Leadership Competency Framework - ACU (Australian … · people management practice: ... As you will not be asking questions in relation to all the Leadership Competencies at the

Leadership Competency Framework: A Guide for Managers 1

Leadership Competency Framework

Guide for Managers


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


What are the ACU Leadership Competencies? 4

What is my role as a manager? 5

Identifying the competencies and target levels in position descriptions 6

Recruitment and selection 8

Managing for performance 10

Professional development 12

Career planning 15

Appendix: Recruitment questions for competencies 17

What are the ACU Leadership Competencies?


ACU’s Leadership Competencies are a set of key behaviours and attributes that are required to support the strategic direction of the University. The competencies can also be understood as critical success factors for the performance of leaders at all levels of the University.

Please refer to the ACU Leadership Competency Framework that outlines and elaborates on the nine competencies and behaviours that are required of ACU’s leaders.

What is a leadership position at ACU?

Leadership positions include all roles designated as team leaders, managers and supervisors. Other leadership positions include roles that do not manage staff but are considered to have critical roles in influencing outcomes or the behaviour of others.

How are the Leadership Competencies used?

Leadership Competencies provide a common language and a consistent framework across all aspects of people management practice:

• recruitment and selection – hiring based on experience and competencies

• managing for performance – assessment, evaluation and feedback 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.

The diagram below provides a visual representation of the contexts in which the competencies are utilised at ACU.


What is my role as a manager?

As a manager, your role is to select and develop leaders who can demonstrate the required behaviours and attributes that are critical to the success of ACU; and to demonstrate these behaviours and attributes yourself in how you manage for performance and provide feedback to staff.

This guide has been designed to help you develop the skills to hold conversations with individuals about leadership at ACU, provide concrete steps, hints and tips, as well as possible questions.

You can use the guide to assist you with a range of activities, including:

• designing position descriptions • deciding selection criteria • developing interview questions • developing probation criteria • aligning individual and organisational KPIs with competencies • undertaking reviews of performance and providing feedback • managing poor performance • proactively identifying and addressing skill gaps • succession planning, identifying future talent, planning and structuring development • designing career pathways.

You can also use this leadership competency guide to assist with your own professional development and career planning. Understanding the competencies

As a manager you are involved in identifying and assessing competencies across a number of people management processes. Therefore, understanding the competencies in practice is crucial. A description of each competency, and practical examples or behavioural indicators for each competency target level is outlined in the Leadership Competency Framework to help you do this.


Identifying the competencies and target levels in position descriptions

Prior to assessing an individual against the Leadership Competency Framework, you need to establish the relevant competencies and competency target levels for the role and record them in the position description. To assist this process, use the following steps.

Step 1: Understanding the requirements of the role

By reviewing the position description and thinking about the role and what it takes to perform according to expectations, you can better identify the relevant competencies and target levels required to successfully perform the role.

If a staff member is currently in the role, you can also ask them what it takes to do the role well. That is, what do they need to know, what do they need to do, and how they need to do it in order to be successful? Focus on how the staff member needs to deliver results, not just what they need to deliver.

If the role is new, there may be comparable roles elsewhere in the University to use as a guide.

Step 2: Identifying competencies relevant to the position

Review the Leadership Competencies described within the Leadership Competency Framework. Based on the outputs of Step 1 (above), decide which competencies are relevant to enabling a staff member to effectively perform the role. In most cases, all nine Leadership Competencies will be applicable.

For example, if a position does not have direct supervisory responsibility the Leads and Develops Others competency may not be relevant. However, if the position has a critical role in influencing the outcomes or behaviours of others, such as through leading a project team or Chairing a committee etc. this competency is likely to be relevant and should be included.

Once you have made your initial assessment of the competencies relevant to the position, discuss this with the staff member doing the role, or a staff member doing a similar role elsewhere in the University.

Step 3: Identifying competency target levels

To identify competency target levels for a role, review the Leadership Competency Framework and the behavioural indicators (bullet points) at each level.

For each of the Leadership Competencies identified for the role, think about what level a staff member would need to consistently demonstrate in order to be effective in the role. That is, identify what the target level is for this role. Again, discuss this with the staff member. Human Resources will also assist by providing feedback and guidance on the competency target levels identified for a position.

