University of Winnipeg, February 20, 2014 · Emotional Intelligence in a Nutshell 6 Shaping an...

1 University of Winnipeg, February 20, 2014


Table of Contents

Background 3

What are Competencies? 3

How are Competencies Structured? 3

What is a Competency Profile? 3

How to use this Dictionary? 3

U of W’s Competency Model 4

U of W’s Leadership Competencies 5

Emotional Intelligence in a Nutshell 6

Shaping an Emotionally Intelligent Culture 7

Leading Ourselves

Change Leadership 8

Communication 9

Educational Experience and Service Focused 10

Diversity and Inclusion 11

Initiative and Innovation 12

Building a Sustainable Organization 13

Problem Solving and Decision Making 14

Results Orientation and Accountability 15

Self-Development 16

Teamwork and Collaboration 17

Leading Others and the Organization Developing and Leading People 18

Organizational Awareness 19

Visionary and Strategic Direction 20

Competency Profiles Summary Chart 21


Background

The University of Winnipeg’s has decided to undertake the “Leadership Competency Model Development” project which will support the vision,

mission, values, strategic direction and business plans of the organization. The intent of the initiative is to identify and define the behavioural

competencies that are essential for sustained superior performance results for the leaders at the U of W. Once the competency model, dictionary

and profiles are defined, they become the foundation of an integrated human resources strategy that will invigorate the University.

What are Competencies?

Competencies are observable abilities, skills, knowledge, motivations or traits defined in terms of behaviours needed for successful and sustained

job performance.

How are Competencies Structured?

For all competencies in the dictionary, a definition is provided. Each competency also includes a behavioural scale that indicates the full range of

expression of the competency. Each behavioural level is described in terms of behavioural indicators. The behaviours at each level of the scale are

illustrative rather than definitive, that is, other examples of behaviors are possible. Each competency level is cumulative which means that, although

behaviours from lower levels of the scale are not repeated at higher levels, they nonetheless apply.

What is a Competency Profile?

Each competency profile provides a description of the patterns of behaviours that are required for success at University of Winnipeg. They help

individuals and the University focus on the behavioural characteristics that enable people to consistently achieve high standards of performance.

Without the demonstrated competencies, it is unlikely that someone will achieve the results for which they are accountable. Together,

accountabilities and competencies form the employee expectations.

How to use this Competency Model?

The contents of this document represent the behavioural (or non-technical) competencies that apply to jobs at the University of Winnipeg. They can

be used for a variety of purposes including recruitment and selection, performance management, learning and development and succession

management.


U of W Competency Model

Leading Self

Leading Others

Leading the Organization

Change Leadership

Communication

Educational Experience and Service Focused

Diversity and Inclusion

Initiative and Innovation

Building a Sustainable Organization

Problem Solving and Decision Making

Results Orientation and Accountability

Self – Development

Teamwork and Collaboration

Developing and Leading People

Organizational Awareness

Visionary and Strategic Direction


University of Winnipeg Leadership Competencies

Leading Self

Leading Others and

Leading the Organization

Change Leadership

Communication







Self – Development





Threads that cross the model:

Integrity

Emotional Intelligence (EI) 1

Competencies are demonstrated in an interrelated manner.

Competencies are to be balanced and applied in a way that is appropriate for the specific situation.

Competencies are applied in a way that reflects our location on Treaty One land, in the heart of the Métis Nation

and in one of the most diverse neighbourhoods in Canada.

1 Information in EI can be found on page 6 of this document.


Emotional Intelligence in a Nutshell

There now is a considerable body of research suggesting that a person’s ability to perceive, identify, and manage emotion provides the basis for the kinds of social and

emotional competencies that are important for success in almost any job. Furthermore, as the pace of change increases and the world of work make ever greater demands

on a person’s cognitive, emotional, and physical resources, this particular set of abilities will become increasingly important.

What is Emotional Intelligence?

Emotional Intelligence (EI) “Is the capacity for recognizing our own feelings and those of others, for motivating ourselves, for managing emotions well in ourselves and in our relationships” Daniel Goleman, thought leader on EI.

Why develop Emotional Intelligence?

EI is fundamental to how employees, at all levels - not only work with people but establish, maintain and sustain strong relationships with others. This in turn, impacts the behaviours that leaders demonstrate in the workplace, and the team and organizational climate. Organizational climate impacts on performance results.

Research show that great leaders, those who ignite our passion and inspire the best in us, not only focus on strategy development but work through channelling emotions in

the right direction. They apply EI to create a resonance effect, the positive channelling of emotions that empowers people to be top performers. Their actions reinforce

synchronicity within their teams and within the organization. The strength of emotionally resonant leaders lies in the emotional bonds they form which allow people to

collaborate with each other even in the face of change and uncertainty. Research has proven that EI has a high impact on employees, groups and organizational

effectiveness and that EI differentiates solid from superior leaders. Emotional intelligence (EI) is the foundation of relationships. It provides the capacity and capability to

change and grow. It explains success in an organization better that IQ.

