & Attribute Dictionary Competency definitions Definition of attributes Competency levels SECTION 2 Career Broad Band Profile Analysis Profile Summary SECTION 3 Competency Development Guide Section 1: Performance Leadership Section 2: Interpersonal Section 3: Analytical Section 4: Business Awareness Section 5: Personal Energy Section 6: Doing It Right Section 7: Leadership Attributes 29 30 36 43 50 57 62 67 20 21 27 4 5 6 9 10 2
Last Updated: 4/02/2013
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Introduction
The Fletcher Building Dictionary of Leadership Competencies & Attributes, and Developmental Guide is intended to be a resource that enables employees to assess and develop their own and others abilities. This document is structured into three main sections: Section 1: Core Leadership competencies & attributes 1. 2. Outline of competencies Definitions
3 levels of competency Section 2: Career Broad Bands 3. Role profiles Section 3: Competency Developmental Guide This resource can be used to identify the leadership competencies and attributes necessary for a position, an employees strengths and weaknesses, and options for development. It can form the basis of performance goals for the next period, or can be used as an aide during the recruitment and promotion processes. Fletcher Building recognises the benefits of and encourages employees to have a balance between work and home life. Where appropriate, support will be provided in establishing and/or maintaining this balance. This guide has many tips in the developmental section that encourages employees to broaden their interests outside of work. Increasing your range of life experiences and achieving a balance will provide both significant developmental and personal satisfaction.
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SECTION 1
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Core Leadership Competencies and Attributes
Performance Leadership
4. 5. 6. 7. 8. 9. Providing Direction Empowering Motivating Others Developing Others Attracting and Retaining Talent Modelling Company and Business Unit Values
Interpersonal
10. Teamwork 11. Interpersonal Sensitivity 12. Cultural Awareness 13. Flexibility 14. Stress Tolerance 15. Oral Communication Skills 16. Building and Maintaining Relationships
Analytical
17. Judgement 18. Information Gathering 19. Problem Analysis 20. Objective Setting 21. Management Control 22. Written Communication 23. Technical Awareness
Business Awareness
24. Organisational Awareness 25. Industry Knowledge 26. Strategic Perspective 27. Commercial Orientation 28. Cross Functional Awareness 29. Innovation 30. Career and Self Development
Personal Energy
31. Self Confidence 32. Decisiveness 33. Drive 34. Impact 35. Persuasiveness
Doing It Right
36. Drive for Excellence 37. Customer Orientation 38. Execution 39. Functional Expertise 40. Committed to HS & E
Attributes
41. 42. 43. 44. 45. 46. 47. 48. 49. 50.
Attention to Detail Conceptual Thinking Initiative Integrity Multi-tasking Numerical Reasoning Passion Proactive Tenacity Visionary
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Use of the Competency and Attribute Dictionary
The definitions are not a complete description of the behaviours expected at each level. They are a guide to the type and standard of behaviour you would expect to see exhibited at each level.
Other ways of defining the difference between Competent Level 1, Competent Level 2 and Expert is to consider the following:
o o o Or, o o o
Competent Level 1 Competent Level 2 Expert
= = =
Can perform all the actions and behaviours detailed for this level. Can perform all the actions and behaviours detailed for this level and level one. Can perform all the actions and behaviours detailed for this level and levels one and two.
Competent Level 1 Competent Level 2 Expert
= = =
Input Output Result
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Fletcher Building Core Leadership Competencies & Attributes
Competency Group
Competency Providing Direction Empowering
Definition Provides team with a clear focus, organises resources and steers others towards successful task completion. Delegates responsibility to appropriate subordinates; gives others freedom to use their initiative, and also the authority and responsibility to accomplish tasks successfully. Enthuses others and inspires a positive attitude to work, and arouses a strong desire to achieve business goals among team members. Proactively seeks to improve others skills and talents by providing constructive feedback, coaching, training opportunities and assignments which challenge their abilities and encourages development. Attracts and retains high calibre individuals; puts time and effort into developing them. Acts and behaves in ways that are consistent with Business Unit and Fletcher Building values. Co-operates and works well with others in the pursuit of team goals; shares information; supports others. Shows consideration and respect for other people's feelings, needs and viewpoints and demonstrates interest in others opinions Communicates with, relates to and sees issues from the perspective of people of other cultures. Willing and able to adjust to changing demands and circumstances. Open to new ideas. Remains calm, objective in stressful situations; performs under pressure; accepts feedback without becoming defensive. Communicates with individuals and groups in a manner which is clear, fluent and compelling. Establishes and maintains relationships with people at all levels; puts others at ease; promotes goodwill and consensus through constructive handling of disagreements and potential conflict.
Motivating Others Developing Others Attracting and Retaining Talent Modelling Company and Business unit Values Teamwork Interpersonal Sensitivity Cultural Awareness
Interpersonal
Flexibility Stress Tolerance Oral Communication Skills Building and Maintaining Relationships
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Competency Group
Competency Judgement Information Gathering Problem Analysis
Definition Makes rational, realistic and sound decisions based on consideration of all the facts and alternatives available. Seeks all relevant information for problem solving and decision making; consults appropriately, probes the facts and asks the right questions. Breaks problem into parts and identifies key elements. Considers alternatives from different perspectives using appropriate tools and draws sound conclusions. Produces appropriate plans in which objectives are clearly defined and action steps for achieving them are clearly specified. Establishes clear priorities; schedules activities to ensure optimum use of time and resources; monitors performance against objectives. Writes in a clear, fluent and concise manner in a format appropriate to both the material and audience. Is aware of and can absorb new information and keeps up to date in technical developments. Attuned to changing dynamics within the organisation; forges links with other groups and Fletcher Building businesses and establishes constructive networks. Understands the market and industry, and looks at situations in terms of their full business potential for Fletcher Building. Understands the key drivers within Fletcher Building, the industry and market and uses the knowledge to develop strategies or solutions. Takes a broad, long term view, considers wide ranging possibilities in developing strategies to extract value; balances both short and long term goals. Financially and commercially astute; manages risk and focuses on costs, profits, markets, new business opportunities and activities which generate the greatest value. Has a working knowledge and understanding of the different functions within the business; takes constructive account of this in developing strategy and plans and in day to day business relationships. Comes up with new and imaginative ideas; identifies fresh approaches; breaks away from tradition. Encourages innovation in others. Takes responsibility for own development; actively pursues learning and career development opportunities; seeks out and acts upon feedback on own performance.
Analytical
Objective Setting Management Control Written Communication Technical Awareness Organisational Awareness Industry Knowledge Strategic Perspective
Business Awareness
Commercial Orientation Cross Functional Awareness Innovation Career and Self Development
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Competency Competency Group Self Confidence Decisiveness
Definition
Independent and self reliant; conveys a realistic confidence in own ability to select appropriate courses of action, able to stand ground in face of opposition. Willing to make firm and speedy decisions and commit to definite courses of action, on the basis of limited information if necessary. Demonstrates enthusiasm, commitment and capacity for sustained effort. Makes an immediate positive impression on others; has presence; comes across with conviction and credibility. Able to influence attitudes and opinions of others and gain agreement to proposals, plans and ideas; skilful at negotiating. Committed to the achievement and maintenance of quality; sets high standards of performance for self and others. Concerned to provide a prompt, efficient and personalised service to customers; goes out of way to ensure that individual internal and external customer needs are met. Drives projects along, gets results, and ensures that key objectives are met. Concerned to provide a safe and healthy environment for staff, customers and the community. Detailed knowledge, experience and proven capability in performing the functions required in the current role. Pays appropriate attention to detail in individual and team work. Grasps new and complex ideas that are abstract in nature. Proactive, self starting; seizes opportunities and acts upon them; actively influences events. Maintains high ethical standards, both personally and professionally; shows integrity and fairness in dealing with others. Maintains focus across multiple tasks. Analyses data identifies patterns and trends, skilled at performing numerical calculations. Demonstrates a keen interest in work, keeping up to date with relevant trends and developments. Identifies opportunities, anticipates problems and takes action Resilient and persevering, even in the face of adversity; copes well with disappointments and setbacks. Creates a vision or direction for others which is compelling, challenging and inspiring.
Personal Energy
Drive Impact Persuasiveness Drive for Excellence Customer Orientation
Doing It Right
Execution Committed to H&S & E Functional Expertise Attention to Detail Conceptual Thinking Initiative Integrity
Leadership Attributes
Multi-tasking Numerical Reasoning Passion Proactive Tenacity Visionary
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Attributes
These attributes are difficult to develop, so if considered a pre-requisite for a role, will need to be identified in the successful candidate during the recruitment process.
Attribute
Attention to detail Conceptual thinking Initiative Integrity Multi-tasking Numerical reasoning Passion Proactive Tenacity Visionary
Definition
Pays appropriate attention to detail in individual and team work. Grasps new and complex ideas that are abstract in nature.
Proactive, self starting. Seizes opportunities and acts upon them. Actively influences events. Maintains high ethical standards, both personally and professionally. Shows integrity and fairness in dealing with others. Maintains focus across multiple tasks. Analyses data identifies patterns and trends, skilled at performing numerical calculations.
Demonstrates a keen interest in work, keeping up to date with relevant trends and developments. Identifies opportunities, anticipates problems and takes action Resilient and persevering even in the face of adversity. Copes well with disappointments and setbacks. Creates a vision or direction for others, which is compelling, challenging and inspiring.
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Providing Direction
Provides team with a clear focus, organises resources and steers others towards successful task completion.
Competent Level 1
51. Clear verbal and written communication with other team members. 52. Proactively assists others. 53. Contributes resources and ideas to team tasks.
Competent Level 2
Expert
Empowering
Delegates responsibility to appropriate subordinates; gives others freedom to use their initiative, and also the authority and responsibility to accomplish tasks successfully.
59. Supports team members. 60. Delegates simple tasks as appropriate.
Motivating Others
Enthuses others and inspires a positive attitude to work, and arouses a strong desire to achieve business goals among team members.
68. Positive, proactive attitude. 69. Contributes positively to all activities.
Developing Others
Proactively seeks to improve others skills and talents by providing constructive feedback, coaching, training opportunities and assignments which challenge their abilities and encourages development.
76. Tactfully assists others with tasks. 77. Assists with "on the job" training and / or induction for new employees. 78. Helps colleagues develop their skills.
Attracting and Retaining Talent

87. Encourages and supports key staff.
54. Communicates a clear idea of what 58. Communicates a clear and is to be achieved and how the team compelling vision. will get there. Ensures risks are managed and roadblocks are 55. Utilises external resources to assist cleared before the project starts. team. Allocates resources in the most effective and 56. Removes "roadblocks" as necessary. efficient way. 57. Monitors tasks to ensure completion. 61. Empowers team members by 65. Proactively plans empowerment delegating tasks at the appropriate of team members (e.g. through level. specific projects.) 62. Discusses and agrees delegated 66. Continues to empower tasks. individuals by ensuring that they receive increasingly challenging 63. Provides a clear expectation of tasks. standards and outcomes. 67. Ensures others have the 64. Monitors progress of delegated authority and responsibility to tasks. deliver on stretch objectives. 70. Looks for opportunities to motivate 73. Plans motivational opportunities those who are 'flagging'. for others. 71. Minimises the negative. Accentuates 74. Sells business goals positively to the positive. encourage motivation and achievement. 72. Reinforces how activities contribute to business goals. 75. Understands various motivational needs of others and acts accordingly. 79. Monitors progress of others and 83. Provides continuous feedback in demonstrates positive mentoring a positive and motivating way. and coaching skills. 84. Provides increasingly challenging 80. Provides constructive feedback on development opportunities for development areas. staff. 81. Provides on the job and formal 85. Looks for external training opportunities. development / training opportunities for key staff. 82. Has development plans for team / staff. 86. Coaches others to develop their teams. 89. Provides development opportunities 93. Understands retention drivers of for key staff. key staff.
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Attracts and retains high calibre individuals; puts time and effort into developing them.
Competent Level 1
88. Acknowledges achievement of others.
Competent Level 2
90. Recognises and rewards high calibre work and staff. 91. Rewards key staff in a way that "speaks" to them. 92. Identifies staff with potential and develops them appropriately.
Expert
94. Develops retention plans for key staff including development and succession. 95. Develops a culture of personal achievement that encourages retention. 96. Has regular coaching and mentoring sessions with key staff. 101.Actively promotes values. 102.Ensure values are built into strategic goals. 103.Challenges anyone who does not act in a way that is consistent with values.
Modeling Company and Business Unit Values

Acts and behaves in ways that are consistent with Business Unit and Fletcher Building values.
97. "Walks the talk". 98. Builds values into every day work.
99. Consistently applies the values to actions, behaviours and work. 100.Encourages others to act and behave consistently with the values.
Interpersonal
Teamwork
Co-operates and works well with others in the pursuit of team goals; shares information; supports others.
Competent Level 1
104.Scope limited to immediate team or workgroup. 105.Works well with others. 106.Willing to "go the extra mile" for the team. 107.Shares information. 108.Participates fully.
Competent Level 2
109.Works on teams dealing with moderately complex / limited impact issues. 110.Keeps the team on track to deliver through two-way communication. 111.Flexible about own team role. 112.Develops a range of team skills in others. 113.Actively encourages information sharing (e.g. team meetings, newsletters etc.) 122.Adjusts behaviour depending on the situation or people involved. 123.Questions others appropriately to show interest and elicit opinions.
Expert
114.Works on senior teams on issues with a large scope. 115.Models excellent team working skills. 116.Supports and coaches people to take on increasingly responsible team roles. 117.Identifies and removes "roadblocks". 118.Proactively manages team discord. 124.Proactively manages discordant situations. 125.Teases out issues to uncover underlying views. 126.Is able to facilitate groups effectively to deliver results, while also maintaining group harmony. 134.Develops strategic plans that promote cultural awareness.
Interpersonal Sensitivity
Shows consideration and respect for other peoples feelings, needs and viewpoints and demonstrates interest in others opinions
119.Listens well. 120.Respects others' views even though they may differ from own. 121.Takes active interest in others by questioning, and shows positive body language. 127.Is aware of, and respects, difference between individuals. 128.Interacts positively with people
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Cultural Awareness
Communicates with, relates to and
130.Challenges the inappropriate behaviour of others in relation to cultural awareness.
Interpersonal
sees issues from the perspective of people of other cultures.
Competent Level 1
of other cultures. 129.Is aware of EEO principles and FB policy.
Competent Level 2
131.Demonstrates commitment to EEO. 132.Plans cultural awareness and participation as part of every day work. 133.Builds EEO into own and team work. 139.Identifies the need for change and alters or changes overall plans, goals or projects to adapt to a new or different situation, environment or work group. 140.Adapts approach significantly when required. 141.Quickly responds to changes in the marketplace. 148.Is able to manage and defuse stressful situations in a calm manner. 149.Listens to feedback and acts upon it positively to bring about change. 150.Assists others to manage stress and develop a healthy work-life balance.
Expert
135.Ensures staff are trained in EEO issues and adhere to FB policy on EEO.
Flexibility
Willing and able to adjust to changing demands and circumstances; Open to new ideas.
Stress Tolerance
Remains calm, objective in stressful situations; performs under pressure; accepts feedback without becoming defensive.
136.Applies rules or procedures flexibly, depending on the individual situation, to more effectively accomplish tasks and activities. 137.Adapts own behaviour or approach to suit the situation or to fit in with others response. 138.Comfortable with ambiguity. 144.Has a generally calm and accommodating nature. 145.Manages own stress levels. 146.Demonstrates a healthy worklife balance. 147.Open to feedback and change.
142.Makes longer term adaptations or alters strategy in response to changes in the wider business environment. 143.Creates and supports flexibility by introducing procedures and work methods which ensure quick turnaround and responsiveness and encourages initiative in others. 151.Ensures projects are planned in a way that minimises stress. 152.Actively and promptly manages others who are stressed. 153.Consistently models calm, objective behaviour and 'coping' strategies.
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Oral Communication Skills

