03 ACU LCF Development Guide Oct 12

Leadership Competency Framework: Development Guide 1
Leadership Competency Framework

Development Guide


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

Produced by Human Resources Directorate
Australian Catholic University
October 2012

Contents

Introduction ................................................................................................................................................... 4
Overview of the professional development process ....................................................................................... 5
The role of the manager ................................................................................................................................ 5
Step one: Identify strengths and development areas ..................................................................................... 5
Step two: Prioritise development areas ......................................................................................................... 6
Step three: Identify development goals .......................................................................................................... 7
Step four: Consider how adults learn ............................................................................................................. 8
Step five: Reference possible development activities ................................................................................... 10
Step six: Create a development plan ........................................................................................................... 11
Step seven: Implement and review .............................................................................................................. 12
Final thoughts: How managers can help staff members learn in the workplace ............................................ 13
Appendix 1: Table of Development Activities 10
Appendix 2: Competency quick reference 23

Introduction

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

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

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

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

The competencies have been grouped into three broad areas:

Preserves our Essential Character
Works Collaboratively
Leads our Future Success.

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

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

The Leadership Competencies are embedded into ACUs people
management practices, including:

recruitment and selection hiring based on experience and
competencies
managing for performance assessment, evaluation and
feedback of performance using competencies
professional development development of competencies to
meet role requirements and performance as a leader
career planning development of competencies for future
roles and matching of the person to current and future roles
based on competency strengths.

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

Overview of the professional development process

Step One: Identify strengths and development areas
Assess the staff members performance against the competencies to identify the staff members strengths
and development areas.
Step Two: Prioritise development areas
Identify the key development areas for the next year.
Step Three: Identify development goals
Agree on the development goals for the year and identify specific
objectives for each competency.
Step Four: Consider how adults learn
Adults learn differently and may have a preference for one learning
style over another.
Step Five: Reference possible development activities
Suggested activities that can be used in a development plan.
Step Six: Create a development plan
Put together the development plan and discuss.
Step Seven: Implement and review
Schedule ongoing development, adjustment and feedback on the
plan for the year.

The role of the manager

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

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

Step one: Identify strengths and development areas

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

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

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

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

Step two: Prioritise development areas

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

The primary focus of development should be on competencies where the staff member is currently
operating below the target level for their current role.
Once the staff member is demonstrating the competencies at the required level, only then is it time to
encourage them to start thinking about developing competencies which will be required in future roles.
In identifying development areas, it is also important to be realistic about what is achievable. It may be
more productive to focus on developing a smaller number of competencies than to try to develop a long
list of competencies all at the same time.
Also, take into account how easy or difficult each of the competencies will be for the staff member to
develop. Development goals should be challenging but attainable.
Remember that someone may choose to develop a competency to focus on even if it is a relative
strength. If operating at a higher level will be important in a future role, then this is a reasonable area for
development.

Use the following questions to assist in holding this prioritisation discussion

What roles do you aspire to in the future?
Over what time period do you see yourself moving into a different role?
What competencies do you think will be critical to demonstrate in order to be successful in this/these
role(s)?
Based on our assessment of your current performance against the competencies, what are your areas
of strength in your current role?
Where are the gaps?
What about future roles where are the strengths and gaps?
Given all of the above, which competencies do you feel it is most important for you to develop over the
next year?
Which competencies are you energised to focus on?
Which competencies do you feel least energised about developing?
So if you had to pick two or three competencies only, what would they be?

Step three: Identify development goals

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

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

Hints and tips

Remember that any goal should have the following SMART characteristics:
Specific you and others understand what it is
Measurable you should be able to tell whether or not you have attained it
Attainable challenging but achievable
Relevant realistic and reasonable
Time bound specify deadlines and milestones.

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

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

Step four: Consider how adults learn

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

Balance of learning

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

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

Adults learn best by exchanging feedback about experiences

When learners are applying new materials, they benefit from ongoing feedback around their experiences.
Ideally, the learning and development experiences should give learners the opportunity to describe the
results of applying new information and methods, what they thought would happen, what actually happened
and why, and what they gained from the experience.
The 70:20:10 rule
The triangle (below) illustrates the 70:20:10 rule that describes how adults learn new behaviours and
concepts. About 70 per cent of organisational learning takes place on the job, through solving problems
and through special assignments and other day-to-day activities.
Another 20 per cent occurs through drawing on the knowledge of others in the workplace, from informal
learning, from coaching and mentoring, and from support and direction from managers and colleagues.
Only 10 per cent occurs through formal learning, whether classroom, workshop or e-learning.
Research suggests that many organisations
invest at least 80 per cent of their training
budgets in formal learning, where little of
the learning takes place. Formal
learning is also generally less
effective than informal learning.

coaching
Feedback
observing, shadowing
and talking
Learning from work
Approach learning intentionally:
on your own
as part of a team
use co-workers to boost
learning from work

Self-directed learning

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

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

Most learning is informal and self-directed in nature

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

what areas of knowledge and skills we need in order to get something done (our learning needs and
goals);
how we will acquire the areas of knowledge and skills (our learning objectives and activities); and,
how we will know that we have gained the areas of knowledge and skills (learning evaluation).

Self-directed learning programs:

are more effective in development because learning accommodates staff members learning styles and
objectives;
save substantial training costs because learners learn to help themselves and each other with practical
and timely materials; and,
achieve increased staff member effectiveness in their jobs as they learn to learn from their own work
experiences and actually apply their learning in their places of work.

Step five: Reference possible development activities

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

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

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

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

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

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

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

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

Step six: Create a development plan

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

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

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

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

Example development plan

Development Goal 1
Develop Leads Change competency from Level 2 to Level 3 by year end.
Inspire staff members to adjust and implement the Everest Project
Development Activities
When faced with a change, list the impacts against three categories: the impact
on the business as a whole, on your area, and on you. Balance these up and
consider what messages you will send out to others in discussions about the
change. By March 2012 apply this to the Everest Project your team is
embarking on.
By May 2012 read Leading Change by J ohn Kotter (1996) and discuss with my
manager how it applies to my team and the Everest Project

Development Goal 2
Develop Leads and Develops Teams competency from Level 2 to Level 3 by
year end, improving the level of communication in my team and building team
cooperation.
By November 2011 set up regular team meetings, providing agendas in
advance. Think about what information will help your team to get their jobs done
and how best this may be provided. Encourage everyone to ask questions and
to communicate their opinions.
Identify another team at ACU known to be highly effective. Find out what it is
that makes it effective. Study what it feels like to work there. Identify ideas that
you can transfer to your team and having shared your thoughts with the rest of
your team, put in place an implementation plan by J anuary 2012.

