Personal Attributes & Management/Leadership Competencies
Workday Level 6
Instructions: Below are 11 Personal Attributes and 10 Management/Leadership Competencies. Each attribute or competency is followed by three to five indicators. We suggest you follow these steps:
- First, rate each indicator for a given attribute or competency marking 1 as low to 4 as high.
- Then go back up to the attribute or competency (italicized numerals) and give an overall composite rating.
|1 2 3 4||PA1 Spiritual Vitality |
I am maintaining and deepening my spiritual walk, seeking to grow more like Christ through God’s grace. I am extending that grace to others, whole-heartedly participating in community life and demonstrating the fruit of the spirit. I am seeking to understand and engage with the leading of the Holy Spirit, through prayer, study and reflection with others.
|1 2 3 4||1.0 Measuring the Unmeasurable|
These Personal Attributes and Competencies address different aspects of our engagement with the work and ministry of SIL. Spiritual Vitality, however, is foundational to every part of our personal and corporate life, including discerning what God is saying to us about what we do and how we do it.
There are habits and disciplines we can adopt to aid us with this Attribute, but at the same time it is important to acknowledge that our growth towards being more like Christ is a work of grace through the Holy Spirit. In addition, Spiritual Vitality is unique to each person and circumstance, and usually develops in seasons rather than straight lines. We therefore encourage everybody reflecting on this attribute to keep these realities in mind.
As a consequence, outside of a leadership context, instead of using specific indicators we would encourage you to interact with the Scriptures. Once you have read through the verses below, and any others that seem relevant, use the scale provided to give an indication of how much you have struggled or not with the given definition of Spiritual Vitality. Try to give some examples that help to explain your response.
“Love the Lord your God with all your heart and with all your soul and with all your strength and with all your mind” and “Love your neighbour as yourself”. (Luke 10:27)
They devoted themselves to the apostles’ teaching and to the fellowship, to the breaking of bread and to prayer. (Acts 2:42)
But the fruit of the spirit is love, joy, peace, patience, kindness, goodness, faithfulness, gentleness and self-control. (Galatians 5:22-23a)
|1 2 3 4||1.1 Growth|
Intentionally nurtures their personal spiritual growth and development through the regular practice of the Christian disciplines, including prayer, worship, bible study, fellowship with other believers and personal witness. Prioritises cultivating their relationship with God, demonstrated by the investment of time and resources, and models this in their leadership practices.
|1 2 3 4||1.2 Maturity|
Grace-filled leadership is exercised within the context of a Community of Grace. For further definition of this, see PA6.
Demonstrates grace-filled leadership rooted in a mature spirituality, characterised by prayerful responses and an openness to the leading of the Spirit. Balances the need to speak both grace and truth. Exercises wisdom and discernment, showing a willingness to serve others and persevere through challenging circumstances. Contributes to a Community of Grace and encourages growth into spiritual maturity amongst those with whom they work.
|1 2 3 4||1.3 Discernment of and Obedience to God’s Voice |
Missiological Reflection is one way of discerning God’s voice. For the organisational and leadership application of this particular process to our context, see PA4.4
Strives to honour God, seeking to discern His voice and place His priorities ahead of their own in both personal and team contexts. Models an attitude of faith, reverence and dependence on God, choosing, through his love and power, to do what is right rather than what is easy or driven by circumstances.
|1 2 3 4||PA2 Emotional Intelligence |
I recognise, understand and manage my emotions and behaviour. I recognise and understand other people’s emotions and motives, and interact with their behaviours in a manner that improves relationships.
|1 2 3 4||2.1 Self Awareness|
Takes responsibility for identifying and monitoring their own emotional state. Knows their own strengths, weaknesses, drives and goals, and pays attention to the impact of their emotions and behaviours on other people. Takes responsibility for identifying what motivates and satisfies them as well as which people and situations push their buttons.
|1 2 3 4||2.2 Self Management|
On the basis of self-awareness, takes responsibility for regulating their own emotional state. Puts in place support strategies that enable them to stay flexible and direct behaviour positively. Harnesses their emotions and impulses, including the negative ones, in order to make good decisions.
