leadership development project competency model

Dr. Kristen Magis

The Leadership Development Project is a contribution of University Human Resources

to OSU’s strategic direction, vision, mission and values.

LEADERSHIP DEVELOPMENT PROJECT COMPETENCY MODEL


Kristen Mägis, Ph.D., June 2020

Senior Leadership & Professional Development Consultant 1 University Human Resources

TABLE OF CONTENTS

INTRODUCTION ................................................................................................................................... 2

Leadership Development Project Competency Map ............................................................................................ 3

LCI: EMERGENCE & MANAGERS AS LEADERS COMPETENCY MODEL ................................................ 4

Competency Map ....................................................................................................................................................... 5 Competencies .............................................................................................................................................................. 6

LC II: TRANSFORMATION & COLLABORATION COMPETENCY MODEL .............................................. 10

Competency Map ..................................................................................................................................................... 11 Competencies ............................................................................................................................................................ 12

LCIII: INCLUSIVE EXCELLENCE BY ORGANIZATIONAL DESIGN COMPETENCY MODEL ................... 15

Competency Map ..................................................................................................................................................... 16 Competencies ............................................................................................................................................................ 17

TABLE OF COMPETENCIES & ASSOCIATED SKILLS ............................................................................ 23




INTRODUCTION

This document illustrates how the Leadership Development Project courses contribute to the OSU Leadership and Management Competency Model. The OSU Leadership & Management Competency Model was created by OSU’s senior leadership team.

The Leadership Development Project (LDP) is the umbrella for various leadership development training and professional development opportunities. The LDP contributes to OSU’s vision, mission and values, and to OSU’s SP4.0, i.e., Talent Management System - Develop and implement management and leadership training programs at all leadership levels.

The LDP features the Leadership Collaborative, a professional development methodology that facilitates generative learning, leadership skill development, leadership practice and positive organizational outcomes. Currently, four Leadership Collaborative courses are offered, two that develop foundational leadership skills and two that develop advanced leadership skills. All Leadership Collaborative courses align with and contribute to the LDP vision, mission and values.

The Leadership Development Project Competency Model includes:

Competency Map - The Competency Map displays the relationship of Leadership Collaborative course competencies to the OSU Leadership & Management Competency Model, and provides convenient access to supporting detail.

Course Competency Models - The course competency models detail competencies specific to each Leadership Collaborative course as well as their relationship to OSU’s Leadership & Management Competency Model.

Table of Competencies & Associated Skills - The table illustrates the connection between specific leadership skills taught across the collaboratives and the competencies they develop.

This document is designed as a reference document. Hyperlinks are utilized throughout to facilitate immediate access to particular information of interest.

https://hr.oregonstate.edu/parent-unit/leadership-development-project


LEADERSHIP DEVELOPMENT PROJECT COMPETENCY MAP

Key LCI: Emergence & Managers as Leaders - Blue Sphere LCII: Transformation & Collaboration - Orange Sphere LCIII: Inclusive Excellence - Purple Sphere

1

3

2

1

3

2

1

3

2

1

3

2

3

3

2

1

3

2

1

3

2

Communication

Organizational Management

Managing Self

Diversity Decision Making

Accountability Leaders & Teams

Systems Understanding

Operational Management

Strategic Leadership

Innovation

1

3

2

1

3

2

1

3

2

3

1

Employee Engagement

1

3

2

Collaboration 1

3

2

2

1

This Competency Map displays the OSU Leadership & Management competencies in blue boxes. Leadership Development Project competencies that are not addressed in the OSU model are shown in purple boxes. To see how the collaboratives contribute to OSU Leadership & Management competencies, click on the colored spheres. To return to this page from anywhere in the document, click on the header, Competency Model.

LCI: EMERGENCE & MANAGERS AS LEADERS COMPETENCY MODEL



LCI: EMERGENCE & MANAGERS AS LEADERS

COMPETENCY MODEL




COMPETENCY MAP

LCI: Emergence and Managers as Leaders use the same curricula. Both courses focus on emergent leadership, which covers foundational leadership skills. Foundational leadership skills are the same, regardless of the position one fills in the organization.

The courses are designed to customize participants’ learning experiences to their particular work circumstances. So, they develop leadership skills and a leadership practice directly relevant to their roles and job duties.

To examine detail related to each Competency, click on the competency. To return to this page, click on the competency subtitle on the description page.

LCI/Managers as Leaders Competency OSU Competency

Self-Awareness, Engaged Self-Directed Learning Managing Self

Strategic Vision & Leadership Same

Personal Accountability Accountability

Systems Thinking Systems Understanding

Communication Communication & Listening

Diversity, Equity, Inclusion & Social Justice Diversity

Time Management, Prioritization, Resource Management Operational Management

Creative Thinking, Innovation, Experimentation, Learning Innovation

Decision-Making Same

Developing Leaders & Teams Same

Culture & Context Organizational Management

Employee Engagement

Collaboration




COMPETENCIES

The headers in this section list the LCI: Emergence/Managers as Leaders competencies first, followed by OSU Leadership & Management competencies, in parentheses. Specific leadership skills and behaviors that contribute to the competencies are detailed in the Table of Competencies & Associated Skills.

LCI: Emergence/Managers as Leaders focus on emergent and transformational leadership skills, specifically with regard to vision, mission & values, personal development and interpersonal relationships.

