1.5 - About University

Underlyingcharacteristics Definition A leadership example1. Motives2. Traits3. Self-concept4. Knowledge5. SkillsWhat people consistently think about or desire.Motives direct behavior toward or away fromcertain actions and goals.Emotional characteristics that are the buildingblocks of personality. They result in predictableresponses to situations.The mental image of one’s self, includingattitudes, values, and self-image.Knowledge a person has in specific contentareas, that can be used to produce results.The ability to perform specific physical ormental tasks in order to produce results.Achievement-motivated leaders consistently setchallenging goals for themselves, take personalresponsibility for results, and use feedback toimprove.[☛ 1.7 Results-Based Leaders]Rather than acting defensively or blowing upunder stress, confident leaders approach andsolve problems constructively, buildingrelationships in the process.[☛ 15.2 Emotional Intelligence]Confident of their worth, effective leaders believemost people can be effective in most situations.[☛ 14.1 Scarcity and Abundance, 15.3 JoHariWindow]Knowledge of a wide range of leadership toolshelps leaders select and tailor the tools to theirunique circumstances.Effective leaders use analytic skills (processingknowledge, determining cause and effect) andconceptual skills (recognizing patterns incomplex data).[☛ 7.2 Problem Solving, 7.5 Decision Making,7.7 Quality Tools]H OW TO USE THIS LEADERSHIP TOOL“In complex jobs, competencies are relatively more important in predicting superior performance than are taskrelatedskills, intelligence, or credentials.”—Lyle and Signe Spencer, COMPETENCE AT WORKData for developing job competencies can be gathered by observing a job being performedeffectively (e.g., observing critical job-related incidents), or through behavior-based interviewing.As complexity and informed judgment are required, this work is best done by a small taskforce of internal stakeholders, along with assistance from a professional who is skilled in developingjob competencies. [☛ 1.10 The GAS Model]Use the workspace provided to begin the process of identifying competencies for a particularjob. Distinguish between behaviors required for satisfactory performance and those thatdifferentiate a superior level of performance. You are likely to find that the difference is morerelated to how a job is performed than to what is being performed (i.e., most people typicallyfollow the same basic procedures, practices, and policies).416 SECTION 13 TOOLS FOR LEADING PERFORMANCE