|1 2 3 4||2.3 Social Awareness|
Employs strategies in order to perceive, understand and respond to the emotions, needs and concerns of others. Uses listening and observing skills to understand personal relationships and group interactions. Appreciates the need to look beyond the obvious in order to fully understand others’ motivations and behaviours.
|1 2 3 4||2.4 Relationship Management |
Uses social awareness to respond to the behaviour of others in a measured and appropriate manner, with clear communication, aiming to build connections and empathise with other people’s needs and feelings.
|1 2 3 4||PA3 Intercultural Intelligence |
I live, work and serve effectively with people from a variety of cultures. I proactively seek to understand their viewpoints, promote diversity and seek the inclusion of all voices. I learn from and value people from different backgrounds and recognise the need to adapt my behaviour to different contexts.
|1 2 3 4||3.1 Perception|
Has a sound understanding of ‘culture’ and worldview, including what this looks like in self and others, and how people’s perceptions of behaviour and motivations are affected by their background. Where conflict occurs, pays attention to cross-cultural aspects. Integrates this knowledge and awareness into their understanding of local realities where they live and work.
|1 2 3 4||3.2 Inclusion|
Respects and displays sensitivity for people of different cultures and backgrounds. Gathers and considers diverse points of view. Supports the intentional involvement of minority voices.
|1 2 3 4||3.3 Adaptation|
Discerns and applies appropriate changes to behaviour in order to function effectively within an organisation/group’s particular culture and way of working. Respects local authority and leadership styles in the areas where they serve. Displays humility and a willingness to learn.
|1 2 3 4||PA4 Organisational Intelligence|
I respect those in leadership within SIL, and I work in accordance with SIL’s structures and processes. I understand both the historical development and the current working philosophy and values of SIL, recognising that SIL functions in a variety of contexts. I demonstrate SIL’s core values in my words and actions.
|1 2 3 4||4.1 Leadership and Authority|
Demonstrates respect for SIL leadership by giving priority to accomplishment of corporate (rather than individual) vision and goals. Honours authority in attitude and communication, both internally and externally.
|1 2 3 4||4.2 Structures|
Understands and utilises SIL’s formal structures (including rules, processes and procedures) to accomplish results. Takes responsibility for contributing to good practice and organisational health.
|1 2 3 4||4.3 Environment and Complexity|
Maintains and promotes an awareness of both historical and current developments within SIL and the wider Bible Translation movement. Takes responsibility for keeping up to date with and communicating the strategic directions of the organisation, the variety of contexts in which we work, and how these impact each other. Recognises that SIL often functions in ambiguous and emergent environments; is personally resilient and supports others when dealing with the uncertainty this can create.
|1 2 3 4||4.4 Missiological Reflection|
Participates in thinking prayerfully together with others about God’s mission, the realities that define our context, and how the two fit together. Seeks to understand what God is doing and align life and work accordingly.
|1 2 3 4||4.5 Values|
Understands, and accepts SIL’s core values as articulated by the Executive Director and their team. Is able to explain the mission and vision of SIL and Wycliffe Global Alliance to partners and outside audiences. Reflects and demonstrates organisational identity, calling and goals in words and actions, and contributes to development as appropriate.
|1 2 3 4||PA5 Work-Life Balance|
I manage my time, finances, workload, family responsibilities, and all aspects of health to achieve a balanced and sustainable lifestyle.
|1 2 3 4||5.1 Stewardship|
Recognises that SIL’s practices are founded in the understanding that all things come from and belong to God. Approaches the management of time, finances, health and other resources with a commitment to maintain and use wisely all that God has given.
|1 2 3 4||5.2 Time Management|
Exercises both discipline and flexibility in prioritising and apportioning time and focus so that the responsibilities of organisational role, home and family, spiritual vitality, and personal care are all met. Takes time to recharge, including taking allotted vacation time. Models and encourages this behaviour within their spheres of responsibility.