Communicates with individuals and groups in a manner which is clear, fluent and compelling.
154.Communicates on routine matters that affect own job / team / department. 155.Communication is clear, fluent and is easily understood by the receiver. 156.Avoids jargon.
157.Manages moderately complex information with a wider audience (e.g. larger or mixed level audience, technically complex material.) 158.Adjusts the communication style to be appropriate for the topic and audience. 159.Utilises technology as appropriate to enhance communication (e.g. PowerPoint.)
Building and Maintaining Relationships

Establishes and maintains relationships with people at all levels; puts others at ease; promotes goodwill and consensus through constructive handling of disagreements and potential conflict.
164.Develops good working relationships with colleagues and external contacts. 165.Has a friendly, relaxed and professional manner. 166.Does not react negatively or in a hostile manner to disagreement.
167.Manages positive relationships with a wider range of people. 168.Proactively develops internal and external relationships. 169.Does not avoid managing difficult relationships. 170.Listens to others and aims to get a win-win outcome. 171.Demonstrates an ability to get favourable outcomes from disagreements. 172.Gains consensus from stakeholders.
160.Manages and delivers high level and / or complex communication in easily understood terms to diverse audiences (e.g. media, organisation-wide, difficult issues, external, highly technical.) 161.Communicates 'bad news' in a believable way. 162.Coaches others in appropriate oral communication skills for FB. 163.Develops communications standards and communicates these. 173.Builds positive high level relationships with internal and external stakeholders. 174.Handles complex problems to deliver a positive outcome for all participants. 175.Proactively manages situations before they escalate to conflict. 176.Challenges dysfunctional relationships both with individuals and workgroups or teams with a view of improvement.
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Analytical
Judgement
Makes rational, realistic and sound decisions based on consideration of all the facts and alternatives available.
Competent Level 1
177.Applies judgement to routine or simple decisions where the impact is limited 178.Shows evidence of having gathered all the facts. 179.Considers alternatives and can justify how and why the decision was reached. 180.The decision is workable and appropriate to the situation.
Competent Level 2
181.The decision is non-routine, moderately complex and / or has a wider impact 182.Consults others and gathers information outside the immediate workgroup. 183.Uses objective techniques to reach a decision (e.g. decision trees, flowcharts.) 184.The decision will have a direct and positive impact on the problem at hand. 185.The decision is sound and not able to be overturned by other evidence or legal challenge. 186.The decision is in line with organisational principles and does not conflict with other strategic initiatives. 193.Proactively gathers information from a wide range of sources (e.g. networking, industry contacts, and publications). 194.Tests the validity of the information against objective criteria. 195.Uses accepted techniques to gather and sort information (e.g. mind maps.) 196.Checks for contradictory information. 205.Chunks the problem to clearly identify the problem. 206.Involves others to gather views and check assumptions. 207.Uses analysis tools (e.g. SWOT). 208.Does not get diverted with side issues. 209.The conclusion is a logical step
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Expert
187.The decision is complex and has significant impact on the organisation. 188.Advanced decision making techniques (e.g. ROI, risk analysis) are used. 189.The decision shows evidence of creative thinking and lateral investigation. 190.Stakeholders have been consulted and have 'bought into' the decision.
Information Gathering
Seeks all relevant information for problem solving and decision making; consults appropriately, probes the facts and asks the right questions.
191.Asks questions and seeks information appropriate to the size of the problem / decision. 192.Tests the relevance of information rather than accepting it on 'blind faith'.
Problem Analysis
Breaks problem into parts and identifies key elements; Considers alternatives from different perspectives using appropriate tools and draws sound conclusions.
201.The problem is routine and / or simple. 202.Ensures detail, conflicting information and alternative viewpoints are considered. 203.Does not jump to conclusions. 204.Evidence of a logical thought process from identification of the problem through to the
197.Seeks information from a wide range of internal and external sources (e.g. subject matter experts). 198.Uses complex information gathering techniques (e.g. market research, academic research) to capture new or obscure areas of research. 199.Thoroughly tests the validity of the information sourced. 200.Coaches others and delegates information gathering tasks. 211.Analyses the initial problem to ensure issues have been fully scoped, and continues to monitor so the scope can be updated as necessary throughout the project. 212.Uses advanced analysis techniques. 213.Proactively sources information,
Analytical
Competent Level 1
conclusion.
Competent Level 2
from the analysis and can be clearly shown. 210.Ensures the outcome does not conflict or cause a problem for another group in FB.
Expert
viewpoints and conflicting data from a range of sources. 214.Ensures the outcome does not conflict with business objectives across FB.
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Objective Setting
Produces appropriate plans in which objectives are clearly defined and action steps for achieving them are clearly specified.
Management Control
Establishes clear priorities; schedules activities to ensure optimum use of time and resources; monitors performance against objectives.
215.Plans are limited in scope and size. 216.The objectives are specific, measurable and achievable. 217.Action steps are clear, in a logical order and capable of being delivered. 218.Asks for help or guidance as appropriate. 219.The plan is clearly communicated. 228.Involved in developing work plans and schedules. 229.Asks for help or guidance as appropriate. 230.Checks on progress and redirects attention or work to keep on track. 231.Delivers outcomes as agreed. 232.The schedule is flexible to allow for changes.
220.Plans are more complex and involve a range of people / resources. 221.The objectives and action steps are defined and agreed with stakeholders. 222.Manages conflicting objectives and priorities. 223.Clear communication of objectives, the plan and changes. 233.Develops schedules ensuring resources are used appropriately. 234.Clearly communicates schedules, plans, priorities, changes and progress to all those involved. 235.Sources resources from outside immediate workgroup as necessary. 236.Monitors progress regularly, making adjustments as necessary. 237.Escalates issues appropriately. 238.Delivers within budget, time and quality constraints. 247.Communicates moderately complex information in an easily understood way to a varied audience. 248.Uses appropriate visual aids to enhance written communication (e.g. graphs, flowcharts, pictures, colour.) 249.Written style has good flow and is compelling to read (i.e. not 'dry' or 'boring'.) 256.Proactively seeks out new developments that apply to own job and department or function from external sources (e.g.
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224.The objectives and plans affect a wide number of people and / or range of activities. 225.Complex planning is involved using accepted methodologies and tools. 226.Contributes ideas and shares knowledge with others in the organisation. 227.The objectives are in line with strategic goals. 239.Complex projects / work environment and/or in charge of multiple projects. 240.Manages a range of resources with different needs and outcomes. 241.Uses advanced planning tools and methodologies. 242.Monitors schedules of subordinates and coaches as appropriate for improvement. 243.Project plans and schedules demonstrate commitment to organisational principles and values. 250.Communicates complex information in a way that can be understood by a wide audience. 251.Impact of communication has large implications for the organisation. 252.Coaches others to develop written communication skills via delegation and feedback.
Written Communication
Writes in a clear, fluent and concise manner in a format appropriate to both the material and audience.
244.Communicates simple or routine information in an easily understood way to a limited audience. 245.Clear style which avoids repetition and jargon. 246.Avoids spelling and grammatical errors.
Technical Awareness
Is aware of and can absorb new information and keeps up to date in technical developments.
253.Is aware of technical developments that relate to own job. 254.Seeks new information that
259.Contributes at a strategic level to keep FB at the forefront of technical development. 260.Communicates new technical
applies to own job. 255.Proactively applies new concepts to own job.
newspapers, magazines.) 257.Communicates and encourages others to adopt new concepts. 258.Takes part in skills training and seminars.
concepts within the organisation to encourage innovation and development. 261.Updates organisational training to ensure latest developments are included.
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Business Awareness
Organisational Awareness
Attuned to changing dynamics within the organisation; forges links with other groups and Fletcher Building businesses and establishes constructive networks.
Competent Level 1
262.Is aware of new developments within the organisation. 263.Does not have an "us and them" attitude to others. 264.Shares information between teams. 270.Understands how the market and industry impacts on own role. 271.Can see how own job fits into the FB "whole". 272.Understands importance of own job to FBs overall success and actively works towards that goal.
Competent Level 2
265.Is aware of new initiatives in FB and proactively contributes to these. 266.Develops links and networks across the organisation. 267.Contributes to and supports cross-functional links. 273.Seeks industry and market knowledge from a range of sources both internal and external and builds this into work of self and others. 274.Understand key FB drivers and builds this into own and others work. 275.Develops work with FB key drivers, market and industry knowledge in mind. 276.Redirects effort that does not contribute to FB key drivers. 284.Thinks in terms of the team / department impact on the long term strategy of FB. 285.Thinks laterally about own and team's work. 286.Develops options that take strategic issues into account before acting. 287.Plans work of team to have long term positive impact on the organisation.
Expert
268.Proactively develops links and work across the organisation that cultivates positive dynamics. 269.Challenges negative dynamics in a proactive and positive way with individuals, workgroups and organisation wide. 277.Scans market to develop strategic business opportunities for FB. 278.Updates the organisation on industry trends and innovations. 279.Directs effort of the organisation to take advantage of the latest industry and market knowledge. 280.Contributes to the industry in a way that builds FBs business and enhances the company profile in the market. 288.Develops strategic plans with a large impact on the organisation and advance FBs business (e.g. raise the organisational profile, increase market share, increase profitability, new product development.) 289.Demonstrates lateral thinking and develops new strategies ahead of competitors. 290.Encourages lateral thinking and strategic perspective in others through skilful questioning and coaching. 298.Develops and tracks financial and other metrics to manage business. 299.Actively pursues new business opportunities.
Industry Knowledge
Understands the market and industry, and looks at situations in terms of their full business potential for Fletcher Building; Understands the key drivers within Fletcher Building, the industry and market and uses the knowledge to develop strategies or solutions.
Strategic Perspective
Takes a broad, long term view, considers wide ranging possibilities in developing strategies to extract value; balances both short and long term goals.
281.Looks to add value wherever possible. 282."Future proofs" own work by taking organisational issues into account. 283.Weighs up value of work with wider value to the organisation.
Commercial Orientation
Financially and commercially astute; manages risk and focuses on costs, profits, markets, new business
291.Manages own resources appropriately (i.e. does not waste time or materials.) 292.Focuses own work to the tasks that add most value.
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294.Plans optimal resource use for self and others. 295.Looks for opportunities to add value.
Business Awareness
opportunities and activities which generate the greatest value.
Competent Level 1
293.Minimises risk in own job.
Competent Level 2
296.Consults, understands and acts upon financial information. 297.Proactively manages risk and costs. 303.Understands others' roles in the organisation and how they fit in with own team / department and the whole organisation. 304.Develops constructive relationships with other areas of FB. 305.Involves other functions in projects / work as appropriate. 314.Seeks and initiates new and innovative approaches to business. 315.Contributes creative but practical solutions to business problems. 316.Recognises and rewards innovation and improvements. 317.Challenges existing processes and ways of operating. Promotes and encourages creative thinking in others. 318.Is prepared to take calculated risks and supports others to do the same. 319.Involves customers and teams to integrate their feedback into improving processes to mutual advantage 329.Has a challenging personal development plan that is achieved each year. 330.Personal development plan includes some external learning / development opportunities (e.g. Graduate
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Expert
300.Coaches others to develop skills in this area via appropriate feedback and delegation. 306.Has an in-depth knowledge of FB functions. 307.Participates across the organisation at a strategic level. 308.Develops cross-functional projects that have a strategic impact on the organisation. 309.Involves others in cross functional projects to provide development opportunities. 320.Promotes and encourages a continuous improvement philosophy. 321.Continually seeks to improve processes and stakeholder satisfaction. 322.Focuses on the big picture and contributes ideas to transform FB. 323.Actively fosters an environment where innovation is encouraged and rewarded. 324.Champions innovative projects which result in significant cost savings and productivity and have applications across the business
Cross Functional Awareness

Has a working knowledge and understanding of the different functions within the business; takes constructive account of this in developing strategy and plans and in day to day business relationships.
301.Understands how own job fits into FB as a whole. 302.Utilises others in the organisation to assist delivery of own job.
Innovation
Comes up with new and imaginative ideas; identifies fresh approaches; breaks away from tradition; Encourages innovation in others.
310.Contributes ideas about how team can improve performance. 311.Identifies recurrent issues and takes the initiative to improve them. 312.Searches for new ways of working which create more value for internal and external customers. 313.Is prepared to take calculated risks.
Career and Self Development