SELF-AWARENESS, ENGAGED SELF-DIRECTED LEARNING (MANAGING SELF)

Participants develop two competencies that contribute to the meta-competency, Managing Self.

Self-Awareness

Participants develop self-awareness. Participants apply new skills to themselves prior to other people, complete formal self-assessments, use assessments associated with leadership tools, reflect both individually and with their learning teams.

Engaged, Self-Directed Learning

A course primary goal is that individuals take ownership of their development, i.e., develop into Engaged, Self-Directed Learners. So, developing the competency of engaged, self-directed learning is woven through both courses, both through skill development and through utilization of tools that teach personal accountability.

STRATEGIC VISION & LEADERSHIP (SAME)

Strategic Vision & Leadership is a course primary goal. Hence, participants develop three competencies: Vision, Mission & Values; Integrity, Trust & Credibility; and Strategic Thinking. They all contribute to the meta-competency of Strategic Vision & Leadership.

Vision, Mission & Values

Participants develop the vision, mission and values competency via knowledge about OSU’s vision, mission and values, e.g., Reframing Leadership, Values Conundrum, Vision Imperative, OSU Vision Study, Leadership Behaviors, and skills to live them in daily decisions and actions, e.g., 10k Moments, Inspiration, Vision Connections.

Integrity, Trust, Credibility

Integrity, trust and credibility are core leadership behaviors, so are taught in both courses. The curricula focuses on them in the Leadership Behaviors session and as integral to other leadership skills, e.g., Soft & Hard Power, Smart Power, Modeling, Encouraging and Challenging.

Strategic Thinking

Participants develop the strategic thinking competency, e.g., how to strategically live vision, mission and values in daily operations. Participants learn skills to identify vision-directed, values-based outcomes, align decisions and actions to generate those outcomes, develop metrics to measure progress and make improvements to integrate lessons from practice. Participants are also introduced to the concept of Visioning Communities.

PERSONAL ACCOUNTABILITY (ACCOUNTABILITY)

Participants develop the competency to be personally accountable, specifically with regard to vision-directed and values-based decisions, actions and outcomes and with regard to engaged, self-directed learning. Participants learn how to identify vision-directed, values-based outcomes, align decisions and actions to generate those outcomes, develop metrics to measure progress and make improvements to integrate lessons from practice.




The Learning Cycle is a primary tool utilized in all LC courses. It teaches, and requires, following through and meeting commitments. Participants learn that information informs action, action embraces intentional learning, reflection measures outcome against intent, and integration/standardization ensures new skills are integrated into daily performance. All LC courses utilize the Action Plan, a tool to facilitate learning and practice, even as it ensures accountability. Additionally, skills, tools and processes utilize continuous quality improvement principles and techniques, so participants learn by doing.

Participants learn how to step up to take action. They develop skills to identify opportunities to take leadership action, analyze the match between the call and themselves, discern their role in this particular Leadership Call-to-Action, generate associated vision-directed, values-based actions, monitor results, learn from the experience and improve future efforts based on the lessons. These skills are learned via Leadership Call-to-Action, Action Planning, Engaged Self-Directed Learning, the Learning Cycle, 10k Moments and Continuous Quality Improvement.

SYSTEMS THINKING (SYSTEMS UNDERSTANDING)

Participants develop the systems thinking competency. They learn that: organizations are human systems; decisions and actions must be taken from a systems perspective; the whole is greater than the sum of the parts; and relationships are at the heart of systems. Systems thinking is integrated into all leadership 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, interpersonal interactions are a key venue in which transformation leadership occurs. And second, communication is particular to specific contexts and leadership skills. Hence, participants develop communication competencies 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 exploration in Values Conundrum, OSU Vision Study, Leadership Behaviors and 10k Moments. And, they learn through experience. Mentors engage in learning through the Inclusive Mentoring Project. They then design and implement strategies to create an inclusive learning experience for participants. In 2020, the curricula will be 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., En-Able, Model and Job Enrichment. The skills are approached from a vision-directed, organizational and employee-focused perspective, and are part-and-parcel of the larger endeavor around employee engagement 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 fundamental leadership competencies. They all contribute to the Innovation competency. Participants learn the Vision Imperative, 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 and values. It then highlights the gap between current reality and the vision realized, and states that leaders stand in the gap. The gap is the creative space in which leaders receive on-going Leadership Calls-to-Action and have opportunities to create, innovate, and learn the way to the Vision.




In every session of every LC, participants are challenged to consider new information, to consider old information in a new way, to consider ideas that challenge old ways of thinking, to experiment with innovations, to intentionally and systematically learn from the experiments and to integrate new successful practices into their work. LCI: Emergence and Managers as Leaders provide foundational skills and practice in innovation through sessions such as Challenge, Model and Encourage, the Self-Directed Learners curricula, and practices such as Successive Approximation and Chunking.

DECISION-MAKING (SAME)

General: Participants learn that all decisions generate outcomes. Hence, decisions must be made deliberately, their impact must be tracked, and future efforts must be adjusted to integrate lessons from practice. One of the primary drivers of decision-making is potential contribution to vision, mission and values. Couched within this context, participants must necessarily consider both potential immediate and long-term impacts of decisions.