|1 2 3 4||5.3 Workload|
Establishes and monitors appropriate boundaries and expectations for availability, productivity and responsibility, taking local and organisational contexts into account. Delegates and makes use of available support where relevant. Models and encourages this behaviour within their spheres of responsibility, fostering team dynamics that facilitate mutual care and cooperation.
|1 2 3 4||5.4 Stress Tolerance|
Recognises the role that physical, emotional, spiritual and mental health have in maintaining personal resilience. Is aware of stressors that may lead to decreased resilience and/or burnout, recognises personal indicators of these and responds appropriately when work/life balance is impacted. Maintains an awareness of such stressors and indicators in staff they have responsibility for and proactively supports them in their responses.
|1 2 3 4||PA6 Community Oriented|
I take responsibility for my part in working and living in a community of grace that promotes mutual care and connection. I actively seek to build capacity in others, so that the community as a whole flourishes and meets organisational goals.
|1 2 3 4||6.1 Community Life|
Participates in building a healthy community of grace by prioritising care for and relationship with each other. Values unity in diversity, and strives for harmony whilst welcoming differences of opinion as something to be explored. Takes responsibility for making grace a reality where they are.
|1 2 3 4||6.2 Cultivating Trust|
Acts in a manner that builds confidence in relationships and demonstrates commitment to seek and act for each other’s good. Relates to others with integrity, honesty, consistency, humility and respect. Appreciates that perception of trust is culturally-defined and fits trust-building behaviours to their context.
|1 2 3 4||6.3 Capacity Sharing|
Helps others to flourish in the work to which they have been called by freely sharing information, expertise and experience in both formal and informal settings. Supports and contributes to an environment of lifelong learning.
|1 2 3 4||6.4 Community Focus|
Balances the need to take responsibility for self and own/team endeavours whilst working in harmony with others. Maintains an awareness of organisational goals and changing contexts, and communicates this to their team. Remains up-to-date with how these connect to their own area of responsibility and impact partners and the wider community.
|1 2 3 4||PA7 Partnership Oriented|
I take responsibility for my part in building relationships outside of my own immediate context, both within SIL and externally, in order to achieve my work goals and the end goals of SIL. I treat individual and organisation partners fairly and ethically, honouring their perspectives and needs, communicating openly and building trust.
|1 2 3 4||7.1 Ethical Working|
Proactively seeks to develop attitudes of respect, honesty and loyalty. Demonstrates this by practicing intercultural intelligence (PA3) in their decisions and activities, being mindful of others’ physical and mental wellbeing, and making space for others to be heard. Identifies and manages conflicts of interest where they arise and honours the expertise and skills that partners bring. Adheres to good practice and legal requirements in record keeping and information sharing.
|1 2 3 4||7.2 Partner Inclusion|
Consistently seeks to identify and involve relevant partners in developing and delivering work goals. Maintains an awareness of and interaction with stakeholders and other significant parties in their local context. Proactively seeks links within church communities where they work and, where relevant, when carrying out partnership development in their home context.
|1 2 3 4||7.3 Partner Focus|
Proactively seeks to understand the needs, perspectives and priorities of partners, both local and (where relevant) at home. Demonstrates this by mutual involvement and support, and by the responsible use of mutual resources, including time and finances.
|1 2 3 4||7.4 Shared Understanding|
Seeks to work from a place of mutual understanding by sharing transparently and appropriately with others and displaying humility and willingness to learn. Establishes shared expectations around individual and organisation partner relationships, including communicating clearly about organisational roles, policies and procedures. Seeks harmony and consensus in joint undertakings.
|1 2 3 4||PA8 Self-discipline|
I am disciplined and organised in my approach to work. I plan, prioritise, evaluate, and resolve problems, making the best use of my technical knowledge and resources in order to achieve work goals.
|1 2 3 4||8.1 Planning & Prioritising |
Clarifies priorities and expectations with regard to work outcomes and organisational goals, both for themselves and with those they supervise. Plans and organizes own time, activities and resources effectively in order to meet these goals; supports others to do likewise. Pays attention to work/life balance (PA5) and partnership responsibilities (PA7) throughout the planning process, facilitating this with those they supervise.