Development Goal 3
Develop Demonstrates Interpersonal Understanding competency from Level
3 to Level 4 by year end, improving my relationships with peers across ACU.
By May 2012 read Why Didnt You Say That in the First Place?: How to Be
Understood at Work, Richard Heyman (1997)

By J une 2012 attend Applying Emotional Intelligence in the Workplace at
Australian Catholic University

Step seven: Implement and review

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

keep their goals front of mind throughout the year for the staff member and yourself;
provide an opportunity for you to help your staff member with their workload so time can be best
managed to incorporate development on-the-job; and,
give you an opportunity to provide feedback to the staff member on your observations of any behavioural
change following their development plan.

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

Planning - some considerations when developing the plan

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

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

Remember that development is a process

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

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

1. Help the learner identify the starting point for a learning project and discern relevant [ways] of
examination and reporting.
2. Encourage adult learners to view knowledge and truth as contextual ... and that they can act on their
world individually or collectively to transform it.
3. Create a partnership with the learner by negotiating a learning contract for goals, strategies and
evaluation criteria.
4. Be a manager of the learning experience rather than an information provider.
5. Teach inquiry skills, decision making, personal development, and self-evaluation of work.
6. Help learners develop positive attitudes and feelings of independence relative to learning.
7. Recognise learners' personality types and learning styles.
8. Use techniques such as field experience and problem solving that take advantage of adults' rich
experience base.
9. Encourage critical thinking skills by incorporating on the job activities as seminars.
10. Create an atmosphere of openness and trust to promote better performance.
11. Behave ethically, which includes not recommending a self-directed learning approach if it is not
congruent with the learner's needs.
12. Obtain the necessary tools to assess learner's current performance and to evaluate their expected
performance.
13. Provide opportunities for self-directed learners to reflect on what they're learning.
14. Promote learning networks, study circles, and learning exchanges.
15. Provide staff training on self-directed learning and broaden the opportunities for its implementation.
Appendix 1: Table of Development Activities

Competency level Learning by doing Learning from others Learning by reflecting
Structured
learning
1. Acts i n a manner consi stent wi th ACU
Phi l osophy, Val ues and Mi ssi on
Understands and prizes ACUs key
values, philosophy and mission
Takes pride in being trustworthy
Deals with others in an open and honest
manner that fosters trust
Talks without judgment
Be honest in your dealings with others. Do not try
to cover up difficult messages. Focus on the
issues not the people. Where people are the
issue, focus on their specific behaviour rather
than commenting on generalisations or their
personality traits.
Ask for support.
Ask manager for support
or ideas on how you can
handle difficult situations.
Ask manager for examples
of when he/she was in a
difficult situation either with
an employee or client.
Read Integrity: The Courage
to Meet the Demands of
Reality, by Henry Cloud
(2006)
U @ ACU Induction
Code of Conduct:
Lunchbox Session
Capabil iti es &
Devel opment
Program
2. Acts on ACU val ues even when i t is
hard to do
Conveys compassion and honesty even
in difficult situations
Recognises own mistakes and publicly
admits to having made them
Speaks out when it may hurt a trusted
relationship
Use clear statements of your personal values and
code of ethics. For example:
o state the behaviours that violate the
organisational units values
o admit when you have made a mistake
o ask yourself if you are withholding necessary
information from others
o ask others to give you feedback on your
honesty and ethical behaviour.
Assess your behaviour towards others is in line
with your personal values and ethics.
Ask your
colleagues/manager/
mentor/team members to
tell you their perceptions of
how you deal with conflict.
Compare their views with
your own and plan how
you can develop a more
effective style.
Read. Managing Conflict with
Peers by Talula Cartwright.
Greensboro, NC: Center for
Creative Leadership, 2003.
Managing Conflict With Direct
Reports. By B. Popejoy and B.
J . McManigle. Greensboro,
NC: Center for Creative
Leadership, 2002.
Manage & Defuse
Challenging
Situations
Indigenous
Cultural Diversity:
Valuing the
Difference
Capabil iti es &
Devel opment
Program
3. Acts on ACU val ues even when
si gni fi cant cost or ri sk i s associ ated
wi th doi ng so
Challenges influential persons or those in
senior positions to act on values or for
displaying unprofessional behaviour
Is honest with others even though there
may be a personal cost involved
Makes sure there is full disclosure,
mentioning the costs or drawbacks and
the advantages of a situation
Make a list of issues you would find extremely
hard to compromise on. When faced with
decisions in these areas, refer to your list and
trace the business benefits.
In a situation where you or your team has made a
mistake, do not try to cover up or blame someone
else. Tell whoever needs to know that you have
made a mistake, why this happened, and what
you plan to do to rectify the situation/avoid this
happening again.
Identify someone who you
think have taken
courageous actions
without thinking through
the risks to their personal
reputation. Read or meet
this person to find out how
they developed this
courage.
Read The Assertiveness
Workbook: How to Express
Your Ideas and Stand Up for
Yourself at Work and in
Relationships, Randy J
Paterson (2001)
Read Power of Positive
Confrontation: The Skills You
Need to Know to Handle Conflicts
at Work, at Home and in Life, B.
Patter, S. Magee (2001)
Supervisor Series
Capabil iti es &
Devel opment
Program
4. Creates an envi ronment that nurtures
i ntegrity i n others
Generates excitement, enthusiasm and
commitment to ACU values, philosophy
and mission
Consistently models and makes
decisions aligned with ACU values
Sets high standards for University wide
integrity
Employs processes that help people
integrate ACU values in their decision
making
Remind people why their work is important and
how it makes a difference in their lives and the
lives of others.
Pinpoint those who deserve credit. Ensure
respect is given to those who performed the work.
Become the conscience of your work group.
When more senior colleagues are proposing or
are engaged in a course of action which you
believe is not right for the University, challenge
them directly. Ask them how this will benefit the
organisation and explain your concerns
assertively. Be prepared to escalate if necessary.