Takes responsibility for own development; actively pursues learning and career development opportunities; seeks out and acts upon feedback on own performance.
325.Seeks out development opportunities for self. 326.Act positively on feedback from others. 327.Utilises development opportunities to the full. 328.Has a personal development
331.Proactively seeks feedback from subordinates, peers, managers and clients/customers. 332.Personal development plan has advanced goals (e.g. MBA, advanced professional qualifications, senior
Business Awareness
Competent Level 1
plan that increases skill/productivity/ satisfaction year on year.
Competent Level 2
Diploma, professional membership, attendance at seminars.)
Expert
professional membership.) 333.Actively champions career and self development as a priority for all.
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Personal Energy
Self Confidence
Independent and self reliant; conveys a realistic confidence in own ability to select appropriate courses of action, able to stand ground in face of opposition.
Competent Level 1
334.Has a realistic view of strengths and acts upon them. 335.Contributes positively in areas of strength. 336.Is comfortable acting on own decisions.
Competent Level 2
337.Promotes a professional, competent and confident persona via positive body language and speech. 338.Able to promote own views in the face of opposition. 339.Can "argue own corner" in an appropriate and constructive manner. 346.Makes decisions about more complex issues that affect self and / or team / department. 347.Gathers views / information from stakeholders before making decisions.
Expert
340.Develops self confidence in others through coaching and mentoring. 341.Consistently models a professional, confident persona for others. 342.Encourages independence in others by listening to others opinions and coaching. 348.Makes decisions about complex issues that have a large impact on the organisation having considered all the facts available. 349.Consistently demonstrates an ability to make sound decisions while still managing the needs of others and the requirements of the organisation as a whole. 350.Empowers others to make difficult decisions by delegating and acting as a mentor. 357.Motivates others whose drive is flagging. 358.Demonstrated ability to consistently deliver quality work at a high level within the organisation. 359.Encourages drive in others by showing enthusiasm for their work and acknowledging commitment. 366.Can manage complex, difficult and / or high level issues with credibility and in a manner that is acceptable to the audience. 367.Is trusted by others. Evidenced by others seeking advice or support. 368.Challenges behaviour that is inconsistent with this objective.
Decisiveness
Willing to make firm and speedy decisions and commit to definite courses of action on the basis of limited information if necessary.
343.Can make decisions about simple or routine issues that apply to own job or area of expertise. 344.Takes all information available into account when making a decision. 345.Escalates decision when appropriate
Drive
Demonstrates enthusiasm, commitment and capacity for sustained effort.
351.Has a positive, proactive attitude. 352.Contributes at a steady rate. 353.Can be relied upon to deliver own work to agreed standards.
354.Consistently demonstrates drive, enthusiasm and commitment. 355.Goes "above and beyond" the call of duty as required. 356.Manages own and team's work at or above agreed standards at all times.
Impact
Makes an immediate positive impression on others; has presence; comes across with conviction and credibility.
360.Smiles! 361.Conveys a positive and professional attitude through positive body language and communication skills. 362.Communicates in a manner that suits the audience.
363.Is able to carry through initial positive impression with depth of knowledge and credibility. 364.Makes a positive impact with presence, knowledge and communication skills. 365.Conveys honesty and trust.
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Personal Energy
Persuasiveness
Able to influence attitudes and opinions of others and gain agreement to proposals, plans and ideas; skilful at negotiating.
Competent Level 1
369.Outcome of negotiation limited to self or immediate scope of work. 370.Can persuade others about simple or routine matters. 371.Can discuss different ideas and reach a satisfactory outcome.
Competent Level 2
372.Outcome of negotiation has limited impact on the organisation, finance or other resources. 373.Can communicate more complex information in a persuasive way. 374.Can negotiate a satisfactory compromise where full agreement is unlikely.
Expert
375.Outcome of negotiation has significant impact on the organisation, finances or other resources. 376.Can negotiate complex deals / outcomes in difficult circumstances with satisfactory outcomes for all stakeholders. 377.Negotiations are complex (e.g. legal, supply or contractual issues.) 378.Coaches others in negotiation techniques and delegates as appropriate.
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Doing It Right
Drive for Excellence
Committed to the achievement and maintenance of quality; sets high standards of performance for self and others.
Competent Level 1
379.Demonstrates commitment to doing own job to the highest standard. 380.Checks own work for quality.
Competent Level 2
381.Communicates expected standards to others. 382.Has quality systems in place to ensure high standards are met. 383.Monitors work of others and does not let second-rate work go through. 384.Produce metrics to monitor achievement of quality standards. 391.Consistently develops positive relationships with all customers. 392.Proactively manages customer relationships to add value (e.g. networks customers who could help each other.) 393.Provides a personalised service (e.g. sends information that is relevant to the customer - rather than all information.) 394.Deals quickly and positively with customer complaints. 404.Scope of projects limited to team / department. 405.Communicates project progress to all involved. 406.Delegates tasks appropriately. 407.Manages resources to ensure delivery. 408.Manages risk and issues to avoid delays. 415.Shows experience and developed knowledge of functional expertise. 416.Consistently delivers to a high standard. 417.Mentors others in functional area.
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Expert
385.Sets quality standards for projects / teams / department. 386.Proactively manages strategic quality issues. 387.Challenges people and results across the organisation that do not meet the required quality standards.
Customer Orientation
Concerned to provide a prompt, efficient and personalised service to customers; goes out of way to ensure that individual internal and external customer needs are met.
388.Puts the customer first. 389.Works to understand the customer needs by active listening. 390.Aims to achieve a win-win outcome for the customer and the company.
Execution
Drives projects along, gets results, and ensures that key objectives are met.
Functional Expertise
Detailed knowledge, experience and proven capability in performing the functions required in the current role.
399.Self managing. 400.Checks progress against expected outcomes to stay on track. 401.Communicates with others as appropriate to ensure can deliver own tasks. 402.Escalates issues as appropriate. 403.Supports others to deliver tasks and projects. 412.Understands what is required in current role. 413.Demonstrates mastery of key skills. 414.Develops new skills as required.
395.Manages high level relationships between FB and customer organisations. 396.Ensures that the customer remains at the forefront of strategic planning. 397.Proactively identifies areas which may cause problems for the customer and manages positively. 398.Challenges and coaches others to ensure they meet the skill level required. 409.Manages one or more large projects that have a significant impact on the business, finances and/or other resources. 410.Has an excellent track record of delivering projects to agreed standards. 411.Develops others through delegation and coaching. 418.Works at a senior level in area of expertise. 419.Seen as an industry expert or SME. 420.Demonstrates cross-functional competence and transferable skills and shares these with
Doing It Right
Committed to HS & E
Concerned to provide a safe and healthy environment for staff, customers and the community.
Competent Level 1
421.Is aware of HS & E policies. 422.Keeps work area tidy. 423.Reports incidents and accidents. 424.Takes responsibility for own and others safety.
Competent Level 2
425.Promotes and manages HS & E issues in team / department. 426.Proactively manages HS & E risk in team / department. 427.Ensures incidents and accidents are reported in team / department. 428.May be departmental HS & E rep / advocate.
Expert
others. 429.Manages investigations and complex HS & E issues. 430.Manages interaction with OSH. 431.Contributes to HS & E issues at a strategic level (e.g. policy development) 432.Challenges behaviour or policies that contradict HS & E objectives.
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SECTION 2
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Career Broad Bands

Career Broad Bands have been developed to assist the formation of department plans for employees at similar levels within the company. It should be noted that each band is designated by a wide range of Hay points and positions. In some cases employees and their supervisors may both be within one broad band.
Chief Executive General Manager Group Manager or Business Unit Manager Functional Manager Front Line Manager/Senior Professional Staff Professional/Technical Staff Administrative
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Profile General Manager Competencies Not Covered
Definition Leads and manages the development of a single business division or major function within a business division or functional advisory unit. Experience:
Leadership Providing Direction Expert Empowering Expert Motivating Others Expert Developing Others Expert Attracting & Retaining Talent Expert Modelling Company & Business Unit Values Expert Teamwork Expert Interpersonal Sensitivity Competent Level 2 Cultural Awareness Competent Level 2 Flexibility Competent Level 2 Stress Tolerance Expert Oral Communication Skills Expert Building & Maintaining Relationships Expert
Management Judgement Expert Information Gathering Expert Problem Analysis Expert Objective Setting Expert Management Control Expert Written Communication Expert Technical Awareness Competent Level 2 Organisational Awareness Expert Industry Knowledge Competent Level 2 Strategic Perspective Expert Commercial Orientation Expert Cross Functional Awareness Expert Innovation Expert Career & Self Development Expert
Personal Attributes Self Confidence Expert Decisiveness Expert Drive Expert Impact Expert Persuasiveness Competent Level 2 Drive for Excellence Competent Level 2 Customer Orientation Expert Execution Expert Committed to HSE Expert Functional Expertise Expert Conceptual thinking Initiative Integrity Multi-tasking Numerical Reasoning Passion Proactive Tenacity Visionary
Attributes Not Covered Attention to detail
Essential Success in at least 2 significant functional management roles D Desirable Worked in at least 2 functions Experience in external relations Experience in a significant international management role
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Fletcher Building Leadership Competencies & Attributes Developmental Dictionary Profile Group Manager or Business Unit Manager Definition Manages a major function within a business division or functional advisory unit, or manages a smaller section within a business division or functional advisory unit. Experience: Leadership Providing Direction Expert Empowering Expert Motivating Others Expert Developing Others Expert Attracting & Retaining Talent Expert Modelling Company & Business Unit Values Expert Teamwork Expert Interpersonal Sensitivity Expert Cultural Awareness Expert Flexibility Expert Stress Tolerance Expert Oral Communication Skills Expert Building & Maintaining Relationships Expert Management Judgement Expert Information Gathering Expert Problem Analysis Expert Objective Setting Expert Management Control Expert Written Communication Competent Level 2 Technical Awareness Competent Level 2 Organisational Awareness Competent Level 2 Industry Knowledge Competent Level 2 Strategic Perspective Competent Level 2 Commercial Orientation Expert Cross Functional Awareness Competent Level 2 Innovation Expert Career & Self Development Expert Multi-tasking Numerical Reasoning Passion Proactive Tenacity Visionary Personal Attributes Self Confidence Expert Decisiveness Expert Drive Expert Impact Expert Persuasiveness Expert Drive for Excellence Expert Customer Orientation Expert Execution Expert Committed to HSE Expert Functional Expertise Expert
Essential 1 international, or international related, assignment 1 cross-business assignment / role Desirable Success in at least 2 functional roles, including one staff role
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Fletcher Building Leadership Competencies & Attributes Developmental Dictionary Profile Functional Manager Attributes Not Covered Conceptual Thinking Visionary Definition Manages part of a major function within a business division or functional advisory unit, or manages a smaller section within a business division or functional advisory unit. Experience: Leadership Providing Direction Expert Empowering Competent Level 2 Motivating Others Expert Developing Others Competent Level 2 Attracting & Retaining Talent Expert Modelling Company & Business Unit Values Expert Teamwork Competent Level 2 Interpersonal Sensitivity Competent Level 2 Cultural Awareness Competent Level 2 Flexibility Competent Level 2 Stress Tolerance Expert Oral Communication Skills Expert Building & Maintaining Relationships Expert Management Judgement Competent Level 2 Information Gathering Expert Problem Analysis Competent Level 2 Objective Setting Expert Management Control Expert Written Communication Competent Level 2 Technical Awareness Competent Level 2 Organisational Awareness Competent Level 2 Industry Knowledge Competent Level 2 Strategic Perspective Competent Level 2 Commercial Orientation Expert Cross Functional Awareness Competent Level 2 Innovation Expert Career & Self Development Expert Personal Attributes Self Confidence Expert Decisiveness Expert Drive Expert Impact Expert Persuasiveness Competent Level 2 Drive for Excellence Expert Customer Orientation Expert Execution Expert Committed to HSE Expert Functional Expertise Expert Attention to detail Initiative Integrity Multi-tasking Numerical Reasoning Passion Proactive Tenacity
Essential Success in at least 2 functional roles Desirable Worked in at least 2 locations 1 international, or international related, assignment
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Fletcher Building Leadership Competencies & Attributes Developmental Dictionary Profile Front-line Manager and Senior Professional staff Definition Leads and manages a team of people or works as a seasoned/experienced practitioner in a professional role, either in a business or a functional advisory unit. Experience: Leadership Providing Direction Competent Level 2 Empowering Competent Level 2 Motivating Others Competent Level 2 Developing Others Competent Level 2 Attracting & Retaining Talent Competent Level 2 Modelling Company & Business Unit Values Competent Level 2 Teamwork Competent Level 2 Interpersonal Sensitivity Competent Level 2 Cultural Awareness Competent Level 2 Flexibility Competent Level 2 Stress Tolerance Competent Level 2 Oral Communication Skills Competent Level 2 Building & Maintaining Relationships Competent Level 2 Management Judgement Competent Level 2 Information Gathering Competent Level 2 Problem Analysis Competent Level 2 Objective Setting Competent Level 2 Management Control Competent Level 2 Written Communication Competent Level 2 Technical Awareness Competent Level 2 Organisational Awareness Competent Level 1 Industry Knowledge Competent Level 1 Strategic Perspective Competent Level 1 Commercial Orientation Competent Level 2 Cross Functional Awareness Competent Level 1 Innovation Competent Level 2 Career & Self Development Competent Level 2 Multi-tasking Numerical Reasoning Passion Proactive Tenacity Visionary Personal Attributes Self Confidence Competent Level 2 Decisiveness Competent Level 2 Drive Competent Level 2 Impact Competent Level 2 Persuasiveness Competent Level 2 Drive for Excellence Competent Level 2 Customer Orientation Competent Level 2 Execution Competent Level 2 Committed to HSE Competent Level 2 Functional Expertise Competent Level 2
Essential Success in at least 1 functional role Desirable Worked in at least 2 locations Participation in significant international, or cross business project
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Fletcher Building Leadership Competencies & Attributes Developmental Dictionary Profile Professional or Technical Definition Including graduates Experience: Leadership Providing Direction Competent Level 1 Empowering Competent Level 1 Motivating Others Competent Level 1 Developing Others Competent Level 1 Attracting & Retaining Talent Competent Level 1 Modelling Company & Business Unit Values Competent Level 1 Teamwork Competent Level 1 Interpersonal Sensitivity Competent Level 2 Cultural Awareness Competent Level 2 Flexibility Competent Level 2 Stress Tolerance Competent Level 2 Oral Communication Skills Competent Level 2 Building & Maintaining Relationships Competent Level 2 Management Judgement Competent Level 2 Information Gathering Competent Level 2 Problem Analysis Competent Level 2 Objective Setting Competent Level 1 Management Control Competent Level 1 Written Communication Competent Level 2 Technical Awareness Competent Level 2 Organisational Awareness Competent Level 1 Industry Knowledge Competent Level 1 Strategic Perspective Competent Level 1 Commercial Orientation Competent Level 1 Cross Functional Awareness Competent Level 1 Innovation Competent Level 1 Career & Self Development Competent Level 1 Personal Attributes Self Confidence Competent Level 2 Decisiveness Competent Level 1 Drive Competent Level 1 Impact Competent Level 2 Persuasiveness Competent Level 2 Drive for Excellence Competent Level 1 Customer Orientation Competent Level 2 Execution Competent Level 1 Committed to HSE Competent Level 1 Functional Expertise Competent Level 1
Essential Success in at least 1 functional role Participation in at least 1 significant project, likely to be related to the business in which employed
Multi-tasking Numerical Reasoning Passion Proactive Tenacity
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Fletcher Building Leadership Competencies & Attributes Developmental Dictionary Profile Administrative Definition Administrative, secretarial and clerical staff Experience: Participation in continuous improvement activities Leadership Providing Direction Competent Level 1 Empowering Competent Level 1 Motivating Others Competent Level 1 Developing Others Competent Level 1 Attracting & Retaining Talent Competent Level 1 Modelling Company & Business Unit Values Competent Level 1 Teamwork Competent Level 1 Interpersonal Sensitivity Competent Level 1 Cultural Awareness Competent Level 1 Flexibility Competent Level 1 Stress Tolerance Competent Level 1 Oral Communication Skills Competent Level 1 Building & Maintaining Relationships Competent Level 1 Management Judgement Competent Level 1 Information Gathering Competent Level 1 Problem Analysis Competent Level 1 Objective Setting Competent Level 1 Management Control Competent Level 1 Written Communication Competent Level 1 Technical Awareness Competent Level 1 Organisational Awareness Competent Level 1 Industry Knowledge Competent Level 1 Strategic Perspective Competent Level 1 Commercial Orientation Competent Level 1 Cross Functional Awareness Competent Level 1 Innovation Competent Level 1 Career & Self Development Competent Level 1 Personal Attributes Self Confidence Competent Level 1 Decisiveness Competent Level 1 Drive Competent Level 1 Impact Competent Level 1 Persuasiveness Competent Level 1 Drive for Excellence Competent Level 1 Customer Orientation Competent Level 1 Execution Competent Level 1 Committed to HSE Competent Level 1 Functional Expertise Competent Level 1 Numerical Reasoning Passion Proactive Tenacity
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7Last Updated: 4/02/2013
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SECTION 3
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Competency Development Guide