The components of Emotional Intelligence:

Self Awareness: EI begins with this trait. Self awareness means having a deep understanding of one’s emotions as well as one’s strengths and limitations and one’s values and motives. People with strong self awareness are realistic and they are honest with themselves and honest about themselves with others.

Self Management: Flows from self awareness. It implies the capacity to control one’s impulses or even channel them for good purposes. It is based on a passion for achievement for its own sake. Leaders with such self mastery resonate upbeat, optimistic enthusiasm.

Social Awareness: In addition to self awareness and self management, EI requires the capacity for dealing with others; in other words, empathy. Empathy includes the capacity to listen to and consider others people’s perspectives, which allows an individual to fine tune his or her message to achieve more effective communication. Thoughtfully considering others’ feelings – along with other factors - facilitates the process of making intelligent decisions.

Relationship Management: All preceding traits culminate in this one. Relationship Management is the ability to build rapport with others, to get people to cooperate with an idea, to mobilize them to achieve goals.


Shaping an Emotionally Intelligent Culture

The Emotional Intelligence components have been threaded through U of W’s Leadership Competencies

Relationship Management

Self Awareness

Self Management

Social Awareness

Educational Experience and

Service Focused


Building a Sustainable

Organization



Change Leadership

Communication



Problem Solving & Decision

Making

Results Orientation and

Accountability

Self-Development



Change Leadership

Definition: The ability to lead others, particularly through new or modified approaches, practices, and processes needed to improve the University’s effectiveness. It involves identifying the need for change, communicating it in a manner that encourages action to implement the change and providing the ongoing guidance and support that will maintain enthusiasm and commitment to the change process.

1. Supports change initiative 2. Promotes and manages the process for change

3. Translates the change vision into strategy, goals and outcomes.

4. Creates the vision for change, and sponsors the change initiative

Is receptive and positive about the need for change within the University.

Willingly accommodates to requests to change tasks and priorities.

Demonstrate composure under pressure, does not become defensive or irritated when times are challenging.

Develops own knowledge, skills and behaviours to adapt with changing circumstances.

Supports the change initiative and influences work unit stakeholders to support it.

Clearly communicate the rationale and goals of the change initiative and promotes its benefits.

Explains to individuals specifically how the change will affect their work environment, roles, work processes and structures in general.

Anticipates reasons for resistance and implements approaches that address resistance.

Ensures others understand the need for change.

Realigns strategies for self and others to match the changing objectives of the University.

Identifies and generates innovative options to solve operational issues that may arise as a result of the change.

Acts as a role model for desired behaviours when dealing with a change.

Remains productive and cooperative through periods of transition and in an ambiguous or uncertain environment.

Remains focused on the desired outcome to help self and others implement change.

Identifies practical steps and timeframes for the implementation of change.

Creates an environment that enables change.

Translates the change vision into departmental goals and objectives.

Recognizes the need for change across areas and sets priorities accordingly.

Collaborates with staff to develop strategies to manage change.

Engages key stakeholders in the change process.

Monitors the change process, seeks input from stakeholders and makes necessary adjustments to maximize effectiveness.

Proactively identifies need for change that will promote progress and perseveres to persuade senior management to undertake new initiatives when change is required.

Understands that they need to change themselves if employees are to be motivated to change.

Champions the importance of change to improve operational effectiveness.

Creates an environment that promotes and encourages change and innovation.

Initiates or identifies the need for large or long-term change in the University in response to future opportunities and requirements.

Develops a shared vision of the change with others and influences others to translate that vision into action.

Evaluates the impact of the change on business, systems, and its people and assess the cost / benefit ratio before making a decision to proceed.

Sponsors and promotes the vision inside and outside the University.

Ensures organizational support is available to manage the transition and implementation of the change initiative.

Recognizes successful change efforts throughout the University.

Systematically monitors the impact of change on individuals and organizational culture.

Demonstrates personal commitment to follow-through on the vision.


Communication

Definition: The ability to convey information respectfully and clearly by listening openly, considering others’ point of view and responding accordingly. In addition, it consists of the capability to persuade, influence and/or convince others in order to build buy-in towards a specific course of action. 1. Listens and clearly presents

information 2. Fosters two-way communication.

Shows empathy by adapting communication to others

3. Communicates complex messages 4. Communicates strategically

Listens actively and objectively to others individually or in groups.

Seeks to understand by getting the facts and pertinent information.

Picks up on non-verbal clues.

Is aware of how their own feelings affect what they think and say.

Is aware of own communication style and able to manage it to produce the expected results.

Demonstrates openness, honesty and sensitivity for others’ perspectives.

Checks own understanding of others’ communication.

Responds in ways that show understanding and empathy.

Produces and presents appropriate information in a clear, organized and concise manner, both orally and in writing.

Uses direct persuasion in a discussion or presentation.

Adheres to U of W’s “Respectful Working and Learning policy”.

Anticipates others’ communication needs and adapts content, style, tone and medium of communication to suit the target audience’s needs and reactions and the subject being addressed.

Probes ideas and concepts to facilitate mutual understanding.

