03 ACU LCF Development Guide Oct 12

8/11/2019 03 ACU LCF Development Guide Oct 12

1/24

Leadership Competency Framework: Development Guide 1

Leadership Competency FrameworkDevelopment Guide


2/24


The Leadership Competency Framework is an initiative of thePeople and Culture Thematic Map under the Capability building

supports individual and University growth and sustainability theme.

Produced by Human Resources DirectorateAustralian Catholic UniversityOctober 2012


3/24


ContentsIntroduction ...................................................................................................................................................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


4/24


IntroductionThe Leadership Competency Framework outlines the critical success factors for the performance of leadersat 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 Groupand Human Resources to promote leadership competencies that support theachievement of our strategic direction.

The Leadership Competency Framework document outlines the ninecompetencies 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 designedto provide managers with the tools to have competency-based conversations in the context of our peoplemanagement practices, provide concrete steps, hints and tips, as well as possible questions to explore withindividuals.

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

The Leadership Competencies are embedded into ACUs peoplemanagement practices, including:

recruitment and selection hiring based on experience andcompetencies

managing for performance assessment, evaluation and

feedback of performance using competencies

professional development development of competencies tomeet role requirements and performance as a leader

career planning development of competencies for futureroles and matching of the person to current and future rolesbased on competency strengths.

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


5/24


Overview of the professional development processStep One: Identify strengths and development areasAssess the staff members performance against the competencies to identify the staff members strengthsand development areas.

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

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

Step Four: Consider how adults learnAdults learn differently and may have a preference for one learning

style over another.

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

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

Step Seven: Implement and reviewSchedule ongoing development, adjustment and feedback on theplan for the year.

The role of the managerThe role of the manager in this process is to help the staff member to understand competency strengths anddevelopment 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, identifyopportunities for using new skills and help the staff member to manage their overall work so the staffmember has time for development. The manager is accountable for ensuring that the staff membersdevelopment is tied to activities that support the Organisational Unit (Directorate/Faculty) and the ACUStrategic Plan.

Step one: Identify strengths and development areasA staff members competency strengths and development areas in relation to their current role are identifiedas an outcome of the Managing for Performance process, outlined in the Leadership CompetencyFramework: Guide for Managers(page 10). In this process a staff members performance against each ofthe 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 acompetency 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 theircompetency strengths and development areas in relation to this role(s).

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


6/24


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

The primary focus of development should be on competencies where the staff member is currentlyoperating 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 toencourage 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 bemore productive to focus on developing a smaller number of competencies than to try to develop a longlist 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 todevelop. Development goals should be challenging but attainable.

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

Use the following questions to assist in holding this prio ritisation 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/theserole(s)?

Based on our assessment of your current performance against the competencies, what are your areasof 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 thenext 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?


7/24


Step three: Identify development goalsOnce 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 demonstratingDelivers Excellence at level 2 to level 3 by my next performance review or Create opportunities todemonstrate Leading and Developing Others at level 2 over the next six months. In addition, help the staffmember to understand how developing a particular leadership competency links to and supports thesuccessful achievement of their work goals and those related to ACUs Strategic goals and OrganisationalUnit goals.

It is important that the staff member develops their own goal and that you do not come up with the goal forthem. Encourage the staff member to write their goal down and verbalise it clearly to you. By doing this, theyare 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?


8/24


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

Balance of learning

Adu lts learn best by applying information to current, real-wor ld 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 translatediscussion about simulated situations (e.g. case studies) back to the workplace. On-the-job training can bevery powerful when complemented with new information and methods, and time for reflection.

Adul ts 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 theresults of applying new information and methods, what they thought would happen, what actually happenedand 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 andconcepts. About 70 per centof 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 centoccurs through formal learning, whether classroom, workshop or e-learning.

Research suggests that many organisationsinvest at least 80 per cent of their trainingbudgets in formal learning, where little ofthe learning takes place. Formallearning is also generally lesseffective than informal learning.

coaching

Feedback

observing, shadowingand talking

Learning fro m work

Approach learning intentionally:

on your own

as part of a team

use co-workers to boostlearning from work


9/24


Self-directed learning

Self-directed learning includes the learner initiating the learning, making the decisions about what trainingand development experiences will occur, and how. The learner selects and carries out their own learninggoals, 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 highlymotivated, self-directed learner with skills in self-reflection can approach the workplace as a continualclassroom 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 andlearning.

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. Wetake some time at the end of the day to think about our day and what we learned from it. These are allinformal forms of self-directed learning. Self-directed learning becomes even more powerful when it'ssystematic. This is when we decide:

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

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 andobjectives;

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

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


10/24


Step five: Reference possible development activitiesThe Table of Development Activities in appendix (pages 14 22) is intended to provide the tools to support astaff member develop the ACU Leadership Competencies. The Table provides practical tips on what a staffmember 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. Therecommended readings are off-the-job activities that the staff member can find on the internet or they maybe available in the ACU library. In addition to these resources, there are other off-the-job activities that maybe relevant, such as formal training courses. If you, the manager, think the staff member would benefit fromsuch 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 Tableand decide which activities are best suited to the staff member. Remember, the Table of DevelopmentActivities is a resource, with ideas and suggestions that the staff member may wish to use in developing theircompetencies.

o Some of the activities listed in this Table may not be practical or suitable for the staff member in their currentrole. 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. Themanager can pick up useful tips on what the staff member can do to start developing the behaviours the staffmember wants to focus on. It can be used during discussions between the manager and the staff member towork 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.