Read Leadership and Self-
Deception, The Arbinger
Institute,(2009)
Read Feel the Fear and Do it
Anyway, S J effer (1997)
Read Tales of Management,
Courage and Tenacity, T Teal,
Editor (1996)

Displays Integrity- Demonstrates the courage to act on ACUs Philosophy, Values and Mission.

Structured
learning
1. Takes accountabili ty for deli veri ng
results
Has a can do attitude at all times
Sticks with assigned roles and tasks until
completion doesnt give up easily
Expresses determination to do the task
well or right
If unsure of personal objectives and targets, ask
your manager and/or identify these for yourself.
If a customer complains, learn from the situation.
Ask yourself what went wrong and discuss with
others how to get it right next time.
Consider different ways of planning your time.
Prepare a list of tasks to be achieved each day,
prioritising them for urgency and importance.
Set standards around work output. Aim to match
those and go one better. Record your progress.
Ask for feedback on your
performance. Be clear
about how you can add
value in your role.
Read Habit 1 Be Proactive:
The Habit of Choice, S R
Covey (2006)
Think what takes you the
longest to do, which areas you
tend to avoid, or where you've
been "caught out" in previous
projects in order to identify the
areas you need to focus on.
Using Outlook
Certificate IV in
Business
Administration
Capabil iti es &
Devel opment
Program
2. Acts to make i ncremental
improvements
Takes action or recommends ways to
improve performance without being
directed to do so
Makes specific changes to improve
performance
Looks for new or better ways of doing
things
Encourage staff to examine work processes and
services for improvement opportunities.
Allow talented staff the autonomy to pursue and
implement new ideas.
Volunteer unit as a test site for new procedures.
Look at paperwork are all the forms necessary?
Are all the entries on the form necessary?
Always ask why are we doing this and why this
way? Think through, recommend or implement
alternative approaches where feasible.
Ask you manager or peers
what new goals or
improvements you or your
team need to achieve.
Study success. Read
biographies of highly
successful people, e.g.
Richard Branson, Warren
Buffett, Dick Smith
Project Planning
Business Process
Improvement
HR Data & Reporting:
Lunchbox Session
Capabilities &
Development Program
Sharepoint Training
IT & Skill s
Awareness Program
3. Sets and works towards stretch goal s
Sets stretch goals/targets (challenging-
but achievable) with relevant metrics for
self and others; works hard to meet them
Identifies opportunities to exceed goals
and works towards them, even in difficult
circumstances
Sets out to achieve something that has
not been done before
Defies inertia and conventional wisdom
to make change happen
Develop vision to guide new ideas.
Monitor performance by how you deliver against
your performance targets. Keep up-to-date
records of successes and failures against these
criteria. Review with your manager to identify
improvement activities.
Gather feedback and ideas from your manager
and colleagues on improving your performance,
or doing things in new or different ways (e.g. to
improve customer service, quality and/or
efficiency). Consider these in future planning.
Identify someone in ACU
as a role model who you
feel delivers outstanding
results. Ask yourself, how
does he/she: 1. achieve
their goals; 2. overcome
obstacles and resistance?
Ask him/her to review your
goals and achievements,
and challenge you as
appropriate.
Read The Seven Habits of
Highly Effective People, S R
Covey (New Edition: Free
Press 2004; Original: Free
Press, 1990).
Read Six Sigma: The
Breakthrough Management
Strategy Revolutionizing the
Worlds Top Corporations, by
Mikel J . Harry and Richard
Schroeder (Doubleday, 2000).
Managing for
Improved
Performance
Insti tute of Publ i c
Admi ni strati on
Austral ia (external
provi der)
4. Takes cal cul ated risks
Consistently makes decisions, sets
priorities or chooses goals based on
consideration of costs, benefits and risks
Evaluates where things could go wrong,
thinks through contingencies and takes a
calculated risk to achieve long-term
improvement
Commits significant resources, and or
time, in uncertainty to achieve significant,
quantified benefits for the University
Commit to achieving a challenging, measurable
but realistic goal every week. Gradually increase
difficulty of goals to stretch yourself.
Initiate and lead a project team/task force to
tackle a significant recurring problem. Establish
tangible measures of success at various levels.
Perform a cost-benefit analysis on a regular
meeting to improve value.
Set yourself a challenge in a non-work setting
(e.g. take on a new sport). Use this to remind you
of the stimulation that challenges can offer.
Benchmark yourself
against external
performance; make action
plans to reach world-class
performance levels.
Find external examples of
superior achievement to
apply in your work.
Visit other areas in ACU
and incorporate successful
techniques into your work.
Read In Search of Excellence,
Tom Peters, Robert H.
Waterman (2004)
Read Scorecard Step-by-
Step: Maximizing
Performance and Maintaining
Results, P Niven, R Kaplan
(2002)
Strategic
Recruitment &
Selection
Capabil iti es &
Devel opment
Program
Delivers Excellence - Takes personal accountability for achieving high quality outcomes.