|1 2 3 4||8.2 Monitoring & Evaluating|
Monitors own contributions to personal and team work goals with regard to quality, suitability and timely delivery. Focuses efforts on achieving results consistent with the organisation’s standards and ethos. Seeks necessary information to clearly understand if expected work results have been achieved. Communicates with partners and stakeholders to maintain shared understanding and expectations. Facilitates these behaviours in those they supervise.
|1 2 3 4||8.3 Managing Resources|
Responsibly uses available resources, including knowledge and skills. Makes effective use of applicable technology. Uses appropriate procedures to collect, organize, retrieve, maintain and disseminate information.
|1 2 3 4||PA9 Team Worker|
I cooperate with others and support collaborative efforts to achieve common goals in a variety of contexts. I communicate well, demonstrating a listening attitude and openness to constructive dialogue. I take responsibility for building resilient relationships within a team, including addressing conflict promptly and appropriately.
|1 2 3 4||9.1 Active Participation|
Takes responsibility for directing own efforts towards team goals and supports others in doing so. Fully contributes to the planning, delivery and evaluation of team activities. Shares ideas and resources freely, seeking to serve and support colleagues in team pursuits. Supports development of team practices and procedures; modelling these in own working, enabling collaborative efforts to run smoothly.
|1 2 3 4||9.2 Good Communication|
Listens respectfully to others, and shares information clearly and accurately. Contributes to discussions and dialogue confidently, competently and with sensitivity to context. Makes good choices about means of communication (e.g. email, face-to-face, etc.) ensuring that the right people know the right things at the right time. Models these behaviours while promoting and supporting communication within their areas of responsibility.
|1 2 3 4||9.3 Resilient Relationships|
Works effectively with all members of a diverse team, seeking to develop mutually beneficial relationships based in trust and integrity. Shows appreciation for others’ contributions and demonstrates flexibility to meet others’ needs. Recognises differences and takes steps to handle potential or actual conflict in a manner that is constructive, honest and respectful.
|1 2 3 4||9.4 Virtual Working|
Is aware of the particular challenges facing teams working in virtual environments in terms of communication, participation and relationship building. Keeps up-to-date with emerging good practice in virtual team leadership. Is committed to managing these challenges proactively and consistently, remaining aware of the extra effort and time required to apply team practices and procedures in virtual contexts.
|1 2 3 4||PA10 Growth Mindset |
I use a reflective process to understand myself, my life and my work. I am engaged in ongoing learning. I actively seek accountability to aid in reflection, personal growth and professional development.
|1 2 3 4||10.1 Reflective Process|
Has a good understanding of the reflective cycle (hyperlink to explanation of this) and routinely applies this to own life and work practices and context. Facilitates and supports others in their reflective processes.
|1 2 3 4||10.2 Continuous Learning|
Is committed to continuous learning in order to improve knowledge, skills and attitudes. Consistently seeks to learn from reflecting on one’s own and others’ experiences and shares insights appropriately. Contributes to organisational learning, as appropriate.
|1 2 3 4||10.3 Accountability|
Proactively establishes relationships for accountability and mentoring. Utilises both formal and informal avenues for personal and professional growth (e.g. creating an Individual Development Plan, coaching, peer groups, etc.). Supports others, fulfilling the obligations of accountability relationships with supervisees and peers.
|1 2 3 4||PA11 Receptive to Change |
I respond to challenges and new opportunities with openness and flexibility. I have a positive attitude to innovation and new perspectives. I am not afraid to take risks and can responsibly manage outcomes, including remaining resilient when dealing with failure.
|1 2 3 4||11.1 Responsive|
Recognises that due to the ambiguous and emergent environments in which SIL often works, change is unavoidable and adaptability is essential. Remains aware of developments in work contexts and organisational directions, and uses this awareness in communication and work activities. Adapts behaviours and modifies plans where needed, in order to remain effective and relevant. Supports others in doing this.
|1 2 3 4||11.2 Open|
Listens to and seeks to understand new perspectives and ideas. Demonstrates willingness to do things differently. Gives and receives feedback constructively and humbly. Embraces challenges as opportunities.