Remember it is important to identify the target level required to perform effectively in the role, rather than the level an ‘outstanding’ performer would operate at. Every incumbent will perform at a different level, so the key to your assessment is to identify what you think is an acceptable and reasonable competency level for the role; it is about the role, not the person.

Once you have decided on the competency target levels for the role, you need to make sure these are documented in the position description so that you can refer back to them.


Identifying competencies in selection criteria

After identifying the competencies and target levels for the role, decide which competencies you will focus on in the selection process. As there will not be time to explore all of a position’s Leadership Competencies in depth during the selection process, identify two to three competencies that are critical to be demonstrated at interview to enable a staff member to effectively perform the role and record them in the selection criteria.

Keeping the position description current

As you move through different people management processes, you will be periodically reviewing the requirements of the role. If you find that the requirements of the role differ from the current position description, including the competencies and target levels identified for the role, ensure you update the position description and submit it to Human Resources.

This ensures that an accurate description of the role, its responsibilities and expectations in relation to the Leadership Competencies is maintained.


Recruitment and selection

Using the Leadership Competencies to select individuals

Using the Leadership Competencies to select leaders during the recruitment and selection process, we can better identify individuals who demonstrate the behaviours and attributes required to support the current and future direction of the University.

By considering the competencies and target levels identified within a position description we can assess an individual’s fit in the leadership role during the shortlisting, interview and reference checking processes. Assessing competencies during interviews

Interviews should be used to assess how well the individual performs against the Leadership Competencies, as well as to assess their technical skills, knowledge and experience required for the role. The questions included in the appendix (page 17) are designed to assist you to make an assessment of the candidate against the competencies.

As you will not be asking questions in relation to all the Leadership Competencies at the interview, focus your questions on the competencies you identified as critical to be demonstrated at interview and recorded in the selection criteria.

Tell me a time when you…

Research indicates that the best predictor of future behaviour is past behaviour. Behaviour is a function of both the individual and the situation, so there are no guarantees. To assess whether an individual is likely to operate at a particular level for a given competency, the best way is to elicit evidence of them having displayed that behaviour in the recent past.

There is often a discrepancy between what people say they would do and what they actually do. For this reason, the questions in this guide all begin with “tell me a time when you...” to elicit evidence of when an individual has demonstrated the competencies in practice.

What is competency evidence?

Is Is not

• ‘I’ statements • Specific behaviour and/or dialogue • Attributable to the interviewee • Detailed activity • Clear who was involved • Thoughts/feelings at the time of the event • Actions at the time of the event

• ‘We’ statements • General or typical behaviours (e.g. “I would

usually...”) • Vague summaries of behaviour and dialogue (e.g.

“I persuaded them to...”) • Responses to leading questions • Hypothetical action/statements of intent (e.g.

“What I would do...”)


Probing in interviews

Once you have asked the question “tell me a time when….” you need to guide the individual to give you the evidence you need. To do this, ask probing questions to get to the heart of what they actually did, said, thought and felt.

Use the following probing questions to gather competency evidence

• What led to this situation? • Who was involved? • When did it take place? • What did you do? • Can you give me a specific example? • Can you be more specific? • What did you say? • What were you thinking at the time? • What was your thinking behind doing that/saying that? • What was going through your mind? • What was the outcome? • How did you feel?

Rating candidates

To rate candidates against the competencies, you need to decide at which level you think the individual consistently operates, based on the evidence gathered in the interview, and compare this with the target level required for the role. Just because an individual demonstrated a high level of a competency once does not necessarily mean that they are at a point where they are ready to demonstrate that behaviour consistently.

Start with the highest level example of the competency shown in the interview, then consider the strength of the example(s) they provided. If the examples at the highest level are weak, consider defaulting to a lower level. Also consider the relative frequency, that is, if there are significantly more examples at a lower level than at a higher level, consider defaulting to a lower level.

Finally, consider how frequently this competency appeared in the interview relative to the requirements of the job, work level etc.

In summary, you use your best judgement to answer the key question: on the basis of the evidence, is the competency evident and at what level does this individual typically operate?

Identifying competencies for probation

After identifying the successful candidate following the selection process, you will need to decide on the competencies for the new staff member to initially focus on and record these in the probation criteria.

The competencies identified for probation are typically those identified in the selection criteria; however other competencies may be included. Typically there will be two to three competencies for probation.


Managing for performance

How do I use the Leadership Competencies to assess a staff member’s performance?