11/24


Step six: Create a development planOnce the development goals have been identified in relation to the competency development areas, ask thestaff member to create a plan for development and record it in their professional and career developmentplan for the year. As with the goal setting, it is critical that the staff member develops their own plan. Yourrole 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. Considerall 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 Ihelp?

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 Changecompetency from Level 2 to Level 3 by year end.Inspire staff members to adjust and implement the Everest Project

Development Act ivit ies When faced with a change, list the impacts against three categories: the impacton 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 thechange. By March 2012 apply this to the Everest Project your team isembarking on.

By May 2012 read Leading Changeby John Kotter (1996) and discuss with mymanager how it applies to my team and the Everest Project


12/24


Development Goal 2 Develop Leads and Develops Teamscompetency from Level 2 to Level 3 by

year end, improving the level of communication in my team and building teamcooperation.

Development Act ivit ies By November 2011 set up regular team meetings, providing agendas inadvance. Think about what information will help your team to get their jobs doneand how best this may be provided. Encourage everyone to ask questions andto communicate their opinions.

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

Development Goal 3 Develop Demonstrates Interpersonal Understandingcompetency from Level3 to Level 4 by year end, improving my relationships with peers across ACU.

Development Act ivit ies By May 2012 read Why Didnt You Say That in the First Place?: How to BeUnderstood at Work, Richard Heyman (1997)

By June 2012 attend Applying Emotional Intelligence in the Workplace atAustralian Catholic University

Step seven: Implement and review

Once a staff members development plan has been agreed on, consider setting up regular (quarterly ormonthly) 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 bestmanaged to incorporate development on-the-job; and,

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


13/24


Final thoughts: How managers can help staffmembers 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 informalmeans of training and development. Sketching out a plan with goals, intended methods and evaluation willgive 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 beexpected 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 importantthan the results of the training and development process. Appreciate this interaction as much as reachingany objectives in the plan.

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

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

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

3. Create a partnership with the learner by negotiating a learning contract for goals, strategies andevaluation 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' richexperience 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 notcongruent with the learner's needs.

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

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.


14/24

Appendix 1: Table of Development Activities


Competency level Learning by doing Learning from others Learning by reflectingStructuredlearning

1. Acts i n a manner consis tent with ACUPhilosophy, Values and Mission

Understands and prizes ACUs keyvalues, philosophy and mission

Takes pride in being trustworthy

Deals with others in an open and honestmanner that fosters trust

Talks without judgment

Be honest in your dealings with others. Do not tryto cover up difficult messages. Focus on theissues not the people. Where people are theissue, focus on their specific behaviour ratherthan commenting on generalisations or theirpersonality traits.

Ask for support.

Ask manager for supportor ideas on how you canhandle difficult situations.

Ask manager for examplesof when he/she was in adifficult situation either withan employee or client.

Read Integrity: The Courageto Meet the Demands ofReality, by Henry Cloud(2006)

U @ ACU Induction

Code of Conduct:Lunchbox Session

Capabilities &DevelopmentProgram

2. Acts on ACU values even when it ishard to do

Conveys compassion and honesty evenin difficult situations

Recognises own mistakes and publiclyadmits to having made them

Speaks out when it may hurt a trustedrelationship

Use clear statements of your personal values andcode of ethics. For example:

o state the behaviours that violate theorganisational units values

o admit when you have made a mistakeo ask yourself if you are withholding necessary

information from otherso 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 yourcolleagues/manager/

mentor/team members totell you their perceptions ofhow you deal with conflict.Compare their views withyour own and plan howyou can develop a moreeffective style.

Read. Managing Conflict withPeers by Talula Cartwright.

Greensboro, NC: Center forCreative Leadership, 2003.

Managing Conflict With DirectReports. By B. Popejoy and B.J. McManigle. Greensboro,NC: Center for CreativeLeadership, 2002.

Manage & DefuseChallenging

Situations Indigenous

Cultural Diversity:Valuing theDifference


3. Acts on ACU values even whensignificant cost or ri sk is associatedwith doing so

Challenges influential persons or those insenior positions to act on values or fordisplaying unprofessional behaviour

Is honest with others even though theremay be a personal cost involved

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

Make a list of issues you would find extremelyhard to compromise on. When faced withdecisions in these areas, refer to your list andtrace the business benefits.

In a situation where you or your team has made amistake, do not try to cover up or blame someoneelse. Tell whoever needs to know that you havemade a mistake, why this happened, and whatyou plan to do to rectify the situation/avoid thishappening again.

Identify someone who youthink have takencourageous actionswithout thinking throughthe risks to their personalreputation. Read or meetthis person to find out howthey developed thiscourage.

Read The AssertivenessWorkbook: How to ExpressYour Ideas and Stand Up forYourself at Work and inRelationships, Randy JPaterson (2001)

ReadPower of PositiveConfrontation: The Skills YouNeed to Know to Handle Conflictsat Work, at Home and in Life, B.Patter, S.Magee (2001)

Supervisor SeriesCapabilities &DevelopmentProgram

4. Creates an environment that nurturesintegrity in others

Generates excitement, enthusiasm andcommitment to ACU values, philosophyand mission

Consistently models and makesdecisions aligned with ACU values

Sets high standards for University wideintegrity

Employs processes that help peopleintegrate ACU values in their decisionmaking

Remind people why their work is important andhow it makes a difference in their lives and thelives of others.