|1 2 3 4||11.3 Risk Intelligent|
Uses information, knowledge and prayerful reflection to assess risk, seeking outside advice when needed. Maintains a balanced approach to risk and innovation, not jumping in too quickly nor holding back unreasonably. Supports and facilitates wise risk-taking within their sphere of responsibility. Proactively manages the outcomes of risks taken. Cultivates a theology of risk and suffering, based on biblical principles.
|1 2 3 4||11.4 Resilient|
Responds proactively to setbacks, failures or mistakes, choosing to reconsider and adjust approaches and practices if needed. Is persistent in pursuit of team goals, seeking recovery and renewal in the face of discouragement.
|1 2 3 4||MLC1 Leading in Global Contexts|
The ability to deal with complex situations collaboratively by forming direction, clarifying key issues, enabling and synthesising diverse input, and identifying key insights in order to generate constructive forward action.
|1 2 3 4||1.1 Global Awareness|
Maintains an awareness of major 21st century global issues, trends and realities; allows worldview to be informed by these. Understands how these impact particular contexts and work goals.
|1 2 3 4||1.2 Emergent Contexts|
Exercises finesse when approaching complex issues and contexts where there are many unknowns. Can thrive and support others to do so when faced with ambiguity.
|1 2 3 4||1.3 Collaboration|
Values and facilitates diverse opinions and input; includes other voices and proactively contributes own.
|1 2 3 4||1.4 Leadership Strategies|
Recognises that different contexts require different leadership styles and responses. Maintains an understanding of and participates effectively in co-creational conversations.
|1 2 3 4||1.5 Reflective Planning|
Has a good understanding of the reflective cycle (hyperlink to explanation of this) and routinely applies this to own life and work practices and context. Facilitates and supports others in their reflective processes.
|1 2 3 4||MLC2 Managing Complex Boundaries|
The ability to establish and negotiate appropriate boundaries with colleagues by being mindful of the complex and overlapping spheres of influence that accompany a leadership role in SIL. The ability to exercise emotional intelligence and apply discernment while appropriately modelling accountability, confidentiality and servanthood.
|1 2 3 4||2.1 Managing Boundaries|
Understands that a leadership role within SIL impacts all areas of community life. Manages this complex relationship dynamic using emotional intelligence and discernment. Establishes, monitors and adapts boundaries as appropriate when interacting with supervisees, peers and those in authority.
|1 2 3 4||2.2 Sharing Information|
Understands and applies the principles of confidentiality, including when and how it should be broken. Is clear and transparent in communication, at the right time and in the right way. Proactively seeks accountability for all areas of work and leadership responsibility, and is able to provide this for peers and supervisees.
|1 2 3 4||2.3 Acting and Reacting|
Maintains an awareness of the responsibility and visibility of a leadership position. Makes decisions and responds to situations in a manner that is consistent with SIL’s values and practices. Relates to everyone consistently, with humility, respect and a willingness to serve.
|1 2 3 4||MLC3 Building Community Around Shared Values|
The ability to use appropriate, context-driven strategies within our working communities to engage, inspire and draw people together towards shared vision and values. The ability to break down barriers and work collaboratively to establish and build connections that generate a sense of ownership and commitment.
|1 2 3 4||3.1 Vision|
Understands SIL’s guiding principles, particularly as relates to being a community of grace, and articulates these skilfully to demonstrate relevance and facilitate contextualisation as appropriate. Builds on Emotional, Intercultural and Organisational Intelligence (PA2-4) in order to create cohesion between diverse individuals and teams.
|1 2 3 4||3.2 Connection|
Behaves in a manner that creates and maintains trust and respect particularly in cross-cultural contexts. Builds on new initiatives, common goals and shared ways of working to form effective and mutually supportive relationships.
|1 2 3 4||3.3 Engagement|
Promotes and encourages a sense of ownership and commitment to corporate values and vision. Empowers those within their sphere of influence to take action to accomplish common aims. Communicates effectively, using coaching skills where appropriate, to build momentum and support for corporate goals.