Structured
learning
1. Li stens and responds appropri atel y to
others
Pays attention and listens
Takes time to build rapport
Respects others and how they are
feeling

Increase paraphrasing (e.g. rephrase another
persons ideas, facts and/or feelings and feed it
back). Use paraphrasing to check you understand
what the other person is saying.
Increase open-ended questions (e.g., What do
you think about? Why did you feel that? How
would you have approached? Tell me more
about). Increase the number of open-ended
questions and probes you use in conversations
for the next month.
Identify someone who is
good at listening,
understanding and
responding. Spend some
time observing what
he/she does and says.
After one of their
interactions, ask for an
analysis of their thoughts
during the conversation.
Read The Wisdom of
Listening, Mark Brady (2003)
Communication
Excellence
Capabilities &
Development Program
Customer Service:
Four Steps to Being
Sensational
Institute of Public
Administration
Australia (ext. provider)
2. Shows genui ne i nterest i n others
Awareness of and relates to people from
diverse backgrounds
Sees things from other peoples
perspectives
Shows genuine interest in the feelings,
needs and concerns of others
Seeks to understand both what the
person says and how they feel
Identify someone at work or in your life with whom
you often disagree or who you find it difficult to
understand. Try to understand their thoughts,
views and any cultural differences you observe.
Why do they behave in the way they do? Ask
others who know this person for their thoughts.
Explore with your team/colleagues what they are
thinking or how they are feeling about current
situations. Probe to uncover their perceptions
regarding the issue and then their personal
thoughts and feelings.
Ask a manager to give you
feedback on your listening,
understanding and
responding skills in a
meeting. Using the
feedback, focus on a
specific behavior to
improve over the next
week. Repeat periodically.
Assess improvements.
Read Drive: The Surprising
Truth of what Motivates Us,
Daniel Pink (2010)
Service Brilliance
Capabil iti es &
Devel opment
Program
3. Understands and anti cipates others
emoti ons
Anticipates how people will feel and act,
based on actively listening to them
Awareness of and responsive to the
emotional states and responses of others
Takes into account people's different
styles, personalities, and their unspoken
thoughts and feelings
Review your direct reports performance for the
last 6 months and assess: 1. the underlying
reasons for their behaviours in particular
situations; 2. their ongoing feelings and concerns;
3. the reasons for their underlying attitudes.
Use this to prepare a balanced view of their
strengths and weaknesses.
Identify a friend with strong
empathy and observe how
he/she relates to others.
Read Why Didnt You Say
That in the First Place? : How
to Be Understood at Work,
Richard Heyman (1997)
Read Emotional intelligence,
Daniel Goleman (1993)
Having the Difficult
Conversations
LH Marti n Insti tute
(ext. provi der)
4. Devel ops a deep understandi ng of
others
Develops deep understanding of other
people's ideas, behaviour and perspectives
Recognises the underlying or long-term
causes of behaviour
Continually updates, refreshes and checks
the accuracy of own understanding
Understands others who are different
from oneself, recognising excellence
when it looks different from what one
expected
Before taking an action, think about who is
involved / will be impacted. Think about their
issues, concerns, thoughts and feelings and use
this to inform your approach. Never assume that
people think like you constantly seek to
understand them better.
Seek to understand others agenda. Ask open
questions to uncover personal and professional
interests and what appeals to them. Consider the
verbal and non-verbal information you get from
people. Constantly add to / amend information
each time you interact / observe someone.
Learn about anothers
family, community and
cultures. Interview them
about their upbringing,
relationships and how their
experience with the
university.
Read Wired to Care: How
Companies Prosper When
They Create Widespread
Empathy, Dev Patnaik (2009)
Read Games People Play:
The Psychology of Human
Relationships, Eric M.D.
Berne (1996)
Indigenous Cultural
Diversity Valuing
the Difference
Capabil iti es &
Devel opment
Program
Demonstrates Interpersonal Understanding - Actively listens to understand others thoughts, feelings and concerns outcomes.

Structured
learning
1. Cooperates
Sees success as University wide, rather
than focusing solely on own work
unit/directorate or faculty/location
Is a team player; shares information and
sees the benefit of working as a team
Keeps others informed and up-to-date
about what is happening
Promotes a friendly, cooperative
environment
Help new staff to know other people and feel
accepted and involved.
Monitor how you speak about the people you
work with. Ensure you speak positively about the
strengths and capabilities of others and refrain,
whenever possible, from criticising others in your
conversation.
When important information comes to you that
affects the team, communicate this information to
everyone in the team.
Ask your manager about
their perspectives on your
team and how it is
working. Are there things
that you could do to
improve the collaborative
environment?
Observe dynamics in your work
group and the dominant
personalities. How do they
affect others? What can you
learn about their influence?
Read Team Roles at Work, R
Meredith Belbin, (Butterworth
Heinemann, 2nd ed., 2010)
Organisational
Planning
SMART Objectives
2. Seeks i nput
Genuinely values input, expertise and
experience of others
Recognises and rewards the
contributions of others
Asks others for views and opinions when
making decisions and plans
Seeks to understand others perspectives
Ask staff about their preferred frequency and style
of communication and consultation.
Review processes for providing comment and
feedback on unit issues
Make more time to speak with and consult with staff.
When discussing issues in meetings, etc, be
prepared to accept and implement staff
suggestions.
Work with a supportive
member of staff who can
provide you with feedback
on your interactions with
staff as a group.
Examine how other work
units engage and consult
with staff.
Read about managing
knowledge workers/
professional staff and
participative management
Read The Wisdom of Team:
Creating the High-Performance
Organisation, J R Katzenbach
& Douglas K Smith (2003)
Consulting Skills
3. Col l aborates
Forges connections and maintains
effective relationships across the
University
Considers the impact of
decisions/priorities for other work
units/directorates or faculties/locations
Supports wider University initiatives
Puts the goals of the University ahead of
individual needs/wants
Become involved in a team yourself.
Take on a conflict resolution role within or
between the teams in your unit.
Team brainstorming: When faced with a problem,
speak with colleagues and brainstorm alternative
approaches. Analyse the results and
communicate your findings. Try a new approach.
Develop ground rules for your team to clarify
expectations of each team member and the rules
he/she should follow (e.g. a person will not be
interrupted while talking; all meetings should have
clear agendas etc).
Get someone outside your
team to audit your teams
effectiveness.
Learn from other units with
a team based approach to
working.
Ask colleagues, manager,
mentor, team members to
give feedback on how you
deal with conflict. Use their
views to plan a more
effective style.
Observe team meetings and
interactions. Reflect on what
happened and why.
Reflect on recent team
objective/ target and how the
team collaborated to achieve
the goal? What issues could
have been addressed earlier
to create less stress or could
the team have collaborated
better? Conduct a debrief
session.
Building High
Performance Teams
Capabil iti es &
Devel opment
Program
4. Bui l ds a col l aborati ve envi ronment
Builds an environment of collaboration
across the University by promoting
shared goals
Shares resources and expertise to
achieve overall ACU objectives and
encourages others to do the same
Sees and works towards possible
synergies across the whole University
Identify what every person in your team does
best. Help them to capitalise on their talents, skills
and knowledge.
Help team members to deal with conflict by
meeting those involved individually. Enforce group
code of conduct which encourages colleagues to
focus on specific behaviours rather than directing
personal criticism at the other party. Help each
person define his or her biggest challenge in
being successful as a team member. Facilitate a
joint discussion with all the parties, restating and
enforcing the code of conduct.
Seek out peers across the
university and find out
more about their functions,
accountabilities and
resources. Look for
opportunities to share your
teams resources or look
for ways to collaborate
with them to achieve ACU
wide objectives.
Observe other high performing
teams in the university or
elsewhere. What can you learn
from these teams that you can
apply to your team at ACU?
Read The Five Dysfunctions
of a Team: A Leadership
Fable, Patrick M Lencioni
(2002)
Awareness of ACU
Strategic Plan
Lunchbox Session
Capabil iti es &
Devel opment
Program
Strategic Planning
Associ ati on for
Terti ary Educati on
Management
(external provi der)
Project Planning
Works as a Team- Sees the benefit of collaboration and works cooperatively across ACU to deliver shared goals.

