{"id":306,"date":"2018-11-21T15:57:39","date_gmt":"2018-11-21T15:57:39","guid":{"rendered":"https:\/\/create.twu.ca\/layla11\/?p=306"},"modified":"2018-11-21T15:57:39","modified_gmt":"2018-11-21T15:57:39","slug":"competencies-and-principles","status":"publish","type":"post","link":"https:\/\/create.twu.ca\/layla11\/2018\/11\/21\/competencies-and-principles\/","title":{"rendered":"Competencies and Principles"},"content":{"rendered":"<p><strong>Part 1 Three types of competencies and application\u00a0<\/strong><\/p>\n<p>1. The Five Leadership Competencies (Lepsinger, 2010)<\/p>\n<ul>\n<li>Enhance and maintain employee self-esteem<\/li>\n<li>Set challenging goals<\/li>\n<li>Create a supportive environment<\/li>\n<li>Catch people doing something right<\/li>\n<li>Provide constructive feedback<\/li>\n<\/ul>\n<p>2. Strategic thinking competencies (Hughes, Colarelli-Beatty, &amp; Dinwoodie, 2014)<\/p>\n<ul>\n<li>Scanning<\/li>\n<li>Visioning<\/li>\n<li>Reframing<\/li>\n<li>Making common sense<\/li>\n<li>System thinking<\/li>\n<\/ul>\n<p>3. Competencies for competitive advantage in the new economy (Ungerer, Ungerer, &amp; Herholdt, 2016)<\/p>\n<ul>\n<li>Set compelling and socially relevant visions<\/li>\n<li>Demonstrate praise-worthy values<\/li>\n<li>Create space and opportunities for employees to excel<\/li>\n<\/ul>\n<p>The five leadership competencies are appropriate to implement in my training department. We could also spread the ways to incorporate the competencies into daily professional work to the rest of the company if the results are delightful. The training department is, although not in the core group in this power-supply company, vital to preach the company&#8217;s MVV to all the staff and help them integrate into the corporate culture as soon as possible. Also, the situation which our managers have high expectations and consciously want to improve staff&#8217;s performance echoes the five leadership competencies (Lepsinger, 2010). First, I would suggest my managers improve the communication policy within the training department by consciously delivering the messages to other people with concerns rather than accusation, increasing the chances of brainstorming meetings, and designing a course of learning effective communication in our primary training courses. Listening and talking are two main factors of any types of communication. To understand and to be empathic to other people, the transformational servant leader should be able to receptively listen to what has been said and implied (Spears, 2004). People will feel being valued and safe in an open communicating environment, and in turn, their feelings of self-worth will increase their motivation to perform competently (Lepsinger, 2010). The brainstorming meetings provide time and opportunities for staff to feel free to talk and share their creative ideas. It also represents the leaders are supportive of the open communicating style and encouraging staff to try new ideas and creative challenges. Second, I will set SMART goals (Lepsinger, 2010) for my team and require feedback from both managers and team members. The SMART goals, along with individual job descriptions, are profound for the staff to gain both a clear overview of their job and detailed guidelines of what is expected in daily professional work without misunderstandings (Lepsinger, 2010). Further, the feedback from the team members guarantees their intentional reflection of the mistakes and issues and conceiving constructive solutions; the feedback from the managers shows their recognition to the teamwork. It is vitally important to help employees feel we need to focus on the future, not the past (Lepsinger, 2010), and transformational servant leaders value the growth of the staff (Northouse, 2013) by perfectly balancing the effective behaviours and less effective behaviours of the staff (Lepsinger, 2010). At last, I will collaborate will other team leaders and managers to tell trainers &#8220;you can do this&#8221; whenever they do something quite good (Lepsinger, 2010). I believe the staff in the training department have a clear understanding of what good performance looks like. They need more affirmation and encouragement when they are improving. As a result, they will know where they are competent at and make progress.