Context-Specific: Leadership requires decision-making in dynamic and diverse contexts, which in turn requires 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 the competency of developing leaders and teams. Relationships internal and external to the work unit are considered, and the notion of Vision Community is introduced. LCI: Emergence and Managers as Leaders focus on relationships internal, or close, to the work unit. Participants are challenged to learn and employ people’s strengths and abilities. Part-Time Leadership, and Visioning Community teach the development of future leaders. Skills such as En-Able and Job Enrichment ensure people receive the supports necessary to succeed 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 in social contexts that have associated cultures. So, it is imperative that participants learn how to read the culture and context of particular situations and respond accordingly. Participants learn the Vision Connection and Inspiration skills to engage people with the vision, mission and values in a way that honors people’s culture and context. And, they learn skills to design actions suitable to the culture and context of 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 the employee engagement competency. Participants develop Vision Connections, 10k Moments and Inspiration skills to assist employees to discover their connection to the vision, mission and values and to engage with those connections to make valuable contributions to vision-directed, values-based outcomes. They develop the Job Enrichment skill to design work to be fulfilling and meaningful, and the En-Able skill to ensure employees receive the necessary supports to be successful in their jobs. And, they learn skills to facilitate 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. Collaboration skills are taught, practiced in-session and used as a primary pedagogical strategy. Collaboration skills are incorporated into all the leadership skills.




Participants immediately engage in collaboration. The collaboration includes the participants, their supervisors, the mentors and the course instructor. To apply, applicants and their supervisors must collaborate to ensure the opportunity is appropriate, and to ensure the applicant’s work expectations facilitate full participation for the duration of the course. Throughout the course, the supervisor collaborates with the participant and the instructor to facilitate on-the-job learning and application. The pedagogy, i.e., social learning, collaboration, mentored learning, is introduced immediately. Participants work in Learning Teams facilitated by Mentors for the duration of the course, and practice collaboration skills throughout.

TRANSFORMATION & COLLABORATION COMPETENCY MODEL



LC II: TRANSFORMATION & COLLABORATION

COMPETENCY MODEL




COMPETENCY MAP

To examine detail related to each LCII: Transformation & Collaboration Competency, click on the competency. To return to this page, click on the competency subtitle on the description page. To see the Leadership skills that contribute to the competency, reference the Table of Competencies & Associated Skills.

LCII Competency OSU Competency


Strategic Vision & Leadership Same








Leading Change Organizational Management


Employee Engagement

Collaboration




COMPETENCIES

LCII: Transformation & Collaboration explores leadership from an organizational development and systems perspective, and through the lens of collaborative leadership. It builds on and integrates competencies developed in LCI: Emergence and Managers as Leaders to advance participants to a deeper level of mastery. And it develops new competencies through skills such as leadership opportunities, visioning community, leading teams, personal and organizational learning, strategic planning and leading change.


Participants utilize and further develop the competencies that contribute to the meta-competency, Managing Self. And, they develop new skills to deepen the competency.

Self-Awareness

The pedagogy utilized in LCII: Transformation & Collaboration facilitates participants’ development of self-awareness. Participants apply new skills to themselves prior to utilizing them with other people, complete formal self-assessments, use assessments associated with Leadership tools, and reflect both individually and with their learning teams.


Participants utilize the Engaged, Self-Directed Learning competency developed in LCI and Managers as Leaders to create and manage their professional development. The competency is expanded through the development of knowledge and skills related to how learning happens and breaks down, i.e., Creating Meaning, Learning Breakdowns, the skill of developing Personal Mastery, and skills related to Continuous Quality Improvement.


Participants develop additional mastery in the Vision, Mission & Values and Strategic Thinking competencies. And, they develop skills in the Strategic Planning competency. All three competencies contribute to the Strategic Vision & Leadership meta-competency.

Vision, Mission & Values (VMV)

Participants deepen and expand their vision, mission and values (VMV) competency via application of LCI: Emergence and Manager as Leader competencies. And, they learn new skills to further develop the competency. Participants learn to complete their own Personal Visioning. They learn how to create Vision that is shared across all members of a group, Creating Shared Vision. And, they learn how to lead collaboratively in Vision Communities.

Strategic Thinking

Participants further develop their skills to identify vision-directed, values-based outcomes, align decisions and actions to generate those outcomes, develop metrics to measure progress and make improvements to integrate lessons from practice. And, they develop the Leadership Opportunity skill, a strategic thinking skill in which the OSU institutional context is examined to identify opportunities to take leadership action on a programmatic or department-wide basis.

Strategic Planning

The Vision, Mission, Values skills described above, i.e., Personal Visioning, Creating Shared Vision and Vision Communities are also part of the Strategic Planning competency. Additionally, participants develop skills directly related to Strategic Planning, e.g., Backcasting and Core Competencies.





Participants deepen the Accountability competency through application of accountability skills developed in LCI: Emergence and Managers as Leaders at an organizational level, e.g., on initiatives and large-scale projects, using new skills such as Leadership Opportunities.

Participants further develop the Accountability competency as it relates to continual development and improvement. LCII curricular content and Leadership skills focus on learning and continuous quality improvement, with an in-depth study of personal learning and mastery, i.e., Creating Meaning, Learning Breakdowns and Personal Mastery as well as organizational learning (titled the same) and on-the-job performance of new skills, i.e., Skills to Performance.


Participants develop the Systems Thinking competency through foundational systems knowledge, Organizations & Systems Theory and Resources & Systems. They develop skills to define and describe systems, i.e., Systems Complexity, Systems Relationships, Mapping Systems and Identifying Relationships. And, they learn skills to manage systems, identify systems causes of issues and develop appropriate interventions, i.e., Systems Management, Root Cause Analysis.