Structured
learning
1. Provi des cl arity
Engages in regular communication with
staff and provides rationale for decisions
Identifies clear work priorities for the
team
Gives specific instructions and/ or on the
job training
Discuss with each team member the performance
expected of them. Ensure that they understand
why these matter, and seek their input in order to
gain acceptance and commitment.
Identify SMART (Specific, Measurable, Attainable,
Relevant, Time based) objectives for your team.
Identify how each member of the team can
contribute. Discuss the objectives with and how
the team can work together to achieve them.
Observe other managers
communicating their
performance expectations.
Practise new behaviours,
incorporating them into
your management style.
Ask for team feedback on
how clear and precise your
instructions are.
Read The One Minute
Manager, Kenneth Blanchard
& Spencer J ohnson (2006)
J ob Design
Principles
Writing in Plain
English
2. Enabl es team to functi on effecti vel y
Creates right conditions to enable the
team to perform at its best e.g. provides
appropriate structure, hires appropriate
people, supports attendance at induction,
conducts meetings, manages
performance with fairness etc
Delegates; pushes tasks and decisions
down without deferring responsibility
Celebrates success, recognises team/
individual / achievement and gives credit
Supports team members, especially
during difficult times
Hold team debriefings for completed projects to
discuss what went well/badly, whether objectives
were met. Use it to plan future projects.
Set up regular team meetings, providing agendas
in advance. Think about what information will help
your team to get their jobs done and how best this
may be provided. Encourage everyone to ask
questions and to communicate their opinions.
When discussing issues, explore staff input in
detail. Delve deeper by discussing their interests,
motives and desired outcomes. Demonstrate your
sensitivity by this in-depth exploration while
communicating, problem solving, and planning.
Identify issues affecting
team effectiveness, speak
to relevant parties, ask for
individual perspectives.
Listen carefully to each
persons input and thank
them for their contribution.
Hold regular brainstorming
in meetings to improve
team performance. Agree
on priority actions that will
add the most value and
ensure that action is taken.
Read Built to Last. Collins, J .
C. and J . I. Poras. New York:
Harper Business, 2002.
Read Leading the Revolution.
Hamel, Gary. Boston: Harvard
Business School Press, 2000,
rev. ed. 2002.
Identify a highly-effective ACU
team. Identify ideas that you
can transfer to your team and
having shared your thoughts
with the rest of your team, put in
place an implementation plan.
Certificate IV in
Frontline
Management
Capabil iti es &
Devel opment
Program
Leading Virtual
Teams
Capabil iti es &
Devel opment
Program
Meeting
Management
3. Engages and empowers the team
Empowers the team by giving real
ownership for delegated activities
Clearly/ consistently communicates key
priorities and how they link to ACUs strategy
Gives specific constructive feedback for
developmental purposes
Has high visibility as a leader beyond
locational boundaries
Create a version of the ACU strategy for your
team. Outline how it applies to your area and
major objectives. Review it with your direct
supervisor, and then present it to your employees.
Discuss what the broader strategy is and what
your objectives are.
Make time for your team by regularly visiting your
team members. Hold sessions where you take
time to listen to team or individual concerns, etc.
Analyse your favourite
sports team and identify
the factors accounting for
the teams performance.
Apply these lessons to
your team and come up
with a model for your
teams success.
Read Primal Leadership:
Realising the power of
Emotional Intelligence. D.
Goleman, R. Boyatzis, A.
McKee (2002)
Read The 21 Indispensable
Qualities of a Leader. J ohn C
Maxwell (1999)
Delegation and
Accountability
Essentials for New
Managers
Admi ni strati on
provi der)
4. Communi cates a compell ing vi si on &
sense of purpose
Provides clear vision of ACU future
success that is compelling and engaging
Believes in the vision and inspires
confidence in the vision
Talks about possibilities; is optimistic
about the future
Provides in-depth mentoring, coaching or
training
Get the vision clear in your mind. How does it
contribute to overall organisation performance?
How would you describe the ideal team (e.g. high
performing, creative, committed)? What are the
ground rules of the team? Ensure your vision
describes a compelling need and urgency; a
desired future state; is inspiring and engaging.
Develop a two-year vision, including major goals
and objectives, what the organizational unit will
look like, and new directions.
Work with someone who
has created a vision. Ask
them for their ideas and
involve them in the vision
for your unit.
Interview or shadow a
leader whom you find
inspirational. Analyse their
style and ask them how
they view their role.
See films with inspirational
leaders , such as:
o Henry V
o Twelve OClock High
Read First, Break all the
Rules: What the Worlds
Greatest Managers Do
Differently, M. Buckingham &
C. Coffman (1999)
Management
Development
Program
Capabil iti es &
Devel opment
Program
Leads and Develops Others - Energises and develops ACU staff. Creates a climate in which our staff want to do their best.