The following section details strategies Managers and Supervisors can use to develop their employees, and strategies employees can use for self-development. The training guide is broken down into the following sections: Section 1 Performance Leadership Section 2 Interpersonal Section 3 Analytical Section 4 Business Awareness Section 5 Personal Energy Section 6 Doing It Right Section 7 Leadership Attributes
7Last Updated: 4/02/2013
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Section 1- PERFORMANCE LEADERSHIP
Competency: PROVIDING DIRECTION

Definition
Provides team with a clear focus, organises resources and steers others towards successful task completion.
Developing Others Strategies

Are your managers organised and planful. Set clear goals and objectives. Build an environment of celebrating successes. Get your managers to do an inventory check on their personal strengths and weaknesses. Gather input from others. Second to a project team as team leader. Provide training in team management (e.g. the MargerisonMcCann Team Management System (TMS)).
Developing Yourself Tips And Experiences

Do an inventory of your personal strengths and weaknesses. Get some input from others. Do an inventory check of the common management techniques and practices you do well and those that you do not do so well or often enough. Create a management practices skill building plan for you. Do a communication check on yourself how well do you listen, explain, give feedback? Do you delegate, do you give your direct reports the authority to do their work? Read Ginnodo, Bill. The Power of Empowerment. Arlington Heights, IL: Pride Publications, 1997. Adopt an attitude that people work with you rather than for you. Push down the responsibility and then listen. Adopt a greater tolerance for ambiguity (i.e. reduce need for boundaries and clearly defined responsibilities and accountabilities). Encourage interaction and informal discussion between junior and senior staff through regular social gatherings and activities. Understand the individual team members as they really are outside work (e.g. through social events, morning teas, team building activities). Appreciate the need to earn the confidence, respect and trust of team members. Adopt an approachable manner when dealing with quiet team members and encourage written communication if one-to-one dialogue is difficult. Interact gradually on a personal basis when dealing with shy individuals, and then build up their confidence in a group by ensuring it contains others they know. Be honest and frank in providing feedback. Try some leadership roles and task off work. (e.g. in neighbourhoods, schools, sports teams).When establishing a team consisting of different races/ethnic groups, you may initially need to direct certain individuals to work together to avoid potential resistance. Participate in a team building workshop with your team. Encourage feedback on your performance from your colleagues and subordinates (e.g. 360 Feedback). Be approachable which means putting others at ease so that they can be at their best.
Provide a change in responsibility where the subordinate is forced to rely on the knowledge and experience of others. Arrange to attend a program with your team that examines each members attitudes, values and behaviours. Seek one or two people around you who others consider to be good managers. Study them. Develop time management and organisational skills learn how to manage yourself before you manage others. Get to know the people you are leading, including their personal leading style and temperament preferences. Learn to work as part of a team. Share the credit. Involve the entire team in a team building activity to develop relationships within the team.
Competency: EMPOWERING
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Definition
Delegates responsibility to appropriate subordinates; gives others freedom to use their initiative, and also the authority and responsibility to accomplish tasks successfully.

Communicate, set time frames and goals and get out of the way. Set objectives, what is the outcome? Be crystal clear have good communications; what, where and when, not so much how, let them figure out the how on their own. Delegate as much as you can along with the authority to do it. Add the larger context, people are more motivated when they know where this task fits in the bigger picture. If you must monitor; set time-definite checkpoints by the calendar or by percentage. Be approachable for help, but not intrusive. Work out load with them on a task. Always explain your thinking. The role of a coach/teacher is to teach someone how to think/act as you do. Get the person to whom you are delegating to help you set a realistic time schedule. Match the size and complexity of the delegated task with the capacity of each person. Most people prefer stretching tasks to ones they could do in their sleep. Ask them.

Work on better personal time management and organisation, setting better priorities, designing better work flows and delegation. Read Becoming a Manager by Linda A Hill to learn why. Read Steven Covey; The seven habits of highly effective people. New York: Simon and Schuster, 1989. Delegate to those that can do it and those who can almost do it. Delegate the things that you can not do well. Remember, you cannot fulfil your potential until you learn to delegate more and better. Take 3 extra minutes to tell them why this task needs to be done, where it fits in the grander scheme and its importance to the goals and objectives of the unit. This motivates people. Delegate more whole tasks, rather than pieces and parts. Delegate short term; keep long term. Delegate tactical; keep strategic. Allow more time than it would take you how long did it take you to do the task when you first started? Do you micromanage? A properly communicated and delegated task doesnt need to be monitored. Be approachable for help, but not intrusive.
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Competency: MOTIVATING OTHERS

Definition
Enthuses others and inspires a positive attitude to work, and arouses a strong desire to achieve business goals among team members.

Inspire others, communicate to people that what they do is important. Say thanks. Offer help and ask for it. Know and play motivation odds. The top motivators at work are: 1 Job challenge; 2 Accomplishing something worthwhile; 3 Learning new things; 4 Personal development; 5 Autonomy.

Learn to actively listen, that means stop talking and to listen intently. Read Bolton, Robert. People Skills: How to assert yourself, listen to others, and resolve conflicts. New York: Simon and Schuster, 1986. Read Mullen, James X. The simple art of greatness: building, managing and motivating a kick-ass workforce. New York: Viking, 1995. Be able to speak their language. It shows respect for their way of thinking. Delegate and empower as much as you can. The easiest way to motivate someone is to get him or her deeply involved in the work they are doing. Tell people that what they do is important, say thanks, offer help and ask for it, show an interest in their work, adopt a learning attitude toward mistakes, have visible accepted measure of achievement and so on. Remember, people are different so good team managers deal with each person uniquely while being fair to all. Dont threaten. (i.e. This is our last chance) Create a positive atmosphere.
Provide challenges, paint pictures of why this is worthwhile, create a common mindset, and set up chances to learn and grow and provide autonomy.
Use goals to motivate. Most people are turned on by reasonable goals. They like to measure themselves against a standard. To better figure out what drives people, look to: what do they do first? What do they emphasise in their speech? What do they display emotion around? What values play out for them? Figuring out what their drivers are tells you another easy way to appeal to anyone. Turn off your judgement program. In trying to reach someone, work on not judging him/her. You dont have to agree, you just have to understand in order to motivate.
Motivating is personal; know three non-work things about everybody their interests, hobbies or their children or something you can talk about. Get employees involved deeply in the work that they are doing. Delegate and empower as much as you can. Share successes, debrief failures together. People try harder when they have somewhere between a 1 2 and 3 chance of success and some control over how they go about it.
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Competency: DEVELOPING OTHERS

Definition
Proactively seeks to improve others skills and talents by providing constructive feedback, coaching, training opportunities and assignments which challenge their abilities and encourages development.

You have to invest time; you will need to allocate approx. 8 hours per year per direct report. You need to perform an appraisal. This starts with current strengths and weaknesses. You will also need to know which competencies are required to go forward. People need continuous feedback from you and others to grow. Arrange for direct reports to have 360-degree feedback every 2 years. You need to put together a development plan that, if followed, would work. Part of developing others is convincing people that tough, new, challenging and different assignments are good for them. Your job is to convince people on the way up to get out of their comfort zone. Part of developing others comes from varied, stressful, even adverse tasks that require we learn to do something new or different or fail. Real development involves real work the person largely hasnt done before. Ask them what they have learned to increase their skills and understanding, making them better managers or professionals. Give the people under you who have the potential for bigger and better things assignments that take them outside your function, unit or business.

Learn to actively listen, that means stop talking and to listen intently. Read Hendricks, William {et al.} Coaching, mentoring and managing. Franklin Lakes, NJ: Career Press, 1996. Perform a self-appraisal of your strengths and weaknesses. Understanding others starts with understanding yourself. Sometimes we dont size up people different from us well because wed rather not face how much better they are at something than we are. Read three textbooks on how people differ. (Watch out for personal biases). People good at this competency can see, describe and value the competencies of people not like them. People have different strengths and have different levels of knowledge and experience. Match each assignment with the capabilities of each person.
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Competency: ATTRACTING & RETAINING TALENT

Definition
Attracts and retains high calibre individuals; puts time and effort into developing them.

Look around your environment and see who others think the very talented people are and who are not very talented.

Read a book and/or take a class on how to interview others. That training will sharpen your observation skills and make you a more attentive listener for the signs of strengths and weaknesses in others. Hire people for different talents, study how they think, watch how they go about exercising their strengths and use this knowledge to improve yourself. Look to teams around you that you feel are the best performing teams. What does talent look like? What does the hiring model look like? How do those team managers hire? Ask them what they do when filling an opening. Read Yate, Martin. Hiring the best. Holbrook, MA: Adams Media Corp, 1994. Read Yate, Martin. Keeping the best. Holbrook, MA: Adams Media Corp, 1994. If you dont have a feel for the skills and talents required, look at other firms to see what they look for. Ensure you are looking for people that not only have the current skills needed but are eager to learn new skills.
When you make a hiring decision or are deciding who to work on a project seek balance, variety and diversity. People good at this can comfortably surround themselves with people not like them. Take a long-term view of the talent that it is going to take to produce both current and long-term results. The best managers surround themselves with talent and eventually some of the talent turns out to be better than the person who hired and trained them. Thats a good thing. Provide opportunities for new/existing employees to discuss career goals, allow them to take on more work. Always praise and recognise achievements. Celebrate successes and let other co-workers see this. Its hard for most people to continue for very long with no encouragement (or resistance).
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Competency: MODELLING COMPANY and BUSINESS UNIT VALUES

Definition
Acts and behaves in ways that are consistent with Business Unit and Fletcher Building values.

Be satisfied within yourself that the businesses vision is possible. Describe to people what the vision is and convince them it is possible to achieve. Look for ideas for the future that will be contagious and excite people. Provide opportunities to be involved in major acquisitions or sales of assets. Provide opportunities for 1-2 years in a strategic planning role which provides long term perspectives. Provide opportunities to work in a production planning or logistics role. Provide opportunities for joining a joint venture planning committee. Provide opportunities to become a Minutes Secretary to a new venture steering committee. Provide opportunities to work for, or with, an inspirational leader. Provide opportunities to work in a role associated with a new development. Provide opportunities to work in a Corporate role to gain an appreciation of the company overall. Provide opportunities to work in an auditing/review role (e.g. quality review team, Group Audit - Finance), in order to gain an insight into other functions/operations. Appoint as a Company representative to an external business group eg Australian Manufacturing Council. Modify or tailor the vision so as it has meaning for your people. Provide opportunities to work in a Planning and Evaluation role to provide exposure to managements thinking and an appreciation of the worth of activities. Provide opportunities to present briefings to the community on the businesss performance and goals. Provide opportunities to deputise for you. Provide opportunities to prepare position papers for strategic reviews. Help your people to understand that as the organisation gets larger and more diverse, the things that hold it together are the simple things that we hold near and dear. Be seen to live the Corporate Values which will influence others to follow. Develop (in conjunction with your people), your own departmental version of the Corporate Values which details how each other will act. Encourage to join a community conscience organisation (e.g. a regional environmental committee, a conservation foundation, a wilderness protection group).
Developing Yourself Tips and Experiences

Work in a variety of businesses and compare those that are motivated by visionary leaders to those that aren't. Think broadly first and then bring back to your situation (e.g. energy then petroleum). Develop a curiosity as to why things are as they are and challenge the norms. Involve others in developing the vision, particularly Myers-Briggs types INTP and INFJ. Be dissatisfied with what is and focus on what could be. Ensure that there is an allowance for future change when formulating and selling a vision. Gain an awareness of your strengths and weaknesses as a visionary through understanding your Myers-Briggs (MBTI) and/or MargerisonMcCann (TMI) type and work on improving any shortcomings. Paint a picture in words to others as to how a vision will look when it is realised. Reinforce the vision by the use of symbols in the workplace (e.g. public display of safety achievements, employees photographs, customer recognition awards). Read business publications (e.g. Harvard Business Review) National Business Review. Refer to values when making presentations to workforce. Adopt the philosophy that people work better if they are working for a good cause. Treat people the way you would like to be treated yourself and expect others to do the same. Ensure full disclosure to workforce (across entire Company), of any apparent or alleged significant impropriety within the organisation. List your own personal values and then compare them against the Corporate Values. Take every opportunity you can to develop the Companys public image. Focus on the behaviours required rather than the Corporate Values themselves. Read books by N. Tichy (e.g. Control Your Destiny or Someone Else Will - Tichy N, Sherman S, Pub. Currency Doubleday).
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Section 2- INTERPERSONAL
Competency: TEAMWORK
Definition
Co-operates and works well with others in the pursuit of team goals; shares information; supports others.

Provide opportunities to work in a well structured and effective project team (e.g. McKinsey Business Improvement Team). Provide opportunities to work in a semi-autonomous or self-directed team. Incorporate teamwork responsibilities in position descriptions. Create a sharing environment. Reveal things that people dont need to know to do their jobs, but which will be interesting to them and help them feel valued.

Undertake a course in understanding personality type (e.g. Myers-Briggs (MBTI) or Margerison-McCann (TMI) methodologies), and use this to appreciate the strengths of other team members and how you can contribute to the team. Join a competition sports team. Join an external working committee (e.g. fund raising committee). To deal effectively with groups establish reciprocity. You dont have to agree; you just have to understand. If peers see you as excessively competitive, they will cut you out of the loop. To be seen as more co-operative, always explain your thinking and invite them to explain theirs. High performance teams have four things in common: 1. They have a shared mindset 2. They trust one another 3. They have the talent collectively to do the job 4. They know how to operate effectively and efficiently
Groups arent undifferentiated masses. Many errors in dealing with groups involve failures in seeing groups as sets of roles. Knowing who plays which role tells you who to deal with as situations arise. Keys to finding the common ground: List down any points on which people can agree. Then list the seemingly far aparts, the real differences. Take each difference and take it as adding value. If it doesnt, work on minimising the troublesome differences. Use the results to form a common mindset. Build a sense of joy and fun for the team. Get to know the team members by parties, picnics and outings. Working with the whole person tends to build better teams. High performing teams know how to take advantage of each persons strengths and avoid unreasonable exposure to each persons weaknesses. Therefore there is more disclosure in each others appraisal. Successful teams specialise, cover for each other, and only sometimes demand that everyone participate in identical activities. Read Overcoming Organizational Defenses: Facilitating Organizational Learning by Chris Agyris (1990) for advice on solving problems that teams run in to.
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Competency: INTERPERSONAL SENSITIVITY

Definition
Shows consideration and respect for other people's feelings, needs and viewpoints and demonstrates interest in others opinions.

