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Appendix 1: Table of Development Activities

Competency level Learning by doing Learning from others Learning by reflecting Structured learning

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

Understands and prizes ACU’s key values, philosophy and mission

Takes pride in being trustworthy Deals with others in an open and honest

manner that fosters trust Talks without judgment

Be honest in your dealings with others. Do not try to cover up difficult messages. Focus on the issues not the people. Where people are the issue, focus on their specific behaviour rather than commenting on generalisations or their personality traits.

Ask for support. Ask manager for support

or ideas on how you can handle difficult situations.

Ask manager for examples of when he/she was in a difficult situation either with an employee or client.

Read Integrity: The Courage to Meet the Demands of Reality, by Henry Cloud (2006)

U @ ACU Induction Code of Conduct:

Lunchbox SessionCapabilities & Development Program

2. Acts on ACU values even when it is hard to do

Conveys compassion and honesty even in difficult situations

Recognises own mistakes and publicly admits to having made them

Speaks out when it may hurt a trusted relationship

Use clear statements of your personal values and code of ethics. For example:o state the behaviours that violate the

organisational unit’s valueso 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 your colleagues/manager/ mentor/team members to tell you their perceptions of how you deal with conflict. Compare their views with your own and plan how you can develop a more effective style.

Read. Managing Conflict with Peers by Talula Cartwright. Greensboro, NC: Center for Creative Leadership, 2003.

Managing Conflict With Direct Reports. By B. Popejoy and B. J. McManigle. Greensboro, NC: Center for Creative Leadership, 2002.

Manage & Defuse Challenging Situations

Indigenous Cultural Diversity: Valuing the Difference

Capabilities & Development Program

3. Acts on ACU values even when significant cost or risk is associated with doing so

Challenges influential persons or those in senior positions to act on values or for displaying unprofessional behaviour

Is honest with others even though there may be a personal cost involved

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

Make a list of issues you would find extremely hard to compromise on. When faced with decisions in these areas, refer to your list and trace the business benefits.

In a situation where you or your team has made a mistake, do not try to cover up or blame someone else. Tell whoever needs to know that you have made a mistake, why this happened, and what you plan to do to rectify the situation/avoid this happening again.

Identify someone who you think have taken courageous actions without thinking through the risks to their personal reputation. Read or meet this person to find out how they developed this courage.

Read The Assertiveness Workbook: How to Express Your Ideas and Stand Up for Yourself at Work and in Relationships, Randy J Paterson (2001)

Read Power of Positive Confrontation: The Skills You Need to Know to Handle Conflicts at Work, at Home and in Life, B. Patter, S. Magee (2001)

Supervisor SeriesCapabilities & Development Program

4. Creates an environment that nurtures integrity in others

Generates excitement, enthusiasm and commitment to ACU values, philosophy and mission

Consistently models and makes decisions aligned with ACU values

Sets high standards for University wide integrity

Employs processes that help people integrate ACU values in their decision making

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

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

When more senior colleagues are proposing or are engaged in a course of action which you believe is not right for the University, challenge them directly. Ask them how this will benefit the organisation and explain your concerns assertively. Be prepared to escalate if necessary.

Read Leadership and Self-Deception, The Arbinger Institute,(2009)

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

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

Extract from Leadership Competency Framework: Development Guide 1

Displays Integrity - Demonstrates the courage to act on ACU’s Philosophy, Values and Mission.

1. Takes accountability for delivering results

Has a ‘can do’ attitude at all times Sticks with assigned roles and tasks until

completion – doesn’t give up easily Expresses determination to do the task

well or right

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

If a customer complains, learn from the situation. Ask yourself what went wrong and discuss with others how to get it right next time.

Consider different ways of planning your time. Prepare a list of tasks to be achieved each day, prioritising them for urgency and importance.

Set standards around work output. Aim to match those and go one better. Record your progress.

Ask for feedback on your performance. Be clear about how you can add value in your role.

