Leadership competency model assessment,communication 100,sports coach business cards,video game music playlist youtube - PDF Review

The KIPP School Leadership Competency Model serves as the framework that guides all leadership training at KIPP.
Sets high expectations for, works effectively and builds strong relationships with, keeps commitments to, and prioritizes the needs of educationally disadvantaged students.
Effectively organizes and analyzes information and anticipates challenges or new information to solve problems. Constantly seeks opportunities to learn and improve, making use of successes, failures, and data in order to learn and improve. Manages time and resources effectively, prioritizing efforts according to organizational goals.
Identifies strengths and weaknesses, is aware of the perceptions of others, and adjusts accordingly. Establishes, articulates, and aligns the organization’s mission, vision, values, and goals.
This should not be thought of as the final word in creating a leadership development program, but rather as a guide or brainstorming tool. The first stage in building a Leadership Competency Model is to assemble a Focus Team composed of a cross-functional mix of first-line leaders, middle leaders, and senior leaders.
To get them started, you might have them think about some good leaders that they have worked with. After they have gone through a complete brainstorming session and have created a list of competencies, you can then show them the Pyramid of Leadership or another list of competencies for comparison. In Stage-Two, the members of the team identify the major behavioral indicators for each competency that must be performed to produce the desired outputs. Future-focused rather than need or problem-focused as they are creating a powerful tool to guide the organization into the future.
For example, the late Seattle School Superintendent, John Stanford, was one of the best things that happened to the district; yet he was a former Army General and City Manager without experience or education in educational institutions. Although some organizations may list their competencies in three stages as shown in Pyramid of Leadership, others might find it to their advantage to categorize their competency listings in a different manner. The method you use to organize the competencies should be one that breaks it into small, manageable chunks of information that can easily be identified and used throughout the organization. The main reason for performing this exercise is that the team probably listed too many competencies to be easily evaluated. Stage-Five validates the instrument (the compiled list of competencies divided into categories and numbered by order of importance). Departmental Focus Group: Each department or a cross representative of departments perform the rankings as a group. Benchmarking: Compare your results with another best-of-class organization that is similar to yours. Balanced Scorecard: Expert Performers identify the competencies needed to achieve the desired organizational goals across the complete spectrum of the organization. Customer Service Standards: The only competencies measured are those that help meet required customer service standards.
Interviews: Investigate the attributes of the superior and average performers with critical behavior interviews. Have job incumbents rate the competencies in terms of their importance for superior job performance. Once the results of the validation process have been collected and compiled, the team uses the information to revise the instrument. The competencies are divided into major groups (in this case - core, leadership, and professional).
Each group lists the major competency processes, normally from the most important, to the least important. Each competency lists the behavior indicators that show when the competency is being performed. These three groups of competencies can be thought of as the Pyramid of Leadership, which collectively form the basic requirements for becoming a leader.

