Leadership Development Project Competency Model

LCI: EMERGENCE & MANAGERS AS LEADERS COMPETENCY MODELThe Learning Cycle is a primary tool utilized in all LC courses. It teaches, and requires, following through andmeeting commitments. Participants learn that information informs action, action embraces intentionallearning, reflection measures outcome against intent, and integration/standardization ensures new skills areintegrated into daily performance. All LC courses utilize the Action Plan, a tool to facilitate learning andpractice, even as it ensures accountability. Additionally, skills, tools and processes utilize continuous qualityimprovement principles and techniques, so participants learn by doing.Participants learn how to step up to take action. They develop skills to identify opportunities to takeleadership action, analyze the match between the call and themselves, discern their role in this particularLeadership Call-to-Action, generate associated vision-directed, values-based actions, monitor results, learnfrom the experience and improve future efforts based on the lessons. These skills are learned viaLeadership Call-to-Action, Action Planning, Engaged Self-Directed Learning, the Learning Cycle, 10k Moments andContinuous Quality Improvement.SYSTEMS THINKING (SYSTEMS UNDERSTANDING)Participants develop the systems thinking competency. They learn that: organizations are humansystems; decisions and actions must be taken from a systems perspective; the whole is greater than thesum of the parts; and relationships are at the heart of systems. Systems thinking is integrated into allleadership skills and tools. It is also highlighted as it relates to various leadership skills and practices.COMMUNICATION (COMMUNICATION & LISTENING)Two premises underlie communication competency development in the courses. First, interpersonalinteractions are a key venue in which transformation leadership occurs. And second, communication isparticular to specific contexts and leadership skills. Hence, participants develop communicationcompetencies specific to various leadership skills, e.g., Vision Connections, Smart Power, Encourage, Inspiration,En-Able, Job Enrichment.DIVERSITY, EQUITY, INCLUSION & SOCIAL JUSTICE (DIVERSITY)Participants develop the Diversity, Equity, Inclusion & Social Justice competency through values explorationin Values Conundrum, OSU Vision Study, Leadership Behaviors and 10k Moments. And, they learn throughexperience. Mentors engage in learning through the Inclusive Mentoring Project. They then design andimplement strategies to create an inclusive learning experience for participants. In 2020, the curricula willbe improved to integrate an ongoing conversation around Inclusive Excellence.TIME MANAGEMENT, PRIORITIZATION, RESOURCE MANAGEMENT (OPERATIONAL MANAGEMENT)Participants develop the operational management competency through time management, prioritization,continuous improvement and resource management skills. The skills are taught independently, e.g.,Successive Approximation and Chunking. And, they are incorporated into other Leadership skills, e.g., EnAble, Model and Job Enrichment. The skills are approached from a vision-directed, organizational andemployee-focused perspective, and are part-and-parcel of the larger endeavor around employeeengagement and creating enriching work for all OSU employees.CREATIVE THINKING, INNOVATION, EXPERIMENTATION, LEARNING (INNOVATION)Creative thinking, innovation, experimentation, learning and engaging others in creativity are fundamentalleadership competencies. They all contribute to the Innovation competency. Participants learn the VisionImperative, which requires that all actions and behaviors generate vision-directed, value-based outcomes.It follows with the assertion that a central leadership role concerns realizing the vision, mission andvalues. It then highlights the gap between current reality and the vision realized, and states that leadersstand in the gap. The gap is the creative space in which leaders receive on-going Leadership Calls-to-Actionand have opportunities to create, innovate, and learn the way to the Vision.Kristen Mägis, Ph.D., June 2020Senior Leadership & Professional Development ConsultantUniversity Human Resources7

