CONTENTS

Introduction To The Project 3

Rationale 4
Statement of problem 5

All about Competencies 7

Purpose 8
Types 9
Introduction of specific competencies 11
What makes leader incompetent ? 14

All About Leadership 15

What I Leadership? 16
Leadership Versus Management 17
Leadership And Management 19
Background Information 21
Underlying Literature 22
Leadership Development 24
Leadership v/s management competence 28

Research methodology 31
Data analysis 32
Leadership competency model 33

Respective Reccomendations:

1|Page
a) Team working 35
b) Support and encouragement 37
c) Respect 38
d) Participation 40
e) Work atmosphere 42
f) Team goals and shares information 44
g) Demonstrate trust 46
h) Enviornment Of Mutual Respect 47
i) Transparency 49
j) Team spirit 50
k) Credit of worth 52
l) Support from other team members 53
m) Flexibility 54
n) Takes personal interest 56
o) Reciprocate support to others 58

Annexures 61
Results 79
Interpretation 82
Limitations 82

Bibliography 108

Journals:
Leadership Competencies : University of Maribor, Slovenia
OPQ32 Report
Leadership and competency model: University of Michigan

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Introduction To The Project
Competencies are described as discrete behavioral traits, which are
relevant to job performance. These behavioral traits should be
observable and they depend on factors like ability, personality,
knowledge, skill and motivation levels of the Individual. My intention in
producing to target and develop the competencies in jobs, specifically
targeted for the department heads (Band O-A Managers). Before we
look at a plan to take effective action for skill & competency
development, it is helpful to understand why competency gaps may
have emerged in a manager’s assessment and feedback. Here are a
few general reasons as to why managers may not have demonstrated
the required behavior:

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 The Rationale of The Research

Shortage of successful, efficiently and effectively managed organization

has been a disturbing phenomenon in Organizations. It is the aim of this
study to identify the factors that mitigate against effective organizational
growth and national growth and develop models for predicting the future
organizational leadership needs in Organizations

The following research questions are also relevant to this study:

1. How do competencies and leadership relate to each other?
2. What leadership strategies are adopted by organizational leaders in
indigenous companies in developing nations?
3. Which of these strategies predominate(s)?
4. What environmental constraint(s) influence the adoption of these
strategies?
5. How efficacious have these been in achieving organizational objectives?
6. What alternatives or modifications could be suggested to improve
organizational effectiveness.
7. What are the keys to leadership?
8. What are the most important ingredients for leadership?
9. What is the ultimate test for leadership?
10. What are the indispensable qualities of leadership?

4|Page
 STATEMENT OF THE PROBLEM

In management, there is a consensus that the contingency approach

to leadership is most appropriate. Leadership style adopted should
depend on the values and personality of the leader, the subordinates
and the organizational culture. The challenges of the study is to un-
earthen the role of culture in shaping the leadership strategies of
indigenous organizational leaders in developing organizations and their
effectiveness in helping achieve organization objectives.

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 All about
competencies

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Competencies

A competence in general can be understood as the ability of an

individual to activate, use and connect the acquired knowledge in the
complex, diverse and unpredictable situations.

According to: (Perrenoud,1997, in Svetlik, 2005). Gruban (2003)

”Competencies” as the ability to use knowledge and

other capabilities, necessary for successful and efficient
accomplishment of an appointed task,transaction of work, goal
realization, or performance of a certain role in the business process.
Competencies encompass knowledge, expertise, skills, personal and
behavioural characteristics, beliefs, motives, values, etc. They are
behavioural records of the roles, which people perform in
the work processes.

Overview Of Leadership Competencies

Changes in organizations are more and more common. They appear at

faster pace and employees are expected to be even more adaptable.
Leaders play an important role in setting an example for
all those values, behaviors and considerations expected from
employees. Leaders have to achieve that changes in an organization
are accepted and implemented in a way resulting not only in
better job performance but also in general understanding and
satisfaction of all.

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WHAT IS THE PURPOSE OF COMPETENCIES?

Behavioral scientists and organizational development professionals

seek to improve individual and group work processes through the
application of systematic procedures andresearch-based principles. Job
analysis techniques, and to a lesser extent competency modeling,
have long been used to establish the requirements of jobs and
positions throughout organizations and provided input to selection,
training, and management practices. Knowledges, skills,
abilities, other characteristics (KSAOs), tasks and functions, and more
recently competencies have become the building blocks of leadership
selection and development processes.
Competencies have become a more prevalent method of identifying
the requirements of supervisory, managerial, and leadership positions,
rather than job or task analysis techniques, because they provide a
more general description of responsibilities associated across these
positions (Briscoe and Hall, 1999).
Employees want information about what they are required to do (or
confirmation of what they think they are supposed to do) in their jobs
or positions. The operative word here is ‘do’.
They typically do not want to know what they are supposed to ‘be’.
This simple representation of leadership requirements helps us
establish a context for evaluating leadership competencies
and frameworks/models. Those that are stated only as traits,
characteristics, or in attribute terms are, in our estimation, less
valuable than those that are stated in task, function, and behavioral
terms. However, models that address both aspects of leadership may
prove to be more valuable to more individuals.

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Competencies generally found in Leaders

An antecedent is here understood as a precondition for a leader’s

individual competencydevelopment. One of the purposes of this study
is to find out to what extent a particularantecedent is actually
associated with a particular leadership competency.

 Work experience (Svetlik, 2005; Medveš, 2006).

 Characteristic of the environment, and
 Consulting,
 Work introduction,
 Primary socialization,

In addition, other included antecedents are:

 Secondary socialization (education, friends) (Cugmas, 1991),

 Mentoring, coaching, and on-the-job training (Allio, 2005; Kim, 2007),
 Workshops, individual coaching sessions (Rappe and Zwick, 2007).

Cognitive competencies

 Problem solving,
 Strategic thinking,
 Analytical skills, and
 Numerical abilities (Svetlik, 2005; Medveš, 2006).

Functional competencies

 Language and communication skills,

 Technological skills (IT, media etc.),

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  Multicultural competencies (knowledge of a general and other
cultures, foreign
 languages, etc.),
 Learning abilities and personal development,
 Career planning skills,
 Managerial skills, and
 Decision skills (Svetlik, 2005; Medveš, 2006).
 In addition, other functional competencies are:
 International environment skills, and
 Globalization skills

Personal and social competencies

 Self-direction,
 Interpersonal skills,
 Teamwork skills,
 Compassion
 Integrity,
 Mobilizing skills,
 Personal and social values, and
 Ethical dimensions (Svetlik, 2005; Medveš, 2006).
 Character, creativity and compassion (Allio, 2005).

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 Introduction

Five dimensions of leadership competency are described in this report.

 Self Management
 Leading Others
 Task Management
 Innovation
 Social Responsibility

A graphic depiction of this model is presented on page six. Although

there are many things that leaders are expected to do, these five
dimensions capture the primary categories that are considered the
most important for leadership success.
Each of the dimensions includes several core competencies that are
considered valuable skills, abilities, behaviors, attitudes and knowledge
areas in which leaders are expected to excel. This report describes
each competency dimension by:
a) Displaying a model of the core competencies for that
dimension,

b) Defining the leadership dimension,

c) Providing examples of excellent and poor leadership behavior
for that
dimension,
d) Defining the core competencies for that dimension, and
e) Identifying situations that require focusing on that dimension.

