Leadership Competencies Manual

Local Government Executive Leadership Competency Framework 0
LGMA
Local Government
Executive Leadership
Competency Framework
An Assessment and Development

Manual for Local Government Chief Executives
and Senior Managers
Produced with the assistance of the Local Government Association of SA

Inc Local Government Research and Development Scheme
2005
Local Government Managers Australia (SA) Inc
© 2005 Local Government Managers Australia (SA) Inc 0

South Australian Local Government

Executive Leadership Competency Framework
Contents
Foreword and Acknowledgements 2
Section 1: Introduction
1. About the Resources in the Manual 5

2. Using the Manual and the Competency Framework 6
3. Background and Context 7
Section 2: The Local Government Executive Leadership Competency Framework
1. Overview of the Executive Leadership Competency Framework 11

2. Core Leadership Competencies 14
3. Underpinning Knowledge and Skills 21
4. Leadership Competencies for Specific Local Government
Executive Positions 22
Section 3: Using the Local Government Executive Leadership Competency

Framework
1. Uses of the Framework 24

2. Benefits of Using Leadership Competency Frameworks 25
3. Recommended Processes 27
Section 4: Local Government Executive Leadership Competencies - Templates
1. Executive (Individual) Development Plan 34

2. Executive Recruitment 44
3. Executive Performance Planning and Review process 53
4. Executive 360 Review process 65
Evaluation and Feedback Form 71

Foreword
The use of management and leadership capability or competency frameworks is
increasing in all tiers of government in Australia and in many other Western
democracies. There are many benefits, outlined in this manual, of having a common
competency framework available for the local government sector.
The manual has been developed by Local Government Managers Australia (SA) with
funding from the Local Government Research and Development Scheme in response
to a 2004 research project which confirmed strong support among senior executives,
elected members and other stakeholders for a Local Government framework based
closely on the South Australian Public Sector Executive Leadership Competency
Framework. (The project report is available at www.lga.sa.gov.au.)
The aims of the manual are to assist Councils to enhance the professionalism and
consistency of their senior executive recruitment, selection and performance review
processes and to guide executives in their career and professional development.
Use of the Framework is voluntary and Councils are welcome to modify it to suit their
specific needs and existing processes.
This manual was developed with the cooperation of the Office of the Commissioner
for Public Employment, using the core competencies of the South Australian Public
Sector Executive Leadership Competency Framework as its basis. The core
competencies are unchanged but some behavioural criteria have been modified to
reflect the Local Government context and some elements of competency specific to
Local Government leadership have been added where appropriate. The manual
provides instructions for using the Framework and a comprehensive competencies
checklist.
Senior executives, elected members and others involved in the assessment and
development of leadership competencies in the Local Government sector are invited
to provide the Local Government Managers Australia (SA) Inc with feedback on the
guide and related issues, using the feedback form provided. Initial feedback has
been incorporated and has resulted in a revised Section 4, which now provides some
sample templates of how the executive competencies might be used within the local
Government environment.
The Local Government Managers Australia (SA) Inc commends this resource guide
as a valuable contribution to the broader process of professional development in
local government.
Ron Green
President LGMA (SA) Inc
November 2005

Acknowledgements
Local Government Managers Australia (SA) Inc would like to acknowledge the
support, advice and assistance of the following organisations and individuals in
developing and evaluating this manual.
The South Australian Government Office of the Commissioner for Public

Employment, which undertook the work of developing the Executive
Leadership Competency Framework for Senior Executives in the SA Public
Sector. We are particularly grateful for their permission to use this
competency framework as the basis of the Local Government framework and
to adapt supporting material from the SA Government Framework kit.
The South Australian Government Office of Local Government
The Local Government Association of SA
Senior executives and senior managers of the following Councils:

o District Council of Yankalilla
o City of Prospect
o Pt Pirie Regional Council
o City of Campbelltown
o City of Salisbury
The members of the LGMA (SA) Inc project Reference Group;

o Ray Pincombe, CEO City of Prospect (Chair)
o Lynne Walden, Pt Pirie Regional Council
o Peter Vlatko, CEO, City of Campbelltown
Management and Recruitment Consultants

o Hender Consulting
Project Consultant: Robert Bean Consulting
Additional Project Consultant: Wendy Taylor of Strategon Capital

Section 1:
Introduction
1. About the Resources in the Manual
2. Using the Manual and the Competency Framework
3. Background and Context