Elicits comments or feedback on what has been said.

Openly and constructively discusses diverse perspectives that could lead to misunderstandings.

Communicates decisions or recommendations that could be perceived negatively, with sensitivity and tact.

Uses appropriate responses to deescalate tension and frustration.

Takes others’ perspectives into account when communicating, negotiating or presenting arguments.

Consolidates/refines ideas into focussed messages that inspire support and action.

Promotes U of W’s “Respectful Working and Learning Policy”.

Clarifies complex concepts clearly and credibly with widely varied audiences.

Appreciates the importance of being a good listener, providing others the opportunity to respond, interpreting information beyond what is being said, especially where thoughts, concerns or feelings are poorly expressed by others.

Addresses counter arguments with well considered responses.

Demonstrates flexibility in approach and language.

Fosters an atmosphere of open dialogue within a department, between departments or across organizational boundaries.

Seeks to optimize the University’s internal and external communication.

Ensures that organizational climate supports open, meaningful, positive and useful internal and external communication.

Sets the communication strategy, principles, framework, guidelines and standards of effective organizational communication.

Ensure that the University complies with guidelines and standards.

Takes steps to ensure that information others need is provided in a timely fashion.

Builds, maintains and supports networks of support for ideas and/or initiatives.



Definition: The ability to identify, understand and respond to the current and future needs of students, faculty, staff and the community.

1. Responds to students and other stakeholders’ requests regarding academic experience and service

2. Builds positive relationships with students and other stakeholders

3. Anticipates and adapts to students and other stakeholders’ needs

4. Sets the strategic direction with a focus on enhancing the educational experience and services provided.

Provides professional and courteous service.

Provides opportunities for students and other stakeholders to describe their needs.

Identifies students and other stakeholder’s needs and expectations.

Clarifies and confirms expectations to ensure mutual understanding.

Responds to requests efficiently and effectively within the established academic or service standards.

Uses appropriate responses to deescalate tension and frustration when problems arise.

Monitors students and other stakeholders’ satisfaction with the educational experience and service and reports on opportunities for service improvement.

Understands the needs as expressed by students and other stakeholders and effectively matches those needs to available or appropriate customized educational and service solutions.

Understands issues from the students’, faculty, staff and/or Community perspective.

Works cooperatively and flexibly with all stakeholders to meet their academic and service needs.

Keeps up-dated on information of value to them.

Monitors the academic experience and service provided and makes timely adjustments as required

Identifies barriers to student learning or quality service and take appropriate actions to remove/mitigate them.

Maintains regular and systematic communication with students and other stakeholders to determine or anticipate their needs.

Works with all stakeholders to adapt the educational experience and service, to meet their needs.

Seeks to improve service by identifying improvements to systems and processes based on a review and validation process that includes stakeholder’s expectations and feedback.

Anticipates areas where input, support or influence will be needed and discusses situation and opportunities with appropriate individuals.

Implements change improvement processes to optimize stakeholders’ satisfaction.

Encourages co-workers and teams to meet established academic or service standards.

Communicates the University’s mission, vision and values to students and other stakeholders.

Recommends/determines strategic business direction to meet projected needs of current and prospective students, faculty, staff and the Community.

Ensures that academic and service standards are developed, communicated and enforced.

Tracks trends and developments that will affect the U of W’s ability to meet current and future stakeholders’ needs.

Strategically and systematically

evaluates new opportunities to develop relationships with students and other stakeholders.

Develops and maintains a strategic relationship with all stakeholders based on in-depth knowledge and understanding of their needs.

Identifies benefits for students and other stakeholders, looks for ways to add value.

Links a comprehensive and in –depth understanding of stakeholders’ long-term needs and strategies with current and proposed projects and services.

Creates an environment in which concern for student s satisfaction is the key priority.



Definition: Is the ability to respect diversity and enable the inclusion of “diverse groups” (*) for the benefit of the individual employees, the University and the community as a whole. It includes the ability to create and maintain a positive work environment where the similarities and differences of individuals are valued so that all can reach their potential and maximize their contributions to the University’s strategic goals and objectives. Requires the recognition that we are located in one of the most diverse neighbourhoods in Canada on Treaty One land in the heart of the Métis Nation and that striving to dissolve the line between the campus and the surrounding community will foster an environment that reflects diverse cultures and traditions. Understand, value, support and respect the historical and cultural contexts of First Nations, Métis and Inuit peoples creating an environment that is safe and welcoming. (*) U of W’s “Respectful Working and Learning Environment Policy” defines “Diverse Groups” as those who demonstrate the “Applicable Characteristics” namely: ancestry’, nationality or national origin, ethnic background, religion, age; sexual orientation, sex, gender identity, physical or mental disability, social disadvantage, political belief, source of income, family status, marital status.

1. Demonstrates respect

2. Promotes and ensures direct reports demonstrate respect for diversity

3. Advocates for diversity and inclusion 4. Shapes a culture of appreciation for diversity and inclusion

Shows respect for diverse groups and their members

Listens to the needs and concerns of diverse groups of people.