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Self Management Dimension

Good leaders know their own values, strengths, and limitations and
are able to control their emotions and behaviors. They must strive for
personal development by engaging in continuous learning and being
willing to seek help when needed or admit when they have made a
mistake. They should be able to adapt to stressful or dynamic
situations and be able to maintain a balance between their work and
non-work lives.

Leading/Inluencing Others Dimension

Leaders must maximize the potential of others and motivate them to

attain shared goals. They must be able to manage individual and
group performance with an understanding of group dynamics and
team building. Leaders must actively listen and communicate
effectively to persuade others and build consensus and trust. They
should understand and be empathic toward individual’s emotions and
needs and be able to resolve conflicts in a respectful manner.

Task Management Dimension

Leaders use task-specific knowledge and experience to guide the

group to attaining its goals. Leaders must engage in problem solving,
delegation, time and resource management, and eliminating barriers
to performance. Leaders also must strive for results and provide
feedback to ensure effective contributions from all constituents

Innovation Dimension

Leaders must be able to think creatively while taking initiative and

calculated risks. Effective leaders have a vision beyond the immediate
work of the group. This involves exploring and integrating diverse
perspectives and recognizing unexpected opportunities.

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Social Responsibility Dimension

Leaders must act with integrity, honesty, and justice. They must work
in the best interest of others, showing respect and empathy for unique
individual and cultural differences. Good leaders create a culture that
promotes high ethical standards along with personal, organizational,
and civic responsibility. Ethical leaders recognize and conduct
themselves in concert with universal moral principles as well as
specific values, laws, and ethics relevant to their group or organization

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What makes a Leader incompetent???

Lack of opportunity:

The current job may not provide adequate opportunities to exhibit a

particular Competency . Therefore, the feedback providers may not
have had the opportunity to see the manager demonstrate a particular
competency.
Once this is recognized, development activities that would increase the
manager’s opportunity to demonstrate that competency in his current
job, should be assigned.

Lack of Knowledge:

The manager may currently lack the necessary knowledge to

demonstrate the Behaviors . The appropriate response should be to
create a personal development plan, which will allow him to acquire
and practice the required new behaviors

Barrier:

The manager may feel discouraged or prevented from performing the

desired behaviors by some sort of barrier. The barrier could be a lack
of necessary information or organizational roadblocks. The appropriate
response is to develop a plan to problem-solve with the right people or
group to remove or work around the barrier.

Lack of Skill:

Skill is defined as the ability, coming from one's knowledge, practice,

aptitude, etc., to do something well. For a manager to be proficient at
his job he must have a certain amount of skill. If this skill is absent
then the manager will not be able to produce the desired kind of
results. Because of this lack of skill, the manager would not exhibit
certain behavioral traits. The response should be to first define the skill
level required for different job profiles and then they try and bridge
the gap between the actual and the desired skill level.

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All About Leadership

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 What is leadership?
Leading people, Influencing people, Commanding people, Guiding
people.
Leadership is one of the most salient aspects of the organizational
context. However, defining leadership has been challenging. The
following sections discuss several important aspects of leadership
including a description of what leadership is and a description of
several popular theories and styles of leadership. This page also dives
into topics such as the role of emotions and vision, as well leadership
effectiveness and performance. Finally, this page discusses leadership
in different contexts, how it may differ from related concepts (i.e.,
management), and some critiques that have been raised about
leadership

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 Leadership v/s management
Over the years the terms management and leadership have been so
closely related that individuals in general think of them as
synonymous. However, this is not the case even considering that good
managers have leadership skills and vice-versa. With this concept in
mind, leadership can be viewed as:

 centralized or decentralized
 broad or focused
 decision-oriented or morale-centered
 intrinsic or derived from some authority

Any of the bipolar labels traditionally ascribed to management style

could also apply to leadership style. Hersey and Blanchard use this
approach: they claim that management merely consists of leadership
applied to business situations; or in other words management forms a
subset of the broader leadership process. They say: "Leadership
occurs any time one attempts to influence the behavior of an individual
or group, regardless of the reason. Management is a kind of leadership
in which the achievement of organizational goals is paramount." And
according to Warren Bennis and Dan Goldsmith, A good manager does
things right. A leader does the right things."

However, a clear distinction between management and leadership may

nevertheless prove useful. This would allow for a reciprocal
relationship between leadership and management, implying that an
effective manager should possess leadership skills, and an effective
leader should demonstrate management skills. One clear distinction
could provide the following definition:

 Management involves power by position.

 Leadership involves power by influence.

Abraham Zaleznik (1977), for example, delineated differences between

leadership and management. He saw leaders as inspiring visionaries
concerned about substance while managers he views as planners who
have concerns with process. Warren Bennis (1989) further explicated a
dichotomy between managers and leaders. He drew twelve distinctions
between the two groups:

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  Managers administer; leaders innovate.
 Managers ask how and when; leaders ask what and why.
 Managers focus on systems; leaders focus on people.
 Managers do things right; leaders do the right things.
 Managers maintain; leaders develop.
 Managers rely on control; leaders inspire trust.
 Managers have short-term perspective; leaders have long-term
perspective.
 Managers accept the status-quo; leaders challenge the status-
quo.
 Managers have an eye on the bottom line; leaders have an eye
on the horizon.
 Managers imitate; leaders originate.

Managers emulate the classic good soldier; leaders are their own
person

 Managers copy; leaders show originality.

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 Leadership And Management

What is leadership, and what is the difference between leadership and

management?

In a nutshell, the difference between leadership and management is:

 Leadership is setting a new direction or vision for a group that

they follow, ie: a leader is the spearhead for that new direction

 Management controls or directs people/resources in a group

according to principles or values that have already been
established.

The difference between leadership and management can be illustrated

by considering what happens when you have one without the other.

Leadership without management

...sets a direction or vision that others follow, without considering too
much how the new direction is going to be achieved. Other people
then have to work hard in the trail that is left behind, picking up the
pieces and making it work. Eg: in Lord of the Rings, at the council of
Elrond, Frodo Baggins rescues the council from conflict by taking
responsibility for the quest of destroying the ring - but most of the
management of the group comes from others.
Management without leadership
...controls resources to maintain the status quo or ensure things
happen according to already-established plans. Eg: a referee manages
a sports game, but does not usually provide "leadership" because
there is no new change, no new direction - the referee is controlling
resources to ensure that the laws of the game are followed and status
quo is maintained.
Leadership combined with management
...does both - it both sets a new direction and manages the resources
to achieve it. Eg: a newly elected president or prime minister.
Some potential confusions...
The absence of leadership/management is not to be confused with
participatory or facilitative management, which can be a very effective
form of leadership.

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Also, the absence of leadership should not be confused with the type
of leadership that calls for 'no action' to be taken. For example,
Gandhi's calls for protests to stop demonstrated great leadership,
because taking no action was a new direction for the Indian people at
that time.

Symbolic Leadership
When a leader acts as a figure-head without setting any direction,
technically this is not leadership. However, the figure head may be
viewed as a leader. For example, in the UK, the monarch is often
viewed as a leader, but actually provides very little leadership (most of
the 'leadership' in the UK comes from political figures).

However, if a new group sets a direction of its own accord, it will often
express that new direction in the form of a leader. For example,
Nelson Mandela was regarded as a great leader even though he was in
prison and unable to communicate with his followers! And he had been
historically classified as a "terrorist"! Yet his symbolic power grew
across the world. This was because he was a symbolic spearhead of
the anti-apartheid movement.