<\/p>\n<p>Regarding the entire company, the competencies for\u00a0competitive advantage (Ungerer, Ungerer, &amp; Herholdt, 2016) could genuinely help the organization achieve excellent\u00a0performance and move towards corporate MVV of building up a world-class power grid and a world-class enterprise (State Grid, 2018). The competencies for competitive advantage in the new economy require the leaders to bring employees to higher levels of human capabilities at work such as passion, creativity, initiative\u00a0(Ungerer, Ungerer, &amp; Herholdt, 2016). I will suggest the organization redefine the praise-worthy values combining with corporate values. Not only the lower level staff but also all managers should demonstrate the value and lead the example (Hughes, Colarelli-Beatty, &amp; Dinwoodie, 2014). Also, \u00a0to create space and opportunities for employees to excel the company should offer chances for staff to attend training courses in Western companies. The State Grid is a national electric utility monopoly of China. Generally, we do not have a competitor in this country, and the only way for the company to break the current situation and be the world-class company is to learn from companies of other countries. The staff will gain valuable knowledge and ways of practical work and more important, different perspectives of considering problems and dealing with conflict.<\/p>\n<p>However, making the common sense and system thinking (Hughes, Colarelli-Beatty, &amp; Dinwoodie, 2014) are hard to work well in the organization. Due to the coercive and authoritative leadership styles adopted by most leaders in the organization, it is unrealistic for them to &#8220;help others in their organizations make sense of the world around them, the challenges they collectively face, and how they will face them together&#8221; (Hughes, Colarelli-Beatty, &amp; Dinwoodie, 2014, p. 80). In another word, most managers wish the staff to follow the orders rather than rationalizing the assignments and seeking understanding. They deem it is time-consuming and less effective to manage the work. Additionally, system thinking would greatly facilitate workflow and professional practice if employees were strategic thinkers, but the un-transparency of information on the lower level staff has stopped employees from discerning and understanding complex problems and the interrelationships between them (Hughes, Colarelli-Beatty, &amp; Dinwoodie, 2014). Clearly, the managers have no intention to improve the information transparency in the organization as it is easier for them to get the upper hand and command the workers.<\/p>\n<p><strong>Part 2 Effective principles, not so effective principles<\/strong><\/p>\n<p>1. Three most important principles<\/p>\n<ul>\n<li>Increase Coordination and Cooperation (Lepsinger, 2010)<\/li>\n<\/ul>\n<p>Most of the professional work in my company involves teamwork, and cooperation and coordination are imperative. However, the teamwork is not always effective, and the team could not finish the work efficiently. To be more specific, the level of teamwork effectiveness is low in the organization. I realize it is because employees always think they have been clear enough and other people are supposed to understand them (Lepsinger, 2010). Also, team leaders need to enhance team learning in the does to transfer the inter-team competition to collaboration (Zeeman, 2017). Hence, I would suggest the managers gather the perception how employees think of the cooperation. Then, they should focus on finding the ways to close the gap and building effective communication to make members willing to share their real thoughts in the working environment.<\/p>\n<ul>\n<li>Strategic acting (Hughes, Colarelli-Beatty, &amp; Dinwoodie, 2014)<\/li>\n<\/ul>\n<p>Strategic acting requires leaders to consider strategy &#8220;as a top-down and a bottom-up process&#8221; (Hughes, Colarelli-Beatty, &amp; Dinwoodie, 2014, p. 101). It gives my organization a new perspective to conceive and design a strategy before implementing it as the leaders usually adopt the top-down implementation and could not have the insight throughout the organization (Hughes, Colarelli-Beatty, &amp; Dinwoodie, 2014). As a result, the strategies are flawed and lack of agility. I believe the managers should acknowledge the possibility of uncertainty to the staff at the beginning and prepare to make decisive decisions when necessary (Hughes, Colarelli-Beatty, &amp; Dinwoodie, 2014). Then, setting clear priorities for staff to discern the short-term actions and long-term actions\u00a0(Hughes, Colarelli-Beatty, &amp; Dinwoodie, 2014). It is significant for our company as the staff always feel confused about what should do and how to act. The team cohesion decreases and the working effectiveness suffers.<\/p>\n<ul>\n<li>Strategic execution principles (Ungerer, Ungerer, &amp; Herholdt, 2016)<\/li>\n<\/ul>\n<p>The strategic execution mindset does the importance of people, and &#8220;all role-players need to understand that execution requires an actionable strategy&#8221; (p. 221). This principle could help the staff recognize their useful roles in the strategic execution and managers realize it is essential to empower employees to act\u00a0(Ungerer, Ungerer, &amp; Herholdt, 2016). I will show the figure of strategy-making and execution process (Figure 5.7; Ungerer, Ungerer, &amp; Herholdt, 2016, p. 225 )\u00a0in the meeting to other employees and let them understand how the strategy\u00a0works. Second, staff will have to identify which step they are involved in and how they could make the contribution. Third, workers have to provide their feedback on how to align individual KPAs and KPIs with the corporate MVV through the whole process.