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

Think what takes you the longest to do, which areas you tend to avoid, or where you've been "caught out" in previous projects in order to identify the areas you need to focus on.

Using Outlook Certificate IV in

Business Administration

2. Acts to make incremental improvements

Takes action or recommends ways to improve performance without being directed to do so

Makes specific changes to improve performance

Looks for new or better ways of doing things

Encourage staff to examine work processes and services for improvement opportunities.

Allow talented staff the autonomy to pursue and implement new ideas.

Volunteer unit as a test site for new procedures. Look at paperwork– are all the forms necessary?

Are all the entries on the form necessary? Always ask ‘why are we doing this and why this

way?’ Think through, recommend or implement alternative approaches where feasible.

Ask you manager or peers what new goals or improvements you or your team need to achieve.

Study success. Read biographies of highly successful people, e.g. Richard Branson, Warren Buffett, Dick Smith

Project Planning Business Process

Improvement HR Data & Reporting:

Lunchbox SessionCapabilities & Development Program Sharepoint TrainingIT & Skills Awareness Program

3. Sets and works towards stretch goals Sets stretch goals/targets (challenging-

but achievable) with relevant metrics for self and others; works hard to meet them

Identifies opportunities to exceed goals and works towards them, even in difficult circumstances

Sets out to achieve something that has not been done before

Defies inertia and conventional wisdom to make change happen

Develop vision to guide new ideas. Monitor performance by how you deliver against

your performance targets. Keep up-to-date records of successes and failures against these criteria. Review with your manager to identify improvement activities.

Gather feedback and ideas from your manager and colleagues on improving your performance, or doing things in new or different ways (e.g. to improve customer service, quality and/or efficiency). Consider these in future planning.

Identify someone in ACU as a role model who you feel delivers outstanding results. Ask yourself, how does he/she: 1. achieve their goals; 2. overcome obstacles and resistance? Ask him/her to review your goals and achievements, and challenge you as appropriate.

Read The Seven Habits of Highly Effective People, S R Covey (New Edition: Free Press 2004; Original: Free Press, 1990).

Read Six Sigma: The Breakthrough Management Strategy Revolutionizing the World’s Top Corporations, by Mikel J. Harry and Richard Schroeder (Doubleday, 2000).

Managing for Improved Performance

Institute of Public Administration Australia (external provider)

4. Takes calculated risks Consistently makes decisions, sets

priorities or chooses goals based on consideration of costs, benefits and risks

Evaluates where things could go wrong, thinks through contingencies and takes a calculated risk to achieve long-term improvement

Commits significant resources, and or time, in uncertainty to achieve significant,

Commit to achieving a challenging, measurable but realistic goal every week. Gradually increase difficulty of goals to stretch yourself.

Initiate and lead a project team/task force to tackle a significant recurring problem. Establish tangible measures of success at various levels.

Perform a cost-benefit analysis on a regular meeting to improve value.

Set yourself a challenge in a non-work setting (e.g. take on a new sport). Use this to remind you

Benchmark yourself against external performance; make action plans to reach world-class performance levels.

Find external examples of superior achievement to apply in your work.

Visit other areas in ACU and incorporate successful

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

Read Scorecard Step-by-Step: Maximizing Performance and Maintaining Results, P Niven, R Kaplan (2002)

Strategic Recruitment & Selection

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

quantified benefits for the University of the stimulation that challenges can offer. techniques into your work.

1. Listens and responds appropriately to others

Pays attention and listens Takes time to build rapport Respects others and how they are

feeling

Increase paraphrasing (e.g. rephrase another person’s ideas, facts and/or feelings and feed it back). Use paraphrasing to check you understand what the other person is saying.

Increase open-ended questions (e.g., “What do you think about…? Why did you feel that? How would you have approached…? Tell me more about…). Increase the number of open-ended questions and probes you use in conversations for the next month.

Identify someone who is good at listening, understanding and responding. Spend some time observing what he/she does and says. After one of their interactions, ask for an analysis of their thoughts during the conversation.