However, Nelson Mandela was more than just a symbolic leader. When
he was released from prison, he showed great leadership in the
statesmanship he showed, and in reaching out a hand of friendship to
his oppressors. This landed a double-whammy blow against the
apartheid regime, because:

 During the period when Nelson Mandela was imprisoned (when

his ability to provide personal, direct leadership was limited) he
continued to grow in power and influence as the symbolic leader
for the anti-apartheid movement.
 Following his release from prison, he demonstrated actual
leadership.

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Back Ground Information On Subject

Leadership is a process, which allows management to be proactive rather

than reactive in shaping its own future. A focused organizational leader
provides and establishes visionary leadership to his organization. He
understands and appreciates the dynamic nature of business
management. He formulates responsive options to the changes in the
management environment. He develops viable strategies based upon
sustainable competitive advantages. A good organizational leader
develops a proactive approach to strategic management, where by
management rather than just identifying and responding to change,
anticipates or even create the change. Unfortunately the lack of these
qualities is the bane of indigenous business organizations in developing
countries. It is therefore expected that the findings of this study will go a
long way in improving the leadership class organization itself. The natural
qualities of an individual in the environment in which he operates on daily
events as they unfold coupled with other factors do influence his
leadership pattern. Leaders are not as such born, but are in fact made. A
manager may be a boss but not necessarily a leader. Armstrong (2001)
laid out four main characteristics of transformational leadership when he
discussed the transformational leadership of sports teams’ coaches,
emphasizing: ethical behavior, sharing a vision and goals, improving
performance through charismatic leadership and leading by example. This
shows a simplified version of the components of transformational
leadership provided by Bass (1995), which also has four elements
intellectual stimulation, individual consideration, inspirational leadership
and idealized influence. Though, many leadership researchers have
argued in support of effective leadership having a positive impact on
behavior with in organizations, especially transformational leadership’s
role in improving many factors of organization.

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 Underlying Literature
Developing personalities is a tedious and time-consuming job. Human
beings start developing their personalities in their formative years and
hence changing it drastically in order to enhance performance takes a
lot of time and effort.
It can only be done through the individual’s own effort. The
organization can guide him and cannot do much more. Another
challenge we face while developing personality traits of a person is the
difficulty in measurement of progress. It is also very difficult to gauge
the degree of change of a personality trait.
Therefore, we shall deal with factors of developing behavioral traits
that are Comparatively easy to develop and measure. This should not
give the impression that personality is not an important
factor in these behavioral traits, here we just understand the
limitations of our work and realize that dealing with personality factors
under the given conditions would not be fruitful. We would mean while
discuss in length the impact; different personality factors have on the
various behavioral traits. In this training schedule, we will look to
address the development of two of the contributing factors to the
behavioral traits of the manager i.e. knowledge and the skill of the
managers. These factors can be developed and measured with relative
ease compared to the other factors.
Knowledge is the basic set of facts that a manager should be aware of,
in order to exhibit the behavioral traits, which result in better job
performance. Without this knowledge, the manager does not stand a
chance in being proficient at his job. After acquiring the required
amount of knowledge, the personality of the manager pushes the
manager to use this knowledge to enhance his skills so that eventually
his performance becomes better.
In other words, knowledge is the base on which the skills are
developed. The personality of the manager pushes him to develop
these skills and determines the extent to which these skills are
developed.
Let us understand this concept with the help of an example. We will
take the example of the behavioral trait: “Key indicators are effectively
transmitted to the senior management.”
The manager can only exhibit this behavioral trait if he knows what a
key indicator is and what the specific key indictors for his organization
are. This is the “knowledge” part of the behavioral trait. Without this
knowledge he would never be able to effectively transmit the key
indicators to the senior management, in other words he would never
be able to exhibit the specified behavioral trait. On the other hand, in

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order to effectively shift through data and identify key indicators a
manager should be able to comprehend data well and subsequently
should be capable of analytical thought. If the manager has an
evaluative bend of mind i.e. he is capable of critically evaluating
information, can look for potential limitations and can focus on errors,
then that automatically pushes him to improve his ability to think
analytically and consequently improves his skill for this behavioral
trait.

Hence, as we can see, the personality traits of the manager naturally

propel the manager to pursue and acquire these skills.
The model shown below is a pictorial depiction of this trend. The
knowledge is the base and the personality pushes the person to
acquire the skills, which ultimately lead to better performance.

The depiction and the explanation above tell us that it is imperative for
the managers to have the basic knowledge required to exhibit the
behavioral traits. It also shows us the role of personality of the
manager in improving his skill level.
As modification and measurement of personality factors is very
difficult, we here aim to provide the manager with the tools to develop
his knowledge and skill for specific behavioral traits.
We shall look at individual competencies and aim to identify and
provide tools for developing the knowledge required for the manager
to exhibit those traits.
Subsequently we shall identify skills and ways of acquiring those skills
for the managers. The impact of the various personality factors on the
various behavioral traits would also be discussed.
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 Leadership Development

In today’s competitive corporate scenario where there is a minimal

level of differentiation between organizations, what makes a big
difference in business success is the productivity and efficiency of the
human resource of the organization. Organizations are consistently
striving to develop business leaders who can lead them to business
success. Competency identification and development are means to an
end, which can be termed as “High Performing
Organizations”. These business leaders can be developed in the
depicted manner using competency as a base:

High Performing Organizations are the ultimate end we have talked

about above and are result of various high performing individuals and
well-tuned systems working together. The leaders and systems
interact at various levels in the manner described :

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Within a Business context and specific to a company, Competency
describes a specific set of behaviors, which have been found to lead to
superior Job Performance. The behavior is based upon an individual’s
knowledge, skills, personality, values and motives. Competencies are
recurrently defined in clear displayed behavioral terms and are
possible to be observed in day-to-day work. To take an example,
someone who is a successful leader could be observed to
“Provide the team with a clear sense of direction, take charge,
organize resources and steer others towards successful task
completion”. These behaviors can be clubbed into a cluster and the
whole cluster can be termed as “Providing direction” which is a subset
of Leadership Competency.
The following ICEBERG analogy brings a deeper understanding of the
term COMPETENCY. An individual brings with him a set of
Skills,
Attitude and
Knowledge etc,
which is in various combinations; enable an individual to display
certain behaviors. Skill and knowledge makes the smaller segment and
are relatively easier to observe and develop whereas the deep
underneath elements of attitude, talent, values are difficult to observe
and develop. Together all these

25 | P a g e
interact to help deliver effective or ineffective behaviors in job
situations.

Competencies always include an intent, which is the motive or trait

force that causes action toward an outcome.

Competency therefore is defined as:

“Competencies are sets of behaviors that are instrumental in the

delivery of superior job performance”

In other words competencies are the “How” of performance vis-à-vis

goals and
targets, which are the “What” of performance.

26 | P a g e
They are important because they provide employees with a roadmap
of the kinds of behaviors that will result in excellent performance.
When organizations know the competencies required for excellent
performance in a job or role they can select and develop employees to
perform with set of behaviors leading to superior performance.

Research has shown that competencies are those behaviors that

“Excellent Performers exhibit much more consistently than average
performer”.
It is sometimes debated that whether intelligence quotient is a true
indicator of job performance. However a number of studies across the
globe have shown that only high IQ does not lead to superior
performance. In managerial and leadership roles IQ, EQ, SQ, LQ etc
lead to competency behaviors leading to superior performance and
success. David C McClelland, professor at Harvard University, laid the
foundation of the competency movement with the publication of his
seminal paper “Testing for Competence Rather Than Intelligence”. This
article questioned the practice of accepting IQ as the criteria for
selection and prediction of job performance and stressed on the need
for identifying and developing “competencies” for superior job
performance.