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

When more senior colleagues are proposing orare engaged in a course of action which youbelieve is not right for the University, challengethem directly. Ask them how this will benefit theorganisation and explain your concernsassertively. Be prepared to escalate if necessary.

Read Leadership and Self-Deception, The ArbingerInstitute,(2009)

Read Feel the Fear and Do itAnyway,S Jeffer (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.


15/24




1.Takes accountability for deliveringresults

Has a can do attitude at all times

Sticks with assigned roles and tasks untilcompletion doesnt give up easily

Expresses determination to do the taskwell or right

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

If a customer complains, learn from the situation.Ask yourself what went wrong and discuss withothers 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 matchthose and go one better. Record your progress.

Ask for feedback on yourperformance. Be clearabout how you can addvalue in your role.

Read Habit 1 Be Proactive:The Habit of Choice, S RCovey (2006)

Think what takes you thelongest to do, which areas youtend to avoid, or where you'vebeen "caught out" in previousprojects in order to identify theareas you need to focus on.

Using Outlook

Certificate IV inBusiness

AdministrationCapabilities &DevelopmentProgram

2.Act s to m ake increm entalimprovements

Takes action or recommends ways toimprove performance without beingdirected to do so

Makes specific changes to improveperformance

Looks for new or better ways of doingthings

Encourage staff to examine work processes andservices for improvement opportunities.

Allow talented staff the autonomy to pursue andimplement 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 thisway? Think through, recommend or implementalternative approaches where feasible.

Ask you manager or peerswhat new goals orimprovements you or yourteam need to achieve.

Study success. Readbiographies of highlysuccessful people, e.g.Richard Branson, WarrenBuffett, Dick Smith

Project Planning Business Process

Improvement HR Data & Reporting:

Lunchbox SessionCapabilities &Development Program

Sharepoint TrainingIT & Skills

Awar eness Program

3. Sets and works t owards stretch goals

Sets stretch goals/targets (challenging-but achievable) with relevant metrics forself and others; works hard to meet them

Identifies opportunities to exceed goalsand works towards them, even in difficultcircumstances

Sets out to achieve something that hasnot been done before

Defies inertia and conventional wisdomto make change happen

Develop vision to guide new ideas.

Monitor performance by how you deliver againstyour performance targets. Keep up-to-daterecords of successes and failures against thesecriteria. Review with your manager to identifyimprovement activities.

Gather feedback and ideas from your managerand colleagues on improving your performance,or doing things in new or different ways (e.g. to

improve customer service, quality and/orefficiency). Consider these in future planning.

Identify someone in ACUas a role model who youfeel delivers outstandingresults. Ask yourself, howdoes he/she: 1. achievetheir goals; 2. overcomeobstacles and resistance?

Ask him/her to review yourgoals and achievements,and challenge you asappropriate.

Read The Seven Habits ofHighly Effective People, S RCovey (New Edition: FreePress 2004; Original: FreePress, 1990).

Read Six Sigma: TheBreakthrough ManagementStrategy Revolutionizing theWorlds Top Corporations, byMikel J. Harry and RichardSchroeder (Doubleday, 2000).

Managing forImprovedPerformance

Institute of PublicAdm ini str ationAus tralia (ex ternalprovider)

4. Takes calculated r isks

Consistently makes decisions, setspriorities or chooses goals based onconsideration of costs, benefits and risks

Evaluates where things could go wrong,thinks through contingencies and takes acalculated risk to achieve long-termimprovement

Commits significant resources, and ortime, in uncertainty to achieve significant,quantified benefits for the University

Commit to achieving a challenging, measurablebut realistic goal every week. Gradually increasedifficulty of goals to stretch yourself.

Initiate and lead a project team/task force totackle a significant recurring problem. Establishtangible measures of success at various levels.

Perform a cost-benefit analysis on a regularmeeting to improve value.

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

Benchmark yourselfagainst externalperformance; make actionplans to reach world-classperformance levels.

Find external examples ofsuperior achievement toapply in your work.

Visit other areas in ACUand incorporate successfultechniques into your work.

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

Read Scorecard Step-by-Step: MaximizingPerformance and MaintainingResults, P Niven, R Kaplan(2002)

StrategicRecruitment &Selection


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


16/24




1. Listens and r esponds appropri ately toothers

Pays attention and listens

Takes time to build rapport

Respects others and how they arefeeling

Increase paraphrasing (e.g. rephrase anotherpersons ideas, facts and/or feelings and feed itback). Use paraphrasing to check you understandwhat the other person is saying.

Increase open-ended questions (e.g., What doyou think about? Why did you feel that? Howwould you have approached? Tell me moreabout). Increase the number of open-endedquestions and probes you use in conversationsfor the next month.

Identify someone who isgood at listening,understanding andresponding. Spend sometime observing whathe/she does and says.

After one of theirinteractions, ask for ananalysis of their thoughtsduring the conversation.

Read The Wisdom ofListening, Mark Brady (2003)

CommunicationExcellence

Capabilities &Development Program

Customer Service:Four Steps to BeingSensational

Institute of PublicAdministrationAustralia (ext. provider)

2. Shows genuine i nterest in oth ers 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 whomyou often disagree or who you find it difficult tounderstand. Try to understand their thoughts,views and any cultural differences you observe.Why do they behave in the way they do? Askothers who know this person for their thoughts.

