NEA Leadership Competencies Guide

Transcription

1 NEA Leadership Competencies Guide

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3 NEA Leadership Competencies Guide Table of Contents NEA Vision, Mission, and Values 5 Setting the context for leadership competencies 6 Leadership competency framework explained 6 Essential elements Ideas for using leadership competencies 8 National (NEA Headquarters) State and local affiliates Constituent Groups Individual members Leadership Competencies 12 Advocacy Business Communication Governance and Leadership Leading Our Professions Organizing

4 The single biggest way to impact an organization is to focus on leadership development. There is almost no limit to the potential of an organization that recruits good people, raises them up as leaders, and continually develops them. John C. Maxwell 4

5 Vision, Mission and Values Adopted at the 2006 NEA Representative Assembly The National Education Association We, the members of the National Education Association of the United States, are the voice of education professionals. Our work is fundamental to the nation, and we accept the profound trust placed in us. Our Vision Our vision is a great public school for every student. Our Mission Our mission is to advocate for education professionals and to unite our members and the nation to fulfill the promise of public education to prepare every student to succeed in a diverse and interdependent world. Our Core Values These principles guide our work and define our mission: Equal Opportunity. We believe public education is the gateway to opportunity. All students have the human and civil right to a quality public education that develops their potential, independence, and character. A Just Society. We believe public education is vital to building respect for the worth, dignity, and equality of every individual in our diverse society. Democracy. We believe public education is the cornerstone of our republic. Public education provides individuals with the skills to be involved, informed, and engaged in our representative democracy. Professionalism. We believe that the expertise and judgment of education professionals are critical to student success. We maintain the highest professional standards, and we expect the status, compensation, and respect due all professionals. Partnership. We believe partnerships with parents, families, communities, and other stakeholders are essential to quality public education and student success. Collective Action. We believe individuals are strengthened when they work together for the common good. As education professionals, we improve both our professional status and the quality of public education when we unite and advocate collectively. 5

6 Setting the context for Leadership Competencies The National Education Association recognizes that today s education leaders are making, and will face, some of the toughest decisions in the history of our Association and public education. They must be mobilized, unified and equipped with the necessary knowledge, skills and abilities to meet these new challenges. Consequently, NEA has come together like never before to develop a more unified and interdisciplinary approach to leadership development. The NEA believes that investing in the development of great leaders is a powerful investment. Nearly every aspect of the Association plays some role in leadership development, making it even more important to have a common vision and understanding of what we are collectively working toward. NEA leadership development was, until recently, viewed as being part of individual programs or as a conference or event, but that view is quickly changing within the organization. Leadership development at NEA is now evolving to have its own language and standards, its own following and brand. More and more, leadership development is being defined as a journey, not as episodic events. More importantly, the definition of leadership is expanding and changing. Leadership is no longer necessarily defined by an elected role or position, but by key characteristics, actions and influence used to lead within and beyond the Association. The catalyst for this change is a new set of NEA leadership competencies. The NEA Leadership Competency Framework Explained NEA has defined, for the first time ever, what it means to be a NEA leader through the development of a series of six leadership competency domains. While NEA continues to invest in specialized leadership development opportunities for specific membership categories and roles, these leadership competencies are intended for the benefit of all current and upcoming leaders, regardless of role, level, or experience. The competencies are designed to prepare NEA members to lead relevant and thriving education associations and become world-class education leaders. Over the course of the year, NEA engaged leaders across the Association to discuss the current and desired future state of NEA leadership development. NEA also established a leadership development advisory team, consisting of member and staff-leaders to review member input and ideas and to develop a common vision for what NEA leaders should know and be able to do. It is out of this work that the NEA s leadership competencies were born. The leadership development competency framework reflects the NEA strategic framework and was developed through multiple leader and member engagements, interviews, focus groups, and a review of benchmark models in union, public sector and corporate environments. These competencies define for our association what leaders should know and be able to do in the areas of professional practice, organizing, advocacy, communications, business, as well as governance and leadership. 6