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 “Manager vs. Leader Competencies”
A MANAGER A LEADER

A short-range perspective . Has a long-range

perspective.
Plans how and when.
Asks what and why.
Eyes the bottom line
Eyes the horizon.
Imitates others
Originates.
Accepts the status quo. .
Challenges the status quo
Does things correctly. .
Does the correct thing
Seeks continuity
Focuses on goals for Seeks change.
improvement. Focuses on goals of
innovation
Power is based on position or
authority
Power is based on personal
influence.
Demonstrates skill in Demonstrates skill in selling
technical competence. the vision.

Demonstrates skill in Demonstrates skill in

administration. persuasion

Demonstrates skill in
supervision. . Demonstrates skill in dealing
with ambiguity.
Works toward employee
compliance. Demonstrate skills in
persuasion
Sets standard operating Plans tactics. Plans strategy.
28 | P a g e
 procedures. . Sets policy
Works toward employee
Relies on analytical decision- commitment.
making style. Relies on
intuitive decision-making Sets policy.
style.

Is risk cautious. .
Relies on intuitive decision-
Uses a “transactional” making style
communication style

Mostly uses an informational Takes the necessary risks

base including of data and
facts Uses a “transformational”
Communication style.
Builds success through
maintenance Uses an informational base,
including of data and facts
Does not want to experience
anarchy. Builds success through
employee
Plans, budgets, and designs of quality. commitment.
detail steps.
Does not want to experience
inertia.
Sets standards of
performance. . Develops the vision and the
strategies to
achieve it.
Develops the detailed plan to Sets standards of excellence
Develops the future direction
by gathering achieve results.
future trends.

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Research Methodology
Primary Data: Online Competency based leadership
questionnaire (UNIVERSITY OF MICHIGAN)

Secondary Data: Books

Internet
Journals

30 | P a g e
 Data analysis

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A Leadership Competency Model

Self Influencing Task Innovation Social

Manageme Others Management Responsibility
nt
Trait Behavioral Situational Transformational Leadership Ethics
Theories of Leadership Leadership Leadership Theory
Leadership Theories Theories
Path-Goal Leader- Decision- Charismatic Task-specific
Theory of Member Making Leadership Theory Ethical Standards
Leadership Exchange Theories of
Theory Leadership
Self-Image Influence Electronic- Systems Thinking, Cultural
Theories Tactics/ Leadership Open-Systems Diversity/ Civil
Persuasion Theories Theories Rights/Global
Awareness
Takes Group Task-specific Diverse, Reciprocate
personal Dynamics Knowledge & Interdisciplinary support to
(e.g., Experience Knowledge &
interest others
minority Experience
influence)

Flexibiity Oral and Goal-Setting Strategic Planning Recognizing

Written Defining
Communicat Moments
ion
Stress Conflict Delegation Creativity Defining Ethical
Manageme Management Issues
nt
Independen Team Providing Creating a vision Identifying
t, spirit Feedback Affected
Continuous (Praise & Parties/Conseque
Learning Criticism) nces
Acknowled Active Resource Recognizing Transperancy
ges Listening Management Opportunities
Mistakes

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 Introspectio Negotiation Time Goals Taking Initiative Empathy
n and shares
Information
Adaptation Coalition Problem- Inferential Thinking Support and
Building Solving encouragement
Demonstrate
Tolerance Political Participatio Resilience Trust
for Savvy
n
Ambiguity
Self-esteem Non-verbal Setting Entrepreneurial Risk Sense of Civic
Communicat Priorities Taking Responsibility
ion
Self- Extraversion Conscientious Persistence/Determin Integrity
efficacy ness ation
Courage Agreeablene Work Cognitive Ability Respect
ss Atmosphere

Emotional Emotional Position Power Credit of worth Compassion

Stability Intelligence
Internal Sense of Team Resourcefulness Mutual respect
Self- Humor working
monitoring
Self- Values Values Need to Test Status Values
actualizing Relationship Development Quo Citizenship
s of Others

Suggestions /
33 | P a g e
 Reccomendations

“TEAM WORKING”

Competency: Co-operates and works well with others in the

pursuit of team goals. Shares information and supports others.

34 | P a g e
Descriptor: Is an effective team player – interacts with multiple
interfaces within the organization as relevant. Coordinates with key
interfaces within the organization; collates information from different
sources and shares with his team members. An effective team player
is very good at networking. He interacts with multiple people within
the organization as relevant, so that the required information can be
acquired easily and conveniently from the various sources as and when
needed.
Not only acquisition of this information is important, but also, sharing
of this information with the team members is equally important to be
an effective team player.

KNOWLEWDGE SKILLS PERSONALITY FACTORS

High High High

35 | P a g e
36 | P a g e
K
:
g
d
e
l
w
o
n
m
T
f
r
P
n
a
v
i
t
M
B
s
b
I
d
h
S
k
W
“Supportive And Encouraging”

Competency:

h
r
L
l
k
s
g
n
a
r
o
i
h
v
p
u
t
T
e
B
c
r
u
e
a
n
g
h
t
p
o
s
l
i
I
C
a
e
u
r
v
i
s
h
t
o
g
n
b
P
l
i
k
s

37 | P a g e
Co-operates and works well with others in the pursuit of team
goals. Shares information and supports others.

Descriptor: Is willing to support his staff and encourages them to bring out their
Best. This descriptor is from the viewpoint of a team leader. The team leader should
always be willing to provide the necessary support to his/her team members and help
them, as and when they need his/her assistance. He should motivate them to give in their
best to whatever they do.

P
D
:
r
o
t
s
l
i
k
S
e
p
c
F
y
a
n
g
n
w
I
e
k
s
p
i
d
a
s
a
o
t
c
r
s
l
i
s
a
t
n
f
d
o
t
m
e
e
b
r
s
.
t
“Respect and Responsible”

Competency: Co-operates and works well with others in the pursuit of

team goals. Shares information and supports others.

Descriptor: Treats others with respect and as responsible individuals.

 Team members should treat each other with respect, irrespective of
ones ’level, position or department (in cross functional team).
 Respecting others involves understanding and appreciating individual
differences.
 One should also respect and support other team members’
rights, thoughts and opinions.
 Communicating respect for other team members helps to reduce
conflict
and increase participation or assistance in obtaining information or
Completing tasks.
 For instance, in order to interrupt someone who is currently
preoccupied
with a task in order to obtain information needed immediately, it is
recommended that one should utilize a deferential approach with
language such as, "Excuse me, are you busy? I have an urgent matter
to discuss withbyou if you have the time at the moment." This allows
the receiving person to make his/her own judgment regarding the
importance of his/her current task versus entering into a discussion
with his/her colleague.

KNOWLEWDGE SKILLS PERSONALITY FACTORS

Low High High

38 | P a g e
S
s
l
i
k
g
d
e
l
w
o
n
K
p
r
e
t
n
I
y
t
i
l
F
D
s
r
e
P
a
c
n
o
p
:
t
a
r
T
g
n
i
t
s
u
r
T
l
a
n
o
s
s
r
o
t
c
a
s
l
i
k
e
h
s
d
a
n
o
i
t
r
T
m
E
y
l
w d
n
a
t
c
e
p
s
v
i
e
l
o
r
t
n
a
I
s
C
d
b
p
f
l
a
i
c
s
o
S
a
u
v
i
d
T
n
.
s
l
h
c
E
m
e
e
d
b
m
r
o
M
s
t
k
s
l
i

39 | P a g e
“Participation skills”

Competency: Co-operates and works well with others in the pursuit of

team goals. Shares information and supports others.