Structured
learning
1. Communi cates based on facts & l ogi c
Uses analysis, data, research and
concrete examples to present arguments
and recommendations
Communicates a similar argument to
various parties rather than adapting to
meet their specific needs
Writes and speaks clearly and concisely
Conveys facts, concepts and technical
information using terms that most people
can understand
When persuading others, base your arguments on
analysis, logic, evidence and/or research.
When influencing others, find as many different
reasons/arguments why they should go along with
your idea. Use a colleague to test your reasons/
arguments and to help you identify others.
Prepare for difficult meetings by thinking through
the core message you want to get across and
open the meeting with a clear statement of this
message. Be prepared to re-state this message
as required.
Obtain feedback from
others on your influencing
skills. With the help of your
manager/a colleague,
identify any patterns of
behaviour and the impact
that these may have on
others. Then think through
what you could do to
improve.
Become more aware of the
words you use. They are a
critical currency. Spend them
wisely and monitor their
impact.
Business and
Report Writing
Associ ati on for
Management
Proposal Writing
Associ ati on for
Management
2. Tai lors approach to the audi ence or
si tuati on
Adapts style, language and context to
suit the audience
Anticipates and prepares for others
reactions
Listens to and is sensitive towards
others agendas, concerns, interests and
views; adapts approach accordingly
Tries a different approach if the first
attempt to gain buy in fails
Prepare your arguments before a meeting or
presentation, giving compelling reasons for your
ideas and anticipating debate /questions. Write
down the most important points you want to
make. Translate high-level university initiatives
into language and actions that are meaningful.
Before contacting someone you need to influence,
review their needs, strengths and interests. Make
sure you understand their perspective (their
issues and demands placed on them). Write down
your objectives into an action plan.
Before a contentious
discussion, ask your
manager or colleague to
role-play a challenging
audience member.
Observe someone who is a
good communicator. Try
their techniques. Also
analyse an ineffective
communicator to see where
they are going wrong.
Read Changing Minds: The Art
and Science of Changing Our
Own and Other Peoples Minds,
Howard Gardner (2004)
Presentation Skills
Workshop
Accountability
Matrix
3. Infl uences others usi ng appropri ate
communi cati on strategi es
Uses chains of influence (e.g. asks A to
persuade B who will persuade C)
Uses third parties to persuade
Takes two or more steps to influence,
each step tailored to specific audience
Responds appropriately to feedback in
real time, can think on their feet when
seeking to influence others
Identify the most influential decision makers in
your unit. Engage with them once a quarter to
share your ideas, to support you and to provide
critical resources to make your ideas happen.
Build an influencing plan. Conduct a stakeholder
analysis for a particular issue that you must
address. For each key stakeholder identify the
benefits, enablers and barriers. Articulate the top
three issues for each stakeholder then chart an
action plan to address their concerns.
When trying to win support
for an issue in which you
have little expertise,
consider involving an
expert third party from
inside or outside of the
University to give weight to
your case.
Watch a video or attend a
seminar on presentation skills,
or identify someone who is a
highly charismatic public
speaker and analyse his or
her style.
Effective
Stakeholder
Engagement
Admi ni strati on
provi der)
4. Uses compl ex i nfl uenci ng strategi es
Thinks through how to influence and
develops deliberate influencing strategies
Builds internal and external relationships,
networks and alliances and leverages
these to build and sustain support
Builds support for through informal networks
Uses understanding of group interactions
to move towards a specific outcome
Champion an organisation issue in your area of
expertise that is not universally supported by your
colleagues or more senior people. Try to build
support by confronting the issues, not the people.
Consider who you need to influence over the next
two/ three years in order to meet personal and
organisational objectives. Consider who you
currently have a good relationships with, and how
you will improve relationships with others.
Get advice/commitment
from key stakeholders
(within and outside ACU)
before implementing a
new strategy or initiative.
Consider the stakeholders
issues and needs while
providing a workable
solution or proposal.
Read The 360 Degree Leader:
Developing Your Influence
from Anywhere in the
Organization, J ohn C. Maxwell
(2006)