Explore with your team/colleagues what they arethinking or how they are feeling about currentsituations. Probe to uncover their perceptionsregarding the issue and then their personalthoughts and feelings.

Ask a manager to give youfeedback on your listening,understanding andresponding skills in ameeting. Using thefeedback, focus on aspecific behavior toimprove over the nextweek. Repeat periodically.

Assess improvements.

Read Drive: The SurprisingTruth of what Motivates Us,Daniel Pink (2010)

Service BrillianceCapabilities &DevelopmentProgram

3. Understands and anticipates othersemotions

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

Awareness of and responsive to theemotional states and responses of others

Takes into account people's differentstyles, personalities, and their unspokenthoughts and feelings

Review your direct reports performance for thelast 6 months and assess: 1. the underlyingreasons for their behaviours in particularsituations; 2. their ongoing feelings and concerns;3. the reasons for their underlying attitudes.Use this to prepare a balanced view of theirstrengths and weaknesses.

Identify a friend with strongempathy and observe howhe/she relates to others.

Read Why Didnt You SayThat in the First Place? : Howto Be Understood at Work,Richard Heyman (1997)

Read Emotional intelligence,Daniel Goleman (1993)

Having the DifficultConversations

LH Martin Institute(ext. provider)

4. Develops a deep u nderstanding ofothers

Develops deep understanding of otherpeople's ideas, behaviour and perspectives

Recognises the underlying or long-termcauses of behaviour

Continually updates, refreshes and checksthe accuracy of own understanding

Understands others who are differentfrom oneself, recognising excellencewhen it looks different from what oneexpected

Before taking an action, think about who isinvolved / will be impacted. Think about theirissues, concerns, thoughts and feelings and usethis to inform your approach. Never assume thatpeople think like you constantly seek tounderstand them better.

Seek to understand others agenda. Ask openquestions to uncover personal and professionalinterests and what appeals to them. Consider theverbal and non-verbal information you get frompeople. Constantly add to / amend informationeach time you interact / observe someone.

Learn about anothersfamily, community andcultures. Interview themabout their upbringing,relationships and how theirexperience with theuniversity.

Read Wired to Care: HowCompanies Prosper WhenThey Create WidespreadEmpathy, Dev Patnaik (2009)

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

Indigenous CulturalDiversity Valuingthe Difference


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


17/24




1. Cooperates

Sees success as University wide, ratherthan focusing solely on own workunit/directorate or faculty/location

Is a team player; shares information andsees the benefit of working as a team

Keeps others informed and up-to-dateabout what is happening

Promotes a friendly, cooperativeenvironment

Help new staff to know other people and feelaccepted and involved.

Monitor how you speak about the people youwork with. Ensure you speak positively about thestrengths and capabilities of others and refrain,whenever possible, from criticising others in yourconversation.

When important information comes to you thataffects the team, communicate this information toeveryone in the team.

Ask your manager abouttheir perspectives on yourteam and how it isworking. Are there thingsthat you could do toimprove the collaborativeenvironment?

Observe dynamics in your workgroup and the dominantpersonalities. How do theyaffect others? What can youlearn about their influence?

Read Team Roles at Work, RMeredith Belbin, (ButterworthHeinemann, 2nd ed., 2010)

OrganisationalPlanning

SMART Objectives

2.Seeks input Genuinely values input, expertise and

experience of others Recognises and rewards the

contributions of others Asks others for views and opinions when

making decisions and plans Seeks to understand others perspectives

Ask staff about their preferred frequency and styleof 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, beprepared to accept and implement staffsuggestions.

Work with a supportivemember of staff who canprovide you with feedbackon your interactions withstaff as a group.

Examine how other workunits engage and consultwith staff.

Read about managingknowledge workers/professional staff andparticipative management

Read The Wisdom of Team:Creating the High-PerformanceOrganisation, J R Katzenbach& Douglas K Smith (2003)

Consulting Skills

3. Collaborates

Forges connections and maintainseffective relationships across theUniversity

Considers the impact ofdecisions/priorities for other workunits/directorates or faculties/locations

Supports wider University initiatives

Puts the goals of the University ahead ofindividual needs/wants

Become involved in a team yourself.

Take on a conflict resolution role within orbetween the teams in your unit.

Team brainstorming: When faced with a problem,speak with colleagues and brainstorm alternativeapproaches. Analyse the results andcommunicate your findings. Try a new approach.

Develop ground rules for your team to clarifyexpectations of each team member and the ruleshe/she should follow (e.g. a person will not beinterrupted while talking; all meetings should haveclear agendas etc).

Get someone outside yourteam to audit your teamseffectiveness.

Learn from other units witha team based approach toworking.

Ask colleagues, manager,mentor, team members togive feedback on how youdeal with conflict. Use theirviews to plan a moreeffective style.

Observe team meetings andinteractions. Reflect on whathappened and why.

Reflect on recent teamobjective/ target and how theteam collaborated to achievethe goal? What issues couldhave been addressed earlierto create less stress or couldthe team have collaboratedbetter? Conduct a debriefsession.

