The Essential Competency of Administrators of Distinctly Christian Schools
Do we ever not do smart things? The tribal wisdom of the Dakota Indians, passed on from one generation to the next, says that when you discover you are riding a dead horse, the best strategy is to dismount. However, in modern business, because of the heavy investment factors to be taken into consideration, often other strategies have to be tried with dead horses, including the following: Buying a stronger whip. � Changing riders. � Threatening the horse with termination. � Appointing a committee to study the horse. � Arranging to visit other sites to see how they ride dead horses. �
� Lowering the standards so that dead horses can be included. � Reclassifying the dead horse as living-impaired. � Change the form so that it reads: "This horse is not dead." � Hire outside contractors to ride the dead horse. � Harness several dead horses together for increased speed. � Donate the dead horse to a recognized charity, thereby deducting its full original cost. � Providing additional funding to increase the horse's performance. � Do a time management study to see if the lighter riders would improve productivity. � Declare that a dead horse has lower overhead and therefore performs better. � Promote the dead horse to a supervisory position.
Background � Dissertation research completed in 2011 � The research focused on developing a competency model for leaders of social services agencies in the non-profit sector Business/For Profit Government Non-profit
Background � Why? – little research on competency models for leaders of social services organizations � Competency has been widely studied. � Healthcare/medical � Education � Business
Definitions � Competent � An individual is deemed competent when he or she is able to accomplish a given task effectively (Woodruffe, 1991 as cited in Le Deist & Winterton, 2005).
Definitions � Competencies � These are specific statements that define areas of expertise viewed as essential for success in a given context. These would include competency characteristics or capabilities such as motives, traits, self-concept, knowledge, and skills (Spencer & Spencer, 1993, pp. 9-11). The motives and self concept in competency include a self awareness that includes a realistic view of personal strengths and weaknesses along with personal goals and values (Lowney, 2003, p. 98).
The need for competency models � The idea and development of competency models � Was first viewed as an replacement IQ testing as a means of anticipating success � Recognized that not just skills (what a leader did) mattered � Took more of a holistic approach
The need for competency models � The looming staffing crisis in non-profits prior to 2008 � Recruitment – is there a match between individual and the role � Training/Development – what did someone need to learn � Example – � Education – post 2008 retirements slowed � Significant turnover in next five years � Varying levels of competency models are used to ensure teacher preparation
The need for competency models � More business type skills being expected � Planning � Marketing � Budgeting � Fundraising � Data analysis � More expectations related to outcomes � Donors � Students/parents
The need for competency models � Competencies models can assist in two key areas � Recruitment of leaders � Development of leaders
Main Research Question “In your opinion, what are the skills, knowledge, traits, motives, and self-concept/self-understanding that are essential for executive-level leaders in nonprofit, social services organizations?”
Roles of the Non-profit Leader – Nanus & Dobbs Outside the Organization Politician & Visionary & Campaigner Strategist Future Present Possibilities Operations Change Coach Agent Inside the Organization
Competency Results from Boyatzis Cluster Competency Threshold Competency Goal and action management Concern with impact • Diagnostic use of concepts • Efficiency orientation • Leadership Proactivity Logical thought • • Conceptualization • Self-confidence • Human resource management Use of oral presentations • Directing subordinates Managing group process Accurate self-assessment • • Positive regard • Focus on other Use of socialized power Developing others • • Spontaneity • Use of unilateral power • Specialized knowledge Perceptual objectivity Specialized knowledge • • Self-control • Stamina and adaptability •
Competency Results from Spencer & Spencer Cluster Competency Achievement & Action Achievement Orientation • Concern for order, quality and accuracy • Initiative • Information seeking • Interpersonal understanding Helping and Human Services • Customer orientation • Impact and Influence Impact and influence • Organizational awareness • Relationship building • Managerial Developing others • Directiveness • Teamwork and cooperation • Team leadership • Cognitive Analytical thinking • Conceptual thinking • Technical/professional/managerial expertise • Personal Effectiveness Self-control • Self-confidence • Flexibility • Organizational commitment • Other personal characteristics & competencies (pp.25-88) •
� The short comings of the generic models � Not sector specific � Do not take into consideration the "missional" focus of what administrators do
What was learned � Competencies were identified covering: � Skills – what the leader does � Knowledge – what the leader knows � Traits – who the leader is � Motives – why s/he does what they do � Self-concept/self-understanding – confidence, outcome focused, willing to take responsibility, humble � Similarities with existing models did exist but with key differences
Competency for Non-profit Leaders Category Competency Motives Commitment to Mission/Purpose Skills Communication/Listening Traits Work/Professional Traits Skills Building/Managing a Team Skills Organizational Planning & Development Skills Respect for people Knowledge Board Function & Development Motives Meaningful Work/Seeing Results
Competency for Non-profit Leaders Category Competency Skills Financial Management & Development Skills Problem Solving Self-Concept Development/Success of Organization Skills Leadership Perspective Knowledge Information/Learning Skills Self-Concept Outcomes Focus/Results Oriented Traits Interpersonal skills/Traits Self Concept Humble
How to develop a competency list for a specific role � Gather the right team � Represent a variety of perspectives � Have solid working knowledge of some aspect of the role � Give yourself enough time � Plan on multiple meetings � Need opportunity for dialogue and refinement � Think broadly about what needs to be accomplished (Nanus & Dobbs)
How to develop a competency list for a specific role � Understand current organizational status � Develop with a view to the future � Consider the person of the leader � We lead from the inside out � Who you are will eventually show
Questions? Contact info – Chris Vetter Corban University cvetter@corban.edu
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