1. About the Resources in this Manual

This manual comprises four sections.
Section 1 introduces the manual, how to use the manual, the uses of the
competency framework and outlines the background and context of the
adoption of a common executive leadership competency framework for the
South Australian local government sector.
Section 2 presents the Local Government Executive Leadership Competency

Framework. It comprises an overview of the Framework and a description of
its uses in the assessment and professional development of senior
executives. It presents descriptions of the six core leadership competencies
and the elements of the competencies, including elements that are unique to
or significantly more prominent in the local government sector. The required
underpinning knowledge and skills are listed for each competency.
Section 3 provides guidelines for the range of uses of the Framework by chief
executive officers, senior executives and consultants and advisors. It outlines
the benefits of using the Framework and recommends processes for
recruitment and selection, performance measurement, professional
development and 360-degree feedback.
Section 4 provides a detailed competencies checklist, including the elements

and their detailed behavioural criteria. The checklist can be used for
assessment or development processes by individual executives and Councils.
An Evaluation and Feedback Form inviting comment on the Framework and

the Manual is included at the back of the Manual.

2. Using the Manual and the Competency Framework

2.1 Using the Manual
2.1.1 The Direct Approach
Users familiar with leadership competency assessment and development issues and
approaches may prefer to go directly to Section 3 to view the recommended
processes for the intended uses. After selecting and planning an appropriate
process, users may then select the relevant competencies, elements and behavioural
criteria from the checklist in Section 4.
2.1.2 The Developmental Approach

Users interested in gaining an overview of the context, origins, issues and
dimensions of executive leadership competencies would benefit from reading the
following background material and then the description of the Framework in Section 2
before taking the approach suggested above.
2.2 Uses of the Competency Framework

Recruitment and Selection
Job and person specification design
Recruitment
Selection
Assessment Centres (observation by experts of candidates in exercises
designed to test their competencies in a number of areas)
Performance Development and Appraisal

Performance Development Planning
360 Degree Feedback
Performance Appraisal
Development Centres (similar to assessment centres but designed to assess
the competencies and development needs of existing employees)
2.3 Deciding to Use the Competencies Framework

A well-designed and accessible competency framework such as this can be
widely applied across the full range of local government authorities. However,
even theoretically-sound and comprehensive frameworks may be
inappropriate in some situations.
“Misapplying competencies can actually have a deleterious effect. Too often, models
are communicated as cure-alls for a range of performance problems and
organisational needs which competencies are not designed to address. In addition,
the behavioural approach upon which competencies are based can be too
reductionist, too limited or too superficial, sometimes cloaking a set of deeper needs.
In many situations, organisations should address culture, strategy and process issues
instead of, or before, or in parallel with implementing competencies.”
Schoonover, Stephen. 2002, Implementing Competencies: A Best Practice
Approach, Schoonover Associates, Falmouth, Maine
Making the decision to use the Executive Leadership Competency Framework for
organisational, rather than individual, purposes should be a consultative process that
takes into account any other factors and processes.

3. Background and Context

3.1 Background and Definitions
This manual has been produced in response to the findings and recommendations of
a 2003-2004 research project commissioned by the LGA SA Research and
Development Scheme. The project reviewed local government senior management
trends, including the use of leadership competency frameworks in Australia and other
Western democracies. It assessed the usefulness of available management
competency frameworks and explored the potential for developing a common
leadership competency framework for South Australian local government senior
managers.
A national and international literature review and consultations with senior local
government officers, academics and consultants confirmed that senior management
competency or capability frameworks have been developed and adopted by all
spheres of government across all of the Western democracies.
Different terms were used, but the definitions of competency, capability and skill
overlap. In the Macquarie Dictionary, we find “Competent: properly qualified, capable,
suitable for the purpose”, “Capable: having much intelligence or ability, competent,
efficient, able” and “Skilled: having skill, trained or experienced”.
In the current Australian context, ”capability” encompasses a broader range of

attitudes and attributes, including competencies. A “competence” is a defined area of
ability and knowledge. A “skill” is a specific vocational ability.
A commonly-accepted definition of competency comes from the Australian National