Influences Effectively - Gains the support of others for courses of action that benefit the University.
Structured
learning
1. Understands the importance of
commerci al success
Understands that ACU is a business that
obliges leaders to think commercially
Works as directed towards financial
goals doesnt waste financial resources
Treats ACU resources as if they were
their own; asks how can they make every
dollar count
Find out how others learn about the Universitys
business fundamentals and factor it into how you
prioritise your work.
Understand the components of your team or
organisational units budget, e.g. the critical
expense and income items. Test if there are any
ways to reduce waste or expense in your team.
Discuss business groups
strategic goals with your
manager, how they were
set, alignment with
organisational strategies.
Find out how others use
financial information and
the financial skills you
need for improvement.
Read periodicals such as
Harvard Business Review,
BRW and Fortune.
Create some sort of
mechanism that will help you
to keep on top of the changes
that occur with respect to
organisational goals and
priorities.
Role of Supervisor
@ ACU
Capabil iti es &
Devel opment
Program
Risk Management
2. Demonstrates some awareness of
commerci al impli cati ons
Shows basic understanding of how
resources (time, materials, FTEs etc) link
to commercial outcomes
Works to achieve budget or control costs
Understands costs and profit drivers of their
own work unit/directorate or faculty/location
and how their area contributes to ACUs
broader commercial success
Sit in on a Finance unit meeting to find out more
about financial reporting, cost-accounting, etc.
Share your ideas for translating strategy into
practical business objectives with peers and
receive their comments.
Map your projects to the organisations long-term
strategy. Identify any gaps or links to prioritise
work and align responsibilities with the strategy.
Do the same with your team and discuss role or
responsibility changes to ensure alignment.
Identify areas of business
thinking that are a
challenge and ask an
expert for advice.
Discuss with a peer your
business groups strategic
goals; how are business goals
addressed in their planning.
Learn to read and analyse
financial statements.
Read Complete MBA For
Dummies, Dr. Kathleen Allen
Ph.D. and Peter Economy
Organisational
systems /
budgeting &
planning
3. Focuses on commerci al outcomes
Identifies ways to improve effectiveness of
work unit/directorate or faculty/ location
Applies financial and risk assessment
techniques to evaluate commercial
opportunities
Finds ways to improve profitability/ efficiency
Mobilises resources to capitalise on
present and future opportunities
Looks at external benchmarks e.g. what
other universities are doing to improve
commercial success
Review organisational unit expenditure to assess
if it is necessary, add value, what impact it has on
bottom-line and areas of improvement.
Select a task/function in the business group which
could improve results if done differently.
Develop a business case that supports a change,
including strategic repositioning and leverage,
resource utilisation, cost/benefit and impact analysis.
Talk to peers in other business groups about
issues and trends for the future. Ask them to
share their business plans, their assumptions and
trends affecting their business.
Identify areas of business
thinking that are a
challenge and ask an
expert for advice.
Ask them to describe a
time when they applied the
business thinking you are
working to develop.
Read Execution: The Discipline
of Getting Things Done, by R.
Charan, C. Burck, L. Bossidy
(Crown Business, 2002).
Read Balanced Scorecard
Step-by-Step, P Niven, R
Kaplan (2002)
Budgeting &
Financial
Management for
Tertiary Education
Managers
4. Creates new commerci al
opportuniti es for ACU
Generates new profit making initiatives
while applying risk and return criteria
Drives and encourages commercial
behaviour within the University
Creates new commercial opportunities
with cross-unit collaboration or external
partnerships
Finds ways to maximise profitability/efficiency
Takes University-wide view of potential
commercial opportunities
Identify your business groups specific expertise
and identify what outputs, accomplishments or
services would ACU lose if the group did not exist.
Check your business groups major mission is in
line and adds value to ACUs overall direction.
Conduct a SWOT analysis of strengths,
weaknesses, opportunities and threats related to
your business group. Determine specific actions
and steps that you can take to strengthen the
business groups competitive position. Discuss
the results with your peers.
Ask another manager to
explain how he/she
analyses market issues
and to share their data and
conclusions, the most
important pieces of
information that led to their
interpretation and patterns
and trends. Use this to
analyse your own market
issues.
Reflect on:
o policies, processes and
management methods that
may affect future your area
and ACU more broadly
o economic and social trends
that may affect ACU
o strategies / contingency
plans to address future
opportunities and
challenges
Project Management
Associ ati on for
Management
Displays Business Acumen - Recognises that ACU is a business and seizes opportunities to improve its commercial viability.

Structured
learning
1. Acts confi dentl y
Makes appropriate decisions without
asking others
Acts quickly in uncertain situations; is
decisive
Presents self confidently
In discussions, assertively state your own views
and arguments.
Dont give in to others viewpoints when you
believe your idea/approach is right for ACU.
List your successes and personal strengths to
refer to when your self-confidence wanes.
Observe others you think
act with confidence, note
their behaviours and what
they do. Talk to them
about their confidence and
where they find it.
Read The Mind Gym: Wake
Your Mind Up, The Mind Gym
(2005)
Decision Making
Frameworks
Public Speaking
Association for
Tertiary Education
Management
(external provider)
2. Di spl ays self beli ef
Explicitly states confidence in own
judgment or abilities and has the track
record to back this up
Speaks of own strength and capabilities
based on realistic self assessment
Expresses opinion openly
In meetings, where the outcome is clear but
debate is ongoing, close it down and present your
case in order to reach agreement and move on.
When faced with a decision you would ordinarily
refer to someone more senior, ask yourself if it is
necessary. If the rules/processes do not specify it
must be referred, see if you can resolve it.
Seek work in which you can make you own
decisions and act on them.
Give voice to you values to help others know who
you are and how to relate to you.
Observe others lead
meetings where the
meetings outcome is a
decision and their
techniques for bringing the
group to agreement.
Ask your manager to help
you make better decisions
by reviewing and critiquing
some of your recent
decisions.
Read The Assertiveness
Workbook: How to Express
Your Ideas and Stand Up for
Yourself at Work and in
Relationships, Randy J
Paterson (2001)
Read The Six Pillars of Self-
Esteem, Nathaniel Branden
(1994)
Inspiration and
Motivation
Associ ati on for
Management
3. Stands up for own vi ews
Stands up for own views under pressure
e.g. in a conflict or with powerful others
Remains composed even when challenged
Is prepared to be the lone voice; stops
excessive debate and makes informed
decision
Confidently takes on and seeks out
challenging opportunities
Dont shy away from difficult decisions. Weigh up
alternative approaches and choose the best
option. Make it clear to others why you have
made that decision and your reasons.
In specialty areas, promote yourself as an expert,
communicating the extent of your abilities to
others and making yourself available.
Take responsibility for representing voices that
are not usually heard.
Observe others who take
the lead and challenge the
way things are done.
Interview them about their
motivations, their views
and how they maintain the
energy to challenge others
to do better.
Read Fierce Conversations:
Achieving Success at Work and
in Life, One Conversation at a
Time, Susan Scott (2003)
Read Leadership and Self-
Deception, The Arbinger
Institute,(2009)
Leadership Styles
Capabil iti es &
Devel opment
Program
4. Shows great courage
Willingly takes on extremely challenging
tasks
Holds out for what they believe is right
for the University even when significant
risk is associated
Takes well-considered and ethical
entrepreneurial risks to drive sustainable
business results
Monitors situation and takes action to
mitigate risks
If faced with an unpopular decision, take the route
that is right for the university, not the route of least
resistance. Stand by your decision.
When more senior colleagues propose or engage
in an action that you believe is not right for ACU,
challenge them directly. Ask them how this will
benefit ACU and explain your concerns
assertively. Be prepared to escalate if necessary.
Where you or a team member has made a
mistake dont try to cover it up or blame someone
else. Tell your manager, explain why it happened,
plans to fix it and to avoid it happening again.
Seek challenging assignment/ project to build
organisational effectiveness and raise your profile.
Read Feel the Fear and Do it
Anyway, S J effer (1997)
Read Tales of Management,
Courage and Tenacity, T Teal,
Editor (1996)
Risk Frameworks
Tertiary Education
Leadership
Demonstrates Confidence - Displays the inner confidence to take risks and make timely and effective decisions.
Shows confidence in own judgement and actions. opportunities to improve its commercial viability.