Descriptor: Gets his team members to participate effectively.

When working in a team a person is judged not only by results, but also by
how those results are achieved. And, effective participation is the key to
successful team results.
A good team player not only participates in the effective working of the
team, but also encourages other team members whose participation is lessto
increase their input.

KNOWLEWDGE SKILLS PERSONALITY FACTORS

HIGH MEDIUM MEDIUM

40 | P a g e
n
a
i
r
c
D
o
s
r
e
P
: r
o
t
p
y
t
i
l
n
K
g
d
e
w
S
s
l
i
o
k
o
t
c
s
r
a
F
·
h
t
l
o
G
i
k
s
m
a
e
T
·
m
a
e
·
b
M
m
T
n
P
i
a
u
s
r
e
o
v o
t
a
r
c
o
m
e
D c
i
t
r
p
V
d
i
n
u
m
o
C
t
a
s
c e
n
o
·
r
t
M
n
e
A
g
k
P
i
a
u
s
l
v e
a
d
t
c
f
l
e
v
i .
y

41 | P a g e
“Work Atmosphere”

Competency: Co-operates and works well with others in the pursuit of

team goals. Shares information and supports others.

Descriptor: Creates a work atmosphere where each individual is seen

as a team member.

KNOWLEWDGE SKILLS PERSONALITY FACTORS

HIGH HIGH LOW

This descriptor is from the viewpoint of the team leader. It is the

responsibility of
the team leader to create such a work atmosphere that brings a sense of
belongingness among the team members. This would increase their
commitment to group goals above and beyond their personal goals and
agendas. Also they would know their roles, feel a sense of ownership, and
see how they personally, and as a team, make a difference. Such a work
atmosphere can be created by laying down certain team values and common
goals.

42 | P a g e
P
a
n
o
s
r
e
g
d
e
l
w
o
n
K y
t
i
l
s
l
i
k
S
s
o
M
i
n
s
r
o
t
c
a
F
s
o
V
d
a
i
n
d
a
L
c
o
m
e
D
u
v
m
a
T
l
e
l
o
G
m
a
e
T s
r
i
t
a
s
s
sk
p
i
h s
l
i
c
a
S
t
n
e
r
u
C f
o
s
m
a
T
e
h
t

43 | P a g e
“Joy at work”

Competency: Co-operates and works well with others in the

pursuit of team goals. Shares information and supports others.

Descriptor: Creates a sense of joy in the work.

This descriptor is relevant for all team members, but is especially
significant for the team leader. It is the responsibility of the team
leader to create a sense of joy in the work. This is because culture
flows from top to bottom. If the team leader does not allow then it
may not be possible for other team members also to feel that joy
while working. So, the leader should try to draw all team members
into active and enthusiastic participation.

Knowledge
KNOWLEWDGE SKILLS PERSONALITY FACTORS

Low Medium High

p
i
r
c
s
e
D
s
l
i
k
S
e
l
d
o
s
r
w
g
a
n
F
y
t
i
K
P
o
t
:
r
c
a
o
t
r
s
s
t
a
e
r
C a
e
d
a
L
l
w
o
n
K
e
g
d
t
p
O
i
m
r
l
v
o
n
I
i
t
e
a
.
r
o
t
p
i
c
s
l
e
R
x
d
a
s
r
m p
s
c
n
e
s
o
f a
l
s
y
y
o
j
n
s
i
h
t
i
h
s
p
n
t
w k
s
l
i
e .
h k
r
o

44 | P a g e
“Demonstrate Trust”

Competency: Co-operates and works well with others in the

pursuit of team goals. Shares information and supports others.

Descriptor: Demonstrates trust in his people.

 Trust means confidence in team members and their efforts.

 Team members should demonstrate faith in each other to honor
 commitments, maintain confidences, support each other and
generallybehave predictably and consistently.
 Trust mainly includes three key components: commitment,
consistency andcapability.
 Commitment means both the commitment to each other
and to agoal or direction of the team.
 Consistency is doing as you say or walking the talk.
 Capability is the ability to accomplish what has been
promised.

 Establishment of trust leads to –

 Improved Relationships
 Increased Efficiency
 Enhanced Unity/Team cohesiveness
 Mutual Motivation
 Open Expression
 Information Equity
 Performance Reliability

KNOWLEWDGE SKILLS PERSONALITY FACTORS

Low Medium High

45 | P a g e
s
r
b
m
a
e
T
.
t
i
p
C
n
o
A
h
d
L
K
g
d
e
l
w
o
n
P
a
n
o
s
r
e
s
l
i
k
S
s
r
o
t
c
a
F
n
e
o
t
I
·
s
p
r

i
t
n
sg
u
r
T
·
i
k
s
l
y
t
i
l

46 | P a g e
l
a
“Mutual Respect”

Competency:Co-operates and works well with others in the

pursuit of team goals. Shares information and supports others.

Descriptor: Creates an environment of mutual respect – takes

initiative to
 Maintain relationships with coworkers.
 Mutual respect means giving space to each other’s views.
 Team members should try to maintain cordial relationships by
givingfeedback in the form of recognition for work well done,
rewards, byappreciating each other, etc.
 Team players should also give suggestions for how to contribute
better tothe team, and reminders of expectations and
commitments.
 Teams that allow time to play and for members to get to know
each otherstrengthen the bonds among team members.

KNOWLEWDGE SKILLS PERSONALITY FACTORS

Medium high High

47 | P a g e
e
r
C
t
a
s
K
e
D
n
p
i
r
c
s
t
:
o
l
w
g
d
n
a
e
v
m
o
r
i
e
P
o
s
r
a
n
l
y
t
F t
n
e
f
o
a
o
t
c
r
s
a
r
o
i
v
l
t
u
m
p
P
·
y
c
g
h
e
B
s
S
k
s –
t
c
e
l
a
s
e
k
a
l
f
r
p
L
g
n
i
d
o
M
t t
i
o
e
v
m
a
s
l
k
n
i
s
y
l
t
e
m
.
k
a
c
o
S
r
b
t
r
L
p
h
s
e
d
i
f
n
o
c
l
a i
h
w
s
t
k
r
w
c
.
s
e
t
i
m
o
C t
n

48 | P a g e
“Transparancy”

Competency:Co-operates and works well with others in the

pursuit of team goals. Shares information and supports others.

Descriptor: Is transparent with his/her people.

Transparency means that there should be no gap between what one
does, what one says and what one believes. One should not hide
anything from his/her team possible with their team members.

KNOWLEWDGE SKILLS PERSONALITY

FACTORS
High low High

a
o
s
r
e
P
n
o
n
K
w
e
g
d
l
l
y
t
i
a
F
s
r
o
t
c
s
I
e
D
c
o
t
:
k
S
p
r
s
l
i
l
o
R
d
a
s
t
n
I
·
r
e
p h
i
w
t
l
a
r
h
/
.
n
o
p
e
R
i
k
s
b
l p
f
o
s
e
t
i
l

i
t
s
u
r
T
n g
m
a
e
t
b s
r
e

49 | P a g e
“Team Spirit”
Competency:Co-operates and works well with others in the
pursuit of team goals.Shares information and supports others.

Descriptor:Generates team spirit.

