The Essential Competency of Administrators of Distinctly Christian - - PowerPoint PPT Presentation

The Essential Competency

• f Administrators of

Distinctly Christian Schools

Do we ever not do smart things?

The tribal wisdom of the Dakota Indians, passed on from one generation to the next, says that when you discover you are riding a dead horse, the best strategy is to dismount. However, in modern business, because of the heavy investment factors to be taken into consideration, often other strategies have to be tried with dead horses, including the following:

• Buying a stronger whip.
• Changing riders.
• Threatening the horse with termination.
• Appointing a committee to study the horse.
• Arranging to visit other sites to see how they ride dead horses.

Lowering the standards so that dead horses can be included. Reclassifying the dead horse as living-impaired. Change the form so that it reads: "This horse is not dead." Hire outside contractors to ride the dead horse. Harness several dead horses together for increased speed. Donate the dead horse to a recognized charity, thereby deducting its

full original cost.

Providing additional funding to increase the horse's performance. Do a time management study to see if the lighter riders would

improve productivity.

Declare that a dead horse has lower overhead and therefore performs

better.

Promote the dead horse to a supervisory position.

Background

Dissertation research completed in 2011 The research focused on developing a competency model

for leaders of social services agencies in the non-profit sector

Business/For Profit Government Non-profit

Background

Why? – little research on competency models for leaders

• f social services organizations

Competency has been widely studied.

Healthcare/medical Education Business

Definitions

Competent

An individual is deemed competent when he or she is able to

accomplish a given task effectively (Woodruffe, 1991 as cited in Le Deist & Winterton, 2005).

Definitions

Competencies

These are specific statements that define areas of expertise

viewed as essential for success in a given context. These would include competency characteristics or capabilities such as motives, traits, self-concept, knowledge, and skills (Spencer & Spencer, 1993, pp. 9-11). The motives and self concept in competency include a self awareness that includes a realistic view of personal strengths and weaknesses along with personal goals and values (Lowney, 2003, p. 98).

The need for competency models

The idea and development of competency models

Was first viewed as an replacement IQ testing as a means of

anticipating success

Recognized that not just skills (what a leader did) mattered Took more of a holistic approach

The need for competency models

The looming staffing crisis in non-profits prior to 2008

Recruitment – is there a match between individual and the role Training/Development – what did someone need to learn

Example –

Education – post 2008 retirements slowed Significant turnover in next five years Varying levels of competency models are used to ensure teacher

preparation

The need for competency models

More business type skills being expected

Planning Marketing Budgeting Fundraising Data analysis

More expectations related to outcomes

Donors Students/parents

The need for competency models

Competencies models can assist in two key areas

Recruitment of leaders Development of leaders

Main Research Question

“In your opinion, what are the skills, knowledge, traits, motives, and self-concept/self-understanding that are essential for executive-level leaders in nonprofit, social services organizations?”

Roles of the Non-profit Leader – Nanus & Dobbs

Outside the Organization Inside the Organization Present Operations Future Possibilities Politician & Campaigner Visionary & Strategist Coach Change Agent

Competency Results from Boyatzis

Cluster Competency Threshold Competency

Goal and action management

• Concern with impact
• Diagnostic use of concepts
• Efficiency orientation

Leadership

• Proactivity
• Conceptualization
• Self-confidence
• Logical thought

Human resource management

• Use of oral presentations

Directing subordinates

• Managing group process
• Accurate self-assessment
• Positive regard

Focus on other

• Use of socialized power
• Developing others
• Spontaneity
• Use of unilateral power

Specialized knowledge

• Perceptual objectivity
• Self-control
• Stamina and adaptability
• Specialized knowledge

Competency Results from Spencer & Spencer

Cluster Competency

Achievement & Action

• Achievement Orientation
• Concern for order, quality and accuracy
• Initiative
• Information seeking

Helping and Human Services

• Interpersonal understanding
• Customer orientation

Impact and Influence

• Impact and influence
• Organizational awareness
• Relationship building

Managerial

• Developing others
• Directiveness
• Teamwork and cooperation
• Team leadership

Cognitive

• Analytical thinking
• Conceptual thinking
• Technical/professional/managerial expertise

Personal Effectiveness

• Self-control
• Self-confidence
• Flexibility
• Organizational commitment
• Other personal characteristics & competencies (pp.25-88)

The short comings of the generic models

Not sector specific Do not take into consideration the "missional" focus of what

administrators do

What was learned

Competencies were identified covering:

Skills – what the leader does Knowledge – what the leader knows Traits – who the leader is Motives – why s/he does what they do Self-concept/self-understanding – confidence,

• utcome focused, willing to take responsibility,

humble

Similarities with existing models did exist but

with key differences

Competency for Non-profit Leaders

Category Competency Motives Commitment to Mission/Purpose Skills Communication/Listening Traits Work/Professional Traits Skills Building/Managing a Team Skills Organizational Planning & Development Skills Respect for people Knowledge Board Function & Development Motives Meaningful Work/Seeing Results

Competency for Non-profit Leaders

Category Competency Skills Financial Management & Development Skills Problem Solving Self-Concept Development/Success of Organization Skills Leadership Perspective Knowledge Information/Learning Skills Self-Concept Outcomes Focus/Results Oriented Traits Interpersonal skills/Traits Self Concept Humble

How to develop a competency list for a specific role

Gather the right team

Represent a variety of perspectives Have solid working knowledge of some aspect of the role

Give yourself enough time

Plan on multiple meetings Need opportunity for dialogue and refinement

Think broadly about what needs to be accomplished

(Nanus & Dobbs)

How to develop a competency list for a specific role

Understand current organizational status Develop with a view to the future Consider the person of the leader

We lead from the inside out Who you are will eventually show

Questions?

Contact info –

Chris Vetter Corban University cvetter@corban.edu