Building HighPerformance Teams


4. Builds a coll aborative environment

Builds an environment of collaborationacross the University by promotingshared goals

Shares resources and expertise toachieve overall ACU objectives andencourages others to do the same

Sees and works towards possiblesynergies across the whole University

Identify what every person in your team doesbest. Help them to capitalise on their talents, skillsand knowledge.

Help team members to deal with conflict bymeeting those involved individually. Enforce groupcode of conduct which encourages colleagues tofocus on specific behaviours rather than directingpersonal criticism at the other party. Help eachperson define his or her biggest challenge inbeing successful as a team member. Facilitate a

joint discussion with all the parties, restating andenforcing the code of conduct.

Seek out peers across theuniversity and find outmore about their functions,accountabilities andresources. Look foropportunities to share yourteams resources or lookfor ways to collaboratewith them to achieve ACUwide objectives.

Observe other high performingteams in the university orelsewhere. What can you learnfrom these teams that you canapply to your team at ACU?

Read The Five Dysfunctionsof a Team: A LeadershipFable, Patrick M Lencioni(2002)

Awareness of ACUStrategic Plan Lunchbox Session

Capabilities &DevelopmentProgram Strategic PlanningAss oc iati on forTertiary EducationManagement(external pr ovider)

Project Planning

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


18/24




1.Provides clarity

Engages in regular communication withstaff and provides rationale for decisions

Identifies clear work priorities for theteam

Gives specific instructions and/ or on thejob training

Discuss with each team member the performanceexpected of them. Ensure that they understandwhy these matter, and seek their input in order togain acceptance and commitment.

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

Observe other managerscommunicating theirperformance expectations.Practise new behaviours,incorporating them intoyour management style.

Ask for team feedback onhow clear and precise yourinstructions are.

Read The One MinuteManager, Kenneth Blanchard& Spencer Johnson (2006)

Job DesignPrinciples

Writing in PlainEnglish

2. Enables team to function effectively

Creates right conditions to enable theteam to perform at its best e.g. providesappropriate structure, hires appropriatepeople, supports attendance at induction,conducts meetings, managesperformance with fairness etc

Delegates; pushes tasks and decisionsdown without deferring responsibility

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

Supports team members, especiallyduring difficult times

Hold team debriefings for completed projects to

discuss what went well/badly, whether objectiveswere met. Use it to plan future projects.

Set up regular team meetings, providing agendasin advance. Think about what information will helpyour team to get their jobs done and how best thismay be provided. Encourage everyone to askquestions and to communicate their opinions.

When discussing issues, explore staff input indetail. Delve deeper by discussing their interests,motives and desired outcomes. Demonstrate yoursensitivity by this in-depth exploration whilecommunicating, problem solving, and planning.

Identify issues affecting

team effectiveness, speakto relevant parties, ask forindividual perspectives.Listen carefully to eachpersons input and thankthem for their contribution.

Hold regular brainstormingin meetings to improveteam performance. Agreeon priority actions that willadd the most value andensure 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: HarvardBusiness School Press, 2000,rev. ed. 2002.

Identify a highly-effective ACUteam. Identify ideas that youcan transfer to your team andhaving shared your thoughtswith the rest of your team, put inplace an implementation plan.

Certificate IV in

FrontlineManagement


Leading VirtualTeams


MeetingManagement

3. Engages and empowers the team

Empowers the team by giving realownership for delegated activities

Clearly/ consistently communicates keypriorities and how they link to ACUs strategy

Gives specific constructive feedback fordevelopmental purposes

Has high visibility as a leader beyondlocational boundaries

Create a version of the ACU strategy for yourteam. Outline how it applies to your area andmajor objectives. Review it with your directsupervisor, and then present it to your employees.Discuss what the broader strategy is and whatyour objectives are.

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

Analyse your favouritesports team and identifythe factors accounting forthe teams performance.

Apply these lessons toyour team and come upwith a model for yourteams success.

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

Read The 21 IndispensableQualities of a Leader.John CMaxwell (1999)

Delegation andAccountability

Essentials for NewManagers


4. Communicates a compelling vision &sense of purpose

Provides clear vision of ACU futuresuccess that is compelling and engaging

Believes in the vision and inspiresconfidence in the vision

Talks about possibilities; is optimisticabout the future

Provides in-depth mentoring, coaching ortraining

Get the vision clear in your mind. How does itcontribute to overall organisation performance?How would you describe the ideal team (e.g. highperforming, creative, committed)? What are theground rules of the team? Ensure your visiondescribes a compelling need and urgency; adesired future state; is inspiring and engaging.

Develop a two-year vision, including major goalsand objectives, what the organizational unit willlook like, and new directions.

Work with someone whohas created a vision. Askthem for their ideas andinvolve them in the visionfor your unit.

Interview or shadow aleader whom you findinspirational. Analyse theirstyle and ask them howthey view their role.

See films with inspirationalleaders , such as:oHenry VoTwelve OClock High

Read First, Break all theRules: What the WorldsGreatest Managers DoDifferently, M. Buckingham &C. Coffman (1999)

ManagementDevelopmentProgram


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


19/24




1. Communicates based on facts & logic

Uses analysis, data, research andconcrete examples to present argumentsand recommendations

Communicates a similar argument tovarious parties rather than adapting tomeet their specific needs

Writes and speaks clearly and concisely

Conveys facts, concepts and technicalinformation using terms that most people

can understand

When persuading others, base your arguments onanalysis, logic, evidence and/or research.