Read The Wisdom of Listening, Mark Brady (2003)

Communication Excellence

Capabilities & Development Program Customer Service:

Four Steps to Being Sensational

Institute of Public Administration Australia (ext. provider)

2. Shows genuine interest in others Awareness of and relates to people from

diverse backgrounds Sees things from other people’s

perspectives Shows genuine interest in the feelings,

needs and concerns of others Seeks to understand both what the

person says and how they feel

Identify someone at work or in your life with whom you often disagree or who you find it difficult to understand. Try to understand their thoughts, views and any cultural differences you observe. Why do they behave in the way they do? Ask others who know this person for their thoughts.

Explore with your team/colleagues what they are thinking or how they are feeling about current situations. Probe to uncover their perceptions regarding the issue and then their personal thoughts and feelings.

Ask a manager to give you feedback on your listening, understanding and responding skills in a meeting. Using the feedback, focus on a specific behavior to improve over the next week. Repeat periodically. Assess improvements.

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

Service BrillianceCapabilities & Development Program

3. Understands and anticipates others emotions

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

Awareness of and responsive to the emotional states and responses of others

Takes into account people's different styles, personalities, and their unspoken thoughts and feelings

Review your direct reports’ performance for the last 6 months and assess: 1. the underlying reasons for their behaviours in particular situations; 2. their ongoing feelings and concerns; 3. the reasons for their underlying attitudes.Use this to prepare a balanced view of their strengths and weaknesses.

Identify a friend with strong empathy and observe how he/she relates to others.

Read Why Didn’t You Say That in the First Place? : How to Be Understood at Work, Richard Heyman (1997)

Read Emotional intelligence, Daniel Goleman (1993)

Having the Difficult Conversations

LH Martin Institute (ext. provider)

4. Develops a deep understanding of others

Develops deep understanding of other people's ideas, behaviour and perspectives

Recognises the underlying or long-term causes of behaviour

Continually updates, refreshes and checks the accuracy of own understanding

Understands others who are different from oneself, recognising excellence

Before taking an action, think about who is involved / will be impacted. Think about their issues, concerns, thoughts and feelings and use this to inform your approach. Never assume that people think like you – constantly seek to understand them better.

Seek to understand others’ agenda. Ask open questions to uncover personal and professional interests and what appeals to them. Consider the verbal and non-verbal information you get from

Learn about another’s family, community and cultures. Interview them about their upbringing, relationships and how their experience with the university.

Read Wired to Care: How Companies Prosper When They Create Widespread Empathy, Dev Patnaik (2009)

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

Indigenous Cultural Diversity – Valuing the Difference

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

when it looks different from what one expected

people. Constantly add to / amend information each time you interact / observe someone.

1. Cooperates Sees success as University wide, rather

than focusing solely on own work unit/directorate or faculty/location

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

Keeps others informed and up-to-date about what is happening

Promotes a friendly, cooperative environment

Help new staff to know other people and feel accepted and involved.

Monitor how you speak about the people you work with. Ensure you speak positively about the strengths and capabilities of others and refrain, whenever possible, from criticising others in your conversation.

When important information comes to you that affects the team, communicate this information to everyone in the team.

Ask your manager about their perspectives on your team and how it is working. Are there things that you could do to improve the collaborative environment?

Observe dynamics in your work group and the dominant personalities. How do they affect others? What can you learn about their influence?

Read Team Roles at Work, R Meredith Belbin, (Butterworth Heinemann, 2nd ed., 2010)

Organisational Planning

SMART Objectives

2. Seeks 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 style of communication and consultation.

Review processes for providing comment and feedback on unit issues

Make more time to speak with and consult with staff. When discussing issues in meetings, etc, be

prepared to accept and implement staff suggestions.

Work with a supportive member of staff who can provide you with feedback on your interactions with staff as a group.

Examine how other work units engage and consult with staff.