7 The framework has the following essential elements Six Competency Domains: the core functions of the a ssociation. Each competency has a definition that explains/defines the essence (overarching purpose, goal and objective) of the competency Key themes: under each competency there are multiple themes that convey the topic areas that the competency addresses Proficiency progression (labels adapted from language shared by the AFL-CIO): progressions convey a brief profile of the leader and their capabilities. They include Foundational (leading of the self), Mobilizing & Power-Building (leading the organization) and Agenda-Driving (leading others). Behaviors: how leaders demonstrate the competency at increasing levels of proficiency 4 Key 1- Competency Title 2- Definition 3- Theme 4- Progression 5- Behavior 3 Competency Theme Acts strategically to support the association s value proposition Manages budget development and business policy Promotes stewardship and financial integrity of the organization Manages risk Utilizes data and analyzes trends to inform decision making Level 1: Foundational Understands the value of membership in the past and how it may need to change to meet new challenges Understands business, planning, and budgeting processes Understands fiduciary requirements and demonstrates integrity in financial transactions Understands risk profile of the organization and recognizes early warning signs Recognizes implications of union, financial, and education trends on organizational sustainability and decision making Level 2: Mobilizing & Power Building Builds support for the value of membership by tying directly into member needs and creating new business models that provide added benefits Develops a culture that appreciates the importance of fiscal responsibility; and ensures business policies reflect financial best practices Accomplishes the goals of the association by strengthening its fiscal health Increases others understanding of risk mitigation and implements applicable processes and policies Builds support for strategic objectives through member awareness of trends and data analysis 5 Level 3: Agenda Driving Uses the financial resources of the organization wisely and strategically to demonstrate association relevance and the value of membership Uses strategic planning and the development of outcome based goals/metrics to create budgets, develop infrastructure, and increase investments, thereby ensuring longterm sustainability of organization Increases association resources and infrastructure to accomplish strategic objectives Manages association brand and risk through effective oversight Utilizes business/organizational trends and data analysis to make decisions that maximize goals, plans, and strategies for growth 1 BUSINESS Builds the brand and accomplishes the goals of the association through effective financial management and understanding of fiduciary responsibilities. 2 7

8 Ideas for Using the Leadership Competencies: National, Affiliate, and Individuals The competencies are a vehicle to support continuous learning and are intended to be broadly applicable across the organization for NEA, affiliates and individual members. The competencies are a very robust and are not meant to be completed over the course of a single event or a single year. The competencies support the notion that leadership development is a journey, not an event. The competencies serve as a guide and a tool to show what association leaders know and are able to do over the course of their careers in order to lead thriving and relevant organizations. Below are some activities that may be considered across the entire Association. Ideas for National Headquarters Through create a Leadership Management System as a hub for leadership content and talent that will provide NEA and affiliates the opportunity to pool and share their leadership development content, courses, and trainings in a single system. Use the LMS to identify any offerings (state, local or national) that align with and support the leadership competencies. Enable individual members to utilize the leadership management system as a means to develop their own individualized learning pathways and to create leadership portfolios based on their trainings, skills, areas of expertise and activism. Identify, develop and deliver content, online or face-to-face (e.g. National Leadership Summits) that reinforces and supports the leadership competencies 8

9 Ideas for State and Local Affiliates Endorse, adopt or customize the leadership competencies for use as a tool to enhance for state or local leadership development efforts. Help bring about a greater alignment of goals across the entire Association. Identify affiliate leadership trainings that can be shared with NEA to support the competency framework and leadership management system. Ideas for Constituent Groups (e.g. Councils and Caucuses) Endorse or adopt the leadership competencies for use as a tool to enhance any leadership development efforts being offered. Help bring about a greater alignment of goals across the enterprise. Recommend to NEA, excellent books, resources, training/trainers whose content supports the competencies. Recommend to NEA excellent books, resources, training/trainers whose content supports the competencies Infuse key leadership competencies, themes and behaviors into the development and delivery of state and local content Collaborate with NEA to make state or local leadership development training and/or trainers and expertise available nationally. 9

10 Ideas for Individual Members Seek out leadership opportunities within your profession that exemplify the competencies Identify knowledge, skills and attributes (abilities) needed for a particular leadership role or assignment. Consider questions such as: - What leadership strengths can I build on through the competencies? - What leadership challenges can I improve through the competencies? Assess your leadership proficiency across the competencies Develop a plan for your leadership development Develop a leadership development portfolio/transcript to track your progress Register or sign up to access resources and programs through the leadership management system 10

11 Leadership Competencies 11

12 Competency Theme Level 1: Foundational Level 2: Mobilizing & Power Building Level 3: Agenda Driving Leverages advocacy practice Identifies and discusses fundamentals of advocacy practice and theory within the community Engages in power mapping and implements high impact and culturally competent advocacy plans and strategies Ensures advocacy practices (e.g., synergistic partner relationships) are well integrated into the strategic plan and contribute to association s goals Engages community around issues supporting student learning Interprets and acts on social justice initiatives Researches advocacy issues to better understand content and share key messages with community Understands social justice initiatives from review of research and discusses the impact on education practice, policy, and the profession Creates and implements an advocacy engagement plan that supports student learning and leading the professions Designs advocacy plans and strategies formulated from social justice research that impacts educational practices, policies, and profession Organizes a collaborative mobilization plan around shared interests of union, educational communities, and legislative bodies Analyzes and strengthens alliances with a diverse set of stakeholders to implement, support, evaluate and communicate social justice initiatives ADVOCACY Advances the cause of public education through social justice and how it benefits our students and members professional needs and rights. Leads public education policy reform Understands and reports on national, state and local public education policy and reforms Develops credentials and experience in advocacy and collaborates to draft national, state and local public education policy and reforms Engages and persuades all stakeholders around shared interests in national, state, and local public education policy and reforms Acts as a political advocate Participates in basic campaign actions, including canvassing, petition signing and Equips members to become more effective advocates by getting them involved in the political process (at the level that makes sense for them) and providing valuable education, information and research Takes a leadership role in association, civic organization, PAC, campaign; and/or runs for office 12