Acts fairly in dealing with diverse groups of people.

Adheres to U of W’s “Respectful Working and Learning Environment Policy”.

Monitors own behaviour with respect to diversity and inclusion.

Supports diversity and inclusion initiatives throughout the University.

Demonstrates understanding, support and respect for First Nations, Métis and Inuit peoples, as the original and founding peoples of this land.

Promotes and enables diversity and inclusion in the workplace.

Takes initiative to gain an appreciation of diverse groups.

Accommodates diverse needs as appropriate.

Capitalize on the unique strengths that diversity generates.

Leads diversity and inclusion initiatives.

Identifies and deals with inappropriate behaviour regarding diversity and inclusion in the workplace, following the University’s policies and procedures.

Promotes the U of W’s “Respectful Working and Learning Environment Policy”.

Advocates for a work environment designed to promote equity and inclusion, and ensure excellence.

Assesses management and leadership practices regarding diversity and inclusion and removes systemic barriers.

Works towards establishing a diverse workforce that is representative of the community.

Understands that a more diverse and inclusive work environment can yield greater productivity and help improve individual and organizational performance.

Develops and implements strategic plans that exemplify the U of W’s direction on diversity and inclusion and is aligned with the University’s strategic plan.

Sets a vision for diversity and inclusion that reflects the diverse community that we operate in and communicates it throughout the University.

Fosters an inclusive and respectful work environment that promotes equal opportunities and is free from discrimination and harassment.

Leads the support and monitors the implementation of strategies to integrate the principles of diversity and inclusion throughout the University.

Assigns organizational resources to educate leaders and staff about diversity.

Actively promotes the value of diversity through planned and visible activities aimed at building sensitivity to and support for others.



Definition: The ability to identify what needs to be done and doing it before being asked or before the situation requires it. It includes the capability to develop, to sponsor or to support the introduction of new and improved services, methods, procedures, or technologies. It involves questioning conventional approaches, exploring alternatives and responding to challenges with innovative solutions by being intuitive, experimenting and exploring fresh perspectives.

1. Assesses current risks, adapts and

persists 2. Anticipates specific future needs and

proposes actions to optimize results

3. Creates opportunities and promotes initiative and innovation

4. Acts as an innovation catalyst

Identifies opportunities or issues and proposes specific actions to improve a process, a result or to overcome obstacles in day-to-day work.

Volunteers ideas for improvement.

Displays curiosity and imagination.

Keeps abreast of new innovative approaches.

Demonstrates perseverance in the face of obstacles or rejection and encourages others to continue.

Demonstrates solid commitment to achieve agreed upon goals.

Works independently, completes assignments without constant supervision.

Volunteers to assist peers as workloads permit.

Fosters an environment that encourages staff to take reasonable risks within the parameters of their role and departmental goals.

Takes action to avoid imminent problems or to capitalize on a forthcoming opportunity.

Regularly and systematically challenges the status quo to identify new or improved opportunities.

Creates appropriate improvement strategies to ensure success within the parameters of departmental goals.

Creates innovative solutions to achieve greater results or to remove barriers.

Challenges others to be proactive in pursuing organizational objectives.

Models initiative by taking the lead in developing and using new benchmarks and strategies for performance improvement.

Implements contingency plans when crises arise, drawing on appropriate resources and experience with similar situations.

Takes action to influence events and create opportunities for improvement.

Constructively challenges the status quo of ingrained organizational culture, systems and processes.

Spearheads the implementation of ideas.

Delivers results by encouraging others to act and improve results.

Devises and experiments with new methods or approaches then evaluates and selects appropriate strategies.

Defines paths of potential change, designs action plans. Successfully translates goals into practical processes.

Fosters attitudes, conditions and an environment that yields improved performance from co-workers and/or reports and responds constructively to failures

Defines and addresses high-level challenges in order to advance the state-of-the-art in the area.

Operates as a catalyst for new structures and systems that will enhance organizational effectiveness.

Removes systemic barriers to innovation in the University.

Introduces organizational learning opportunities to develop creative thinking.

Fosters an action-based culture by encouraging and rewarding initiative and innovation and responding constructively to failures.

Explores and tests new and complex processes that may cross functional areas.

Enlists influential allies to support the case for innovation with other groups.

Provides resources to support the design and implementation of innovation.

Gets others involved in supporting efforts and initiatives.



Definition: The ability to demonstrate behaviours that meet the needs of the present without compromising the ability of future generations to meet their own needs. This includes the ability to make decisions that balance financial viability, and social and environmental responsibility, risks, obligations, and opportunities thus creating economic value, healthy ecosystems and strong communities.

1. Embeds sustainability into own day-to-

day practices. 2. Sees sustainability as a journey rather

than a end point 3. Integrates sustainability into strategies 4. Fosters /cultivates a culture of

sustainability

Is aware of the potential that organizational sustainability has in creating economic value, healthy ecosystems and strong communities.

Incorporates sustainability policies, tools and practices into day to day work practices.

Engages others in demonstrating practices that contribute to organizational sustainability.