Read about managing knowledge workers/ professional staff and participative management

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

Consulting Skills

3. Collaborates Forges connections and maintains

effective relationships across the University

Considers the impact of decisions/priorities for other work units/directorates or faculties/locations

Supports wider University initiatives Puts the goals of the University ahead of

individual needs/wants

Become involved in a team yourself. Take on a conflict resolution role within or

between the teams in your unit. Team brainstorming: When faced with a problem,

speak with colleagues and brainstorm alternative approaches. Analyse the results and communicate your findings. Try a new approach.

Develop ground rules for your team to clarify expectations of each team member and the rules he/she should follow (e.g. a person will not be interrupted while talking; all meetings should have clear agendas etc).

Get someone outside your team to audit your teams’ effectiveness.

Learn from other units with a team based approach to working.

Ask colleagues, manager, mentor, team members to give feedback on how you deal with conflict. Use their views to plan a more effective style.

Observe team meetings and interactions. Reflect on what happened and why.

Reflect on recent team objective/ target and how the team collaborated to achieve the goal? What issues could have been addressed earlier to create less stress or could the team have collaborated better? Conduct a debrief session.

Building High Performance Teams

4. Builds a collaborative environment Builds an environment of collaboration

across the University by promoting shared goals

Shares resources and expertise to achieve overall ACU objectives and encourages others to do the same

Sees and works towards possible synergies across the whole University

Identify what every person in your team does best. Help them to capitalise on their talents, skills and knowledge.

Help team members to deal with conflict by meeting those involved individually. Enforce group code of conduct which encourages colleagues to focus on specific behaviours rather than directing personal criticism at the other party. Help each person define his or her biggest challenge in being successful as a team member. Facilitate a joint discussion with all the parties, restating and

Seek out peers across the university and find out more about their functions, accountabilities and resources. Look for opportunities to share your team’s resources or look for ways to collaborate with them to achieve ACU wide objectives.

Observe other high performing teams in the university or elsewhere. What can you learn from these teams that you can apply to your team at ACU?

Read The Five Dysfunctions of a Team: A Leadership Fable, Patrick M Lencioni (2002)

Awareness of ACU Strategic Plan – Lunchbox Session

Capabilities & Development Program Strategic PlanningAssociation for Tertiary Education Management (external provider)

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

enforcing the code of conduct. Project Planning

1. Provides clarity Engages in regular communication with

staff and provides rationale for decisions Identifies clear work priorities for the

team Gives specific instructions and/ or on the

job training

Discuss with each team member the performance expected of them. Ensure that they understand why these matter, and seek their input in order to gain acceptance and commitment.

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

Observe other managers communicating their performance expectations. Practise new behaviours, incorporating them into your management style.

Ask for team feedback on how clear and precise your instructions are.

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

Job Design Principles

Writing in Plain English

2. Enables team to function effectively Creates right conditions to enable the

team to perform at its best e.g. provides appropriate structure, hires appropriate people, supports attendance at induction, conducts meetings, manages performance with fairness etc

Delegates; pushes tasks and decisions down without deferring responsibility

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

Supports team members, especially during difficult times

Hold team debriefings for completed projects to discuss what went well/badly, whether objectives were met. Use it to plan future projects.

Set up regular team meetings, providing agendas in advance. Think about what information will help your team to get their jobs done and how best this may be provided. Encourage everyone to ask questions and to communicate their opinions.

When discussing issues, explore staff input in detail. Delve deeper by discussing their interests, motives and desired outcomes. Demonstrate your sensitivity by this in-depth exploration while communicating, problem solving, and planning.

Identify issues affecting team effectiveness, speak to relevant parties, ask for individual perspectives. Listen carefully to each person’s input and thank them for their contribution.

Hold regular brainstorming in meetings to improve team performance. Agree on priority actions that will add the most value and ensure that action is taken.

Read Built to Last. Collins, J. C. and J. I. Poras. New York: Harper Business, 2002.