Participants develop communication competencies specific to the leadership skills taught in LCII. Communication is expanded from LCI and Managers as Leaders in that it addresses communication with groups and in more complex organizational contexts.


Participants develop the Operational Management competency through Time Management, Prioritization, Continuous Improvement and Resource Management competencies.

Participants integrate skills developed in LCI: Emergence and Managers as Leaders. Additionally, they develop the competency from a systems and organizational development perspective, i.e., Leadership Opportunity, and in the context of working with larger, cross-functional groups, e.g., skills included in the Leading Teams competency, i.e., Team Assignment, Team Design and Team Leadership.


Creative thinking, innovation, experimentation, learning and engaging others in creativity are fundamental leadership competencies. They all contribute to the Innovation competency. In LCII: Transformation & Collaboration, participants utilize the competencies developed in LCI: Emergence and Managers as Leaders.

Additionally, participants are challenged to consider new information, to consider old information in a new way, to consider ideas that challenge old ways of thinking, to experiment with innovations, to intentionally and systematically learn from the experiments and to integrate new successful practices into their work.


Participants continue to develop the decision-making competency via decision-making customized to specific contexts and particular leadership skills. As every skill includes a decision-making component, they are not detailed herein.

LCII: Transformation & Collaborations deepens the decision-making competency through integration of systems concepts and skills, e.g., complexity, incomplete information, networks, emergence, uncertainty and systems feedback. The competency is further developed with the Garbage Can Decision-Making skill.





The Developing Leaders & Teams competency is set within the organizational context, i.e., crossing work unit and department boundaries. Vision Community is explored in more depth, with the integration of skills such as Creating Shared Vision and Collaborative Leadership. Leading across boundaries is facilitated by skills such as Regimes of Mutual Benefit and Resource Analysis.

Team development is taught through the High-Performing Teams competency which includes Team Assignment, Team Design and Team Leadership skills. It is further developed with skills related to Organizational Learning and transferring skills to the job, i.e., Skills to Performance.

LEADING CHANGE (ORGANIZATIONAL MANAGEMENT)

Participants develop the Leading Change competency, which contributes to the Organizational Management meta-competency. Change: A Leadership Call-to-Action recognizes that people effect change and presents multiple leadership skills and opportunities to effectively address people’s evolving needs during change, i.e., Change: Leadership Call-to-Action, Change: It’s Personal, Change Agent, Change Principles, Leading Change. Change: The Nature of It teaches how to facilitate change from a systems perspective and how to create change-ready organizations.


Participants develop skills related to the Culture & Context competency. In the Strategic Thinking competency, they learn the Leadership Opportunity skill, which provides a process and tool to examine the organizational culture and context relevant to any particular issue, then to make a decision based on the findings from that analysis. In the Systems Thinking competency, they develop systems analysis skills that enable them to understand organizational culture and context at the systems level, i.e., distinguishing organizational ‘symptoms’ from core or root causes. In the Developing Leaders & Teams competency, they develop the Team Leadership skill which prepares them to examine proximate and distant cultures and contexts. And, in the Leading Change competency, they learn to read culture and context and to design change strategies, monitor impact and integrate lessons into next steps.


Participants deepen the Employee Engagement competency via application of LCI and Managers as Leaders competencies. And, they learn new skills to further develop the competency. The skills learned for the Engaged, Self-Directed Learning competency, i.e., Creating Meaning, Learning Breakdowns, Personal Mastery, and Continuous Quality Improvement, en-able participants to support others to develop as self-directed learners. And, the Strategic Vision & Leadership competency teaches skills to include others in creating shared vision, planning how to realize that vision, taking action to create vision-directed, values-based outcomes, working collaboratively in Vision Communities and teams, and learning from and improving their efforts.


Participants expand the Collaboration competency via application of LCI and Manager as Leader competencies. And, they learn skills to further develop the competency within the organizational context, i.e., in teams and crossing work unit and department boundaries. Though every LCII competency contributes to the Collaboration competency, a few examples are provided herein.

The High-Performing Teams competency creates the opportunity to experience the benefit of collaboration. The Strategic Thinking and Planning competencies prepare participants to collaborate with others to create shared vision, generate a plan of action and to implement the plan strategically to generate vision-directed, values-based outcomes. The Garbage Can Decision-Making skill in the Decision-Making competency provides a tool to work collaboratively to read and respond to specific contexts.

INCLUSIVE EXCELLENCE BY ORGANIZATIONAL DESIGN COMPETENCY MODEL 11 June 2020



LCIII: INCLUSIVE EXCELLENCE BY ORGANIZATIONAL DESIGN

COMPETENCY MODEL

INCLUSIVE EXCELLENCE BY ORGANIZATIONAL DESIGN COMPETENCY MODEL



COMPETENCY MAP

To examine detail related to each LCIII: Inclusive Excellence by Organizational Design competency, click on the competency. To return to this page, click on the competency subtitle on the description page. To see the Leadership skills that contribute to the competency, reference the Table of Competencies & Associated Skills.

LCIII Competency OSU Competency


Strategic Vision & Leadership Strategic Vision & Leadership

Integrated Strategy Strategic Vision & Leadership




Diversity, Equity, Inclusion & Social Justice Diversity





Leading Change Organizational Management


Employee Engagement

Collaboration




COMPETENCIES

LCIII: Inclusive Excellence by Organizational Design was developed to contribute to OSU’s vision of Inclusive Excellence. LCIII builds on and complements work being done across OSU in programs such as Search Advocate, ADVANCE, the Social Justice Education Initiative, Difference, Power and Discrimination and the Office of Institutional Diversity. The LCIII contribution is to facilitate institutional development of Inclusive Excellence via the use of systems thinking and organizational development, with a particular emphasis on collaboration across difference.