Proactively develops understanding of U of W’s sustainability priorities with an emphasis on those that connect to one’s duties and responsibilities.

Participates in sustainability-related programs as relevant.

Sees sustainability as a journey rather than an end point.

Sets operational goals in alignment with sustainability policies and practices.

Reinforces the importance of sustainability for U of W.

Removes barriers to the application of sustainable practices.

Ensures resources needed to implement sustainability policies and practices are available.

Supports and encourages those who are making efforts to embed sustainability into their day- to –day work.

Holds individuals accountable for demonstrating behaviours that reflect the University’s expectations for organizational sustainability.

Role models the expected behaviours regarding sustainability.

Shares best practices on organizational sustainability.

Integrates sustainability into the core of the University’s strategies, policies, procedures and processes.

Ensures that key operational priorities reflect and are aligned with the sustainability needs of the University.

Equips and encourages employees through training and recognition.

Measures, tracks and reports on progress towards building organizational sustainability.

Considers pros and cons when making decisions between meeting existing sustainability commitments (fulfillment) and improving sustainability performance in the long-run (innovation).

Supports a culture of sustainability innovation by developing new ideas to bring the University closer to its long-term sustainability goals.

Inspires and reassures employees so that they can experiment, try new things and build on each other’s ideas and create meaningful practices that foster organizational sustainability.

Facilitates the development of a shared campus-wide vision for sustainability. Emphasizes generating this vision from within the grassroots of the University.

Demonstrates through one’s leadership and mentorship the importance of a shared campus-wide process for shaping a culture where members hold shared assumptions and beliefs about the importance of balancing economic efficiency, social equity and environmental accountability.

Acknowledges that sustainability is part of a broader societal agenda that extends beyond the University; therefore, engages in significant inter- organizational collaboration

Seeks/ is open to paradigm-breaking business models or approaches to enable the transition to and maintenance of a culture of sustainability.

Creates structures and support to shape a sustainable University.

Ensures that financial resources are available to support the creation and development of a sustainable University.



Definition: The ability to proactively identify and assess risk factors in the internal and/or external environment that will affect the ability of U of W to meet established goals. It includes the ability to make decisions involving varied levels of complexity, ambiguity or risk.

1. Analyzes problems and makes

decisions based on established rules and accepted practices

2. Identifies patterns or critical connections when problem-solving

3. Analyzes complex situations and makes decisions in the absence of rules

4. Analyzes complex and ambiguous situations and makes organization -wide decisions

Asks appropriate questions to define decisions to be made.

Breaks down concrete problems into parts, tasks or activities.

Gathers and analyzes information and uses past experiences to approach problems and make decisions.

Makes decisions in straight-forward situations in a timely manner.

Deals with exceptions within established parameters using clearly specified rules and procedures.

Verifies that the decision / resolution is appropriate, when necessary.

Takes ownership for own decisions.

Sees connections, patterns or trends in the information available and identifies their implications.

Identifies the cause and effect relationship between different aspects of a situation or problem.

Considers possible alternatives, objectively weighs pros and cons, establishes priorities.

Applies guidelines and procedures that require interpretation when dealing with exceptions.

Seeks guidance as needed when the situation is unclear.

Draws logical conclusions, providing options and recommendations or decides.

Is able to make a decision and take action effectively when there is not enough information to predict the consequences with certainty.

Develops solutions that address the root cause of the problem and prevent recurrence.

As needed, involves right people in decision making.

Analyses complex situations, breaking each into its constituent parts.

Gathers, interprets, synthesizes and evaluates information from a wide range of sources and perspectives.

Recognizes and assesses several ways of interpreting the information available.

Checks assumptions and avoids personal bias.

Applies guidelines and procedures that leave considerable room for discretion and interpretation.

Makes decisions by weighing several factors, some of which are partially defined and entail missing pieces of critical information.

Recommends solutions in an environment of risk and ambiguity.

Balances competing priorities in reaching decisions.

Adopts a systems perspective, assessing and balancing vast amounts of diverse information on the varied systems that comprise and impact the University.

Thinks beyond the University and into the future, balancing the multiple perspectives when setting direction or reaching conclusions.

Uses principles, values and sound business sense to make decisions.

May make high-risk strategic decisions that have significant consequences.

Keeps the appropriate people involved and informed.

Makes decisions in a volatile environment in which weight given to any factor can change rapidly.



Definition: The ability to achieve job and organizational success by focusing personal efforts towards meeting standards of excellence. Includes the ability to balance and prioritize efforts within the context of multiple and changing responsibilities while maintaining focus on priorities. Follows tasks through to completion, and takes ownership of the final outcomes. The scale reflects the ability to move from managing personal results to managing the results of groups, work unit and/or the University.

1. Takes responsibility for personal results 2. Takes responsibility for personal and team results

3. Improves performance through focused departmental plans

4. Sets and communicates organizational Strategy

Takes full responsibility for completing tasks so they meet expectations and organizational standards.

Follows established work routines to accomplish tasks within specifications. Clarifies details of tasks, as needed.