Read Leading the Revolution. Hamel, Gary. Boston: Harvard Business School Press, 2000, rev. ed. 2002.

Identify a highly-effective ACU team. Identify ideas that you can transfer to your team and having shared your thoughts with the rest of your team, put in place an implementation plan.

Certificate IV in Frontline Management

Capabilities & Development Program Leading Virtual

TeamsCapabilities & Development Program Meeting

Management

3. Engages and empowers the team Empowers the team by giving real

ownership for delegated activities Clearly/ consistently communicates key

priorities and how they link to ACU’s strategy Gives specific constructive feedback for

developmental purposes Has high visibility as a leader beyond

locational boundaries

Create a version of the ACU strategy for your team. Outline how it applies to your area and major objectives. Review it with your direct supervisor, and then present it to your employees. Discuss what the broader strategy is and what your objectives are.

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

Analyse your favourite sports team and identify the factors accounting for the team’s performance. Apply these lessons to your team and come up with a model for your team’s success.

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

Read The 21 Indispensable Qualities of a Leader. John C Maxwell (1999)

Delegation and Accountability

Essentials for New Managers

4. Communicates a compelling vision & sense of purpose

Provides clear vision of ACU future success that is compelling and engaging

Believes in the vision and inspires confidence in the vision

Talks about possibilities; is optimistic about the future

Provides in-depth mentoring, coaching or training

Get the vision clear in your mind. How does it contribute to overall organisation performance? How would you describe the ideal team (e.g. ‘high performing’, ‘creative’, ‘committed’)? What are the ‘ground rules’ of the team? Ensure your vision describes a compelling need and urgency; a desired future state; is inspiring and engaging.

Develop a two-year vision, including major goals and objectives, what the organizational unit will look like, and new directions.

Work with someone who has created a vision. Ask them for their ideas and involve them in the vision for your unit.

Interview or shadow a leader whom you find inspirational. Analyse their style and ask them how they view their role.

See films with inspirational leaders , such as:oHenry Vo Twelve O’Clock High

Read First, Break all the Rules: What the World’s Greatest Managers Do Differently, M. Buckingham & C. Coffman (1999)

Management Development Program

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

1. Communicates based on facts & logic Uses analysis, data, research and

concrete examples to present arguments and recommendations

Communicates a similar argument to various parties rather than adapting to meet their specific needs

Writes and speaks clearly and concisely Conveys facts, concepts and technical

information using terms that most people can understand

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

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

Prepare for difficult meetings by thinking through the core message you want to get across and open the meeting with a clear statement of this message. Be prepared to re-state this message as required.

Obtain feedback from others on your influencing skills. With the help of your manager/a colleague, identify any patterns of behaviour and the impact that these may have on others. Then think through what you could do to improve.

Become more aware of the words you use. They are a critical currency. Spend them wisely and monitor their impact.

Business and Report Writing

Association for Tertiary Education Management (external provider) Proposal WritingAssociation for Tertiary Education Management (external provider)

2. Tailors approach to the audience or situation

Adapts style, language and context to suit the audience

Anticipates and prepares for others’ reactions

Listens to and is sensitive towards others’ agendas, concerns, interests and views; adapts approach accordingly

Tries a different approach if the first attempt to gain buy in fails

Prepare your arguments before a meeting or presentation, giving compelling reasons for your ideas and anticipating debate /questions. Write down the most important points you want to make. Translate high-level university initiatives into language and actions that are meaningful.

Before contacting someone you need to influence, review their needs, strengths and interests. Make sure you understand their perspective (their issues and demands placed on them). Write down your objectives into an action plan.

Before a contentious discussion, ask your manager or colleague to role-play a challenging audience member.

Observe someone who is a good communicator. Try their techniques. Also analyse an ineffective communicator to see where they are going wrong.