Provide opportunities for international assignment. Provide training in Myers-Briggs Type Indicator (MBTI) and/or Margerison-McCann Team Management Index (TMI). Provide opportunities to work in locations where there is a need to deal with and manage diversity (e.g. multi-cultural workforces). Provide education in Legislative and Company requirements. Provide opportunities to mentor employees who are from other countries. Encourage colleagues to respect other people and understand their points of view. It doesnt mean you have to agree with them. Assemble the most diverse team you can who have the skills to do the job but otherwise are different. Find out all you can about what groups people you need to deal with and manage belong to.

Surround yourself with people who are not like you and particularly who dont think like you. More effective managers tend to have a more diverse array of people around them. Understand stereotypes, be aware of your own subtle stereotyping. Endeavour to always appear genuine to those from other cultures (e.g. listen and hear). Demonstrate commitment to taking advantage of all skills and capabilities available by incorporating in Business Plan objectives. Holiday in foreign countries and experience the people and their culture. Travel to a country where most others do not speak your language. Get away from the tourist areas and see how it feels. Likewise, visit ethnic festivals in your geography. Exhibit respect for the opposite sex so that they will have the same respect for you. Acquaint yourself with current literature relating to the benefits of bringing diverse values into organisations. Ensure all are made to feel welcome and a valued part of the team. Work with and show respect to people who are different from you. Read Jamieson, David and Julie OMara. Managing Workforce 2000. San Francisco: Josse-Bass, Inc, 1991. Monitor yourself carefully to see if you treat different groups or people differently. Common patterns are to treat low performers, people with less status and people from outside your unit with less respect. Turn off your judgement program. In meetings, make sure you include everyone and dont direct substantially more remarks toward one person or subgroup to the exclusion of others. Think about each transaction as if the other person were a customer you wanted. How would you craft an approach? Watch your non-verbals. Appear and sound open and relaxed, smiling and calm. You must constantly watch others reactions to you to be good at adjusting to others.
Some people are forced by an involuntary category. While some aspects of categorical groups might help you read people better, it is important for you not to lump people into categories.
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Competency: CULTURAL AWARENESS

Definition
Communicates with, relates to and sees issues from the perspective of people of other cultures.

Ensure Expatriates and their families are provided with adequate training in their destinations culture and people. Assist Expatriates to appreciate the need to be more oriented towards people than task. Employ people from other countries and locate them in key work areas where an appreciation of cultural differences is required (e.g. work experience opportunities for University students from overseas). Give employees international projects before international assignment. Seek international exposure for your employees.

Adopt an attitude of cultural patience and understand where others are coming from. Be cautious about first and rigid impressions. Interact with ethnic community groups. Visit foreign countries and experience the people and their culture. Gain an understanding of how other cultures view your particular cultural habits and beliefs. Recognise where your own particular cultural norms have come from in history and reflect on this when judging other cultures. Read extensively (both fiction and non-fiction), in order to understand the way people think. Avoid the use of local terms or colloquialisms when communicating with other nationalities or ethnic groups. Make people feel welcome.
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Competency: FLEXIBILITY
Definition
Willing and able to adjust to changing demands and circumstances; Open to new ideas.

Encourage and support testing the envelope (e.g. question or review policies, think of new ways to do things). Provide opportunities to work in different environments/cultures to see how things are done differently (e.g. secondments, exchanges, tours of duty, study tours). Ensure you provide adequate notice to others of your requirements. Provide opportunities to work in remote locations where a lack of staff necessitates taking on multiple functions. Encourage others to take on externally developed processes or programs and adapt to their needs rather than reinventing the wheel. It may be that you (or the person unwilling to be flexible) lack perspective. In which case, do something that you havent done before at work, or go on adventures.

Appreciate that the world is not governed by the policy manual. Adopt a time management process where you prioritise tasks. Ask others for feedback on areas where you can personally improve (e.g. incorporate into Performance Reviews, undertake an annual 360 Review). Undertake an assessment of your personal motivation and attributes and work on any shortcomings (e.g. use a proprietary instrument such as those offered by Saville and Holdsworth). Be open to new ideas, suggestions, hear people out. Get all the facts before making a decision. You cant survive today without keeping you and your skills fresh. First you have to turn off the evaluator / rejector program and learn to listen more.
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Competency: STRESS TOLERANCE

Definition
Remains calm, objective in stressful situations; performs under pressure; accepts feedback without becoming defensive.

Review employees work load, ask if there are any issues at work or at home that may be affecting stress levels. Direct person to Employee Assistance Programme for professional help. Arrange that people take breaks when due to them. Educate about stress, ways of relaxing, breathing and the correct posture, healthy eating how they all affect stress. Get people involved hold lunch n learns, get staff to present to other departments. Some people are stressed by the same events that others are energised by. Stress is how you look at events, not the events themselves. Talk to your employees to see what they are finding stressful.

Dealing effectively with stress involves reprogramming your interpretation of your work and about what you find stressful. Have good time management and organisational skills. Add things to your off work life. Organise and manage efficiently, have a schedule. Make your off work life more exciting. What are three really exciting things you and/or your family could do? If you cant relax when you leave work schedule break points. Signal that work is over play music in your car, go for a walk, swim for 20 minutes give your mind a clear and repetitious breakpoint. Try to focus your energy where you are. At work worry about work things and not life things. Write down what you are worried about, which are almost always unresolved problems. Write down everything you can think of. You will usually find there will be 3 topics work problems, problems with people, and a to-do list. Note any ideas that come up for dealing with them. Talk to people who have your best interests at heart, who accept you for who you are and with whom you can be candid. Ask them how they would change your balance. Read Kofodimos, Joan. Balancing Act How Managers can integrate successful careers and fulfilling personal lives. San Francisco: Jossey-Bass Publishers, 1993. Read Dubrin, Andrew Your own worst energy. New York: AMACOM, 1992. When you get emotional, drop the problem for a while. Go do something else. Come back to it when you are under better control.
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Competency: ORAL COMMUNICATION SKILLS

Definition
Communicates with individuals and groups in a manner which is clear, fluent and compelling.

Provide opportunities for involvement in industrial relations exercises to foster the attribute of listening and thinking before acting. Provide project opportunities which involve preparation of reports and/or presentations.

Network by getting out there and informally talking to people. Differentiate between, and appreciate the respective strengths, of introverts and extroverts. Ensure you always explain why something needs to be done. Watch how employees behave when they interact socially amongst their peers to understand the real person and subsequently utilise this awareness when communicating with them. Ensure training videos reflect local language and customs to better relate to the target audience. Every few years re-attend a presentation skills course to refresh your skills. Listen to what people ask and ensure you get back to them with either the action you have taken or with an explanation as to why you havent. Always ask for clarification if you dont understand what is being said to you. Share what you are doing with your colleagues as well as your Manager. Syndicate your proposal with key stakeholders before presenting or implementing. Adopt the McKinsey approach of one message per page. Repeat verbal messages in a different form to avoid misunderstandings (e.g. summarise in a follow-up note or Email, also tell a colleague). Become a member of a business or community service organisation. Become a Scout/Guide Leader, or similar. Seek external speaking opportunities (e.g. conferences, to community organisations/clubs or join a Toastmasters club).
Provide opportunities for presentations by young graduates in regular management meetings (e.g. adopt a theme such as safety). Provide training in how to tailor communications to the individual (e.g. Neuro Linguistic Programming). Move office-based staff to plant or back onto machines if showing reticence to go out and communicate face-to-face with operations people. Encourage people to use technology (e.g. PowerPoint to enhance the message).
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Competency: BUILDING and MAINTAINING RELATIONSHIPS

Definition
Establishes and maintains relationships with people at all levels; puts others at ease; promotes goodwill and consensus through constructive handling of disagreements and potential conflict.

Arrange for young officers to attend executive lunches. Provide opportunities for junior and senior officers to mix in a work atmosphere (e.g. safety audits).

Mix between the various business units and their respective cultures. Ensure that you do what you say you will do. If you cannot - let the person know. Endeavour to always put a face to the voice (i.e. personally meet those you speak to regularly over the phone). Always introduce yourself to unfamiliar people you interact with, no matter how briefly, in the workplace or externally. View your job as being more than 9.00 to 5.00 by taking every opportunity away from the office to form relationships that may potentially contribute to the job. Attend conferences, congresses, and seminars. Become aware of the external influences on your function then make contact with the key players. Join an external committee or a professional or service organisation (e.g. School Council, Neighbourhood Committee, Rotary, Quota, Lions, Lodge). Organise or participate in social interactions with peers, colleagues, superiors, customers/suppliers etc. Make sure you are known in the organisation as someone who is always ready to help and cooperate, and the favour will be returned.
Provide the means to develop networks (Corporate management programs, external courses, secondments, visits). Provide opportunities to represent the Company on external committees (e.g. Chambers, Business Councils, Institutes, University Councils/Visiting committees, community groups, Regional Development Committee, Industry Associations). Signal to others that it is expected behaviour to develop internal and external networks. Lead by example.
Groups are stronger than individuals and are natural to the human species. Find out what groups your employees belongs to, and why they are part of them.
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Section 3- ANALYTICAL
Competency: JUDGEMENT
Definition
Makes rational, realistic and sound decisions based on consideration of all the facts and alternatives available.

Provide opportunities for experience outside normal functional area of expertise to broaden outlook (e.g. maintenance, operations, HR, Planning). Provide opportunities to undertake a broad range of roles and responsibilities. Provide opportunities to conduct a feasibility study. Provide opportunities to manage a large project. Provide opportunities to conduct selection interviews. Provide opportunities for involvement in cross-functional decision making groups. Utilise your own experience and wisdom to coach others through a major decision. Make maximum use of acting positions, even for short term durations (e.g. 1 week).

Crystallise your thoughts around the ideas and views of others. Undertake a broad range of life experiences and interact with different social networks (e.g. attend the ballet or opera). Seek input from other people when making decisions. Gather all facts and consider alternatives. Make decisions.
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Competency: INFORMATION GATHERING

Definition
Seeks all relevant information for problem solving and decision making; consults appropriately, probes the facts and asks the right questions.

Define the problem, what it is/isnt. What causes the problem; look for patterns in data, patterns. Ask lots of questions. Learn some more problem solving skills. Ask more questions. We jump to solutions based on what has worked in the past. To get fresh ideas, look deeply, talk to others, look for parallels in other organisations and area. Complex problems are hard to visualise. They tend to be oversimplified or too complex to solve unless they are put in a visual format. Cut the problem into small component pieces. Ask for others input. In one study of problem solving, 7% of comments were questions and about half were solutions. Rigid or narrow beliefs decrease the use of your brainpower. Try to think outside of your belief boundaries. Need to become more comfortable becoming the pioneer. Explore new ground. Learn new things. Practice in your life. Jump start your mind. There are all kinds of mental exercises to increase the use of your brain. You can create checklists so you dont forget anything. You can run scenarios. You can ask whats missing, do pros and cons. Read The Systems Thinker. Pegasus Communications, Inc, Waltham, MA 781-398-9700.
Learn to separate your opinions from facts you know. Help others do the same. Read Edward de Bonos Six Thinking Hats to learn more about this technique opinionated people are seldom clear thinkers and good problem solvers. Organise a group study of great thinkers and philosophers; read their biographies or autobiographies for clues into how they used their intellectual skills.
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Competency: PROBLEM ANALYSIS

Definition
Breaks problem into parts and identifies key elements; Considers alternatives from different perspectives using appropriate tools and draws sound conclusions.
Demonstrate to people, through example, that their career will not be Manage risk by: adversely effected if a well thought out risk fails. - thoroughly understanding the business Avoid interpreting risk as gambling. - thoroughly understanding the implications Expect risk/reward analyses to be carried out. - having risk mitigation strategies in place Give people the responsibility to run their own business. Foster development of risk mitigation strategies by being known to continually ask what if ? questions. Offer support, not criticism. Ensure that you provide continuous feedback to ensure support from management for your ongoing rationale. Understand the risks that arise as a result of people's behaviour in addition to the technical risks.
Ensure your behaviour matches your words when you ask people to Thoroughly research all issues around making a decision. take risks. Gain ability to balance the risk/reward equation. View failure as a learning experience and celebrate where Develop an understanding of hedging strategies (e.g. against currency appropriate. fluctuation). Provide opportunities for involvement in financing decisions for major Remove yourself from the comfort zone of being told what to do. projects. Be prepared to take a risk with your career. Encourage subordinates to sit back and list all the risks undertaken in their job over a period of time, and to assess the effectiveness of how Develop an understanding of financial analysis. each risk was managed and the subsequent outcomes. Minimise risk by syndicating with stakeholders before implementing. Include in the Performance Review an evaluation of the risks taken Always undertake a formal decision analysis process for major decisions by the subordinate and how these were managed. (e.g. Kepner Tregoe DA), to ensure all bases have been covered and Provide opportunities to work in Petroleum or certain areas of that you have involved others. Minerals where the nature of the business encourages risk taking Understand the Risk Profiling system and use in decision making more than, say, Steel. processes. Provide opportunities to work in remote locations where minimal support, resources and direction exist. Provide opportunities to work in a Divisional or Corporate strategic planning role. Provide opportunities to work in a new product/process development group. Provide opportunities to work in a marketing function. Ask questions. Make less solution statements early in a discussion.
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Competency: OBJECTIVE SETTING

Definition
Produces appropriate plans in which objectives are clearly defined and action steps for achieving them are clearly specified.

Arrange to attend a workshop or training session for time management/organisation. Communicate to employees what objectives and goals are. Set goals this helps focus peoples time and efforts. Focus on measures how would you tell if the goal was accomplished? Engage your people in the goal setting. Clarity you need to be clear about goals, how they are going to be measured, and what the rewards and consequences will be. Visualise set up a process to monitor progress against the goals. Feedback give as much in process feedback as you have time for. Be flexible things change all the time. Be ready to change goals midstream.

Set goals for yourself in your job and career. Get used to measuring yourself. Get organised. There is a well-established set of best practices for getting work done efficiently and effectively. Formally they were known as Total Quality Management and Process Re-Engineering, read a book on one of these topics or attend a course. Set better priorities. Effective managers typically spend about half their time on two or three key priorities. Be clear about your goals and objectives. What exactly is it you need to accomplish? Separate the goals into categories; mission-critical, important to get done, and nice if there is time left over, and not central to what we are trying to achieve. When faced with choices or multiple things to do, apply the scale and always choose the highest level. Be time sensitive. Taking time to plan and set priorities actually frees up more time later. Read Covey Stephen, The Seven Habits of Highly Successful People.
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Competency: MANAGEMENT CONTROL

Definition
Establishes clear priorities; schedules activities to ensure optimum use of time and resources; monitors performance against objectives.