Manages and allocates resources to achieve individual results.

Takes ownership and pride in personal work.

Checks own work to ensure all steps are completed accurately.

Takes action to rectify sub-standard work.

Learns from mistakes. Rebounds quickly after failure.

Makes adjustments to activities based on feedback.

Considers new ideas to improve existing practices.

Pursues continuous improvement in own performance.

When commitments cannot be met, identifies the implications and works to minimize their negative effects on others by developing contingency plans or alternatives and alerting those impacted.

Ensures understanding of needs and specific goals in order to clearly communicate them to team members

Develops and ensures the implementation of plans for self and team members that meet measurable objectives.

Takes calculated risks to improve service outcomes or business performance.

Contributes to defining, articulating and communicating standards for success.

Monitors progress of own and team’s work against goals and milestones. Takes actions to adjust, as needed.

Keeps team members and other partners focused on goals and objectives.

Delegates work to ensure results are achieved and others are given opportunities to pursue new challenges.

Shows how team results contribute to the overall goals of U of W.

Removes barriers to achieving goals.

Demonstrates a keen sense of priority, knowing what must be done now and what can wait until later.

Is keenly aware of what is going on around them and takes the initiative to search out information that could impact upon own commitments.

Gathers, organizes and clarifies relevant information to set goals and strategy of unit.

Develops and ensures the implementation of a divisional / departmental strategy aligned with the overall strategic plan of the University.

Delegates to implement strategic plans that have impacts across groups.

Identifies and allocates resources as needed to achieve unit goals.

Makes specific changes in work methods or operations to improve performance and deliver results.

Holds themselves and staff accountable for achieving standards of excellence and results for the University.

Sets challenging goals and objectives for self and direct reports, and measures performance against these.

Ensures annual objectives are aligned with strategic objectives

Ensures that annual operational plans have been developed and executed

Clarifies information to engage and enable others achieve organizational goals.

Systematically and methodically reviews objectives for self and others.

Ensures that divisional activities are aligned with the University’s strategy

Models excellence and motivates fellow organizational members to follow one’s example.

Encourages senior leaders to make changes that will improve business performance.


Self-Development

Definition: Is aware of one’s strengths and challenges. Builds on personal strengths and addresses opportunities for improvement to enhance personal, team and organizational performance. Reflects a commitment to improve oneself and takes the necessary steps to develop through continuous learning opportunities. 1. Self assesses and monitors to maintain

personal effectiveness 2. Seeks to improve personal

effectiveness beyond current requirements

3. Engages in continuous self -development

4. Serves as a role model with respect to self-development

Is committed to the process of learning, known as personal mastery.

Regularly and systematically self assesses and seeks feedback to identify strengths and opportunities for growth.

Recognizes which situations or actions arouse different emotions; manages emotions and demonstrates well balanced behaviour across all situations.

Develops and implements an individual development plan to address the identified opportunities for improvement.

Integrates new learning into work methods.

Is aware of how own personal attributes and feelings impact a situation or own performance.

Is open to challenge own assumptions.

Welcomes constructive criticism and feedback in order to learn how to improve personal effectiveness.

Advances personal and professional competencies in preparation for new challenges.

Sets challenging goals and standards of excellence for self in view of growth beyond current job.

Seeks opportunities to broaden one’s portfolio of capabilities.

Seeks out and is open to receiving new information or perspectives about self.

Finds creative solutions to address developmental gaps.

Seeks to ensure that mechanisms which enable individual learning are transferred to organizational learning.

Uses organizational change as an opportunity to develop new skills and knowledge.

Identifies future competencies and expertise required by the University and develops and pursues learning plans accordingly.

Designs and implements personal learning objectives based on evolving needs of the University.

Benefits from self awareness when addressing conflict situations, managing own reactions to facilitate a positive resolution.

Strives to achieve a standard of personal excellence.

Makes long-term development plans for self improvement based on accurate analysis of one’s own strengths and challenges.

Acknowledges own personal capabilities and builds around themselves a complementary and diverse team.

Regularly and systematically scans the environment to keep abreast of emerging developments in the broader work context.

Constructively challenges and modifies assumptions and perceptions regarding how to optimize personal and organizational learning.

Focuses on personal learning and growth to respond effectively to external challenges and to think imaginatively about the future.

Ensures continuous self-development, seeking to maintain high professional standards; is conscientious and thorough

Demonstrates high ethical standards and integrity by ensuring all self-development activities deliver benefits to the University.

Creates opportunities for self-development based on the interpretation of the University’s strategy, the emerging needs of own position and the wider external context.



Definition: The ability to develop and strengthen collaborative partnerships with individuals inside or outside of the University with the purpose of achieving business goals. It implies the ability to share information, support team decisions and take actions to recognize the efforts and contributions of others. It also involves holding one another accountable for team’s performance.

1. Participates as a team member 2. Fosters teamwork 3. Demonstrates leadership in teams 4. Promotes teamwork and strategic

networking

Understands the goal of the team and the role that each team member has within the team.