Read Changing Minds: The Art and Science of Changing Our Own and Other People’s Minds, Howard Gardner (2004)

Presentation Skills Workshop

Accountability Matrix

3. Influences others using appropriate communication strategies

Uses chains of influence (e.g. asks A to persuade B who will persuade C)

Uses third parties to persuade Takes two or more steps to influence,

each step tailored to specific audience Responds appropriately to feedback in

real time, can ‘think on their feet’ when seeking to influence others

Identify the most influential decision makers in your unit. Engage with them once a quarter to share your ideas, to support you and to provide critical resources to make your ideas happen.

Build an influencing plan. Conduct a ‘stakeholder analysis’ for a particular issue that you must address. For each key stakeholder identify the benefits, enablers and barriers. Articulate the top three issues for each stakeholder then chart an action plan to address their concerns.

When trying to win support for an issue in which you have little expertise, consider involving an expert third party from inside or outside of the University to give weight to your case.

Watch a video or attend a seminar on presentation skills, or identify someone who is a highly charismatic public speaker and analyse his or her style.

Effective Stakeholder Engagement

4. Uses complex influencing strategies Thinks through how to influence and

develops deliberate influencing strategies Builds internal and external relationships,

networks and alliances and leverages these to build and sustain support

Builds support for through informal networks Uses understanding of group interactions

to move towards a specific outcome

Champion an organisation issue in your area of expertise that is not universally supported by your colleagues or more senior people. Try to build support by confronting the issues, not the people.

Consider who you need to influence over the next two/ three years in order to meet personal and organisational objectives. Consider who you currently have a good relationships with, and how you will improve relationships with others.

Get advice/commitment from key stakeholders (within and outside ACU) before implementing a new strategy or initiative. Consider the stakeholders issues and needs while providing a workable solution or proposal.

Read The 360 Degree Leader: Developing Your Influence from Anywhere in the Organization, John C. Maxwell (2006)

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

1. Understands the importance of commercial success

Understands that ACU is a business that obliges leaders to think commercially

Works as directed towards financial goals – doesn’t waste financial resources

Treats ACU resources as if they were their own; asks how can they make every dollar count

Find out how others learn about the University’s business fundamentals and factor it into how you prioritise your work.

Understand the components of your team or organisational unit’s budget, e.g. the critical expense and income items. Test if there are any ways to reduce waste or expense in your team.

Discuss business group’s strategic goals with your manager, how they were set, alignment with organisational strategies.

Find out how others use financial information and the financial skills you need for improvement.

Read periodicals such as Harvard Business Review, BRW and Fortune.

Create some sort of mechanism that will help you to keep on top of the changes that occur with respect to organisational goals and priorities.

Role of Supervisor @ ACU

Capabilities & Development Program Risk Management

2. Demonstrates some awareness of commercial implications

Shows basic understanding of how resources (time, materials, FTEs etc) link to commercial outcomes

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

own work unit/directorate or faculty/location and how their area contributes to ACU’s broader commercial success

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

Share your ideas for translating strategy into practical business objectives with peers and receive their comments.

Map your projects to the organisation’s long-term strategy. Identify any gaps or links to prioritise work and align responsibilities with the strategy. Do the same with your team and discuss role or responsibility changes to ensure alignment.

Identify areas of business thinking that are a challenge and ask an expert for advice.

Discuss with a peer your business group’s strategic goals; how are business goals addressed in their planning.

Learn to read and analyse financial statements.

Read Complete MBA For Dummies, Dr. Kathleen Allen Ph.D. and Peter Economy

Organisational systems / budgeting & planning

3. Focuses on commercial outcomes Identifies ways to improve effectiveness of

work unit/directorate or faculty/ location Applies financial and risk assessment

techniques to evaluate commercial opportunities

Finds ways to improve profitability/ efficiency Mobilises resources to capitalise on

present and future opportunities Looks at external benchmarks e.g. what

other universities are doing to improve commercial success

Review organisational unit expenditure to assess if it is necessary, add value, what impact it has on bottom-line and areas of improvement.

Select a task/function in the business group which could improve results if done differently.