|1 2 3 4||MLC4 Communicating Effectively|
The ability to manage and maintain free-flowing information channels that facilitate a healthy and productive work environment. The ability to use appropriate strategies and tools to provide suitable access to information at all levels of the organisation.
|1 2 3 4||4.1 Environment|
Seeks to encourage participation, consensus and transparency, in a context where staff feel engaged and valued through regular and consistent dialogue. Consults others and is willing to be consulted.
|1 2 3 4||4.2 Strategy and Technology|
Uses and adapts a variety of interaction styles and technologies. Shares ideas and presents information in a manner suitable to the context. Delivers clear, concise and accurate messages. Makes effective use of available tools and infrastructure to best reach intended audiences.
|1 2 3 4||4.3 Accessibility|
Distributes information and news to team and partners willingly and openly, discouraging silos and secrecy but bearing in mind issues of security, sensitivity and confidentiality where needed. Provides timely responses to requests, enquiries, concerns etc.
|1 2 3 4||MLC5 Working Strategically|
The ability to apply an understanding of SIL’s context(s) and wider strategy to team activities. The ability to integrate team activities with other departments and leaders to avoid duplication of effort and build synergy. The ability to maintain a continuing awareness of resources and make best use of them.
|1 2 3 4||5.1 Alignment|
Maintains an awareness of SIL’s mission, vision, and Maintains an awareness of SIL’s mission, vision, and transformation statements. Uses this awareness as a lens when making decisions related to own and team activities; balances corporate context with local context. Contributes to discussions around organisational strategic direction and planning.
|1 2 3 4||5.2 Co-ordination|
Collaborates and consults with colleagues and partners to make effective cooperative use of personnel and resources. Contributes ideas and expertise in consultative contexts. Considers other teams when initiating work activities in order to minimise overlap and repetition.
|1 2 3 4||5.3 Prioritisation|
Effectively balances long-term directions and short-term Effectively balances long-term directions and short-term requirements when initiating activities and allocating resources. Translates the corporate big picture into local and context-appropriate detail. Thinks ahead to anticipate challenges and identify contingencies; accounts for these in work plans.
|1 2 3 4||MLC6 Shaping Teams|
The ability to apply workforce planning principles to organise and set direction for own area of responsibility. The ability to delegate and make optimal use of own and other’s time, talents, and material resources. The ability to integrate good team building principles with good practice in managing a team, including in virtual contexts.
|1 2 3 4||6.1 Team Formation and Development|
Gathers together the right people with the right skills, in response to organisational strategies and goals. Maintains awareness of team dynamics and initiates activities that promote healthy relationship formation (see PA6&9). Seeks unity in diversity, modelling and encouraging a servant-mindset. Assists team members in remaining connected to the wider context whilst also representing team interests and focus.
|1 2 3 4||6.2 Team Vision and Direction|
Fosters engagement through clear communication of common vision, goals and desires. Encourages ownership, autonomy and creativity by using collaborative leadership styles where appropriate. Plans, organises, and delegates in order to provide structure for team activities.
|1 2 3 4||6.3 Team Practices|
Seeks and models good team-working habits (PA9). Seeks and models cooperation and collaboration both within their area of responsibility and with other teams, workgroups and partners. Encourages team practices and procedures that are consistent with organisational values, guidelines and policies.
|1 2 3 4||6.4 Virtual Teams|
Maintains an awareness of the particular challenges that face virtual work environments. Remains up to date with innovations and developments in virtual working. Proactively nurtures relationships through frequent, regular and open communication. Pays attention to aspects of team life that would otherwise happen naturally in face-to-face environments and facilitates opportunities for these to grow.
|1 2 3 4||MLC7 Managing Performance|
The ability to build performance enhancing relationships that are trust-based, genuine, and accountable. The ability to monitor, guide, encourage, and inspire staff performance towards team goals.
|1 2 3 4||7.1 Building Trust|
Seeks to create an environment of trust within their sphere of responsibility by modelling trust-building behaviours (ref PA6.2) and investing in relationship. Holds supervisees accountable, providing healthy, grace-filled challenge to behaviours and attitudes while modelling accountability themselves.