 Team spirit is the spirit of a group that makes the members want
the grouptosucceed.
 A good team member generates team spirit in others and works
together in order to be productive and successful.
 He/she keeps group interest above individual interest and helps
in creatinggroup synergy in pursue of collective goals.
 People who help create group synergy:
 Model team qualities like respect, helpfulness, and
cooperation
 Draw all members into active and enthusiastic participation
 Build team identity, esprit de corps, and commitment
 Protect the group and its reputation; share credit

KNOWLEWDGE SKILLS PERSONALITY FACTORS

Medium High High

50 | P a g e
s
l
i
k
S
D
p
i
r
c
s
e o
t
:
r
r
n
e
G
r
e
P
v
u
s
a
w
o
e
g
n
K
d
l
r
P
y
t
i
a
s
F
e
t
a
s
r
o
t
c
a

m
a
e
t
s
l
o
g
a
e
T
c
i
n
u
m
s
c
i
a
T
s
o
m
e
D
t
l
k
r
l
f
n
o
C
r
e
P
c
i
v
t
u
s
a
n
o
i
t
n
o
i

t
r
i
p
s
n
s
o
i
v
d
m
e
g
a
M
. t
n
s
l
i
k

51 | P a g e
“Credit of worth”

Competency:Co-operates and works well with others in the

pursuit of team goals.Shares information and supports others.

Descriptor:Does not steal credit due to others.

People often steal each others credit when working in a team. This is
known associal loafing, where a person might not have contributed a
lot to achievement ofteam goals, but still he/she gets recognition for
the work done by others.
It requires honesty and integrity on part of the person to admit his/her
contributionwhile crediting others for their’s.

KNOWLEWDGE SKILLS PERSONALITY FACTORS

Low medium High

a
n
o
s
r
e
P
w
o
e
g
n
K
d
l
y
t
i
l
s
r
o
t
c
a
F
s
l
i
k
S
g
d
e
l
w
o
n
K
· s
y
a
l
p
e
o
n
i
m
L
·
r
d
a
s
l
p
h l
i
k
s
n
e
h
t
c
s
e
d
r
o
t
p
i
st
e
d
o
M
·

52 | P a g e
“Support to Others”

Competency:Co-operates and works well with others in the

pursuit of team goals.Shares information and
supports others.

Descriptor: Is able to garner requisite support from other team

members.

KNOWLEWDGE SKILLS PERSONALITY FACTORS

Low high High

e
l
b
a
s
I
:
a
o
t
p
c
r
w
e
g
d
n
s
r
y
t
i
F
D
K
k
S
P s
r
o
t
c
a
e
v
i
s
a
u
r
P
r
e
n
d
w
K
·
g
N
y
l
a
i
t
o
m
E /
e
t
i
u
q
s
y
a
l
p
n
i
c
e
u
l
f
g
r
o
s
m
a
I
t
C
d
p r
h
t
o
n
e
l
i
k
s
m
b
m
a
h
t
e
c
o
S
s
l
i
d
p
r
k s
e
.
r
o
t
n
i
o
g
t
u
O

53 | P a g e
“Communication factor”

Competency: Co-operates and works well with others in the

pursuit of team goals.Shares information and supports others.

Descriptor:Brings to bear a blend of stern but flexible approach in

interactions with people

 Team players should be direct, straightforward and assertive

whileinteracting with each other. But at the same time they
should not behave rudely or aggressively with others.
 One should stick to his/her point if he/she feels it is correct. But
he/sheshould not act stubborn.
 One should be flexible enough to listen to views and opinions of
others.
 That is, one should be firm while giving the required space to
other.

KNOWLEWDGE SKILLS PERSONALITY FACTORS

Low high High

54 | P a g e
r
B
s
g
n
o
t
i
s
l
y
t
:
r
n
F
c
t
k
o
a
p
D
S
r
e
P s
r
o
t
c
a
r
e
b
t
o
m
E
y
a
n
i
e
l
w
g
d
o
n
K f
o
d
u
b
g
w
K
s
A
·
t
n
o
C
d
e
l
f
v
i
r b
i
x
e
y
a
l
p
s
p
r
n
i
a
l
s
c
o
m
e
D
t
h
k n
i
e
n
i
c
s
I
t
p
a
d
A
e
l
b
o
r h
t
i
w
l
a
t
i
s
x
a
l
e
R
h
d
p
r
c
k
e
o
p
. r
o
t

55 | P a g e
“Personal Interest”

Competency:Co-operates and works well with others in the

pursuit of team goals.Shares information and supports others.

Descriptor:Takes a personal interest in others.

 A good team player regularly interacts with his/her team
members. He/sheasks team members how things are going,
what difficulties they are havingand what he/she can do to help
them towards the achievement of teamgoals.
 He/she listens to their problems, understands them, empathizes
with them,supports them and provides solutions as needed.
 He/she also strives for the individual development of his/her
teammembers.
 A good team leader also provides the necessary training as the
tasksdemand. He/she cares for the growth of his/her team
members.

KNOWLEWDGE SKILLS PERSONALITY FACTORS

medium high High

56 | P a g e
o
n
K
g
d
e
l
w
d
n
a
s
e
l
o
R
s
n
o
i
p
b
e
R
k
o
s
a
S
r
e
P
n
F
y
t
l s
e
t
i
l
c
a
s
r
o
t
a
s
e
k
T
p
i
r
c
o
t
s
e
D
:
o
i
a
v
l
u
C
s
p
r
e
t
I
n n
t
r
e
i
k
s
l
f
o
a
s
l
.
a
i
k
e
h
t
c
o
S
g
n
r
C
a
f
s
m
b
o
r
P
e
v
t
l
i
A c
y
b
d
e
s
g
i
n
e
t
m
a
L s
l
i
k

s
r
b
e
m

57 | P a g e
“Support to others”

Competency:Co-operates and works well with others in the pursuit of

team goals.Shares information and supports others.

Descriptor:Reciprocates support to others.

 Team members support each other's efforts to learn by helping,

assisting and encouraging each other. This is achieved by orally
explaining to each other how to solve problems, by sharing knowledge,
and discussing connections between present and past learning.
 Team members should alternate in taking roles in the team in order to
support each other. Roles include leader, the mediator (encourager),
innovator and other roles as needed by the team.
 The mediator acts to continue discussion, to initiate alternate solutions
when one method has stalled, to keep the team focused on task, and
to ensure the involvement of every team member. In small teams, the
leader assumes these functions.

KNOWLEWDGE SKILLS PERSONALITY FACTORS

Low low High

58 | P a g e
D
p
i
r
c
s
e
o
w
n
K
e
l
g
d :
r
o
t
r
p
i
c
e
R t
a
c
o
t
f
o
s
d
e
N
s
l
i
k
S
e
P
F
y
t
a
n
o
r m
a
s
r
o
t
c
a

p
u
s
e
s
g
i
n
e
t
b
m
L
r
a
C
d
n
s
R
r
P
o
S
m
b
t
a
l
i
f
A
e
v t
r
o
p
s
l
i
k
g
n
i
v
l
b
i
n
o
p
s
e
R y
b
s
e
t
i
l
e
h
o
t
b
m
i
k
s
t
u
l
a
v
E
e
. s
r
s
r
e

59 | P a g e
 Annexures

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Instructions:  Please select the appropriate response from the given
options below (from strongly disagree to strongly agree) that indicate how
you feel about each question.