When influencing others, find as many differentreasons/arguments why they should go along withyour idea. Use a colleague to test your reasons/arguments and to help you identify others.

Prepare for difficult meetings by thinking throughthe core message you want to get across andopen the meeting with a clear statement of thismessage. Be prepared to re-state this message

as required.

Obtain feedback fromothers on your influencingskills. With the help of yourmanager/a colleague,identify any patterns ofbehaviour and the impactthat these may have onothers. Then think throughwhat you could do toimprove.

Become more aware of thewords you use. They are acritical currency. Spend themwisely and monitor theirimpact.

Business andReport Writing

Ass oc iati on forTertiary EducationManagement(external pr ovider) Proposal Writing

Ass oc iati on forTertiary EducationManagement

(external pr ovider)

2. Tailors approach to the audience orsituation

Adapts style, language and context tosuit the audience

Anticipates and prepares for othersreactions

Listens to and is sensitive towardsothers agendas, concerns, interests andviews; adapts approach accordingly

Tries a different approach if the firstattempt to gain buy in fails

Prepare your arguments before a meeting orpresentation, giving compelling reasons for yourideas and anticipating debate /questions. Writedown the most important points you want tomake. Translate high-level university initiativesinto language and actions that are meaningful.

Before contacting someone you need to influence,review their needs, strengths and interests. Makesure you understand their perspective (theirissues and demands placed on them). Write downyour objectives into an action plan.

Before a contentiousdiscussion, ask yourmanager or colleague torole-play a challengingaudience member.

Observe someone who is agood communicator. Trytheir techniques. Alsoanalyse an ineffectivecommunicator to see wherethey are going wrong.

Read Changing Minds: The Artand Science of Changing OurOwn and Other Peoples Minds,Howard Gardner (2004)

Presentation SkillsWorkshop

AccountabilityMatrix

3. Influences others using appropriatecommunication strategies

Uses chains of influence (e.g. asks A topersuade 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 inreal time, can think on their feet whenseeking to influence others

Identify the most influential decision makers inyour unit. Engage with them once a quarter toshare your ideas, to support you and to providecritical resources to make your ideas happen.

Build an influencing plan. Conduct a stakeholderanalysis for a particular issue that you mustaddress. For each key stakeholder identify the

benefits, enablers and barriers. Articulate the topthree issues for each stakeholder then chart anaction plan to address their concerns.

When trying to win supportfor an issue in which youhave little expertise,consider involving anexpert third party frominside or outside of theUniversity to give weight to

your case.

Watch a video or attend aseminar on presentation skills,or identify someone who is ahighly charismatic publicspeaker and analyse his orher style.

EffectiveStakeholderEngagement


4. Uses complex influencing strategies

Thinks through how to influence anddevelops deliberate influencing strategies

Builds internal and external relationships,networks and alliances and leveragesthese to build and sustain support

Builds support for through informal networks

Uses understanding of group interactionsto move towards a specific outcome

Champion an organisation issue in your area ofexpertise that is not universally supported by yourcolleagues or more senior people. Try to buildsupport by confronting the issues, not the people.

Consider who you need to influence over the nexttwo/ three years in order to meet personal andorganisational objectives. Consider who youcurrently have a good relationships with, and howyou will improve relationships with others.

Get advice/commitmentfrom key stakeholders(within and outside ACU)before implementing anew strategy or initiative.Consider the stakeholdersissues and needs whileproviding a workablesolution or proposal.

Read The 360 Degree Leader:Developing Your Influencefrom Anywhere in theOrganization, John C. Maxwell(2006)

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


20/24




1. Understands the importance ofcommercial success

Understands that ACU is a business thatobliges leaders to think commercially

Works as directed towards financialgoals doesnt waste financial resources

Treats ACU resources as if they weretheir own; asks how can they make everydollar count

Find out how others learn about the Universitysbusiness fundamentals and factor it into how youprioritise your work.

Understand the components of your team ororganisational units budget, e.g. the criticalexpense and income items. Test if there are anyways to reduce waste or expense in your team.

Discuss business groupsstrategic goals with yourmanager, how they wereset, alignment withorganisational strategies.

Find out how others usefinancial information andthe financial skills youneed for improvement.

Read periodicals such asHarvard Business Review,BRW and Fortune.

Create some sort ofmechanism that will help youto keep on top of the changesthat occur with respect toorganisational goals andpriorities.

Role of Supervisor@ ACU


Risk Management

2. Demonstrates some awareness ofcommercial implications

Shows basic understanding of howresources (time, materials, FTEs etc) linkto commercial outcomes

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

own work unit/directorate or faculty/locationand how their area contributes to ACUsbroader commercial success

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

Share your ideas for translating strategy intopractical business objectives with peers andreceive their comments.

Map your projects to the organisations long-termstrategy. Identify any gaps or links to prioritisework and align responsibilities with the strategy.Do the same with your team and discuss role orresponsibility changes to ensure alignment.

Identify areas of businessthinking that are a

challenge and ask anexpert for advice. Discuss with a peer your

business groups strategicgoals; how are business goalsaddressed in their planning.

Learn to read and analysefinancial statements.