Provide opportunities to supervise others and coach in how to delegate responsibility and how to establish monitoring and review arrangements (e.g. progress reports, regular meetings, incorporate in Performance Review key goals). Refer to outside analogies, such as how money is budgeted at home, to show that business is no different. Conduct regular work reviews (e.g. fortnightly), with staff to monitor progress and to ensure no surprises. Provide opportunities to work in a finance function or alongside an Accountant. Provide opportunities to manage projects that involve critical timings for deliverables. Provide opportunities to conduct quality audits/reviews. Allocate task of developing key performance indicators for major business goals. Allocate task of developing standard procedures and a supporting document control system. Assign responsibilities for measuring/monitoring against established KPIs and recommending remedial action.

Read Deming quality management publications (e.g. Out of Crisis). Follow the McKinsey example and develop well defined instructions for team members (e.g. skills matched to jobs, clearly defined goals, strict structures and timings for meetings and reports, rigorous tools, defined routines). Utilise statistical control methods. Develop standard procedures to define the way in which work should be carried out and periodically review conformance to these. Develop systems which record and lock improvements in place, particularly in areas with frequent staff rotation. Utilise a diary to keep a track on what people are doing and to facilitate a follow-up system. Introduce a system of planned job observations (e.g. 4 observations per month around the operations to see how work is being performed and to identify any barriers that are creating difficulties). Adopt a less formal approach to asking how a task is progressing by asking How are we going with?, rather than How are you going with?
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Competency: WRITTEN COMMUNICATION

Definition
Writes in a clear, fluent and concise manner in a format appropriate to both the material and audience.

Provide information and books about correct grammar and writing skills. Like Check it out NZ Book Provide opportunities for employees to proof read each others work. Send employees on a written communication course.

Prepare an outline before you write what is your objective? What are your main points? Who is your audience? Dont drown the reader in detail. Use detail only when its essential for understanding your argument/thesis. Provide headlines and checkpoints for the reader, just as a newspaper does. If the communication is more than two or three pages break it into headings. Eliminate embellishing words such as very, great, exciting, etc. Most adjectives and adverbs add nothing, causes the reader to pause, or come across as overstatements. Use words that call up pictures whenever possible. Vivid, visual arguments are best remembered. Use spell check to correct misspellings. Get someone to check your grammar. Read The Elements of Style by Strunk and White, a simple guide to the most common problems in grammar and what to do about them. Watch out for cute and humorous remarks. What is funny in person often seems cynical on paper. Watch out for strongly worded statements. Read Joseph, Albert. Put it in Writing. New York: McGraw-Hill, 1998.
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Competency: TECHNICAL AWARENESS

Definition
Is aware of, and can absorb new information, and keeps up to date in technical developments.

Arrange for a technically competent person to mentor or buddy specific employees. Identify some national leaders in your technology and buy their articles to have available for employees. Find a consultant in the technology and hire him/her to provide a private tutorial for you and your colleagues to accelerate your learning. Implement new technology into the business early so you are allowed to stumble a bit. Find out what is coming and be the first one to suggest it at work. Pick up some technology somewhat related to your work and become an expert in it. Demonstrate it at work so to encourage an interest in technology. Form a study group to take turns presenting on new, different or emerging technologies. Having to teach it will force you to conceptualise and understand it more deeply. Talk to employees about new technology. Encourage awareness and curiosity. In particular, emphasise the potential benefits to be had by implementing it at work.

Find the bible on technology in your area. Attend local college, university or trade school night or weekend courses. Be an early tester of new and emerging technology. Whenever a new technology surfaces, volunteer to learn and try it first. Learn to think as experts in technology do. Take problems to them and ask what are the keys they look for; observe what they consider significant and not significant. Go to technical trade shows. Subscribe to magazines about new technological inventions.
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Section 4- BUSINESS AWARENESS

Competency: ORGANISATIONAL AWARENESS
Definition
Attuned to changing dynamics within the organisation; forges links with other groups and Fletcher Building businesses and establishes constructive networks.

Organise a tutorial or speaker to explain how our organisations and communication work. Every so often (and where possible) get employees to task trade between different functional units. Organise functions, parties or events where the whole organisation attends. Likewise, if the organisation is too large, arrange these functions between only 2 or 3 groups. This will encourage sociability and relationships between functional units. Plan fun, social activities that encourage people to get to know each other better.

Try to do the most honest self-assessment you can on why you arent skilled at getting things done smoothly and effectively in the organisation. Ask at least one person from each group you work with for feedback. Relationships that work are built on equity and considering the impact on others. Dont just ask for things; find some common ground where you can provide help, not just ask for it. Can you trade something, appeal to the common good, figure out some way to minimise the work or other impact. Assess people. Who really wants help? Who is going to get in the way? What do they really want? Who are the movers and shakers in the organisation? How do they get things done? Who do they rely on for expediting things through? How do you compare to them? Who are the major resisters and stoppers try to avoid them or go round them. Read Annison, Michael H. Managing the Whirlwind. Englewood, CO: Medical Group Management Association, 1993.
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Competency: INDUSTRY KNOWLEDGE

Definition
Understands the market and industry, and looks at situations in terms of their full business potential for Fletcher Building; Understands the key drivers within Fletcher Building, the industry and market and uses the knowledge to develop strategies or solutions.
Developing Others
Educate employees about the industry, what is going on, new technologies, etc. Arrange a brainstorming session that gives employees a chance to predict future trends and ask them to explain their rationale. Employ a focus group consisting of various stakeholders to provide information and brainstorm ideas on the future of Fletcher Building. Analyse the information obtained here with a select group of relevant employees to gauge the feasibility.
Developing Yourself
Join industry body or committee. Subscribe to industry magazine, NZ Business Review. Arrange meetings with your customers on a regular basis to discuss future needs and demands.
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Competency: STRATEGIC PERSPECTIVE

Definition
Takes a broad, long term view, considers wide ranging possibilities in developing strategies to extract value; balances both short and long term goals.

Hire a strategic consultant once a year to sit with you and your team and help you work out your strategic plan. Or delegate strategy to one or more in your unit who are more strategically capable. Get others interested and curious in strategy by talking to others about what they think the future will bring. Most strategies can be challenged and questioned. Strategic planning requires speculating on the near unknown. Invite debates about the projections and assumptions you are making in your strategy. Sometimes the person who can talk the longest and loudest wins.

If you want to be seen as strategic you need to talk more strategically. Being a visionary and a good strategist requires curiosity and imagination. It requires playing what ifs. Nobody knows the answers, but good strategists know the questions. Work at developing broader interests outside your business. Subscribe to different magazines, meet different people. Join new organisations. Think about tomorrow. Talk to others about what they think the future will bring. Strategy ends up sounding simple. Write five clean, clear statements about where we want to go with a few tactics and decisions attached to each. Good strategists are complexifiers. Be more tolerant of unlimited exploration and debate before you move to close. Strategy is linking several variables together to come up with the most likely scenario. Think of it as the search for, and application of, relevant parallels. It involves making projections of several variables at once to see how they come together. You have to make time for strategy. A good strategy releases future time because it makes choices clear and leads to less wasted effort but it takes time to do. Delegation is usually the key. Put an hour a week on your calendar to allow for strategic reading and reflection, dont wait for the week before the plan is due. Read Charan, Ram and Noel M. Tichy. Every business is a growth business: how your company can prosper year after year. New York: Times Business, 1998.
Realise that some people dont like to be involved in developing strategy. They are interested in doing good work in their speciality and want to get as high as they can.
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Competency: COMMERCIAL ORIENTATION

Definition
Financially and commercially astute; manages risk and focuses on costs, profits, markets, new business opportunities and activities which generate the greatest value.

Provide the opportunity to study papers: accounting, finance, economics, marketing. Create an environment of experimentation and learning. Never be satisfied - drive for continuous improvement. Set up a competition to identify possible value-creating opportunities. Offer bonuses / rewards for those that are implemented. Talk to employees and get them to brainstorm three areas in which they believe we could best cut costs or make more profit. Combine results and see if there is a common pattern / opinion.

Set goals and measures. Manage efficiently, watch the budget, have a reserve if the unanticipated comes up. Set up a funding timeline so you can track ongoing expenditures. Be a student of the work flows and processes around you at airports, restaurants, hotels, etc. Read Cooper, Robert K. Ph.D. The performance edge: New strategies to maximize your work effectiveness and competitive advantage. Boston: Houghton Mifflin Co., 1991. Look at your own personal work habits. Are they designed for maximum effectiveness and efficiency? Study competitor actions and whether they are or are not paying off. Value-added approaches take time so be sure to: Carve out dedicated time Think out load Practice picking out anomalies Look for distant parallels
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Competency: CROSS FUNCTIONAL AWARENESS

Definition
Has a working knowledge and understanding of the different functions within the business; takes constructive account of this in developing strategy and plans and in day to day business relationships.

Provide opportunities for employees to work alongside different groups in different areas of the business. Set up cross functional work groups to work on a specific project. Arrange a meeting / seminar with employees from another department in the business to come in and talk about what and how they do what they do.

To deal effectively with groups, establish reciprocity. Learn to speak each others language. Tell them your conceptual categories. To deal with you they also need to know how you think and why. Getting groups to work together. The keys are to find the common ground, downsize the differences that will get in the way and use the differences that add value to form an alliance. If you dont know what others do in their jobs, go and find out. Work with them for a little while. If possible, task trade across different areas. This will not only develop your understanding of how the others areas work, but will provide you with a fresh taste of something new. Meet with your colleagues from other areas and tell each other what, and more importantly, how you do what you do.
Communicate your proposed strategy to other functional units in the business. Get them to tell you theirs. Understand how they will affect each other and work on the compatibility and complementation of the two.
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Competency: INNOVATION
Definition
Comes up with new and imaginative ideas; identifies fresh approaches; breaks away from tradition; Encourages innovation in others.

Many times the creative idea comes from a group, not single individuals. When working on a new idea for a product or service, have them come up with as many questions about it as you can. Creative people have special gifts but special problems come along with the gifts. Creative people need rumination time undisturbed by the process expectations of others. You have to give them room and time (they tend to ignore deadlines, which they consider trivial compared to what they are doing). Teams with people with the widest diversity of backgrounds produce the most creative solutions to problems. These teams include people who know absolutely nothing about the area. So involve people from different functions, levels, and disciplines.

Need to understand your markets, historically, today and most importantly tomorrow. Talk to strategic planners and key customers. You need raw creative ideas to be able to manage innovation. You need to understand the processes. The process requires freedom and openness and a non-judgemental environment. Develop a philosophical stance toward failure/criticism. Many problem-solving studies show that the second or third try is when we come up with the best solutions. Look for and study new products you buy and use. Find out the process that was used to create it. Watch Inventions on the Discovery Channel. Read Kidder, Tracy. The soul of a new machine. Boston: Little, Brown 1981. Think and act differently; try new things; break free of your constraints. Getting fresh ideas is not a speedy process. Carve out dedicated time, think out loud and turn the problem upside down. Creative thought processes do not follow the normal rules of logic. Move from one concept or way of looking at things to another Generate ideas without judging them initially Jump from one idea to another without justifying the jump Look for the least likely and odd Look for distant parallels far from the problem Creativity relies on freedom early, but structure later on. Subject your idea to all the logical tests and criticisms that any other alternative is tested to.
To increase group creativity first outline the problem and the attempts made. Now let them free form respond with their ideas no criticism allowed. Pick a few ideas that interest you and get the group to name positive then negative features of it. Finally, come up with a list of anything (e.g. electrical engineering, cats, trees, the sea etc) and get the group to think of analogies to the problem, many times this will trigger novel ideas that no other process will.
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Competency: CAREER and SELF DEVELOPMENT

Definition Developing Others Strategies
Takes responsibility for own development; actively pursues learning and career development opportunities; seeks out and acts upon feedback on own performance. Assign employees mentors. Get them to pass their career thoughts, assumptions, concerns and opportunities by them for an objective opinion. About 10% of development comes from thinking differently or having new ways to think about things. Many people dont know how careers are built. Teach employees that performing and problem solving on the current job, having a few notable strengths, and seeking new tasks, builds careers. You have to invest some time. Spend 8 hours per year per direct report on discussing with the person their strengths and weaknesses, their career aspirations and creating a 3-5yr development plan. Present findings and recommendations to the organisation. Arrange for multiple people (as well as yourself) to give continuous feedback to employees. Perhaps set up a buddy system. Give them progressively stretching tasks that are first-time and different for them. 70% of reported skill development comes from having challenging, uncomfortable tasks/assignments. Tasks that develop anything are those in which not doing it is not a viable option. Take three tasks that are no longer developmental for you, but would be for others, and delegate them. Trade tasks and assignments between two employees; have them do each others work. Make a list of 20 tasks that need to be done but no one has gotten around to and assign them to people who would be challenged by them. Have a learning dialogue with your people. Ask them what they have learned to increase their skills and understanding. Ask them what they can do now that they couldnt do a year ago. Reinforce this and encourage more of it. Even ambitious people turn down the very assignment they need to grow. They do not have the perspective to understand that. Your job is to help convince people out of their comfort zone and accept jobs they dont initially see as useful or leading anywhere. Help people build perspective. Give them assignments outside your function, unit or business. Have them attend meetings that include people from other areas and volunteer them for crossboundary task forces.

Get an assessment, 360-degree feedback, or poll 10 people who know you well to give you detailed feedback on what you do well and not well. Divide your skills into categories: o Clear strengths (Me at my best) o Overdone strengths (I do too much of a good thing) o Hidden strengths (Others rate me higher than I of myself) o Blind spots (I rate myself higher than others rate me) o Weaknesses (I dont do it well) o Untested areas (Ive never been involved in this area) o Dont know (I need more feedback) Maintain the clear strengths you will need in the future by testing them in new task assignments. Coach others in your strengths and ask for some help from them in their strengths. Balance your overdone strengths in important areas. The key is to leave it alone and focus on the unintended consequences. Weaknesses are best handled with a development plan which involves 4 keystones: stretching tasks in which you develop the skill or fail at the task; continued feedback to help you understand how youre doing; building frameworks to understand through courses; and ways to cement all your learning so you repeat them next time. You can also compensate for your weaknesses rather than build the skill. Untested get involved in small versions of your untested areas. Blind spots be very careful of blind spots. Resist trying challenging tasks involving this skill until you clearly understand your behaviour. Show others you take your development seriously. Whats important for your current job and the 2 or 3 next jobs you might have an opportunity to get? Compare the top requirements with your appraisal. Getting to a new platform requires change. Change is letting go. Talk about it. Invite ideas. Interview those that have pulled it off successfully. Experiment. Break out of your career comfort zone. Pick some activities you havent done before but might find exciting. Take a course in a new area. Task trade switch tasks with a peer. State your developmental needs and ask for help. Research shows that people are much more likely to help and give the benefit of the doubt to those who admit their shortcomings and try to do something about them. Arrogance and defensiveness are major blockages to self knowledge.
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Section 5- PERSONAL ENERGY

Competency: SELF CONFIDENCE
Definition
Independent and self reliant; conveys a realistic confidence in own ability to select appropriate courses of action, able to stand ground in face of opposition.

Provide constructive feedback and praise when a job has been done well.