13 Competency Theme Level 1: Foundational Level 2: Mobilizing & Power Building Level 3: Agenda Driving Acts strategically to support the association s value proposition Understands the value of membership in the past and how it may need to change to meet new challenges Builds support for the value of membership by tying directly into member needs and creating new business models that provide added benefits Uses the financial resources of the organization wisely and strategically to demonstrate association relevance and the value of membership Manages budget development and business policy Promotes stewardship and financial integrity of the organization Understands business, planning, and budgeting processes Understands fiduciary requirements and demonstrates integrity in financial transactions Develops a culture that appreciates the importance of fiscal responsibility; and ensures business policies reflect financial best practices Accomplishes the goals of the association by strengthening its fiscal health Uses strategic planning and the development of outcome based goals/ metrics to create budgets, develop infrastructure, and increase investments, thereby ensuring long-term sustainability of organization Increases association resources and infrastructure to accomplish strategic objectives BUSINESS Builds the brand and accomplishes the goals of the association through effective financial management and understanding of fiduciary responsibilities. Manages risk Understands risk profile of the organization and recognizes early warning signs Increases others understanding of risk mitigation and implements applicable processes and policies Manages association brand and risk through effective oversight Utilizes data and analyzes trends to inform decision making Recognizes implications of union, financial, and education trends on organizational sustainability and decision making Builds support for strategic objectives through member awareness of trends and data analysis Utilizes business/organizational trends and data analysis to make decisions that maximize goals, plans, and strategies for growth 13

14 Competency Theme Level 1: Foundational Level 2: Mobilizing & Power Building Level 3: Agenda Driving Develops a two-way strategic communications plan Understands the fundamentals of communications strategy Develops and implements communications plans with consistent and purposeful messages that consider the unique needs of different constituencies Executes the communications plan in a persuasive and strategic manner to promote the goals of the association Uses current media, technology and social networks to communicate Understands the communication value of current media, technology and social networks Develops and implements strategic and integrated engagement plans, that utilize a variety of media, technology and social networks Evaluates and adjusts communications plans for maximum effectiveness COMMUNICATION Builds an integrated communications strategy that drives the goals of our professions. Develops communication approach and style to fit appropriate audience Understands the various approaches and styles needed to communicate with diverse audiences Tailors communications to appeal to different audiences; adjusts the purpose, substance and style Implements a differentiated communication strategy that rallies a diverse set of stakeholders Acts as an effective speaker Demonstrates effective presentation skills when speaking to a variety of audiences Delivers engaging and persuasive presentations that motivate audiences to take action Acts as a powerful and passionate speaker who can influence agendas and actions Acts as a compelling advocate for the organization Connects association messages with audience Builds coalitions by forging powerful emotional connections with audiences Unites disparate audiences around a common message Identifies appropriate messenger(s) Recognizes the importance of aligning the appropriate messenger(s) with the message Selects and guides credible messengers to inspire action Advances our association message using empowered messengers 14

15 Competency Theme Level 1: Foundational Level 2: Mobilizing & Power Building Level 3: Agenda Driving Effectively executes governance and leadership responsibilities Understands the roles and responsibilities of core team leadership positions as well as the specific duties and legal obligations conferred on governance Builds teamwork and consensus among leaders on governance activities and strategic objectives Executes plans, policies, and strategies to accomplish the short and long term objectives of the association Establishes and maintains collaborative, effective relationships Advances the organization by internalizing its mission, vision, and core values Establishes purposeful relationships to foster collaboration Uses the purpose, culture, and history of the organization, as well as educational/union trends to influence the direction of our work Builds and maintains productive internal and external alliances Empowers others and promotes a culture that appeals to the different motivations of members while recognizing the contributions of all Leverages internal and external relationships to accomplish strategic objectives Implements strategies that move people to act and uses the mission, vision and core values to drive our work and culture GOVERNANCE AND LEADERSHIP Sets the mission and establishes strategies necessary for a relevant and thriving organization; empowers, motivates, and fosters a pipeline of talent for the future. Sets strategic objectives to guide longterm goals Understands the implications of the organization s strategy for own actions and tactics Educate others on association strategies and tactics to advance organizational long-term goals and priorities Creates value for members through clear and compelling long-term goals and priorities Develops self and others as leaders Identifies own leadership strengths and weaknesses and works to improve them Builds a diverse group of leaders to take on greater roles and responsibilities in the association Develops succession strategies that ensure a smooth transition in leadership and sustain the association s vision over time 15