Using the Leadership Competencies to assess performance, we can better align a staff member’s performance with the key behaviours and attributes required of leaders at ACU.

Through assessment, a staff member’s competency strengths and development areas are identified to inform future development activities.

Assessing performance against the competencies and target levels

Review the competency target levels in the position description and assess the staff member’s performance against each of the competencies. To do this, you will need to identify the highest level at which the staff member consistently demonstrates all of the behaviours of that level, as well as all of the behaviours detailed in the levels below it.

First, review the definition for level 1 (lowest level) of the competency in the Leadership Competency Framework and the behavioural indicators (bullet points) underneath. Does the staff member you are assessing consistently demonstrate the behaviours described there? What examples do you have to support this? What have you actually observed them do/not do?

If the staff member consistently demonstrates the behaviours at this level, move to the next level and ask the same question. Stop when you get to the level where the staff member you are assessing does not consistently demonstrate the behaviours described. For example, you cannot assess someone as at level 2, if they are not consistently exhibiting the behaviours associated with both level 1 and level 2.

Hints and tips

• Displaying a competency consistently means that you and others would agree that the staff member acts this way about 85% of the time. Having the ability or potential to exhibit the behaviour, or exhibiting the behaviour some of the time, does not qualify as “consistently”.

• Be careful not to make assumptions or predict where you think the staff member would be. What have you and others actually observed?

• As part of your assessment, you may ask for feedback from others who work closely with your staff member, on their observations. When doing this, make sure that the purpose for the collection of feedback is understood, the process is transparent and the feedback is constructive and fair before discussing it with your staff member.

• Don’t assume someone has an urgent development need because you have seen red flag behaviour once. The question to ask is “At what level does this staff member typically perform?” and if ‘red flags’ have been observed “In what circumstances does the staff member display them and how regularly?”

• Don’t expect to see all of the behavioural indicators in order to rate someone at that level. The indicators are examples to help guide your judgement.

• We have a tendency to remember the most recent behaviour a person demonstrated and/or the best/worst examples. Instead, think about the level of behaviour the staff member has consistently demonstrated over the whole of the past year.

• Remember that competencies are only one aspect of managing performance, and should be considered alongside ACU and organisational unit priorities and KPIs.


Having established the level at which the staff member consistently operates, you will now need to compare this with the target level identified in the position description to determine if there is a gap (a development area), or whether the staff member is meeting or outperforming on this particular competency (a competency strength). At this stage, it is important to discuss with the staff member your assessment of their current performance against each of the competencies.

Use the following questions to assist in holding this conversation and coming to a final agreement

• Looking at the levels defined for a competency, where do you believe that you consistently demonstrate the behaviours described there?

• Can you give me some specific on-the-job examples which have occurred over the last 12 months to support your view?

• What other examples can you think of? • Do you feel that there are any areas you could have improved upon?

You can use some of the recruitment questions outlined in the appendix (page 17) to help you elicit examples for specific competencies if the staff member is struggling. However, be sure to share your own observations and, where relevant, those of others. The key here is to share specific examples and avoid generalisations. If you find yourself saying “I think.. “ or “I feel..”, ask yourself whether you have the evidence to back up your assertions. Aim for statements like “I observed you do...” or “I have received feedback about a time when you did…”

Hints and tips

• If someone has not had the opportunity to demonstrate a competency or the higher levels of a

competency, they cannot be rated as being at that level even if both you and the staff member feel they have the ability. If the staff member has not had the opportunity to demonstrate it, part of their development plan might be how you create an opportunity where they can demonstrate this behaviour in the future.

• Remember that conversations around performance are continuous and feedback should be given as soon as practicable so that there are no surprises in the performance review discussion.

• Try to make sure that feedback is constructive; if a staff member is not meeting the required competency level, discuss with them what they need to do to get there.

Assessment informing development

The assessment of a staff member’s performance against the Leadership Competencies will result in the identification of their competency strengths (a competency demonstrated at or above the target level) and their development areas (a competency demonstrated below the target level).

Where a staff member is operating below the target level on a competency this is a development area and should be the focus for development planning. Refer to the Professional Development section (page 12) for further information on development planning.


Professional development

How do I use the Leadership Competencies to support a staff member’s development?

Once you have assessed where a staff member is currently performing against the competencies, you can discuss areas for development to improve their performance as a leader.