Take a course or work with a tutor to bolster your confidence in one skill or area at a time. Focus on the strengths you do have; think of ways you can use these strengths when making nerve wracking actions. The only way you will ever know what you can do is to act and find out. Step out of your comfort zone a bit at a time. For example, if you dont like public speaking get used to it by chairing meetings of your functional unit.
The only way to build your confidence is to try new and challenging things. Ensure people have help and support when needed and promote a learning attitude toward mistakes / failures.
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Competency: DECISIVENESS
Definition
Willing to make firm and speedy decisions and commit to definite courses of action, on the basis of limited information if necessary.

Encourage the development of a passion for getting the best result.

Ensure you always understand the outcomes of what you are seeking to achieve. Become aware of the thinking behind decisions made by others. Endeavour to better best practice. Apply the 80/20 Rule when difficulties arise. Make a series of smaller decisions. Try your best educated guess, get instant feedback, correct the course, get a little more data, move forward a little more until the bigger problem is under control. Dont try to get it right first time. Start small so you can recover more quickly. Do little somethings as soon as you can, and get used to heat. The best decision isnt always the first one you think of. In fact, research says the highest quality decision is somewhere between the second and third one you come to. However, if you have a problem holding back announcing your decision, it may be your courage and confidence programs that need working on. Scope the problem, consider options, pick one, develop a rationale, then go to others. Be prepared to defend your selection; know what they will ask, what they will object to, how this decision will affect them.
Build confidence by discussing concerns and fears that may be resulting in unnecessary cautiousness. Explain the lost opportunities that resulted from a decision that was not made quickly enough.
Provide opportunities to work on projects where decisions must be made - small ones first and then gradually building up to ones with more responsibility. Recognise timely and/or good quality decisions that are made by subordinates rather than just referring to the bad ones. Provide opportunities to work in a role which is dictated by timetables or schedules (e.g. production, logistics, finance, engineering). Provide opportunities to work in a location where the environment necessitates quick decisions (e.g. production, remote location where responsible for aspects associated with the Company town). Provide opportunities for involvement in cross-functional projects or decision making groups.
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Competency: DRIVE
Definition
Demonstrates enthusiasm, commitment and capacity for sustained effort.

Set goals for others. Most people work better if they have a set of goals and objectives to achieve, and a standard everyone agrees to measure accomplishments against. Include employees in setting these goals. There are specific ways to produce results. There is a well-established set of best practices. Provide a book or workshop on Total Quality Management and Process Re-Engineering.

Set priorities what are the 3-5 things that most need to get done to achieve your goals? Dont get diverted by trivia and things you like doing but that arent tied to the bottom line. Getting results means getting and using resources. People, money, materials, support and time. Many times it involves getting resources you dont control. That means negotiating, bargaining, trading, cajoling and influencing. Update influencing skills, understanding and trading. Dont just ask for things; find some common ground where you can provide help. Focus on common goals, priorities and problems. Invite criticism of your ideas. Sometimes producing results involves pushing the envelope, taking chances and trying bold new initiatives. This can lead to mistakes or failures- treat these as chances to learn. Up your risk comfort, see how creative and innovative you can be. Do you procrastinate? You might not produce consistent results, some of your work will be marginal because you didnt have the time to do it right. Start earlier, always do 10% of each task immediately after it is assigned so you can better gauge what it is going to take to finish the rest. Divide tasks into thirds and schedule time to do them spaced over the delivery period. Always leave more time than you think it is going to take. To become more persistent set mini deadlines. Read Drucker, Peter F. Managing the Future. New York: Dutton, 1992.
Take personal responsibility. Standing alone indicates that youre interested in improvement and excellence whether the results are stellar or not. This promotes others to commit to your cause.
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Competency: IMPACT
Definition
Makes an immediate positive impression on others; has presence; comes across with conviction and credibility.

Assist awareness of how others perceive them by providing honest and frank observations on their behaviour or appearance. Assist to realise that attitude and behaviour have more of an impact than words.

Develop credibility through having a sound experience base and by being seen to think things out. Express your views in a way that provides further weight or contributes to the direction being taken. Ensure your actions support your words. Appreciate that others look to you as a model for providing direction and philosophy, exhibiting correct values and being believable. Know yourself (ie strengths and weaknesses) and what about your manner turns people off. Know your audience and what they appreciate as individuals and as a group. Constantly monitor peoples reactions to you, particularly their eye contact and time they are willing to spend engaged with you. Notice the colour of a persons eyes as you shake hands, you will gain strong eye contact in a way that shows you care. Earn respect by not being afraid to help employees with work when short staffed. Encourage upward feedback from subordinates on their feelings/views and on your performance. Be seen out in the workplace engaging with employees (e.g. at change of shifts). Be personable, not too formal and adopt a firm, fair, consistent and approachable manner. Overuse polite phrases and always say please and thankyou. Discuss your views on a particular issue of importance individually with those concerned before you jointly meet to discuss. Understand your personality type and if an extrovert, be very careful how you come across to others, particularly to introverts. Sign correspondence to employees personally, dont computer generate or photocopy. Undertake an assessment of your Myers-Briggs Type (MBTI) and understand your impact on others. Read Secrets of Power Persuasion, Dawson R, Pub. Prentice Hall.
Assist to appreciate their particular non-verbal attributes and how these may be used for benefit. Arrange for subordinates to undertake a Myers-Briggs Type Indicator (MBTI) assessment in an environment where their own beliefs, values and behaviours are examined and challenged by others.
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Competency: PERSUASIVENESS
Definition
Able to influence attitudes and opinions of others and gain agreement to proposals, plans and ideas; skilful at negotiating.

Give people direction and trust them to do it. Avoid command and control - this lacks sensitivity. Provide project roles where implementation is to be achieved without benefit of line authority over others. Provide opportunities to spend time in a support/service role where there is a need to personally influence operations.

Rub shoulders with senior people and be aware of the way they influence others. Gain an understanding of the informal decision making networks. Learn to recognise different management styles in the workplace, understand how each style effects you personally and model the ones that work. Hold externally facilitated off-site workshops with your team.
Establish information gathering and feedback networks through people you can talk to and trust and Provide opportunities to manage an isolated site, (e.g. Groote who have their 'finger on the pulse' (e.g. HR people). Eylandt, Zimbabwe), particularly when at a relatively young age Use a discussion prompt (e.g. list of dot points on a handout) to facilitate others reaching a particular (25-30). conclusion. Provide opportunities to work at a site where one has responsibility for multiple functions, and/or where resources are Develop the ability to focus (there are really only a few major objectives you need to achieve). limited, therefore requiring reliance on others. Change your own behaviour to get along with your boss, dont try to change him/her. Provide opportunities to be involved in recruitment campaigns, alongside HR professionals, to gain an insight of the influence strategies utilised by others. Provide opportunities to be exposed to key managers through projects, secondments etc. Provide opportunities to be involved in contract or industrial relations negotiations where a win-win outcome is desired. Provide opportunities for support staff to put on overalls, a safety hat and a pair of boots and spend some time appreciating operations first hand. Provide opportunities for hands-on industrial relations experience at a more militant or industrially sensitive site. Undertake a period of shift work to increase your knowledge of how the real world operates and to develop credibility with operators. Listen to others and respond with empathy (i.e. see their point of view). Recognise that people are generally reluctant to ask for help and will therefore need to have it offered. Use hard facts and data rather than just rhetoric when negotiating. Network with a Government Ministers officers before approaching the Minister personally. Utilise second person position when negotiating. Convince yourself that you can sustain a reasonable argument before attempting to sell an idea. Watch different leaders who get things done and endeavour to understand why.
Use I feel statements when describing to someone how their behaviour effects you. Provide opportunities to work in a Regional, Group or Corporate function to broaden perspective and personal contact network. Learn to understand, read and make use of the politics of the organisation. Provide coaching in the internal politics of the organisation and Read books such as, How to Win Friends and Influence Others by Dale Carnegie, and The Art of War by Sun Tzu. the personal agendas of others. Endeavour to understand an individuals beliefs, motivators and triggers and use these. Endeavour to make others believe that it was their idea. Focus on the outcome that resulted, not on the personality that caused it when discussing performance. Get others involved before you have to take action. Involved people are easier to influence.
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Section 6- DOING IT RIGHT

Competency: DRIVE FOR EXCELLENCE
Definition
Committed to the achievement and maintenance of quality; sets high standards of performance for self and others.

Recognise and reward achievements (even of senior officers). Encourage your people to take challenges that start to make you feel uncomfortable. Create opportunities for interaction with high achievers.

Read broadly, particularly macro-economics. Develop a general awareness of global economics, trade and business and the reasons underpinning growth and decline. Develop a broad interest in general affairs through reading (e.g. technical journals) and television (e.g. current affairs programs). Incorporate regular review sessions with the boss into projects to keep him/her up to date with what you are doing. Develop a network of influential contacts both inside and outside the Company who can provide knowledge, advice and assistance. Focus on outcomes and see them as the means to an end. Become involved in competition sport. Undertake a hobby where immediate results are seen (e.g. ceramics, car/motorcycle restoration, gardening, painting). Use a time management process that incorporates forward planning, daily activity plans etc. Change your private life away from mediocrity. Think of 10-20 good ideas per year - at least one will come off. Ensure objectives are expressed as measurable outcomes. Conduct regular self appraisals and discuss with your boss. Prepare a personal development plan and regularly review. Identify a mentor and establish a relationship.
Encourage interaction and communication with senior management (e.g. presentations, deputising at meetings, working in a head office, happy hours). Provide opportunities in a hands-on production role where immediate results occur from ones actions. Provide KPIs/targets which must be achieved. Provide coaching in how to reach a certain achievement, using their input. Discuss priorities and get sign-off that goals can be met. Provide challenges supported by personal encouragement and regular feedback. Value effort first, then the results. Read, 1001 Ways to Reward Employees - Workman Publishing NY. Involve subordinates in the development of Departmental Business/Action Plans. Provision of effective mentoring. Delegate and empower others to help design the best work flows that meet the needs of your customers.
Competency: CUSTOMER ORIENTATION

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Definition
Concerned to provide a prompt, efficient and personalised service to customers; goes out of way to ensure that individual internal and external customer needs are met.

Explain the impact that customer relations can have on the bottom line. Provide opportunities to work face-to-face with customers (e.g. customer services, production planning, sales, marketing, technical support). Provide opportunities to participate in a joint problem solving task force with customer. Provide training in TQM principles, particularly the notion of internal and external customers. Ask for evidence that the customer is happy (e.g. customer satisfaction survey). Explain to service/support staff that they need to make themselves wanted and be seen to add value otherwise their relevance will be questioned. Allocate task of negotiating a customer supply agreement. Arrange for counter-front rotational experience opportunities (e.g. Head Office Sales/Marketing Manager replacing a Service Centre Manager on Annual Leave). Create an environment of experimentation and learning. Never be satisfied. Always drive to improve work processes. Meeting customer needs with the best work designs possible involves a lot of people. You need to set up a process of solicit suggestions and comments from customers and the people working with you. Work together to try to anticipate customers needs before they even know about them!

Establish a focus on particular customers by relating to them by name in the business plan. Personalise your relations with customers. Customer service is the best place to learn about the business. Take a couple of customer service calls yourself. Visit customers operations. Adopt an attitude of giving customers more than what they expect (i.e. positive surprises features they werent expecting, delivery in a shorter time, more than they ordered). Think about your own private dealings as a customer (e.g. with telephone companies, banks, department stores), and relate this to how you deal with your customers at work. Do a study of your lost customers. Find out what the three key problems were and see how quickly you can eliminate 50% of the difficulties that caused them to depart. Study your successful customer transactions so that they can be institutionalised. Play detective. Examine the work flows and processes around you at airports, restaurants, hotels, supermarkets etc. As a customer, how would you design these differently to make them more effective and efficient? What principles do you follow? Apply those same principles to your own work. In a free enterprise system, the customer is king; those who please the customer best win. First you need to know what the customer wants and expects (the best way to do that is to ask them), then you need to deliver that in a timely way at a price/value that is acceptable to them. Put yourself in the customers shoes. What would you expect?
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Competency: EXECUTION
Definition
Drives projects along, gets results, and ensures that key objectives are met.

Engage your people in the goal setting effort. People are most motivated when they have a say in how goals are set and measured. Feedback. Give as much in process feedback as you have time for. Most people are motivated by process feedback against agreed upon goals for three reasons: o o o

Good communication and organisational skills. Set goals before assigning projects, work or tasks. Goals help focus peoples time and efforts. Delegation. Good cross functional skills. Read. Cooper, Robert K.,PH.D. The Performance Edge: New strategies to maximize your work effectiveness and competitive advantage. Boston Houghton Mifflin Co., 1991. Always do 10% of each task immediately after it is assigned so you can better gauge what it is going to take to finish the rest.
It helps them adjust what they are doing along the way in time to achieve the goal; they can make midcourse corrections. It shows them that what they are doing is important and that youre eager to help. Its not the gotcha game of negative and critical feedback after the fact.
Not getting work done through others? Maybe you dont delegate or empower? You dont communicate well? You dont motivate well? You dont plan well? You dont set priorities and goals well?
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Competency: FUNCTIONAL EXPERTISE

Definition
Detailed knowledge, experience and proven capability in performing the functions required in the current role.

Find a consultant, hire him/her to present to employees. Form a study group and take turns presenting on new, different or unknown aspects of the function/technology. Encourage them to attend a course / night school to brush up on the skills they need. Have a focus group to talk about the capabilities required for their roles and identify areas in which each could improve.

Find the seasoned master professional in the function and ask whether they would tutor/mentor you. Ask, How do you know whats important? What do you look at first? What are the 5 keys you always look for? Who do you go to for advice? Join up to professional associations for your function, go to workshops, conferences. Learn to think as an expert in the function/technology does. Devise key areas or questions you can consider each time an issue comes up. Subscribe to the right periodicals and scan them regularly for parallels or trends that affect your business. Quick study some business books. Get out three books relevant to the expertise you need, and each with a slightly different slant. Scan these then go back and get three more until you have the business knowledge you need. Volunteer for task forces or projects that include people outside your area of expertise, to learn broader aspects of the business.
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Competency: COMMITTED TO HEALTH and SAFETY ENVIRONMENT

Definition
Concerned to provide a safe and healthy environment for staff, customers and the community.

Model correct safety practice to the point of appearing fanatical.

Place an emphasis on walking around and auditing behaviours rather than introducing numerous accident prevention systems. Understand that what you do and how you behave sends signals to others far beyond your immediate team. Ensure that a senior manager opens and/or closes all safety courses. Appreciate the issues surrounding accident prevention at a particular workplace by spending time working with the people concerned. Undertake safety audits when visiting the workplace to demonstrate your commitment. Appreciate that some people will require continuous feedback on their safety practices in order to remain diligent. Allocate personal time to attend safety meetings (e.g. on backshifts), to demonstrate commitment. Assist others to recognise dangers in preference to shielding them.
Recognise difficulties experienced by some in utilising personal protective equipment (e.g. fogging safety glasses in humid climates), and find solutions. Foster employees children undertaking vacation experience in the company operations to reinforce employees value of safe working environments.
Provide opportunities to visit a company or operation where good safety standards are not in place and to formally assess the potential risks. Provide opportunity to investigate a serious accident. Appoint as a member of a site emergency response team. Require others to carry out behavioural audits and to report back.
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Section 7- LEADERSHIP ATTRIBUTES

Competency: ATTENTION TO DETAIL
Definition
Pays appropriate attention to detail in individual and team work.