Read Complete MBA ForDummies, Dr. Kathleen Allen

Ph.D. and Peter Economy

Organisationalsystems /

budgeting &planning

3. Focuses on commercial outcomes

Identifies ways to improve effectiveness ofwork unit/directorate or faculty/ location

Applies financial and risk assessmenttechniques to evaluate commercialopportunities

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 improvecommercial success

Review organisational unit expenditure to assessif it is necessary, add value, what impact it has onbottom-line and areas of improvement.

Select a task/function in the business group whichcould 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 aboutissues and trends for the future. Ask them toshare their business plans, their assumptions andtrends affecting their business.

Identify areas of businessthinking that are achallenge and ask anexpert for advice.

Ask them to describe atime when they applied thebusiness thinking you areworking to develop.

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

Read Balanced ScorecardStep-by-Step, P Niven, RKaplan (2002)

Budgeting &FinancialManagement forTertiary EducationManagers

LH Martin Institute(external pr ovider)

4. Creates new commercialopportuniti es for ACU

Generates new profit making initiativeswhile applying risk and return criteria

Drives and encourages commercialbehaviour within the University

Creates new commercial opportunitieswith cross-unit collaboration or externalpartnerships

Finds ways to maximise profitability/efficiency

Takes University-wide view of potentialcommercial opportunities

Identify your business groups specific expertiseand identify what outputs, accomplishments orservices would ACU lose if the group did not exist.

Check your business groups major mission is inline and adds value to ACUs overall direction.

Conduct a SWOT analysis of strengths,weaknesses, opportunities and threats related toyour business group. Determine specific actionsand steps that you can take to strengthen thebusiness groups competitive position. Discussthe results with your peers.

Ask another manager toexplain how he/sheanalyses market issuesand to share their data andconclusions, the mostimportant pieces ofinformation that led to theirinterpretation and patternsand trends. Use this toanalyse your own marketissues.

Reflect on:o policies, processes and

management methods thatmay affect future your areaand ACU more broadly

o economic and social trendsthat may affect ACU

o strategies / contingencyplans to address futureopportunities andchallenges

Project ManagementAss oc iati on forTertiary EducationManagement(external provider)

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


21/24




1. Acts confidently

Makes appropriate decisions withoutasking others

Acts quickly in uncertain situations; isdecisive

Presents self confidently

In discussions, assertively state your own viewsand arguments.

Dont give in to others viewpoints when youbelieve your idea/approach is right for ACU.

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

Observe others you thinkact with confidence, notetheir behaviours and whatthey do. Talk to themabout their confidence andwhere they find it.

Read The Mind Gym: WakeYour Mind Up, The Mind Gym(2005)

Decision MakingFrameworks

Public Speaking

Association forTertiary EducationManagement(external provider)

2. Displays self belief

Explicitly states confidence in own

judgment or abilities and has the trackrecord 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 butdebate 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 isnecessary. If the rules/processes do not specify itmust be referred, see if you can resolve it.

Seek work in which you can make you owndecisions and act on them.

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

Observe others leadmeetings where the

meetings outcome is adecision and theirtechniques for bringing thegroup to agreement.

Ask your manager to helpyou make better decisionsby reviewing and critiquingsome of your recentdecisions.

Read The AssertivenessWorkbook: How to Express

Your Ideas and Stand Up forYourself at Work and inRelationships, Randy JPaterson (2001)

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

Inspiration andMotivation

Ass oc iati on forTertiary EducationManagement(external pr ovider)

3. Stands up for own views

Stands up for own views under pressuree.g. in a conflict or with powerful others

Remains composed even when challenged

Is prepared to be the lone voice; stopsexcessive debate and makes informeddecision

Confidently takes on and seeks outchallenging opportunities

Dont shy away from difficult decisions. Weigh upalternative approaches and choose the bestoption. Make it clear to others why you havemade that decision and your reasons.

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

Take responsibility for representing voices thatare not usually heard.

Observe others who takethe lead and challenge theway things are done.Interview them about theirmotivations, their viewsand how they maintain theenergy to challenge othersto do better.

Read Fierce Conversations:Achieving Success at Work andin Life, One Conversation at aTime, Susan Scott (2003)

Read Leadership and Self-Deception, The ArbingerInstitute,(2009)

Leadership StylesCapabilities &DevelopmentProgram

4. Shows great courage

Willingly takes on extremely challengingtasks

Holds out for what they believe is rightfor the University even when significantrisk is associated

Takes well-considered and ethicalentrepreneurial risks to drive sustainablebusiness results

Monitors situation and takes action tomitigate risks

If faced with an unpopular decision, take the routethat is right for the university, not the route of leastresistance. Stand by your decision.

When more senior colleagues propose or engagein an action that you believe is not right for ACU,challenge them directly. Ask them how this willbenefit ACU and explain your concernsassertively. Be prepared to escalate if necessary.

Where you or a team member has made amistake dont try to cover it up or blame someoneelse. Tell your manager, explain why it happened,plans to fix it and to avoid it happening again.

Seek challenging assignment/ project to buildorganisational effectiveness and raise your profile.

Read Feel the Fear and Do itAnyway, S Jeffer (1997)

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

Risk Frameworks

Tertiary EducationLeadership

LH Martin Institute(external provider)

Demonstrates Confidence- Displays the inner confidence to take risks and make timely and effective decisions.Shows confidence in own judgement and actions. opportunities to improve its commercial viability.