<\/p>\n<p>2. Three least important principles<\/p>\n<ul>\n<li>The business model formulation\u00a0(Ungerer, Ungerer, &amp; Herholdt, 2016)<\/li>\n<\/ul>\n<p>I picked up this one just because our company is the\u00a0monopolistic business in China. Therefore, the organization does not have to worry too much about the components of the business model; the government defines even the price of electricity.<\/p>\n<ul>\n<li>Synergy portfolio strategy\u00a0(Galbraith, 2014)<\/li>\n<\/ul>\n<p>It is the key for the company is to form &#8220;a complete organization-a complete Star Model&#8221;\u00a0<span style=\"background-color: #f5f6f5\">to achieve synergy\u00a0<\/span>(Galbraith, 2014, p. 255). Although useful, our company cannot\u00a0be conglomerates with any other business without the permission of the only stakeholder-the government. Therefore, no matter\u00a0personally or corporately synergy portfolio strategy will not be necessary. This is also the\u00a0<span style=\"color: #666666;font-family: 'Open Sans', Arial, sans-serif;font-size: 16px\">least effective course text material to me.<\/span><\/p>\n<ul>\n<li>Value-adding strategy for\u00a0conglomerates\u00a0(Galbraith, 2014)<\/li>\n<\/ul>\n<p>The State Grid, being a monopolistic power supply company and entirely controlled by the government, actually does not need to invest much energy in market expectations. And the company is not a conglomerate and will not join with other companies.<\/p>\n<p>&nbsp;<\/p>\n<p>References<\/p>\n<p>Galbraith, J. R. (2014)\u00a0<em>Designing Organizations: strategy, structure, and process at the business\u00a0unit and enterprise levels.\u00a0<\/em>San Francisco: Jossey-Bass. [PDF version]<\/p>\n<p>Hughes R., Colarelli-Beatty K. &amp; Dinwoodie\u00a0 D. (2014)\u00a0<em>Becoming a strategic leader.\u00a0<\/em>(2<sup>nd<\/sup>\u00a0ed.) San Francisco<strong>:\u00a0<\/strong>Jossey-Bass. [PDF version]<\/p>\n<p>Lepsinger\u00a0 R. (2010)\u00a0<em>Closing the Execution Gap<\/em>. San Francisco: Jossey-Bass. [PDF version]<\/p>\n<p>Northouse, P. (2013). <i>Leadership: Theory and practice <\/i>(6th ed.). Thousand Oaks, CA: SAGE Publications.<\/p>\n<p>Spears, L. C. (2004). Practicing servant\u2010leadership. <i>Leader to leader<\/i>, <i>2004<\/i>(34), 7-11.<\/p>\n<p>State Grid. (2018). State Grid. Retrieved from http:\/\/www.sgcc.com.cn\/ywlm\/aboutus\/value\/index.shtml<\/p>\n<p>Ungerer, M., Ungerer, G., &amp; Herholdt, J. (2016). <em>Navigating strategic possibilities\u202f: Strategy formulation and execution practices to flourish.<\/em> Randburg: KR Publishing.<\/p>\n<p>Zeeman, A. (2017). <em>Senge\u2019s Five Disciplines of Learning Organizations<\/em>. Retrieved from ToolsHero: https:\/\/www.toolshero.com\/management\/five-disciplines-learning-organizations\/<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Part 1 Three types of competencies and application\u00a0 1. The Five Leadership Competencies (Lepsinger, 2010) Enhance and maintain employee self-esteem Set challenging goals Create a supportive environment Catch people doing something right Provide constructive feedback 2. Strategic thinking competencies (Hughes, Colarelli-Beatty, &amp; Dinwoodie, 2014) Scanning Visioning Reframing Making common sense System thinking 3. Competencies for &hellip; <\/p>\n<p class=\"link-more\"><a href=\"https:\/\/create.twu.ca\/layla11\/2018\/11\/21\/competencies-and-principles\/\" class=\"more-link\">Continue reading<span class=\"screen-reader-text\"> &#8220;Competencies and Principles&#8221;<\/span><\/a><\/p>\n","protected":false},"author":220,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[53,52,62],"tags":[],"class_list":["post-306","post","type-post","status-publish","format-standard","hentry","category-health-education","category-ldrs501","category-post-8-1"],"_links":{"self":[{"href":"https:\/\/create.twu.ca\/layla11\/wp-json\/wp\/v2\/posts\/306","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/create.twu.ca\/layla11\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/create.twu.ca\/layla11\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/create.twu.ca\/layla11\/wp-json\/wp\/v2\/users\/220"}],"replies":[{"embeddable":true,"href":"https:\/\/create.twu.ca\/layla11\/wp-json\/wp\/v2\/comments?post=306"}],"version-history":[{"count":1,"href":"https:\/\/create.twu.ca\/layla11\/wp-json\/wp\/v2\/posts\/306\/revisions"}],"predecessor-version":[{"id":309,"href":"https:\/\/create.twu.ca\/layla11\/wp-json\/wp\/v2\/posts\/306\/revisions\/309"}],"wp:attachment":[{"href":"https:\/\/create.twu.ca\/layla11\/wp-json\/wp\/v2\/media?parent=306"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/create.twu.ca\/layla11\/wp-json\/wp\/v2\/categories?post=306"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/create.twu.ca\/layla11\/wp-json\/wp\/v2\/tags?post=306"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}