Structured
learning
1. Accepts and understands change
Listens with an open mind to others
when they propose new solutions and
different ways of doing things
Demonstrates willingness to change
ideas or perceptions based on new
information or ideas
Recognises the drivers for change:
internal/external
Learn to like change by identifying as many
benefits to it and reflect on how to leverage them.
Look for the drivers behind the change and strive
to understand why change is taking place.
Think through your personal reactions and
responses to recent changes and talk through
your thoughts with your manager or a colleague.
When faced with a change you dont like, identify
as many possible benefits as you can.
Observe others who seem
to thrive on change, talk to
them about how they
approach change and why
it excites them. Consider
how you can adapt this
approach.
Read The Resilience Factor: 7
Keys to Finding Your Inner
Strength and Overcoming
Life's Hurdles, Karen Reivich
and Andrew Shatte (2002)
Consultation
listening
Working Smart
Series
Capabilities &
Development
Program
2. Adapts worki ng practi ces
Makes changes to the way in which work
is carried out but not what needs to be
done i.e. changes how to accomplish the
goal or outcome
Challenges the status quo; not
constrained by routine or way things
have always been done
Cascades the impact of a change into
working practices and processes for staff
in unit/directorate or faculty/location
Anticipate change by noting anticipated changes
to your organisational unit over the next two
years. Develop a plan to help you proactively
manage these changes and revisit and adapt your
plan to take account of new developments.
Identify one major external variable that directly
impacts on your decision-making within ACU. If
this variable suddenly reverses, identify your
immediate priorities, plans and objectives and
what changes would need to be made in your
area?
Visit a team that has
successfully adapted to
with change to service
provision and/or working
practices. What did they
do to achieve the success
and how did they go about
it. How could this be
applied in your area?
Read cases of high
performing units and the
people management aspects
of innovation and
improvement.
Read the change and
organisation development
literature.
Change Enabler
Moving Into
Management
3. Advocates for change
Encourages others to be flexible and
understand impacts and benefits of change
Is enthusiastic and energetic about change
Presents the business case for change
Uses both logical and emotional
reasoning to gain the buy-in of others
Communicates the need for
change/driver of change
Identify positive forces by selecting a specific
change initiative you would like to implement.
Note how you can capitalise on forces that help
your change and prevent barriers to change.
When faced with a change list the impacts: 1.
impact on the organisation as a whole, 2. on your
area, and 3. on you. Consider what messages
you will send out to others in discussions about
the change.
Involve staff with expertise
in change management
when implementing new
ideas.
Talk with peers who are
regarded as innovative
and adaptive to change.
Read Leading Change, J ohn
Kotter (1996)
Read Leadership and Change
Management, Annabel Beeral
(2009)
Leading Bold
Change
Admi ni strati on
provi der)
4. Prepares the ground for change
Inspires others to embrace change with
enthusiasm and energy
Champions and facilitates the
development of highly innovative ideas
Creates a sense of urgency for change
when appropriate
Anticipates and take actions to address
the emotional impact of change
Recognises and reinforces behaviours of
those who embrace the change
Obtain commitment by identifying specific actions to
build peoples commitment in your change plan.
How will change affect particular individuals and how
did they respond to past change? Talk through
changes with individuals most opposed to them.
Seek support from those who will act as champions.
Simplify your change message with a short
speech about your vision. Think about the key
messages you want to convey and deliver it in
less than one minute. Test it on a colleague and
get feedback on how it is understood. Repeat the
message several times a day.
Copy great change
leaders: Identify people
who have successfully
stirred people into action
(e.g. Martin Luther King,
Churchill, Gandhi). Study
their actions or their
speeches, and identify
things they did that you
can use to lead change.
Read The Change Masters, R
M Kanter
Read Built to Change: How to
Achieve Sustained
Organisational Effectiveness,
Edward E. Lawler III (2006)
Managing and
Influencing
Organisational
Change
External Provi der
Leads Change - Displays openness and resilience to change, inspires others to change and acts to make change happen.
Appendix 2: Competency quick reference
Competency quick reference

Preserves our Essential Character

Di spl ays Int egrity Delivers Excell ence
Demonstrat es Int erpersonal
Understandi ng

Demonstrates confidence and courage in
achieving ACUs Mission, Philosophy and
Values.

1. Acts in a manner consistent with ACU
Mission, Philosophy and Values
2. Acts on ACU Values even when it is hard
to do
3. Acts on ACU Values even when
significant cost or risk is associated with
doing so
4. Creates an environment that nurtures
integrity in others and the achievement of
ACUs Mission, Philosophy and Values

Takes personal accountability for
achieving high quality outcomes.

1. Takes accountability for delivering
results
2. Acts to make incremental
improvements
3. Sets and works towards stretch goals
4. Takes calculated risks

Actively listens to understand others
thoughts, feelings and concerns.

1. Listens and responds appropriately
to others
2. Shows genuine interest in others
3. Understands and anticipates
others emotions
4. Develops a deep understanding of
others

Works Collaboratively

Works i n Teams Leads and Develops Others Influences Ef fectively

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

1. Cooperates
2. Seeks input
3. Collaborates
4. Builds a collaborative environment

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

1. Provides clarity
2. Enables the team to function
effectively
3. Engages and empowers the team
4. Communicates a compelling vision
and sense of purpose

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

1. Communicates based on facts and
logic
2. Tailors approach to the audience
or situation
3. Influences others using appropriate
communication strategies
4. Uses complex influencing
strategies
Leads our Future Success

Di spl ays Business Acumen Demonstrat es Conf idence Leads Change

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

1. Understands the importance of
commercial success
2. Demonstrates some awareness of
commercial implications
3. Focuses on commercial outcomes
4. Creates new commercial opportunities
for ACU

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

1. Acts confidently
2. Displays self belief
3. Stands up for own views
4. Shows great courage

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

1. Accepts and understands change
2. Adapts working practices
3. Advocates for change
4. Prepares the ground for change

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Leadership Competency Framework: Development Guide 1

Leadership Competency Framework

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