|1 2 3 4||7.2 Supervision|
Understands project management principles and processes, and applies these in their context and sphere of responsibility. Has a sound grasp of roles and activities within this sphere, and how they relate to strategic and corporate goals. Follows-up team activities and projects regularly, using appropriate benchmarks and measures to track progress. Uses this knowledge, together with appropriate communication styles, to provide advice and guidance on work issues and activities as needed.
|1 2 3 4||7.3 Performance Recognition|
Encourages and motivates those within their sphere of responsibility through regular and appropriate recognition of good performance. Evaluates effort, impact and outcome of work activities as well as progress towards goals, rewarding specific achievements and honouring contributions.
|1 2 3 4||7.4 Building Capacity|
Is consistent and regular in supplying constructive feedback and review. Facilitates identification of particular areas where growth is needed. Supports peers and supervisees in their learning and proactively seeks/provides opportunities for this. Provides (or facilitates access to) coaching and assistance for professional development.
|1 2 3 4||MLC8 Navigating Conflicts|
The ability to contain situations and manage their consequences within a community of grace. The ability to recognise and differentiate between healthy, creative conflict and unhealthy, destructive conflict. The ability to respond in a timely and appropriate manner, exercising conflict resolution skills to facilitate reconciliation where necessary.
|1 2 3 4||8.1 Engagement with Conflict|
Models and encourages openness, integrity and assertiveness in appropriate contexts. Sets an expectation for harmony and mutual cooperation, proactively building a community of grace.
|1 2 3 4||8.2 Creative Process|
Encourages debate and sharing of differing ideas and approaches that positively challenge the status quo. Develops skills, habits and approaches that foster healthy responses to differences and tensions, including the ability to distinguish between creative and destructive processes.
|1 2 3 4||8.3 Destructive Process|
Addresses destructive process in a timely and appropriate manner, considering relationships, cultural perspectives, and organisational policies and procedures. Actively listens to gather insight into all impacted perspectives. Adapts communication and resolution style to context.
|1 2 3 4||8.4 Conflict Management|
Works toward effective, equitable, and respectful resolution of conflict, facilitating reconciliation where necessary. Deals with complex situations and their consequences, while maintaining appropriate confidentiality (ref MLC2.2). Employs strategies that seek consensus and engagement.
|1 2 3 4||MLC9 Solving Problems|
The ability to recognise and respond to problems, identifying solutions by listening, reflecting, analysing information, encouraging innovation, and making sound decisions.
|1 2 3 4||9.1 Recognising Issues|
Identifies issues, establishing basic facts and contributing factors. Recognises when further investigation is needed.
|1 2 3 4||9.2 Developing Options|
Is open to innovative courses of action while remaining mindful of guidelines and precedents. Listens, reflects and proactively seeks other opinions.
|1 2 3 4||9.3 Selecting Solutions|
Makes critical decisions using a balance of prayer, logic, facts, and feelings. Considers consequences and impact on others.
|1 2 3 4||9.4 Communicating Decisions|
Maintains relevant and adequate documentation. Communicates the rationale for decisions clearly and appropriately.
|1 2 3 4||MLC10 Working with Budgets|
The ability to establish budgets that are in line with work plans, engaging in fund-raising if necessary. The ability to plan, oversee, monitor, and review those budgets, in order to facilitate progress towards agreed goals.
|1 2 3 4||10.1 Budget Process|
Oversees and monitors own and team use of budget, following relevant policies and procedures.
|1 2 3 4||10.2 Legal Compliance|
Works within legal financial parameters at personal, unit, and international level. Maintains a continuing awareness of both local and international legal requirements. Reports financial irregularities immediately.
|1 2 3 4||10.3 Financial Stewardship|
Uses financial resources with integrity and transparency. Connects activities, work plans and use of resources to desired organisational outcomes.
|1 2 3 4||10.4 Fund Raising|
Acts on opportunities for cultivating funding resources and relationships. Follows good fundraising practices. Motivates and supports others in their fundraising efforts.