Participants utilize and further develop the competencies that contribute to the meta-competency, Managing Self. And, they develop new skills, i.e., Knowledge Creation, to deepen the competency.

Self-Awareness

The pedagogy utilized in LCIII facilitates participants’ development of self-awareness. Participants apply new skills to themselves prior to utilizing them with other people, complete formal self-assessments, use assessments associated with Leadership tools, and reflect both individually and with their learning teams.


Participants utilize the Engaged, Self-Directed Learning competency developed in LCI and Managers as Leaders to create and manage their professional development. The competency is expanded through the development of knowledge and skills related to the Knowledge Creation competency. Development of the Knowledge Creation competency is possible as participants developed skills as self-directed learners.

Knowledge Creation

The LCIII vision is that participants create knowledge to advance OSU’s vision, mission and values through the integration of leadership skills with organizational systems and diversity, equity, inclusion and social justice. Knowledge creation is of paramount import when systems, structures, processes, etc. to realize a vision are unknown, or in the nascent stages of development. Such is the case with operationalizing the vision of diversity, equity, inclusion & social justice at an organizational level.

Participants develop the Knowledge Creation competency. They learn Knowledge Creation skills, e.g., Principles-to-Pratice and If-Then-Analysis, which engage higher-level cognitive functions, i.e., analysis, evaluation and creation. They integrate leadership, organizational and systems skills with the values of diversity, equity, inclusion and social justice. Then they apply the Knowledge Creation skills to create knowledge regarding leadership actions that advance diversity, equity, inclusion & social justice.


In LCIII, competencies are developed to collaborate across difference. This deep dive into collaboration focuses on engaging diversity, equity, inclusion and social justice to advance social justice. Participants develop additional mastery in the Vision, Mission & Values competency. Importantly, a new competency is introduced, i.e., Integrated Strategy. It incorporates the Strategic Thinking and Strategic Planning skills. The Strategic Vision & Leadership and Integrated Strategy competencies contribute to the Strategic Vision & Leadership meta-competency.

Vision, Mission & Values (VMV)

Participants deepen and expand their vision, mission and values (VMV) competency via application of LCI: Emergence and Managers as Leader competencies. And, they learn new skills to further develop the competency. Participants learn to complete their own Personal Visioning. They learn how to create Vision that is shared across all members of a group, Creating Shared Vision. And, they learn how to lead collaboratively in Vision Communities.




As the purpose of LCIII is to contribute to Inclusive Excellence, the entire course is keyed to the values of diversity, equity, inclusion and social justice. Participant’s knowledge of the values is deepened through a special session on Implicit & Structural Bias with Anne Gillies, Search Advocate Program, and a special session on Systems of Oppression & Privilege, Identity & Intersectionality with Rebecca Warner, ADVANCE. All others sessions, skills and tools address the operationalization of diversity, equity, inclusion and social justice into OSU.

INTEGRATED STRATEGY

In this new competency, strategy is approached from an holistic, systems perspective through the integration of Strategic Thinking and Strategic Planning competencies. Strategic thinking and strategic planning serve different and complementary purposes.

Strategic thinking is the process of envisioning a desired future and the milestones to accomplish the vision, and then transforming the vision into reality. Strategic Planning is the process of allocating and configuring organizational resources to achieve an established strategic direction. It, however, is limited in ways that obstruct people’s capacity to envision desired future states, or generate organizational movement toward them.

The Integrated Strategy competency combines strategic thinking and strategic planning into a complementary process that assists with the transformation of the vision into reality even as immediate and pressing issues are addressed. In the Integrated Strategy competency, Strategic Thinking and Strategic Planning skills and tools are employed to address requirements at each stage of the strategy process. Participants learn new concepts, Core Competencies, and skills, Backcasting and the Integrated Strategy Process, to create Integrated Strategy in their work units. While the competency can be utilized for any vision, it is keyed to realizing the vision of diversity, equity, inclusion and social justice.


Participants use the Engaged, Self-Directed Learning competency to direct their own learning. They learn to take action through collaboration across difference as well as through developing and implementing integrated strategy for diversity, equity, inclusion & social justice. They transform mistakes into learning opportunities with the Integrated Strategy competency.


In LCIII, the institutionalization of diversity, equity, inclusion & social justice into OSU is approached from a systems perspective, so developing systems skills is a primary learning objective. Participants develop the Systems Thinking competency through foundational systems knowledge, i.e., Organizations & Systems Theory and Resources & Systems. They develop skills to define and describe systems, i.e., Systems Complexity, Systems Relationships, Mapping Systems and Identifying Relationships. And, they learn skills to manage systems, identify systems causes of issues and develop appropriate interventions, i.e., Systems Management, Root Cause Analysis.

These skills are engaged to develop the capacity to bust structural bias by organizational design. They are used in concert with other systems skills and knowledge to address systems of oppression from a systems perspective.


Participants develop the Communication competency with the express purpose of catalyzing diversity to realize the vision. Participants learn skills from the Convergence Model to meet the challenge of communicating across difference, e.g., dialogue, rules-of-engagement, identify shifting.