Takes personal responsibility for meeting agreed upon objectives.

Cooperates willingly and supports team decisions.

Keeps other teams / team leaders or members up-to-date on all relevant information.

Works effectively with others within the team to ensure that results meet quality expectations.

Helps others with their work when appropriate and when opportunity arises.

Shares experiences, knowledge and best practices with team members.

Identifies differences between team members and groups and is aware of the impact these differences may have on own or other’s behaviours.

Promotes team’s goals.

Builds formal and informal relationships beyond immediate work group recognizing the need for these types of relationships in the future.

Genuinely recognizes, values and uses others’ input and experience, is willing to learn from others.

Encourages cross team / cross functional area cooperation when needed.

Maintains clear communication, taking steps to share priorities, experiences and lessons learned with others.

Shifts priorities, changes style and responds with new approaches to maximize the input and involvement of team members and achieve team goals.

Credits others who perform well and shares responsibility for achievement of team’s objective.

Builds and maintains effective relationships with individuals inside and outside the University to achieve U of W’s business goals.

Fosters team spirit and collaboration within and across teams.

Set terms of reference for how teams should operate.

Encourages others to make major contributions to processes, projects and unit’s success.

Capitalizes on the strengths of team members.

Displays willingness to learn from others, including direct reports and peers.

Engages others in collaborative problem solving, encouraging them to openly share their ideas and opinions.

Brings conflicts within or between teams into the open and encourages or facilitates a beneficial resolution.

Gives credit for success and acknowledges contributions and efforts of individuals to team effectiveness.

Develops and maintains collaboration across the University and with other organizations to achieve a common goal.

Encourages and empowers strong teams that capitalize on differences in expertise, competencies and background.

Breaks down barriers (structural, functional, cultural) between teams, facilitating the sharing of expertise and resources.

Models effective teamwork and holds team members accountable for contributing to team’s success.

Seeks opportunities for external partnerships which will help fulfil the U of W’s mission and achieve specific goals



Definition: The ability to optimize the capabilities of the University to meet current and future business needs. It includes leading and supporting individuals or teams to enhance performance and grow professionally. It unites a number of related activities such as: communicating expectations, providing feedback, coaching, gathering information and assessing employees work, monitoring. At the highest level, it includes planning for anticipated future needs in alignment with organizational strategy.

1. Matches people to jobs, communicates expectations and coaches

2. Staffs proactively, identifies team member’s potential and mentors

3. Builds unit capability and capacity 4. Builds organizational capability. Fosters a continuous learning and development environment

Accurately identifies competency requirements for a job and assesses individual’s strengths and challenges to ensure that he/she is the right person for a position.

Builds and maintains working relationships that encourage direct reports to achieve goals.

Sets and communicates the goals and expectations for individuals and team. Connects individual goals with team / unit and organizational goals.

Gives detailed instructions and/or demonstrations on how to perform tasks.

Draws out others’ ideas on how to perform tasks.

Encourages staff to apply new skills.

Regularly and systematically evaluates direct reports’ job performance.

Gives honest, specific and immediate feedback to redirect or reinforce behaviours.

Helps individuals create meaningful development plans based on organizational needs and individuals’ desired career paths.

Proactively identifies and plans for unit’s future human resources.

Regularly advises, guides and coaches team members to support continuous learning and performance improvement.

Jointly create development plans for job mastery.

Invests effort to put others at ease, is sensitive to and patient with the interpersonal anxieties for others.

Gives staff specific opportunities, wherever possible, to stretch their capabilities, become more innovative and practice new skills.

Delegates tasks when appropriate to allow direct reports to develop skills.

Provides support without removing responsibility for goal achievement.

Brings out the best in people .

Monitors workloads of direct reports and appreciates extra effort.

Identifies unit’s potential contributions to a shared vision.

Helps individuals create and implement strategic development plans that are based upon an understanding of the area / department’s future needs.

Encourages an environment that fosters mutual support (e.g., reassures others after a setback).

Consults with individuals and ensures appropriate and helpful assignments, formal training, or other experiences for the purpose of fostering a person’s long term learning and development.

Ensures that appropriate development opportunities are created and implemented to build capacity and capability throughout the University.

Identifies competencies critical to the future success of the University.

Sponsors improvements in talent management strategies to address the future direction of the University.

Ensures that organizational structure and resources are aligned to organizational strategy.

Sponsors organization-wide mechanisms and processes to promote and support continuous learning and improvement.

Commits organizational resources to human resource development.

Fosters an organizational environment that encourages individuals to develop their full potential.

Recognizes and rewards departments, teams and individuals.

Resolves difficult Human Resource issues effectively, respectively and in a timely manner in consultation with expert resources.



Definition: The ability to understand the University’s purpose as well as its structure, dynamics and culture. It implies the ability to acknowledge and optimize relationships with other stakeholders so the organization can operate effectively. It includes the understanding of the political, social, economic and environmental realities to achieve desired outcomes.