Develop a business case that supports a change, including strategic repositioning and leverage, resource utilisation, cost/benefit and impact analysis.

Talk to peers in other business groups about issues and trends for the future. Ask them to share their business plans, their assumptions and trends affecting their business.

Identify areas of business thinking that are a challenge and ask an expert for advice.

Ask them to describe a time when they applied the business thinking you are working to develop.

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

Read Balanced Scorecard Step-by-Step, P Niven, R Kaplan (2002)

Budgeting & Financial Management for Tertiary Education Managers

LH Martin Institute (external provider)

4. Creates new commercial opportunities for ACU

Generates new profit making initiatives while applying risk and return criteria

Drives and encourages commercial behaviour within the University

Creates new commercial opportunities with cross-unit collaboration or external partnerships

Finds ways to maximise profitability/efficiency Takes University-wide view of potential

commercial opportunities

Identify your business group’s specific expertise and identify what outputs, accomplishments or services would ACU lose if the group did not exist.

Check your business group’s major mission is in line and adds value to ACU’s overall direction.

Conduct a SWOT analysis of strengths, weaknesses, opportunities and threats related to your business group. Determine specific actions and steps that you can take to strengthen the business group’s competitive position. Discuss the results with your peers.

Ask another manager to explain how he/she analyses market issues and to share their data and conclusions, the most important pieces of information that led to their interpretation and patterns and trends. Use this to analyse your own market issues.

Reflect on:o policies, processes and

management methods that may affect future your area and ACU more broadly

o economic and social trends that may affect ACU

o strategies / contingency plans to address future opportunities and challenges

Project ManagementAssociation for Tertiary Education Management (external provider)

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

1. Acts confidently Makes appropriate decisions without

asking others Acts quickly in uncertain situations; is

decisive Presents self confidently

In discussions, assertively state your own views and arguments.

Don’t give in to others’ viewpoints when you believe your idea/approach is right for ACU.

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

Observe others you think act with confidence, note their behaviours and what they do. Talk to them about their confidence and where they find it.

Read The Mind Gym: Wake Your Mind Up, The Mind Gym (2005)

Decision Making Frameworks

Public Speaking Association for

Tertiary Education Management (external provider)

2. Displays self belief Explicitly states confidence in own

judgment or abilities and has the track record to back this up

Speaks of own strength and capabilities based on realistic self assessment

Expresses opinion openly

In meetings, where the outcome is clear but debate is ongoing, close it down and present your case in order to reach agreement and move on.

When faced with a decision you would ordinarily refer to someone more senior, ask yourself if it is necessary. If the rules/processes do not specify it must be referred, see if you can resolve it.

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

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

Observe others lead meetings where the meeting’s outcome is a decision and their techniques for bringing the group to agreement.

Ask your manager to help you make better decisions by reviewing and critiquing some of your recent decisions.

Read The Assertiveness Workbook: How to Express Your Ideas and Stand Up for Yourself at Work and in Relationships, Randy J Paterson (2001)

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

Inspiration and Motivation

Association for Tertiary Education Management (external provider)

3. Stands up for own views Stands up for own views under pressure

e.g. in a conflict or with powerful others Remains composed even when challenged Is prepared to be the lone voice; stops

excessive debate and makes informed decision

Confidently takes on and seeks out challenging opportunities

Don’t shy away from difficult decisions. Weigh up alternative approaches and choose the best option. Make it clear to others why you have made that decision and your reasons.

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

Take responsibility for representing voices that are not usually heard.

Observe others who take the lead and challenge the way things are done. Interview them about their motivations, their views and how they maintain the energy to challenge others to do better.

Read Fierce Conversations: Achieving Success at Work and in Life, One Conversation at a Time, Susan Scott (2003)

Read Leadership and Self-Deception, The Arbinger Institute,(2009)

Leadership StylesCapabilities & Development Program

4. Shows great courage Willingly takes on extremely challenging

tasks Holds out for what they believe is right

for the University even when significant risk is associated

Takes well-considered and ethical entrepreneurial risks to drive sustainable business results

Monitors situation and takes action to mitigate risks

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

When more senior colleagues propose or engage in an action that you believe is not right for ACU, challenge them directly. Ask them how this will benefit ACU and explain your concerns assertively. Be prepared to escalate if necessary.