With development planning, it is important to understand the areas the staff member wants to develop and future roles they aspire to (if relevant). Following this conversation, you can analyse the gaps between the competencies the staff member demonstrates today and what will be required to be successful.

Development planning should focus on closing any gaps in relation to their current role and building the staff member’s competency strengths for future career planning. To assist this process, use the following steps.

Step 1: Identify strengths and development areas

A staff member’s competency strengths and development areas in relation to their current role are identified as an outcome of the Managing for Performance process (page 10). A competency strength is a competency demonstrated at or above the target level. A development area is a competency demonstrated below the target level.

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

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

Step 2: Prioritising 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 following.

• The primary focus of development should be on the 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 should you 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.

• 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 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 3: Identifying development goals

Once you have agreed on the competency areas for the staff member’s development, 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”.

It is important that the staff member develops their own goal and that you do not come up with the goal for them. Ask the staff member to write down their goal 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 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 do you specifically want to achieve with this competency? • Why is that important to you? • How will it benefit you in your current role and/or any future roles to which you aspire? • By when do you want to achieve this? • How will you know if you have been successful in developing this competency? • How will you measure progress towards your goal?

Step 4: Creating a development plan

Once specific development goals have been identified for the competency development areas, ask the staff member to create a plan for development and record it in their development plan for the year. As with the goal setting, it is critical that the staff member develops their own plan. Your role 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. Refer to the Leadership Competencies Framework: Development Guide for practical development ideas and suggestions.

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

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


Career planning

Using the Leadership Competencies to support a staff member’s career plan

Using the Leadership Competencies in career planning, we can identify and build leaders for the future in support of the strategic direction of the University.

By matching staff members to current and future roles based on their competency strengths, we can design career pathways that build ACU’s leadership capability, and support staff members to realise their career aspirations.

The key to career planning is to assess the staff member against all of the nine competencies, identifying strengths and areas for further development. Next, a discussion about the staff member’s career aspirations and the identification of potential future roles and their individual fit can occur. To assist this process, use the following steps.

Step 1: Assessing performance against all competencies

You may have already assessed where the staff member is performing against all nine Leadership Competencies levels. If not, now is the time.

Step 2: Identifying strengths and development areas

Having assessed where the staff member currently stands against all the competencies, you can then work with the staff member to identify their relative strengths (the competencies demonstrated at or above target level) and their relative development areas (the competencies demonstrated below the target level).

Step 3: Identifying potential future roles, career aspirations and individual fit

By looking at potential future roles that would be a good fit with the staff member’s current strengths, you can then work with the staff member to determine if any of these roles fit their aspirations.

You may also wish to discuss which roles the staff member aspires to, regardless of the fit with their current competencies. You can then analyse the gaps between the competencies and levels of competencies the staff member demonstrates today, and what will be required to be successful in roles they aspire to perform in the future.

It will be important for you to help the staff member understand the challenge of moving their career in this direction, especially if these roles require them to demonstrate competencies which are currently development areas. It will also be important to discuss with the staff member how you might be able to help them to find opportunities to demonstrate the higher-level behaviours where needed.


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

• What role/s do you aspire to in the future? • Which of these roles require the competencies at which you are currently strongest? • Are there any roles which you haven’t thought about doing which may be a good fit with your current

competency strengths? • Which role do you feel most energised about and want to work towards? • What is this going to require you to develop, from a competency perspective? • How might you go about doing that (e.g. which other roles could you do in the meantime which will give

you the opportunity to demonstrate and develop the competencies you will need in your target role)? • How feasible is this in the short to medium term?

Step 4: Creating a career plan

Having discussed possible career options and their fit with the staff member’s current competency strengths and development areas, you can now work with the staff member to identify a career plan. This plan should incorporate short, medium and long-term goals. Akin to the development goals (refer to the Professional Development on page 12), career goals should also be specific, measurable, attainable, relevant and time bound.

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

• What steps/actions can you take to achieve your career goal? • What could cause you to succeed? • What could cause you to fail? • What obstacles are likely to get in your way? • How can you overcome these obstacles? What can I do to help? • On a scale of 1 to 10, how likely are you to undertake the actions we have discussed? • How can you move closer to a 10? What support do you need? How can I help you? • What actions are you going to commit to? • When will you complete these actions? • How will you measure your progress along the way?

