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The Leader Competency Model helps define what effective leadership looks like at the sa���ʴ�ý������ҳ���. This model outlines “how” one successfully does their job, and the competencies are used in a variety of programs.

Performance Oriented

• Establishes clear goals, aligns priorities and demands accountability;
• Sets high yet reasonable standards;
• Promotes learning orientation (flexibility, innovation, learning from mistakes and failures);
• Recognizes and communicates progress toward goals;
• Delegates appropriately to manage own workload and provide opportunities for others;
• Implements strong performance management processes (clear expectations, goal setting, monitoring, frequent feedback, coaching, appraisals, etc.);
• Effectively manages poor performance; and
• Is comfortable with ambiguity and uncertainty.

People Centered

• Has a high degree of self‐awareness;
• Recognizes how his/her emotions impact other people and situations;
• Adapts communication style or approach based on the needs of others;
• Seeks feedback and looks for opportunities to build new leadership skills and behaviors;
• Demonstrates the right amount of confidence in different situations;
• Shows a genuine interest in helping others to be successful, achieve their goals and find meaning in their work;
• Encourages others to participate in the decision-making process;
• Shares credit;
• Manages conflict productively;
• Demonstrates a positive outlook and promotes a positive environment; and
• Recognizes value of work/life integration.

Values Driven (character; growth orientation)

• Demonstrates honesty, integrity and a consistency between words and actions;
• Models and builds a culture of respect for all people;
• Holds others accountable for ethical behavior;
• Inspires trust by being trustworthy and appropriately trusting others;
• Demonstrates wisdom by seeking the common good for the university and for the larger society;
• Actively seeks ways to build teams varied in perspective and style;
• Considers the well‐being of others before making decisions; and
• Assumes personal and professional responsibility for actions.

Strategic and Integrative Leader

• Develops and communicates a shared, clear and comprehensive vision, strategy and purpose;
• Proactively builds lasting, collaborative and productive relationships;
• Can analyze a situation from multiple points of view and integrate different perspectives and values;
• Is actively engaged in broad professional/leadership communities and conversations both on and off campus;
• Is innovative and proactively manages change;
• Demonstrates the ability to figure things out, make decisions and take action with the speed and urgency appropriate for the situation;
• Invests resources strategically;
• Portrays unit and division/college/school in a positive light;
• Is mindful of leadership responsibility and impact; and
• Is able to adapt leadership behaviors to different situations.