16 Competency Theme Level 1: Foundational Level 2: Mobilizing & Power Building Level 3: Agenda Driving Builds capacity for continual improvement and learning Understands the value of continuous learning and improvement in our professions Advocates for meaningful development inside our professions, thereby energizing members and our diverse set of education stakeholders Builds a culture of professionalism that illustrates the association s commitment to continuous learning Shows educational leadership and understands union s role in student learning and leading our professions Advocates for policies and strategies that positively impact our professions and student learning Understands the historic, current and emerging role that the union plays in our professions Understands the policies and strategies that impact our professions and student learning Identifies and promotes own and members credentials and expertise, ensuring union leadership of our professions Forges alliances and agreements that positively impact our professions and student learning Drives collaborative decision making and policy on our key professional issues Leads our professions by anticipating challenges and putting in place proactive strategies LEADING OUR PROFESSIONS Advocates for quality inside our professions and promotes our union s role in advancing education transformation and student learning. Analyzes and applies research, policies and trends to determine potential impact on our professions and student learning Understands that research, policies and trends impact public education Collaborates with our diverse group of stakeholders to conduct, evaluate and communicate education research and practices Drives effective policy content based on deep understanding of research 16

17 Competency Theme Level 1: Foundational Level 2: Mobilizing & Power Building Level 3: Agenda Driving Utilizes organizing best practices Understands the theory and best practices associated with organizing Develops a successful campaign using organizing skills to engage members in key issues Evaluates campaign strategies to continually improve the impact of future campaigns and organizing approaches Builds meaningful community partnerships Makes strategic plans that rely on data and analysis Engages in collective action to identify and address pivotal issues Creates conditions for continuous association growth and strength Engages different and diverse audiences in the community to identify common issues Analyzes and compiles reliable research data to formulate organizing strategies Identifies and engages in high impact and actionable organizing opportunities Understands processes and strategies for member recruitment and retention Collaborates with different and diverse community audiences, and educates them on key issues Utilizes valid data to formulate a foundation for long term plans including objectives, strategies and goals Rallies others around key organizing opportunities by appealing to member passions and interests Develops imaginative recruitment and retention strategies that grow the association s membership and influence others to become more actively involved in the talent management process Transforms the relationship with the community to harness the power of collective action Implements strategic plans to increase membership and support key objectives Makes organizing on key issues more systematic and process driven, to improve their impact Influences members to own the agenda of the association through their active participation and attitude towards collective action ORGANIZING Mobilizes to influence successful organizing outcomes, strengthen internal and external relationships, and membership capacity; as well as recruit and identify new members and potential leaders into the association. Fosters the development of leaders at all levels of the organization Identifies and engages emerging association leaders who reflect our diversity Mentors emerging leaders and encourages them to put plans in place to accelerate their level of participation Advocates for new and diverse member strategies and actively supports leadership succession planning 17

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19 NEA thanks the following member and staff leaders for their expertise in developing the NEA Leadership Competencies. NEA Leadership Development Advisors ( ) Lily Eskelsen-Garcia, Chair, NEA Vice President Daaiyah Bilal-Threats, Staff Lead, Sr. Director, NEA Center for Governance Earl Wiman, NEA Executive Committee Christy Levings, NEA Executive Committee ( ) Sherry Tucker, NEA Board of Directors (Alabama) Doreen McGuire-Grigg, NEA Board of Directors (California) Gladys Marquez, Community High School District 218 (Illinois) Blake West, Blue Valley High School (Kansas) Timothy Ema, University of Missouri, Saint Louis (Missouri) Mary Steinhauer, Riverside Middle School (New Jersey) Adrienne Bowden, Pickerington Local Schools (Ohio) Sandra Bell-Duckworth, Westerville City Schools (Ohio) Hasheen Wilson, Youngstown State University (Ohio) Alicia Priest, Oklahoma Education Association (Oklahoma) Rita Haecker, Texas State Teachers Association (Texas) Erick Huth, Metropolitan Nashville Education Association (Tennessee) Shannon Rasmussen, Federal Way Education Association (Washington) Kim Anderson, Sr. Director, NEA Centerfor Advocacy and Outreach Bill Raabe, Sr. Director, NEA Center for Great Public Schools Bill Thompson, Sr. Director, NEA Center for Business Operations Secky Fascione, Director, NEA Center for Organizing Steven Grant, Associate Director, NEA Center for Communications Sheala Durant, NEA Center for Governance, Leadership Development Team Laura Gross, NEA Center for Governance, Leadership Development Team Donald Washington, NEA Center for Governance, Leadership Development Team 19

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