Provide opportunities for representation on industry or new development committees. Provide opportunities to work in a production planning or logistics role. Provide project work outside normal bounds of the job, particularly externally to the organisation.

Network with others through external courses or with contacts in businesses outside your own and learn from their experiences or follow their lead. Take an interest in politics, varied reading and sport. Cascade from big picture down (i.e. what do you need to achieve next year and therefore what needs to be achieved this week). Ask why? until you get to the root cause. Maintain an awareness of what is happening in similar industries/sites through networking and apply learning in your own area. When taking on a new role, endeavour to build upon initiatives that were implemented by the previous incumbent. Look around you and identify the initiatives being undertaken by others that may help or hinder you. Be aware that most things happen in cycles, so continually look back and learn from past trends or events. Utilise statistical process control methods. Facilitate a problem solving workshop. Perfectionist? Recognise your perfectionism for what it might be collecting information to improve you confidence and avoid criticism, examining opportunities so long you miss them, or waiting for the perfect solution. Trust your intuition.
Provide opportunities to work with external customers to appreciate their perspective and to, therefore, view things differently back at the workplace. Expose to rational process problem solving techniques (e.g. Kepner Tregoe), particularly to learn to reflect on where a problem is not occurring. Be aware that first-cut business plans and budgets may more accurately reflect and make provision for trends and patterns than subsequent versions which have undergone cuts. Encourage use of TQM and utilisation of statistical tools. Ensure regular flow of new blood. Provide opportunities for experience in the area of industrial relations. Provide opportunities to attend courses which teach not to go for easy answers.
Encourage opportunities to take experience from one area and apply it in another. Provide a mentor who appreciates that Pattern Recognition does not come easily to some people. Provide opportunities to work in a Divisional or Corporate strategic development role.
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Competency: CONCEPTUAL THINKING

Require an appreciation of why something worked besides how. Require that a theoretical basis be provided to substantiate a particular view or decision. Ensure that knowledge developed through approved additional tertiary education is complemented by on-the-job experience. Provide opportunities to be involved in workshops/sessions where the effectiveness of using a process for structured thinking can be appreciated.

Undertake tertiary study to provide a balance of management or business skills to your technical skills or vice versa. Undertake a Myers-Briggs Type Indicator assessment (MBTI) provides information on your own and others personality types. Undertake a Margerison-McCann Team Management Index assessment (TMI). Pass learned concepts onto others. Utilise conceptual frameworks or theoretical principles to describe problems and situations.
Grasps new and complex ideas that are abstract in nature.
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Competency: INITIATIVE
Definition
Proactive, self starting. Seizes opportunities and acts upon them. Actively influences events.

Throw in the deep end (i.e. appoint to a role where the individual has not yet fully developed the normally required functional skills and knowledge). Indicate to others the absolute areas where it is safe to show initiative and then support them. Avoid inappropriately reprimanding a young person - this can stifle initiative for the rest of their life. Expect subordinates to constantly show you how things can be done better. In the Performance Review, ask subordinates to tell you the things they have done which have been above and beyond the call of duty. Display an expectation for people to perform, but don't penalise mistakes. Build competence and confidence by continually providing challenge through a succession of roles.

Develop a clear focus on the key goals and objectives that you are required to achieve. At any one time, ensure you undertaking 1-2 breakthrough projects and a raft of continuous improvement projects. Read broadly, particularly macro-economics. Develop a general awareness of global economics, trade and business and the reasons underpinning growth and decline. Develop a broad interest in general affairs through reading (e.g. technical journals) and television (e.g. current affairs programs). Become involved in Industry or Community Associations (particularly as Chairperson). Devote 25% of your personal time to change management. Adopt a how I can approach rather than a why I cant. Recognise that experiences from a previous role can be seen as initiatives in a new one. Adopt an inquisitive attitude. Prioritise directives in order to achieve greatest impact. Always be on the lookout for potential synergies (e.g. building on others ideas, utilising others processes, joint ventures). Focus on what should be done to create value rather than what you would like done. Concentrate on identifying and removing the barriers in the workplace (no matter how seemingly trivial), that create difficulties for your people in getting the job done. Think of at least two solutions before you take a problem to your boss - this shows youre a thinker and a problem solver as well as a doer.
Assist others to appreciate that the system will allow you to do anything as long as it is within policy guidelines. Be diligent in recognising and rewarding initiative shown by others. Provide opportunities to see how others do similar tasks in other businesses. Encourage the raising of what if ideas. Allocate a task with minimum instruction provided and require an action plan to be developed. Be aware that a person must be motivated before they will show initiative.
Provide opportunities to work in a large department where work can be, and needs to be, delegated. Provide opportunities to work in a role that values initiative (e.g. business planning, operations management).
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Competency: INTEGRITY
Definition
Maintains high ethical standards, both personally and professionally. Shows integrity and fairness in dealing with others.

Guide others to take on a broader set of experiences which will develop their personal values and integrity (e.g. community welfare groups, church groups, community service organisations, foster parenting). When coaching, dont refer to the word integrity, focus on the behaviour exhibited (e.g. undermining others, not being truthful, misleading others), and how this is interpreted by others. Prominently display information relating to the standards and values expected of people. Try to get the whole group involved in questions on fairness. Get everyones opinion about how fair a particular program or treatment is.

Consider that the community and businesses view the company officers as having high ethical standards which contributes to a competitive edge over others. Clarify your values. Capture your value system on paper. Think about your past actions? How do you treat people? Think of the last 25 treatment events or opportunities. What did you do? Was it consistent? What are the values that underlie your actions? Are they like the commonly held ethics and values of the organisation you are in? Old values? Times change, do values change? What about humour? Could you tell some ribald jokes 10 years ago that would get you in trouble today? Maybe its time to examine your personal commandments in light of the new today to see whether you need to make any midcourse corrections? Review local country labour laws (e.g. EEO, Affirmative Action, AntiDiscrimination, quotas of local labour). Review local country cultural requirements/issues. Read the company Guide to Business Conduct. Build trust with your colleagues by showing humility. Read, Credibility: How Leaders Gain and Lose It, Why People Demand It - Kouzes JM, Posner BZ, Pub. Jossey-Bass Inc. Dont agree too quickly to keep performance/ethical/legal matters confidential. Warn others upfront, Before you tell me, I cant promise confidentially on matters affecting that affect unit performance, ethics or legal matters.
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Competency: MULTI TASKING

Definition
Maintains focus across multiple tasks.

Set goals and priorities. Review of workload. Drip feed new tasks and projects. Development plan.

Time management. Organise and manage efficiently, and schedule. Focus energy on job at hand.
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Competency: NUMERICAL REASONING

Definition
Analyses data identifies patterns and trends, skilled at performing numerical calculations.

Cut component into smaller pieces. Put in a visual format. Networking.
Maths / accountancy / finance / statistics courses. Read National Business Review.
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Competency: PASSION
Definition
Demonstrates a keen interest in work, keeping up to date with relevant trends and developments.

Outline big picture and employees role and part in it. Give responsibility. Set goals and objectives for employees. Reward achievements. Encourage employee to take challenges. Give regular feedback. Value ethic first, and then results.

Join a team / competition. Take up a challenge. Motivational speaker. Develop personal goals and objectives. Lost your passion? Make a list of what you like and dont like to do. Concentrate on doing at least a couple of liked activities each day. Do your least preferred activities first; focus not on the activity, but your sense of accomplishment. Delegate or task trade the things that are no longer motivating you.
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Competency: PROACTIVE
Select people who have, or display a willingness to relocate (e.g. officers from overseas, interstate or outside the Company, graduates who were originally from the country). Require operations people to read production logs for a day following their return from leave to familiarise themselves with developments and changes. Provide opportunities to work in, or visit, areas/businesses where things are done differently. Provide work opportunities in other companies or countries. Provide opportunities to work in roles, or to attend courses, where an appreciation of the bigger picture is gained in terms of the business.

Focus on what is next rather than what has just been achieved. Continually identify and prioritise opportunities for change. Continuously ask why? Recognise and adopt best practice. Move the foundations otherwise people will move back to the old ways. Ensure you know your own direction before attempting to lead others to it. Convince people that change is to their advantage in the longer term. Ensure that the task of relocating home is positive for others by providing support and by being as flexible as possible with arrangements and conditions so any reservations are minimised next time. Convince others to go down a path with you as you cant get there on your own. Develop an appreciation of the world economy and business environment and therefore the drivers of competition and change. Analysis Paralysis? If you learn to make smaller decisions more quickly, you can change course along the way to the correct decision.
Identifies opportunities, anticipates problems and takes action.
Provide opportunities to work on business improvement projects (e.g. productivity improvement, cost reduction, workforce reduction). Provide opportunities to identify and document best practice. Arrange for intact work groups and management teams to attend a program that examines the participants own attitudes, values and behaviours. Listen to changes suggested by subordinates and implement where appropriate.
Competency: TENACITY
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Definition
Resilient and persevering, even in the face of adversity. Copes well with disappointments and setbacks.

Explain the positive outcomes to be derived from persevering with a particular task and the downsides of not. Where appropriate, encourage part-time university study over full-time. Ensure key job goals are linked to salary.

Expect to be questioned on your rationale and plan for it. Avoid starting a discussion with The boss says have enough confidence to take the responsibility yourself. Avoid assuming anything and saying I think I understand. Accept that you may fall short, but keep at it. Schedule ahead in a diary to prompt people for action or results. Dont be put off if you are knocked back on the first attempt, rework your proposal and try again. Join an external lobby group. Join a fundraising committee. Most of the time the informal organisation runs the show. To persevere efficiently, you have to know how to work the maze.
Provide a goal which is hard to reach but which will be rewarded if achieved. Provide a secondment to a Research & Development role.
Sometimes you get 80% of what you are pushing for with the first 20% of the effort, and unfortunately it then takes another 80% of the time to finish the last 20%. Remember its going to challenge your motivation and attention. Try to delegate the last 20% to someone who would see it as a fresh challenge. Or task trade with someone elses 20%, so you both have something fresh to do.
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Competency: VISIONARY
Help your people to understand that as the organisation gets larger and more diverse, the things that hold it together are the simple things that we hold near and dear. Be seen to live the Corporate Values which will influence others to follow. Develop (in conjunction with your people), your own departmental version of the Corporate Values which details how each other will act. Encourage to join a community conscience organisation (e.g. a regional environmental committee, a conservation foundation, a wilderness protection group).

Refer to values when making presentations to workforce. Adopt the philosophy that people work better if they are working for a good cause. Treat people the way you would like to be treated yourself and expect others to do the same. Ensure full disclosure to workforce (across entire Company), of any apparent or alleged significant impropriety within the organisation. List your own personal values and then compare them against the Corporate Values. Take every opportunity you can to develop the Companys public image. Focus on the behaviours required rather than the Corporate Values themselves. Read books by N. Tichy (e.g. Control Your Destiny or Someone Else Will - Tichy N, Sherman S, Pub. Currency Doubleday). Visions are optimistic, inspirational, about possibilities, about getting to a grand place in the market. You have to get people to see what you see. You have to blow a little smoke and use a little fairy dust its a performance. Always rehearse and see it yourself on video. Ask yourself, Would you understand and be motivated? Managing vision and mission is a lot like selling. Good managers of visions have to be able to talk about the future. You need to read widely, especially outside your industry. Watch programs on invention and innovation on TV. Try to attend a futurist meeting once a year to speculate on what they say.
Creates a vision or direction for others which is compelling, challenging andinspiring.
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Leadership Qualities

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Fletcher Building Leadership Competencies & Attributes Developmental Dictionary

DICTIONARY OF LEADERSHIP COMPETENCIES & ATTRIBUTES and DEVELOPMENTAL GUIDE

Fletcher Building Leadership Competencies & Attributes Developmental Dictionary

Last Updated: 4/02/2013

Fletcher Building Leadership Competencies & Attributes Developmental Dictionary

Last Updated: 4/02/2013

Fletcher Building Leadership Competencies & Attributes Developmental Dictionary

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Fletcher Building Leadership Competencies & Attributes Developmental Dictionary

Core Leadership Competencies and Attributes

Fletcher Building Leadership Competencies & Attributes Developmental Dictionary

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Fletcher Building Leadership Competencies & Attributes Developmental Dictionary

Use of the Competency and Attribute Dictionary

Competent Level 1 Competent Level 2 Expert

Competent Level 1 Competent Level 2 Expert

Input Output Result

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Fletcher Building Leadership Competencies & Attributes Developmental Dictionary

Fletcher Building Core Leadership Competencies & Attributes

Competency Providing Direction Empowering

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Fletcher Building Leadership Competencies & Attributes Developmental Dictionary

Competency Judgement Information Gathering Problem Analysis

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Fletcher Building Leadership Competencies & Attributes Developmental Dictionary

Competency Competency Group Self Confidence Decisiveness

Drive Impact Persuasiveness Drive for Excellence Customer Orientation

Multi-tasking Numerical Reasoning Passion Proactive Tenacity Visionary

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Fletcher Building Leadership Competencies & Attributes Developmental Dictionary

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59. Supports team members. 60. Delegates simple tasks as appropriate.

68. Positive, proactive attitude. 69. Contributes positively to all activities.

Attracting and Retaining Talent

87. Encourages and supports key staff.

Fletcher Building Leadership Competencies & Attributes Developmental Dictionary

Modeling Company and Business Unit Values

130.Challenges the inappropriate behaviour of others in relation to cultural awareness.

Fletcher Building Leadership Competencies & Attributes Developmental Dictionary

Last Updated: 4/02/2013

Fletcher Building Leadership Competencies & Attributes Developmental Dictionary

Oral Communication Skills

Building and Maintaining Relationships

Last Updated: 4/02/2013

Fletcher Building Leadership Competencies & Attributes Developmental Dictionary

Last Updated: 4/02/2013

Fletcher Building Leadership Competencies & Attributes Developmental Dictionary

Last Updated: 4/02/2013

Fletcher Building Leadership Competencies & Attributes Developmental Dictionary

Fletcher Building Leadership Competencies & Attributes Developmental Dictionary

applies to own job. 255.Proactively applies new concepts to own job.

Last Updated: 4/02/2013

Fletcher Building Leadership Competencies & Attributes Developmental Dictionary

Fletcher Building Leadership Competencies & Attributes Developmental Dictionary

Cross Functional Awareness

Career and Self Development

Fletcher Building Leadership Competencies & Attributes Developmental Dictionary

Last Updated: 4/02/2013

Fletcher Building Leadership Competencies & Attributes Developmental Dictionary

Last Updated: 4/02/2013

Fletcher Building Leadership Competencies & Attributes Developmental Dictionary