DIVERSITY, EQUITY, INCLUSION & SOCIAL JUSTICE (DIVERSITY)

LCIII was developed to make a contribution to realizing OSU’s vision of Inclusive Excellence. Other OSU partners bring expertise around diversity, equity, inclusion and social justice, e.g., Search Advocate, ADVANCE, the Social Justice Education Initiative, Difference, Power and Discrimination and the Office of Institutional Diversity.

So, LCIII does not attempt to duplicate that expertise, but rather collaborates with the experts to ensure participants develop an understanding of the values. Anne Gillies, Search Advocate Program, provided a special session on Implicit & Structural Bias. And, Rebecca Warner, ADVANCE, provided a special session on Systems of Oppression & Privilege, Identity & Intersectionality.

The contribution of LCIII to diversity, equity, inclusion & social justice is fourfold:

1. Leadership skills and tools related to operationalizing and institutionalizing values in an organization, Creating Shared Vision and Leading Change;

2. Systems and organizational development skills and tools to operationalize and institutionalize the values, Integrated Strategy, Busting Structural Bias by Organizational Design, Systems Complexity & Relationships, Mapping Systems, Systems Management and Root Cause Analysis;

3. Skills and tools to collaborate across difference from the Convergence Model & Framework, including but not limited to Dialogue, Speed & Democracy, Identity Shifting, Participation and Local Action.

4. Skills and tools to create knowledge, e.g., Principles-to-Practice.


Participants integrate skills developed in LCI: Emergence and Managers as Leaders, e.g., Part-Time Leadership, Job Enrichment and Leadership Call-to-Action. Additionally, they develop the competency from a systems and organizational perspective, Integrated Strategy, Mapping Systems, Systems Management and Root Cause Analysis. They also learn it in the context of larger, cross-functional and cross-organizational collaborations, e.g., Convergence Model, Speed & Democracy, Local Action, Frames.


Participants utilize the competencies developed in LCI: Emergence and Managers as Leaders. Additionally, throughout LCIII, participants are challenged to consider new information, to consider old information in a new ways, to consider ideas that challenge old ways of thinking, to experiment with innovations, to intentionally and systematically learn from the experiments and to integrate new successful practices into their work.

Additionally, participants learn and practice Knowledge Creation. Knowledge creation is necessary when advancing a new vision. We need to create the pathways to realize the vision through specific vision-directed, values-based actions and decisions that lead to real organizational outcomes. That requires combining new knowledge with existing knowledge, integrating ideas from divergent disciplines, and innovation and experimentation to create new practices from general principles.





Leadership requires decision-making in dynamic and diverse contexts, which in turn requires general principles of decision-making paired with context-specific information and tools. Decision-making in the LCs is taught within the specific context of particular leadership skills. In LCIII, participants continue to develop the Decision-Making competency via decision-making customized to specific contexts and particular leadership skills, e.g., Integrated Strategy and Strategic Thinking.

Participants further develop the Decision-Making competency through the integration of systems concepts and skills, e.g., Complexity, Incomplete Information, Networks, Emergence, Uncertainty and Systems Feedback. In addition, they learn to apply decision-making skills to catalyze the strengths of diversity, equity, inclusion and social justice, e.g., Collaboration Across Difference, Busting Bias through Organizational Design and Addressing Systems of Oppression from a Systems Perspective.


A primary goal of the Leadership Collaboratives is to unleash the potential of all people. In LCIII, participants utilize the competencies developed in LCI and Managers as Leaders and learn to apply them in service of the vision for diversity, equity, inclusion & social justice. Busting Structural Bias and Addressing Systems of Oppression from a Systems Perspective enable people to identify and intervene in root and systems-level causes of bias. Collaboration Across Difference enables people to catalyze the potential of difference and diversity. Strategic Vision & Leadership gives people a voice in creating a vision shared by all and enables them to take vision-directed action.

LEADING CHANGE (ORGANIZATIONAL MANAGEMENT)

Participants develop the Leading Change competency, which contributes to the Organizational Management meta-competency. Change: A Leadership Call-to-Action recognizes that people effect change and presents multiple leadership skills and opportunities to effectively address people’s evolving needs during change, i.e., Change: Leadership Call-to-Action, Change: It’s Personal, Change Agent, Change Principles, Leading Change. Change: The Nature of It teaches how to facilitate change from a systems perspective and how to create change-ready organizations.


Participants develop skills related to the Culture & Context competency. In the Strategic Vision & Leadership competency, they learn Creating Shared Vision to establish a strategic direction to guide the evolution of the culture and context. In the Integrated Strategy competency, they learn Strategic Thinking, a competency designed to inform, guide, evaluate and modify all actions and decisions to align them with the vision, mission and values. They also learn Strategic Planning, a process to operationalize strategies to implement the strategic direction.

In the Systems Thinking competency, they develop systems analysis skills that enable them to understand organizational culture and context at the level of systems, i.e., distinguishing organizational ‘symptoms’ from core or root causes. And, in the Leading Change competency, they learn to read culture and context and to design change strategies, monitor impact, and integrate lessons into next steps.


Participants deepen and expand their Employee Engagement competency via application of LCI and Managers as Leader competencies. And, they learn new skills to further develop the competency.

