LEADERSHIP COMPETENCIES AND BEHAVIOURAL INDICATORS
The six leadership competencies included in the Administrative Competency Framework for Massey University are premised on Burns’ model of
transformational leadership, which he defined as “leaders inducing followers to act for certain goals that represent the values and the
motivations, the wants and needs, the aspirations and expectations, of both leaders and followers1.” The model incorporates four dimensions
which are believed to represent the most effective attitudes and behaviours of the transformational leader:
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Idealised influence:
from
Leaders who have high standards of moral and ethical conduct, are held in high regard, and who attract loyalty
followers.
Inspirational motivation: Leaders who have a strong vision for the future based on the values and ideals of both the organisation and the
individual
Intellectual stimulation: Leaders who challenge the status quo and normal way of doing things, advocate creative and divergent thinking,
and
who encourage followers to develop innovative strategies
Individual consideration: Leaders who are able to recognise the unique character, growth and development needs of followers, as well as
coaching and consulting them
The Administrative Competency Framework has adopted these four dimensions, and subsequently incorporated the related behaviours into the
six leadership competencies, as outlined below.
Decisiveness
1
James MacGregor Burns, 1978
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Makes well-informed, effective and timely decisions, even when the outcome may be unpopular

Takes ownership of decisions and ensures outcomes are consistent with University policies and precedent

Perceives the impact and implications of decisions
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Recognises when a trade-off is appropriate

Implement ideas and approaches that are likely to add value

Puts systems into place to pro-actively monitor risks, and determines acceptable risk tolerances
Strategic Thinking
Drives Results
Manages the Political
Interface

Champions initiatives with significant potential rewards, based on assessment of risk, benefits and impact

Integrates risk management into work planning

Is sought out by others for advice and solutions

Approaches strategic thinking and planning from a long-term perspective

Ensures establishment and implementation of strategy and goals, reflective of the University’s needs

Communicates strategies and goals effectively

Able to analyse and comprehend operational and University goals and strategies developed by others

Prioritises current/future work against the University’s goals and plans, connects current activities to long-term
outcomes

Able to understand complex concepts

Considers how present policies and processes may be affected by future development

Establishes contingency plans to respond to any identified potential risks

Supports and models strategic thinking in the University

Achieves results by focusing on desired outcomes and how best to achieve them

Seeks to identify, evaluate and implement initiatives that lead to optimal results for the University

Sets work priorities and delegates work

Allocates time and resources to effectively and efficiently achieve outcomes
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Ensures performance measures are in place to track achievements and highlight need for remedial action

Monitors activity and adjusts allocation of resources, as needed to achieve results

Takes calculated risks in order to optimize resources and improve delivery

Accepts responsibility for mistakes or non-performance

Understands the current political environment in which the University operates

Is comfortable and effective working in the larger political context
Leads People
Builds Organisational
Capability

Respects and abides by a professional code of conduct

Communicates and represents the importance of the University’s mission and primary aims

Promotes ongoing positive interaction with key stakeholders to promote awareness of the goals of the University

Provides timely, constructive and high quality professional advice to assist political decision-making

Recognises the importance and impact of the University on the local communities

Expresses positive expectations of individuals and activity, and seeks to ensure that expectations are understood

Accepts accountability for results achieved

Delivers clear and unambiguous communication to ensure information is shared appropriately

Establishes or implements routines and activities to facilitate work

Provides constructive and honest feedback, and identifies learning and development opportunities

Actively supports competent employees who are seeking lateral/promotional opportunities

Delegates the required authority to carry-out assigned responsibilities

Recognises and matches the skills of the individual/team to the current/future work requirements

Acts to build team spirit and pride to ensure ownership and achievement of common goals

Conveys own passion, and inspires commitment from others
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Acknowledges individual/team accomplishments

Fosters a climate of openness, trust and solidarity, providing opportunities for team members to confidently
express thoughts, opinions and needs

Sets an example of desired behaviour, and seeks to remedy unacceptable behaviour

Is aware of and understands external factors and trends that may affect the University and shape stakeholder’s
views

Understands the University’s impact on the external environment

Is open to change and new information, questions conventional approaches and encourages new ideas and
innovations

Works across organisational and functional boundaries and understands the primary business processes

Is future focused, and encourages others to develop a long-term perspective

Develops systems, processes and practices that seek to improve performance

Seeks opportunities to align common systems, processes and practices beyond immediate area of responsibility

Identifies and manages core capabilities and behaviours required to achieve the University’s aims and strategies

Manages workforce based on organisational and staffing needs, and funding considerations, against priorities and
performance requirements