Strongly Slightly Slightly Strongly

Item Disagree Agree
Disagree Disagree Agree Agree
Social Orientation:  I
tend to be comfortable
interacting and working
with others.
Social
Perceptiveness:  I
typically am aware of
others’ reactions and
understand why they
react in such a way.
Service Orientation:  I
frequently seek out
ways to assist people
in their duties.
Nurturing
Relationships:  I am
effective at building
positive and
cooperative working
relationships with
others and maintaining
these relationships
over time.
Taking Charge:  I
usually initiate the
activities of groups and
lead others toward
common goals.
Orienting Others:  I
am good at orienting
new people by
providing an overview
of policies, operational
procedures, and
responsibilities and
identifying experiences
that will help the
people develop.

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Setting Goals for
Others:  I frequently
set challenging but
attainable goals for
individuals and groups
and specify actions,
strategies and
timelines necessary for
goal attainment.
Reinforcing
Success:  I usually
evaluate individual and
group progress and
reward positive
behavior to reinforce
activities that are
aligned with goals.
Developing and
Building Teams:  I am
effective at managing a
group’s formative
stages, enhancing
group performance,
and enhancing
individuals’ satisfaction
by promoting group
cooperation, trust, and
confidence.
Knowledge of
Principles of
Learning:  I have a
thorough
understanding of
learning theories and
principles for designing
individual and group
teaching plans.
Strongly Slightly Slightly Strongly
Item Disagree Agree
Disagree Disagree Agree Agree
Interpreting the
Meaning of
Information for
Others:  I am good at
translating or
explaining information

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in a way that can be
understood and used
to support responses
or feedback to others.
Assessing Others:  I
am effective at
evaluating the
strengths and
weaknesses of others’
efforts toward learning
or performing tasks.
Coaching,
Developing,
Instructing:  I am
competent at advising
others, creating
development plans,
and selecting
appropriate training
courses to help others
develop knowledge
and skills.
Cooperating:  I
usually work well with
others to jointly
achieve goals.
Persuading:  I am
effective at convincing
others to perform a
task or approach
something in a different
manner.
Resolving
Conflicts/Negotiating:
I usually deal with
complaints effectively,
resolving conflicts and
grievances of others,
and encourage others
to come together and
reconcile differences.
Empowering: I tend to
delegate authority and
invest power in others
effectively.

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Inspiring: I am
effective at convincing
others to believe in
values and to act in
accordance with those
values.
Political Savvy:  I
have a thorough
understanding of
political climate and
how decisions will be
affected by the
organization’s culture.
Task-Relevant
Knowledge: I have a
good knowledge of
standard practices and
procedures necessary
to accomplish tasks.
Strongly Slightly Slightly Strongly
Item Disagree Agree
Disagree Disagree Agree Agree
Delegating:  I usually
assign tasks to the
appropriate people
based on knowledge of
individuals, work
processes,
organizational planning
and work group flow.
Attention to Detail:  I
am effective at
focusing on the details
of the task to be
accomplished.
Coordinating Work
Activities:  I frequently
coordinate the work-
related activities
necessary for task
completion and adjust
my own plans in light of
how others are acting
or how the
environment is
changing.

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Providing Feedback: 
I tend to provide both
positive feedback and
critiques, in a timely
and constructive
manner, to allow others
to know how they are
doing and improve on
weaknesses.
Multi-Tasking: I am
effective at working on
a variety of tasks
simultaneously and
shifting resources
when necessary.
Analytic Thinking:  I
am good at using
existing information to
logically evaluate
situations and solve
problems.
Analyzing Data: I am
effective at
summarizing and
making inferences from
information through the
application of statistics
and qualitative
analyses.
Mental Focus:  I am
competent at
concentrating and
avoiding distractions
when making sense of
information that is not
immediately coherent.
Decision Making: I
am effective at quickly
prioritizing and
evaluating the relative
costs and benefits of
potential actions
needed to complete a
task.

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Designing Work
Systems:  I am effective
at structuring work by
quickly grasping the
responsibilities of
individual jobs and how
different groups are
structured in order to
ensure goals are met.

Instructions:  Please select the appropriate response from the given

options below (from strongly disagree to strongly agree) that indicate how
you feel about each question.

Strongl
Slightly Slightl
y Disagre Agre Strongl
Item Disagre y
Disagre e e y Agree
e Agree
e

66 | P a g e
Managing Materials and
Facilities:  I am good at
monitoring material
delivery, inventory, and
flow and ensuring supplies
are available, ready, and in
appropriate locations in
order to maximize
productivity.

Managing Information
Resources:  I have a
thorough understanding of
what information is needed
for projects and how to
effectively share it with
others.

Performing
Administrative
Activities:  I am effective at
performing administrative
activities such as handling
paperwork, filing reports,
and recording verbal or
written messages.

Maintaining Quality:  I
usually compare my work
and others against a set of
standards to track
performance and progress.

Succession
Planning/Recruiting:  I
am effective at attracting
quality individuals to fulfill
staffing or membership
needs.

67 | P a g e
Personnel Decision
Quality:  I am good at
assessing individuals’
knowledge, skills, and
experience to determine
whether they would be
appropriate for staffing or
membership needs.

Managing Personnel
Policies:  I am effective at
developing new policies
and procedures and
maintain existing ones
related to individuals’ work
and the outcomes they can
expect as a reward.

Maintaining Safety:  I
have a thorough
understanding of how to
minimize safety hazards
and am able to maintain
compliance with existing
policies, laws, and
regulations.

Enhancing Task
Knowledge:  I am effective
at redirecting others and
involving others in the
process of exploring how to
improve task performance
in order to achieve better
task completion.

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Eliminating Barriers to
Performance:  I am good
at spotting and fixing
problems and
redundancies in order to
improve task performance.
Strongl
Slightly Slightl
y Disagre Agre Strongl
Item Disagre y
Disagre e e y Agree
e Agree
e

Benchmarking:  I tend to
look at others’ work to
identify the best ways to
get things done.

Strategic Task
Management:  I am
effective at allocating
people and resources to
where they are needed to
maximize performance.

Generating Ideas:  I
usually come up with a
variety of approaches to
solve problems.
Critical Thinking:  I often
spend time thinking about
how different approaches
are both strong and weak
before beginning
something.
Synthesis/Reorganizatio
n:  I am effective at finding
better ways to approach
problems by reorganizing
information.
Creative Problem
Solving:  I typically use

69 | P a g e
novel ideas to solve
problems.
Problem Identification:  I
am good at determining
the causes underlying
problems.
Seeking Improvement:  I
frequently look for ways to
improve organizational
functioning.
Gathering Information:  I
am effective at identifying
what sources of
information are essential.
Independent Thinking:  I
am good at independent,
“out of the box” thinking.
Technological Savvy:  I
have a thorough
understanding of
technology.
Strongl
Slightly Slightl
y Disagre Agre Strongl
Item Disagre y
Disagre e e y Agree
e Agree
e
Openness to Ideas:  I
usually listen to and try
other people’s new ideas.
Research Orientation:  I
typically keep up-to-date
with current trends in my
field.
Collaborating:  I am
effective at working with
others to generate
creative solutions.
Engaging in Non-Work
Interests:  I often seek
information from fields
unrelated to my major
work.
Perceiving Systems:  I
am effective at predicting
when changes will occur

70 | P a g e
in my environment.
Evaluating Long-Term
Consequences:  I am
good at determining the
long-term consequences
of my actions.
Visioning:  I am
competent at developing
an ideal vision for my
group or organization to
achieve.
Managing the Future:  I
am effective at evaluating
future risks based on
current opportunities and
challenges.
Sensitivity to
Situations:  I am good at
assessing situational
forces that are inhibiting
an idea for change.