The Strategic Vision & Leadership competency engages people in creating and implementing shared vision. The Communication competency teaches participatory communication skills, e.g., dialogue, rules-of-engagement. In the Collaboration competency, the Convergence Model teaches engagement, e.g., Rules of Engagement,




Dialogue, Local Action, Ad Hoc Decision-Making, Strategic Thinking. In Leading Change, the premise is that people effect change, so leadership skills are used to support people to deal with change and to make valuable contributions.


The Collaboration competency is a fundamental precept underlying all the collaboratives. In LCIII, participants further develop the Collaboration competency to catalyze the potential of difference and diversity, i.e., Collaboration Across Difference.

The Convergence Model provides a comprehensive approach to collaboration across difference. Five constituents populate the Convergence Model, Complementarity, Rules of Engagement, Contingent Alliance, Speed & Democracy, and Points of Convergence. Each constituent is comprised of discrete and interrelated elements. All constituents and elements include concrete, feasible and actionable implementation strategies that can be customized to particular collaborations.

Convergence

Frames

Points of Convergence

Local Action

Rules of Engagement

Contingent Alliance

Speed & Democracy

Complementarity

Diversity

Identity

Participation

Multiple Alliances

Roles

Coalition Structure

Coalition Cycles

Dialogue

Ad Hoc

Decision-Making

Strategic Thinking

Convergence: A Model for Collaborating Across Difference

Source: Magis, K., (2010). Global Civil Society: Finding Common Voice in Diversity




TABLE OF COMPETENCIES & ASSOCIATED SKILLS

Vision, Mission, Values Integrity, Trust, Credibility


Organizational Learning Decision-Making Employee Engagement Systems Thinking Creativity, Innovation, CQI Diversity, Equity,

Inclusion, Social Justice Time Mgt/Prioritization Resource Management

I Re-Framing Leadership I Adult Learning II Perform On-the-Job I 10k Moments I Vision Connections I 10K Moments I Vision Imperative Mentors

Inclusive Mentoring I 10k Moments

I 10k Moments I Leadership as Practice II Org Learning I Vision Connections I Inspiration I Soft Power I Ldshp Call-to-Action All Search & Selection I Inspiration

I Vision Connections I Review, Reflect & Deepen (LC)

I Inspiration I En-Able I Hard Power I Challenge I OSU VMV Study I Soft Power

I Leadership Behaviors I Action Plan (LC) I Soft Power I Job Enrichment I Smart Power I Model II III Creating Shared VMV I Smart Power

I Soft & Hard Power I Application (LC) Accountability I Hard Power I Model I En-Able I Encourage III Busting Structural Bias I En-Able

I Smart Power I Integration (LC) I Self-Directed Learning I Smart Power I Encouragement I Job Enrichment I Self-Directed Learning III Systems of Oppression I Job Enrichment

I Model I Standardization (LC) I Learning Cycle I En-Able I Challenge I Systems Thinking I Successive Approximation

III Integrated Strategy I Model

I Encourage II Personal Mastery I Action Planning I Job Enrichment II III Chg: Ld Call-to-Action II Org & Systems Theory I Learning Cycle III Collaboration Across Diff

I Encourage

I Challenge II Learning Breakdowns I II III

CQI I Model II III Chg: It’s Personal II III Resources & Systems III Principles-to-Practice I Weekly Duty Analysis

II III Personal Visioning II Creating Meaning I 10K Moments I Encourage II III Change Agent II III Systems Complexity I II III

CQI embedded thruout I Successive Approximation

II III

Outcomes, alignment, metrics, progress, improvement

III Principles-to-Practice I


I Challenge II III Change Principles II III Systems Relationships I Chunking

I Inspiration III Knowledge Creation I Ldshp call-to-action I CQI II III Leading Change II III Mapping Systems II Ldsp Opportunities

II III Creating Shared Vision Integrated Strategy II Creating Meaning II Garbage Can D-M II III Change-Ready Orgs II III Systems Management II Leading Teams

Strategic Thinking II Learning Breakdowns II Change II III Chg: The Nature of It II III Identify Relationships Develop Leaders & Teams III Collaborate Across Diff

I Values Conundrum II Perform On-the-Job III Collaborate Across Diff III Collaborate Across Diff II III Discern Root Causes III Busting Structural Bias

I Vision Connections II Org Learning III Strategic Planning

III Integrated Strategy III Busting Structural Bias by Org Design

III Collaborate Across Difference

Org Change I Vision Imperative II Ld Opportunities II High Perform Teams II High Perform Teams III Systems of Oppression III Systems of Oppression

I Smart Power I OSU Vision Study II Personal Mastery II Ldshp Opportunity II III Strategic Thinking I Vision Connections Communication Manage Self

II III Chg: Ld Call-to-Action I Vision Community III Strategic Planning II III Learning III Systems of Oppression I En-Able I Job Enrichment ALL All tools in LCI, II & III

II III Chg: It’s Personal I 10k Moments ALL Strategic Thinking II III Strategic Thinking II III Visioning I Model I Vision Connections ALL Self-Directed Learning

II III Change Agent I Inspiration III Collaborate Across Diff III Systems of Oppression II III Creating Shared VMV I Encourage I Smart Power II Personal Visioning

II III Change Principles I Reframing Ldshp II III Visioning I Job Enrichment I Encourage

II III Leading Change II Leadership Opportunity III Knowledge Creation ALL Vision Community I Inspiration

II III Change-Ready Orgs. III Strategic Thinking in Integrated Strategy

III Principles-to-Practice

II III Regimes of Mutual B I En-Able

II III Chg: The Nature of It III Backcasting Collaboration II III Resource Analysis ALL All tools in LCI, II & III