Communicate plans and activities in a manner that supports strategies for employee involvement. Skillfully settles differences by using a win-win approach in order to maintain relationships. Selects the best course of action by identifying all the alternatives and then makes a logical assumption. Ues Emotional Intelligence to identify, assess, and control the emotions of oneself and of others. Establishes goals, deliverables, timelines, and budgets with little or no motivation from superiors (self-motivation rather than passive acceptance). Contributes to and promotes the development of the profession through active participation in the community. These are the skills needed to drive the organization onto the cutting edge of new technologies. Develops high-performance teams by establishing a spirit of cooperation and cohesion for achieving goals. Identifies and reacts to the outside forces that might influence or alter the organization's goals. Provides the means to enable employee success, while maintaining the well-being of the organization.
Empower employees by giving them the authority to get things accomplished in the most efficient and timely manner.
Recognizes that learning happens at every opportunity (treats mistakes as a learning event). Provides performance feedback, coaching, and career development to teams and individuals to maximize their probability of success.
These are the skills and knowledge needed to direct the systems and processes that a leader controls. Each organization requires a different set of professional competencies for each leadership position. NOTE: In this example, the competencies for learning and training professionals are listed.
Right now we are in the middle of helping two highly innovative companies (one in telecommunications and one in pharmaceuticals) revamp their leadership development programs.
If you are out on the job market looking for work, you will quickly learn something I learned 10 years ago when I was laid off:  try to figure out what skills you have which are world class. Watch for our upcoming research study on career and succession management for far more on this topic.
Considers consequences of decisions, willingly stands by difficult decisions, and communicates about decisions.
Integrates and acts upon new information quickly, and is comfortable thinking about details and the big picture. Regularly compares actual progress to planned milestones and adjusts plans accordingly, holding him- or herself and others accountable for achieving intended outcomes. Creates developmental opportunities for staff to be more effective in their roles and progress toward career goals.
KIPP does not discriminate on the basis of race, color, gender, disability, age, religion, sexual orientation, or national or ethnic origin. Larger organizations might want to build different models for the upper and lower echelons of leadership.
Competencies are based on what an expert does to get his or her job done, NOT what you or someone else might think needs to be done. You can also reverse this by having them list some important competencies missing from bad leaders (bosses) they worked with.Remind them to cover the entire spectrum of job-relevant abilities, including reasoning and social skills.
Going through each competency, list the major behavioral indicators (Knowledge, Skills, and Attitudes [KSA]) needed for superior performance (normally between two to four).
The Pyramid of Leadership shows an example of a leadership competency list divided into three categories, Core, Leadership, and Professional; with the behavioral indicators listed for each competency.

Unlike fish, which die when they are out of the water, leaders who are out of their territory often bring new insights and freshness to the organizations they are leading. It would have been a great loss for the district if the professional competency list for his job had been so stringent, that he never got the job.
The advantage is that it gets more people involved, while at the same time, giving you less information to compile. For example, the scorecard might measure organizational performance across a number of perspectives, such as financial, customers, internal business processes, and learning and growth. It is used in organizations where performance-oriented budgets are appropriated for service standards, not line items.
You might have to go through this process several times until the Focus Team is satisfied with the end results. Although leaders do not need to be the Subject Matter Experts (SME) for the tasks that they direct, they must have a basic understanding of the systems and processes that they control. Canned tools often fail as they do not provide ownership to the participants and fail to account for the different cultures, climates, and nuances found in every organization. The core competencies are required for all individuals within the organization, the leadership competencies are specialty items for managers and supervisors, while the professional competencies are specific for each position.
Insure that the chosen behavioral indicators are really the required knowledge, skills, or attitudes needed for the job. That is, each member of the department gets to participate and each department turns in one survey of their compiled results. Sometimes it is helpful to use a different methodology for each iteration of the validation process. Without a strong foundation, the sides of the pyramid will soon crumble and fall as the base gives away. Without some knowledge of the technical skills that they direct, the pyramid soon begins to fall apart and the organization begins to operate in damage control mode.
For effective change to take place you must involve the individuals in the development and implementation of a new process. Then, going through each category at a time, arrange competencies from the most important competency to the least important. The determining factor for the correct number will come during the field testing of the performance appraisal — can the performance appraisal easily be managed and completed in the specified time period?
Do not list the competencies by the order that the Competency Team ranked them as too many respondents might readily agree with the team, rather than taking the time to think it through for themselves. The disadvantages are the effort to facilitate each department and the time involved in bringing each department together as a group.
Its goal is to base performance on several indicators that measure the ability for long-term growth, rather than strictly measuring short-term financial success. Using interviews, surveys, observations (including information on how individuals act, think, and feel while doing their jobs) and other activities, create a list of the major competencies and the requirements needed by leaders to carry them out in an exemplary fashion.
Finally, determine if any of the competencies at the bottom of a category can be discarded.
You might also create a competency model based on average performers in order to cross-reference it with the superior performers.
The analysis produces two sets of competencies: (1) minimum competencies that apply to both average and superior performers, and (2) major competencies that apply only to superior performers. Note that the second list of competencies will become a requirement for the average performers.

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