Instructions:  Please select the appropriate response from the given

options below (from strongly disagree to strongly agree) that indicate how
you feel about each question.

Strongly Slightly Slightly Strongly

Item Disagree Agree
Disagree Disagree Agree Agree
Challenging the
Status Quo:  I tend
to act against the way
things have
traditionally been
done when tradition
impedes
improvements in
performance.
Intelligent Risk-
Taking:  I am
effective at taking
careful, calculated

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risks when
necessary.
Reinforcing
Change:  I often
encourage others to
come up with
innovative solutions
and reward those
who take initiative
and act in a creative
manner.
Communicating
with the
Community:  I am
effective at
communicating an
organization’s
activities to the public
(e.g., local press,
radio) and
representing the
organization at public
activities to promote
awareness and foster
goodwill.
Helping the
Community:  I am
good at meeting the
needs of the
community by
promoting
opportunities for
corporate giving of
financial and human
resources.
Civic Action:  I
frequently support
participation in civic
duties by encouraging
others to vote and
engage in other
duties of the political
system.
Adopting Beneficial
Values for Society: 

72 | P a g e
I usually seek and
embrace values that
benefit society as a
whole.
Providing a Good
Example:  I usually
act in accordance
with society’s and the
organization’s laws,
rules, and guidelines
and behave in a fair
and ethical manner.
Social Action:  I
often create change
in my community or
country by advocating
for underrepresented
or disadvantaged
groups.
Knowledge of
Sociology and
Anthropology:  I
have a thorough
understanding of
Sociology and
Anthropology (e.g.,
political systems,
beliefs, economic
practices, group
dynamics, leadership
styles, and socio-
cultural history of
other countries).
Strongly Slightly Slightly Strongly
Item Disagree Agree
Disagree Disagree Agree Agree
Knowledge of
History and
Geography:  I have a
thorough
understanding of
Geography and
History (e.g., the
physical location and
relationships between
different land and sea

73 | P a g e
regions, including the
historical events that
have shaped the
culture of these
regions).
Knowledge of
Foreign Language: 
I have a good
understanding of a
foreign language and
can communicate in
oral and written form
with people who
speak that language.
Knowledge of
Philosophy and
Theology:  I have a
thorough
understanding of
Philosophy and
Theology (e.g., ethics
and the philosophy
surrounding ethical
models, including
how different religious
systems affect the
behavior of people in
a cultural context).
Knowledge of
Organizational
Justice Principles: I
have a
comprehensive
understanding of the
principles of
organizational justice
(i.e., distributive,
informational,
interpersonal, and
procedural justice)
and can apply these
principles to ensure
the fair treatment of
others.
Knowledge of Legal

74 | P a g e
Regulations:  I have
a thorough
understanding of
local, state, and
federal laws and
regulations.
Open-Door Policy:  I
usually promote an
open and trusting
environment by
allowing upset
individuals to voice
their displeasures
without retribution.
Instituting and
Following Fair
Procedures:  I
frequently institute
and apply rules and
procedures in a
consistent, unbiased,
and accurate fashion
so that subordinates
know fair rules are
being used.
Explaining
Decisions in a
Respectful Manner: 
I usually explain
decisions that affect
subordinates
thoroughly and in a
manner that
demonstrates dignity
and respect for the
subordinates.
Ensuring Ethical
Behavior of
Subordinates:  I tend
to train subordinates
to comply with ethical
guidelines and take
disciplinary action
against those who do
not comply in order to

75 | P a g e
ensure a respectful
and dignified
environment.
Servant
Leadership:  I am
usually attentive to
the needs of
followers, empathize
with their concerns,
and serve their best
interests.
Strongly Slightly Slightly Strongly
Item Disagree Agree
Disagree Disagree Agree Agree
Valuing Diversity:  I
frequently encourage
a wide range of
viewpoints among
team members in
order to avoid
groupthink and create
more culturally
sensitive solutions.
Distributing
Rewards Fairly:  I
usually ensure that
pay, recognition, and
other rewards are
distributed in a fair
manner, with clear
guidelines and
enforcement of those
guidelines.
Responsibility for
Others:  I am usually
willing to be
responsible for the
behavior of my
subordinates and
correct their unethical
behaviors.
Avoiding
Exploitative
Mentality:  I rarely
sacrifice my concern
for others, nor do I

76 | P a g e
use people and
exploit them to
achieve
organizational goals.
Financial Ethics:  I
tend to follow ethical
financial management
and accounting
principles.
Work-Place Ethics: 
I usually follow ethical
guidelines at my work
place.
Honesty and
Integrity:  I typically
behave in an honest
and ethical manner.
Being Accountable: 
I tend to accept
responsibility for the
effects of my own
actions.
Courage of
Convictions:  I am
usually willing to
uphold ethical, yet
unpopular decisions,
and avoid behavior
that is unethical even
if it may appear
ethical to the public.
Self Reliance:  I am
able to work and think
without the guidance
or supervision of
others.

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Results of the Test

~Sample~

Leadership Assessment Report

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Leadership Strengths and Weaknesses 1

Ten Leadership Weaknesses:

     0 Active Listening
     0 Adaptability
     0 Communicating Outside the Organization
     0 Communicating with Coworkers
     0 Continuous Learning
     0 Developing External Contacts
     0 Effort
     0 Energy
     0 Facilitating Discussion
     0 Follow Through

Ten Leadership Strengths:

     5 Social Perceptiveness
     5 Valuing Diversity
     5 Visioning
     6 Distributing Rewards Fairly
     6 Providing Feedback
     6 Providing a Good Example
     6 Reinforcing Success
     6 Self Reliance
     6 Servant Leadership
     6 Work-Place Ethics

Broad Competency Dimensions and Facet

Scores 2

Self Management -  0.24

     Work Habits:  0
     Work Attitudes:  0
     Stress Management:  0
     Self Insight:  1.2
     Learning:  0

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Leading Others -  3.46
     Communicating:  0
     Interpersonal Awareness:  3.6
     Motivating Others:  4.6
     Developing Others:  4.75
     Influencing:  4.33

Task Management -  4.11

     Executing Tasks:  4.83
     Solving Problems:  4.2
     Managing Information and Material Resources:  3.5
     Managing Human Resources:  4.25
     Enhancing Performance:  3.75

Innovation -  4.31
     Creativity:  3.5
     Enterprising:  4.8
     Integrating Perspectives:  4.5
     Forecasting:  4.5
     Managing Change:  4.25

Social Responsibility -  4.75

     Civic Responsibility:  4.5
     Social Knowledge:  3.83
     Ethical Processes:  5
     Leading Others Ethically:  5.2
     Acting with Inegrity:  5.2

Interpretation
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 Leadership strengths and weakness are determined by
examining and selecting the competencies that a Candidate
rated yourself the lowest or highest on and then presenting the
first 10. You may have more than 10 ratings which fall at the
same level. To provide you with a better idea of your
developmental needs the scores of these competencies are
provided as well.

Broad Leadership competency and facet scores are the average

of the different ratings you provided. Scores can still be
interpreted on a scale from 1 to 6.

A leader is a blend of a number of competencies and qualities

and the lacking in any of the one scores shows the dis-balance of
leadership the person which may affect other spheres of
competencies

Limitations:
Only a limited number of competencies are have been placed in the
test.
The state of mind while filling the test may bring different results for
same person.

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