Strategic Planning ALL All Skills in All LCs II Team Assignment

II III Creating V Community ALL Pedagogy in All LCs II Team Design

II III Personal Visioning II Team Leadership

III Collaboration I Part-Time Leadership

III Catalyze Diversity II III Collaborative Ldshp

II III Create Shared Org VMV II Organizational Learning

II III Strategic Planning in Integrated Strategy

II Skills to Performance

II III Core Competencies II III Creating Shared Vision

The Leadership Development Project Competency Model includes leadership competencies developed through the four Leadership Collaborative Courses. Competencies are listed in bold in highlighted boxes. Skills that contribute to each competency are listed below the competency. The specific course in which the skill is taught is listed next to the skill. Note: I includes both LCI: Emergence and Managers as Leaders.




Vision, Mission, Values Integrity, Trust, Credibility


Organizational Learning Decision-Making Employee Engagement Systems Thinking Creativity, Innovation, CQI Diversity, Equity, Inclusion,

Social Justice Time Mgt/Prioritization Resource Management

I Re-Framing Leadership I Adult Learning II Perform On-the-Job I 10k Moments I Vision Connections I 10K Moments I Vision Imperative Mentors Inclusive Mentoring I 10k Moments

I 10k Moments I Leadership as Practice II Org Learning I Vision Connections I Inspiration I Soft Power I Ldshp Call-to-Action All Search & Selection I Inspiration

I Vision Connections I Review, Reflect & Deepen (LC)

I Inspiration I En-Able I Hard Power I Challenge I OSU VMV Study I Soft Power

I Leadership Behaviors I Action Plan (LC) I Soft Power I Job Enrichment I Smart Power I Model II III Creating Shared VMV I Smart Power

I Soft & Hard Power I Application (LC) Accountability I Hard Power I Model I En-Able I Encourage III Busting Structural Bias I En-Able

I Smart Power I Integration (LC) I Self-Directed Learning I Smart Power I Encouragement I Job Enrichment I Self-Directed Learning III Systems of Oppression I Job Enrichment

I Model I Standardization (LC) I Learning Cycle I En-Able I Challenge I Systems Thinking I Successive Approximation

III Integrated Strategy I Model

I Encourage II Personal Mastery I Action Planning I Job Enrichment II III Chg: Ld Call-to-Action II Org & Systems Theory I Learning Cycle III Collaboration Across Diff

I Encourage

I Challenge II Learning Breakdowns I II III

CQI I Model II III Chg: It’s Personal II III Resources & Systems III Principles-to-Practice I Weekly Duty Analysis

II III Personal Visioning II Creating Meaning I 10K Moments I Encourage II III Change Agent II III Systems Complexity I II III CQI embedded thruout I

Successive Approximation

II III


III Principles-to-Practice I


I Challenge II III Change Principles II III Systems Relationships I Chunking

I Inspiration III Knowledge Creation I Ldshp call-to-action I CQI II III Leading Change II III Mapping Systems II Ldsp Opportunities

II III Creating Shared Vision Integrated Strategy II Creating Meaning II Garbage Can D-M II III Change-Ready Orgs II III Systems Management II Leading Teams

Strategic Thinking II Learning Breakdowns II Change II III Chg: The Nature of It II III Identify Relationships Develop Leaders & Teams III Collaborate Across Diff

I Values Conundrum II Perform On-the-Job III Collaborate Across Diff III Collaborate Across Diff II III Discern Root Causes III Busting Structural Bias

I Vision Connections II Org Learning III Strategic Planning

III Integrated Strategy III Busting Structural Bias by Org Design

III Collaborate Across Difference

Org Change I Vision Imperative II Ld Opportunities II High Perform Teams II High Perform Teams III Systems of Oppression III Systems of Oppression

I Smart Power I OSU Vision Study II Personal Mastery II Ldshp Opportunity II III Strategic Thinking I Vision Connections Communication Manage Self

II III Chg: Ld Call-to-Action I Vision Community III Strategic Planning II III Learning III Systems of Oppression I En-Able I Job Enrichment ALL All tools in LCI, II & III

II III Chg: It’s Personal I 10k Moments ALL Strategic Thinking II III Strategic Thinking II III Visioning I Model I Vision Connections ALL Self-Directed Learning

II III Change Agent I Inspiration III Collaborate Across Diff III Systems of Oppression II III Creating Shared VMV I Encourage I Smart Power II Personal Visioning

II III Change Principles I Reframing Ldshp II III Visioning I Job Enrichment I Encourage

II III Leading Change II Leadership Opportunity III Knowledge Creation ALL Vision Community I Inspiration

II III Change-Ready Orgs. III Strategic Thinking in Integrated Strategy

III Principles-to-Practice

II III Regimes of Mutual B I En-Able

II III Chg: The Nature of It III Backcasting Collaboration II III Resource Analysis ALL All tools in LCI, II & III

Strategic Planning ALL All Skills in All LCs II Team Assignment

II III Creating V Community ALL Pedagogy in All LCs II Team Design

II III Personal Visioning II Team Leadership

III Collaboration I Part-Time Leadership

III Catalyze Diversity II III Collaborative Ldshp

II III Create Shared Org VMV II Organizational Learning

II III Strategic Planning in Integrated Strategy

II Skills to Performance

II III Core Competencies II III Creating Shared Vision

leadership development project competency model

Documents