22/24




1. Accepts and understands c hange

Listens with an open mind to otherswhen they propose new solutions anddifferent ways of doing things

Demonstrates willingness to changeideas or perceptions based on newinformation or ideas

Recognises the drivers for change:internal/external

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

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

When faced with a change you dont like, identifyas many possible benefits as you can.

Observe others who seemto thrive on change, talk tothem about how theyapproach change and whyit excites them. Considerhow you can adapt thisapproach.

Read The Resilience Factor: 7Keys to Finding Your InnerStrength and OvercomingLife's Hurdles, Karen Reivichand Andrew Shatte (2002)

Consultationlistening

Working SmartSeries


2. Adapts wor king practices

Makes changes to the way in which workis carried out but not what needs to bedone i.e. changes how to accomplish thegoal or outcome

Challenges the status quo; notconstrained by routine or way thingshave always been done

Cascades the impact of a change intoworking practices and processes for staffin unit/directorate or faculty/location

Anticipate change by noting anticipated changesto your organisational unit over the next twoyears. Develop a plan to help you proactivelymanage these changes and revisit and adapt yourplan to take account of new developments.

Identify one major external variable that directlyimpacts on your decision-making within ACU. Ifthis variable suddenly reverses, identify yourimmediate priorities, plans and objectives andwhat changes would need to be made in yourarea?

Visit a team that hassuccessfully adapted towith change to serviceprovision and/or workingpractices. What did theydo to achieve the successand how did they go aboutit. How could this beapplied in your area?

Read cases of highperforming units and thepeople management aspectsof innovation andimprovement.

Read the change andorganisation developmentliterature.

Change Enabler

Moving IntoManagement

LH Martin Institute(external pr ovider)

3. Advocates for change

Encourages others to be flexible andunderstand impacts and benefits of change

Is enthusiastic and energetic about change Presents the business case for change

Uses both logical and emotionalreasoning to gain the buy-in of others

Communicates the need forchange/driver of change

Identify positive forces by selecting a specificchange initiative you would like to implement.Note how you can capitalise on forces that helpyour change and prevent barriers to change.

When faced with a change list the impacts: 1.impact on the organisation as a whole, 2. on yourarea, and 3. on you. Consider what messagesyou will send out to others in discussions aboutthe change.

Involve staff with expertisein change managementwhen implementing newideas.

Talk with peers who areregarded as innovativeand adaptive to change.

Read Leading Change, JohnKotter (1996)

Read Leadership and ChangeManagement, Annabel Beeral(2009)

Leading BoldChange


4. Prepares the gr ound 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 tobuild peoples commitment in your change plan.How will change affect particular individuals and howdid they respond to past change? Talk throughchanges with individuals most opposed to them.Seek support from those who will act as champions.

Simplify your change message with a shortspeech about your vision. Think about the keymessages you want to convey and deliver it inless than one minute. Test it on a colleague andget feedback on how it is understood. Repeat themessage several times a day.

Copy great changeleaders: Identify peoplewho have successfullystirred people into action(e.g. Martin Luther King,Churchill, Gandhi). Studytheir actions or theirspeeches, and identifythings they did that youcan use to lead change.

Read The Change Masters, RM Kanter

Read Built to Change: How toAchieve SustainedOrganisational Effectiveness,Edward E. Lawler III (2006)

Managing andInfluencingOrganisationalChange

LH Martin Institute External Provider

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


23/24

Appendix 2: Competency quick reference


Competency quick referencePreserves our Essential Character

Displays Integrity Delivers ExcellenceDemonstrates Interpersonal

Understanding

Demonstrates confidence and courage inachieving ACUs Mission, Philosophy andValues.

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

2. Acts on ACU Values even when it is hardto do

3. Acts on ACU Values even whensignificant cost or risk is associated withdoing so

4. Creates an environment that nurturesintegrity in others and the achievement of

ACUs Mission, Philosophy and Values

Takes personal accountability forachieving high quality outcomes.

1. Takes accountability for deliveringresults

2. Acts to make incrementalimprovements

3. Sets and works towards stretch goals4. Takes calculated risks

Actively listens to understand othersthoughts, feelings and concerns.

1. Listens and responds appropriatelyto others

2. Shows genuine interest in others3. Understands and anticipates

others emotions4. Develops a deep understanding of

others

Works Collaboratively

Works in Teams Leads and Develops Others Influences Effectively

Sees the benefit of collaboration and workscooperatively across ACU to deliver sharedgoals.

1. Cooperates2. Seeks input3. Collaborates4. Builds a collaborative environment

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

1. Provides clarity2. Enables the team to function

effectively3. Engages and empowers the team4. Communicates a compelling vision

and sense of purpose

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

1. Communicates based on facts andlogic

2. Tailors approach to the audienceor situation

3. Influences others using appropriatecommunication strategies

4. Uses complex influencingstrategies

Leads our Future Success

Displays Business Acumen Demonst rates Confidence Leads Change

Recognises that ACU is a business andseizes opportunities to improve thecommercial viability of the University.

1. Understands the importance ofcommercial success

2. Demonstrates some awareness ofcommercial implications

3. Focuses on commercial outcomes4. Creates new commercial opportunities

for ACU

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

1. Acts confidently2. Displays self belief3. Stands up for own views4. Shows great courage

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

1. Accepts and understands change2. Adapts working practices3. Advocates for change4. Prepares the ground for change


24/24

Documents

03 ACU LCF Development Guide Oct 12