Appendix: Recruitment questions for competencies


Recruitment questions for competencies

By competency

Preserves our essential character

Competency Possible questions: “Tell me about a time when you…”

Displays integrity • Upheld your values even when it was difficult to do so? • Encountered unethical behaviour in the workplace. What did you do? • Have challenged other people to act in line with your organisation’s values? • Have acted on the values of ACU/your organisation?

Delivers excellence • Were really energised to achieve something? • Were frustrated because something did not go to plan? • Improved your own or the performance of others? • Set a challenging goal? • Took a risk to enhance performance?

Demonstrates interpersonal understanding

• Had to work with a person/people with different perspectives to your own? • Had to deal with a difficult person or provide difficult feedback? • Had to deal with an emotionally charged individual? • Had to understand how someone was really thinking and feeling?

Works collaboratively


Works in teams • Worked as part of a team to achieve a challenging goal? • Had a difficult team experience? • Sought the views/opinions of others when making a decision/on a project? • Worked across your organisation on a project? • Had to put the needs of your organisation ahead of your own/team’s?

Leads and develops others

• Helped someone to develop? • Delegated work to a colleague for their development? • Recognised someone’s potential? • Dealt with low team morale? • Were frustrated with your team’s performance. What did you do? • Communicated the vision or strategy of your organisation?



Works collaboratively


Influences effectively • Won an individual or group over to your way of thinking? • Had to deal with resistance? • Had to sell an idea, either to someone in your organisation or to a customer? • Used your knowledge of another person’s point of view in order to

communicate with them more effectively?

Leads our future success


Displays business acumen

• Worked to achieve financial results? • Evaluated a commercial opportunity? • Considered the commercial implications of a recommendation/decision you

made? • Improved commercial outcomes (e.g. revenue profitability, efficiency)?

As well as asking the above open-ended questions, you may also like to enquire about the following:

• What does commercial success look like in the context of ACU/a university? • How does ACU generate revenue? • What are ACU’s commercial outcomes?

Demonstrates confidence

• Had to deal with resistance? • Made a difficult decision? • Had to provide difficult feedback? • Took on a challenge? • You felt your confidence was tested?

Leads change • Successfully introduced something new or changed something in your organisation?

• Challenged the status quo? • Considered new ideas or approaches for performance improvement? • Had to gain buy-in for a change initiative?



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By question

Question: “Tell me about a time when you...”

Upheld your values even when it was difficult to do so?

Encountered unethical behaviour in the workplace. What did you do?

Have challenged other people to act in line with your organisation’s values?

Have acted on the values of ACU/your organisation?

Were really energised to achieve something?

Were frustrated because something did not go to plan?

Improved your own or the performance of others?

Set a challenging goal?

Took a risk to enhance performance?

Had to work with a person/people with different perspectives to your own?

Had to deal with a difficult person or provide difficult feedback?




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Had to understand how someone was really thinking and feeling?

Worked as part of a team to achieve a challenging goal?

Had a difficult team experience?

Sought the views/opinions of others when making a decision/on a project?

Worked across your organisation on a project?

Had to put the needs of your organisation ahead of your own/team’s?

Helped someone to develop?

Delegated work to a colleague for their development?

Recognised someone’s potential?

Dealt with low team morale?

Were frustrated with your team’s performance. What did you do?



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Communicated the vision or strategy of your organisation?

Won an individual or group over to your way of thinking?

Had to deal with resistance?

Had to sell an idea, either to someone in your organisation or to a customer?

Used your knowledge of another person’s point of view in order to communicate with them more effectively?

Worked to achieve financial results?

Evaluated a commercial opportunity?

Considered the commercial implications of a recommendation/decision you made?

Improved commercial outcomes (e.g. revenue profitability, efficiency)?

What does commercial success look like in the context of ACU/a university?

How does ACU generate revenue?

What are ACU’s commercial outcomes?



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Had to deal with resistance?

Made a difficult decision?

Had to provide difficult feedback?

Took on a challenge?

You felt your confidence was tested?

Successfully introduced something new or changed something in your organisation?

Challenged the status quo?

Considered new ideas or approaches for performance improvement?

Had to gain buy-in for a change initiative?

Documents

Leadership Competency Framework - ACU (Australian … · people management practice: ... As you will not be asking questions in relation to all the Leadership Competencies at the