1. Understands and uses formal structure 2. Understands and acknowledges informal

structures and relationships 3. Understands and works in ways that support the organizational culture

4. Works through internal and external networks to achieve organizational objectives

Understands and uses the formal structure, rules, processes, methods or operations of the University to achieve results.

Adapts one’s approach within the formal structure and behaves in a manner that ensures their work results are successfully delivered through understanding and partnering with a variety of internal relationships and positions.

Identifies workplace issues and tensions.

Keeps informed of current organizational topics.

Understands and acknowledges informal workplace relationships and networks, is able to identify key decision makers and the individuals who can influence them.

Is aware of the limitations and capabilities of the department/unit and how they relate to achieving results.

Recognizes and uses the approaches (communication, etc.) that best align with the corporate culture.

Builds and maintains relationships that enable a thorough understanding of the dynamics at U of W.

Expands the influence of others by including them in influential networks.

Recognizes and articulates specific and underlying organizational issues with a clear understanding of organizational impact.

Knows which internal or external business relationship will assist them successfully accomplishing results.

Establishes networks with influential people to complement organizational networks.

Understands the priorities of key stakeholders.

Understands how the department/unit interacts with the external world, relations with the community, internal stakeholders, etc. and uses the knowledge of these relationships to achieve results.

Ensures resources and actions are aligned with the broader organizational strategy.

Ensures due diligence by keeping informed of operational plans and practices.

Demonstrates broad understanding of the political, social, economic and environmental contexts within which the University operates and the impact these might have on the University.

Regularly and systematically assesses organizational culture, readiness and capability and provides resources to drive culture change and meet evolving needs.

Recognizes University’s strengths and weaknesses and positions resources to address specific diagnosed problems and move towards the broader strategy.



Definition: Involves developing, communicating and inspiring commitment to a vision of success. It includes the ability to ensure alignment of strategy and goals with the University’s visions and values. At the lower levels requires the ability to demonstrate alignment of personal work with the organizational vision, at higher levels requires the ability to develop a vision for the University.

1. Aligns personal work with operational goals and prioritizes

2. Promotes and enables team work with divisional goals

3. Influences strategic direction 4. Demonstrates visionary leadership

Contributes to setting personal goals in line with operational goals of work area.

Prioritizes work in alignment with operational goals of work area.

Develops work plans considering the workgroup’s objectives, responsibilities, timelines and resources.

Regularly and systematically evaluates personal progress and actions to ensure alignment with organizational vision and goals.

Liaises with others to ensure alignment with the goals and vision of the University.

Clearly communicates the strategic vision to employees within area of responsibility.

Works with teams to define operational goals and plans alignment with the strategic direction.

Promotes organizational effectiveness by creating and maintaining the conditions that enable the University to perform at its best.

Articulates the impact of employee contributions to achieving organizational goals.

Monitors work of team to ensure alignment with strategic direction, vision and values for the work unit and University.

Recognizes problems, takes corrective/preventive action and keeps people informed of plans, progress and decisions.

Overcomes apathy and cynicism to develop commitment to business vision and goals.

Has a strong and clear vision of where the team needs to be.

Translates the vision of the University into goals and objectives.

Clearly communicates vision, strategy and goals for the department/unit.

Assesses gaps between current and future state and engages team to define effective ways to close gaps in own sector.

Foresees obstacles and opportunities for the University and acts accordingly.

Defines issues, generates options and selects solutions, which are consistent with the vision and strategy.

Ensures that short term goals meet long term objectives.

Leads or collaborates in the development and implementation of long term or broad scale objectives / projects.

Develops and communicates the vision for the University and its divisions.

Takes actions to generate enthusiasm and commitment to mission.

Simultaneously advances and balances multiple, competing organizational objectives to accomplish the long term vision.

Identifies, conceptualizes and synthesizes new trends or connections between organizational issues and translates them into priorities for the University.

Ensures that the University has the necessary culture and focus to achieve the strategic goals.

Champions and positions the University in the external environment.


Competency Profiles Summary Chart

Core Competencies Leadership Competencies

Competencies C

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hip

Co

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icat

ion

Edu

cati

on

al E

xpe

rie

nce

an

d S

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Fo

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d

Div

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ty &

Incl

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Init

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ve &

Inn

ova

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n

Bu

ildin

g a

Su

stai

nab

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Org

aniz

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n

Pro

ble

m S

olv

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&

De

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on

Mak

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Re

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s O

rie

nta

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A

cco

un

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Self

-D

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lop

me

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Team

wo

rk &

C

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bo

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on

De

velo

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Le

adin

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eo

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Org

aniz

atio

nal

A

war

en

ess

Vis

ion

ary

& S

trat

egi

c D

irec

tio

n

Senior Executive Group

4 4 4 4 4 4 4 4 4

4 4 4 4

Executive Director Level

3 3 4 3 3 3 3 3 4

4 3 3 3

Director Level

3 3 4 3 3 3 3 3 4

4 3 3 3

Manager Level

2 2 3 2 2 2 2 2 3

3 2 2 2

Supervisory & Coordinator Levels

2 2 3 2 2 2 2 2 3

3 2 2 2

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