LCI: EMERGENCE & MANAGERS AS LEADERS COMPETENCY MODELIn every session of every LC, participants are challenged to consider new information, to consider oldinformation in a new way, to consider ideas that challenge old ways of thinking, to experiment withinnovations, to intentionally and systematically learn from the experiments and to integrate newsuccessful practices into their work. LCI: Emergence and Managers as Leaders provide foundational skillsand practice in innovation through sessions such as Challenge, Model and Encourage, the Self-Directed Learnerscurricula, and practices such as Successive Approximation and Chunking.DECISION-MAKING (SAME)General: Participants learn that all decisions generate outcomes. Hence, decisions must be madedeliberately, their impact must be tracked, and future efforts must be adjusted to integrate lessons frompractice. One of the primary drivers of decision-making is potential contribution to vision, mission andvalues. Couched within this context, participants must necessarily consider both potential immediate andlong-term impacts of decisions.Context-Specific: Leadership requires decision-making in dynamic and diverse contexts, which in turnrequires general principles of decision-making paired with context-specific information and tools.Participants learn decision-making within the specific context of every leadership skill.DEVELOPING LEADERS & TEAMS (SAME)The second course goal is to unleash the potential of all people, which necessarily includes thecompetency of developing leaders and teams. Relationships internal and external to the work unit areconsidered, and the notion of Vision Community is introduced. LCI: Emergence and Managers as Leadersfocus on relationships internal, or close, to the work unit. Participants are challenged to learn and employpeople’s strengths and abilities. Part-Time Leadership, and Visioning Community teach the development offuture leaders. Skills such as En-Able and Job Enrichment ensure people receive the supports necessary tosucceed in their jobs, and have jobs that are enriching, fulfilling and meaningful.CULTURE & CONTEXT (ORGANIZATIONAL MANAGEMENT)Participants develop skills related to the Culture & Context competency. All leadership actions are taken insocial contexts that have associated cultures. So, it is imperative that participants learn how to read theculture and context of particular situations and respond accordingly. Participants learn the VisionConnection and Inspiration skills to engage people with the vision, mission and values in a way that honorspeople’s culture and context. And, they learn skills to design actions suitable to the culture and contextof particular settings, i.e., Soft Power, Hard Power and Smart Power.EMPLOYEE ENGAGEMENT (NO COROLLARY IN L&M COMPETENCY MODEL)The second course goal, i.e., unleashing the potential of all people, requires that participants develop theemployee engagement competency. Participants develop Vision Connections, 10k Moments and Inspirationskills to assist employees to discover their connection to the vision, mission and values and to engagewith those connections to make valuable contributions to vision-directed, values-based outcomes. Theydevelop the Job Enrichment skill to design work to be fulfilling and meaningful, and the En-Able skill toensure employees receive the necessary supports to be successful in their jobs. And, they learn skills tofacilitate ongoing employee success, i.e., Model, Encouragement and Challenge.COLLABORATION (NO COROLLARY IN L&M COMPETENCY MODEL)The Collaboration competency is a fundamental precept underlying all the collaboratives. Collaborationskills are taught, practiced in-session and used as a primary pedagogical strategy. Collaboration skills areincorporated into all the leadership skills.Kristen Mägis, Ph.D., June 2020Senior Leadership & Professional Development ConsultantUniversity Human Resources8

LCI: EMERGENCE & MANAGERS AS LEADERS COMPETENCY MODELParticipants immediately engage in collaboration. The collaboration includes the participants, theirsupervisors, the mentors and the course instructor. To apply, applicants and their supervisors mustcollaborate to ensure the opportunity is appropriate, and to ensure the applicant’s work expectationsfacilitate full participation for the duration of the course. Throughout the course, the supervisorcollaborates with the participant and the instructor to facilitate on-the-job learning and application. Thepedagogy, i.e., social learning, collaboration, mentored learning, is introduced immediately. Participantswork in Learning Teams facilitated by Mentors for the duration of the course, and practice collaborationskills throughout.Kristen Mägis, Ph.D., June 2020Senior Leadership & Professional Development ConsultantUniversity Human Resources9

TRANSFORMATION & COLLABORATION COMPETENCY MODELLC II: TRANSFORMATION & COLLABORATIONCOMPETENCY MODELKristen Mägis, Ph.D., June 2020Senior Leadership & Professional Development ConsultantUniversity Human Resources10

TRANSFORMATION & COLLABORATION COMPETENCY MODELCOMPETENCY MAPTo examine detail related to each LCII: Transformation & Collaboration Competency, click on thecompetency. To return to this page, click on the competency subtitle on the description page. To seethe Leadership skills that contribute to the competency, reference the Table of Competencies &Associated Skills.LCII CompetencyOSU CompetencySelf-Awareness, Engaged Self-Directed LearningManaging SelfStrategic Vision & LeadershipSamePersonal AccountabilityAccountabilitySystems ThinkingSystems UnderstandingCommunicationCommunication & ListeningTime Management, Prioritization, Resource ManagementOperational ManagementCreative Thinking, Innovation, Experimentation, LearningInnovationDecision-M

LEADERSHIP DEVELOPMENT PROJECT COMPETENCY MODEL Kristen Mägis, Ph.D., June 2020 Senior Leadership & Professional Development Consultant 2 University Human Resources INTRODUCTION This document illustrates how the Leadership Development Project courses contribute to the OSU Leadership and Management Competency Model.