Where you or a team member has made a mistake don’t try to cover it up or blame someone else. Tell your manager, explain why it happened, plans to fix it and to avoid it happening again.

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

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

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

Risk Frameworks Tertiary Education

LeadershipLH 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.

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

1. Accepts and understands change Listens with an open mind to others

when they propose new solutions and different ways of doing things

Demonstrates willingness to change ideas or perceptions based on new information or ideas

Recognises the drivers for change: internal/external

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

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

When faced with a change you don’t like, identify as many possible benefits as you can.

Observe others who seem to thrive on change, talk to them about how they approach change and why it excites them. Consider how you can adapt this approach.

Read The Resilience Factor: 7 Keys to Finding Your Inner Strength and Overcoming Life's Hurdles, Karen Reivich and Andrew Shatte (2002)

Consultation listening

Working Smart Series

2. Adapts working practices Makes changes to the way in which work

is carried out but not what needs to be done i.e. changes how to accomplish the goal or outcome

Challenges the status quo; not constrained by routine or way things have always been done

Cascades the impact of a change into working practices and processes for staff in unit/directorate or faculty/location

Anticipate change by noting anticipated changes to your organisational unit over the next two years. Develop a plan to help you proactively manage these changes and revisit and adapt your plan to take account of new developments.

Identify one major external variable that directly impacts on your decision-making within ACU. If this variable suddenly reverses, identify your immediate priorities, plans and objectives and what changes would need to be made in your area?

Visit a team that has successfully adapted to with change to service provision and/or working practices. What did they do to achieve the success and how did they go about it. How could this be applied in your area?

Read cases of high performing units and the people management aspects of innovation and improvement.

Read the change and organisation development literature.

Change Enabler Moving Into

ManagementLH Martin Institute (external provider)

3. Advocates for change Encourages others to be flexible and

understand impacts and benefits of change Is enthusiastic and energetic about change Presents the business case for change Uses both logical and emotional

reasoning to gain the buy-in of others Communicates the need for

change/driver of change

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

When faced with a change list the impacts: 1. impact on the organisation as a whole, 2. on your area, and 3. on you. Consider what ‘messages’ you will send out to others in discussions about the change.

Involve staff with expertise in change management when implementing new ideas.

Talk with peers who are regarded as innovative and adaptive to change.

Read Leading Change, John Kotter (1996)

Read Leadership and Change Management, Annabel Beeral (2009)

Leading Bold Change

4. Prepares the ground for change Inspires others to embrace change with

enthusiasm and energy Champions and facilitates the

development of highly innovative ideas Creates a sense of urgency for change

when appropriate Anticipates and take actions to address

the emotional impact of change Recognises and reinforces behaviours of

those who embrace the change

Obtain commitment by identifying specific actions to build people’s commitment in your change plan. How will change affect particular individuals and how did they respond to past change? Talk through changes with individuals most opposed to them. Seek support from those who will act as champions.

Simplify your change message with a short speech about your vision. Think about the key messages you want to convey and deliver it in less than one minute. Test it on a colleague and get feedback on how it is understood. Repeat the message several times a day.

Copy great change leaders: Identify people who have successfully stirred people into action (e.g. Martin Luther King, Churchill, Gandhi). Study their actions or their speeches, and identify things they did that you can use to lead change.

Read The Change Masters, R M Kanter

Read Built to Change: How to Achieve Sustained Organisational Effectiveness, Edward E. Lawler III (2006)

Managing and Influencing Organisational Change

LH Martin Institute – External Provider

Web viewIdentify someone who you think have taken courageous actions without thinking through the ... improvement activities. ... Breakthrough Management Strategy

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