Training Authority, which states that “a competency is the specific knowledge, skills,
abilities and behaviour applied within an occupation or industry to the standard
required in employment.”
A competency framework, sometimes called a capability framework, comprises an

array of the organisation’s values, underpinning knowledge and skills and specific
competencies that describe the full range of professional requirements essential to
the achievement of the organisation’s objectives.
3.2 Key Research and Consultation Findings

The research and consultation process and the survey findings demonstrated a
positive climate for introducing a common competency framework and identified
many strong arguments for adopting competency frameworks for leaders coping with
a range of drivers including;
• restructuring into larger units

• the impacts of information technology and globalisation
• additions to traditional areas of responsibility such as ‘triple bottom line’ and
‘quadruple bottom line’ accounting
• increased expectations of elected members and more informed communities
• more complex legislative, policy and governance requirements
• greater transparency of operations and decision-making

• greater demands on services without commensurate increases in resourcing
• increased need for entrepreneurship, innovation and forecasting
• increased involvement of elected members in management processes
• increased out-sourcing & cross-council collaboration for delivery of services
• increased competitiveness in the job market for entry-level managers
• greater pressure to retain staff through career planning and development
• increased emphasis on accountability and responsiveness
3.3 Local Government Survey Results

The survey revealed a very positive response to the proposed development and
adoption of a common competency framework for senior executives in the South
Australian local government sector. The key points follow.
85% of Councils use a competency framework occasionally or

regularly. Several Councils have developed their own frameworks
while others rely on external consultants’ resources.
48.4% said a common framework is definitely needed and 36.4% said

it is probably needed.
84.8% indicated that their Council would use a framework similar to

the SA Public Sector Executive Leadership Competency Framework if
it was modified to reflect the local government context and allowed
Councils to add their own specific competencies.
93.9% would use a common framework for senior management

performance assessment and 78.8% would use it for professional
development planning.
87.8%) agreed that the SA Public Sector Executive Leadership

Competency Framework would be a suitable platform for a local
government common competency framework if it was presented as a
flexible resource rather than as a prescriptive model.
The complete project and survey reports can be downloaded from;
Local Government Association of SA http://www.lga.sa.gov.au
Local Government Managers Australia http://www.lgma.org.au

3.4 Developing the SA Local Government Executive

Leadership Competency Framework
On the basis of the above research findings, Local Government Managers Australia
(SA) proposed a Research and Development Scheme project to develop this manual
in close consultation with key organisations including the South Australian
Government Office for the Commissioner of Public Employment (OCPE).
The Executive Leadership Competencies: Core Leadership Competency Framework

for Executives in the Public Sector was developed by the OCPE and released in
late 2003. Its main intended use is for planning Performance Development. It can
also be used in recruitment and selection, feedback and performance management.
The framework was presented in detail to the stakeholders consulted during the
research project and was strongly endorsed as a platform for the local government
framework. With permission from the OCPE it was adopted as the basis of the local
government framework, with modifications and additions for the local government
context.
The manual was evaluated by a range of local government executives and other
stakeholders in early 2005.
This manual is offered for use in all Councils and by recruitment and development
specialists working with Councils.
Feedback and evaluation is invited from all users. A feedback form can be found at
the end of the manual.

Section 2
The Local Government Executive

1. Overview of the Local Government Executive

2. Core Executive Leadership Competencies
3. Underpinning Knowledge and Skills
4. Leadership Competencies for Specific Local

Government Executive Positions

1. Overview of the Local Government Executive

1.1 Purpose
The main purpose of the Local Government Executive Leadership Competency
Framework is to define the leadership requirements that are common to all
executives in the Local Government sector.
1.2 Structure
The framework comprises the following components;
Overarching Requirements of Senior Executives

in the Local Government Sector
Core Executive Leadership Competencies
Creates Develops Manages Promotes Understands Manages

Vision and People Resources and Achieves Relationships and Develops
Gives and Risk Quality Self
Direction Outcomes
Underpinning Knowledge and Skills
Leadership Competencies
for Specific Local Government Executive Positions
1.3 Overarching Requirements of Senior Executives in the

Local Government Sector
The Local Government Sector exists to serve Councils, their elected representatives
and the community through the laws, policies and programs of Councils and the
State Government. These form the basis of the Overarching Requirements of senior
executives. The core executive leadership competencies are overarched by the
requirements applying to all employees in the SA Public Sector.
The laws and policies within which all executives in the local government sector must
perform include the Local Government Act, the codes of conduct and policy priorities
of the Council, and all of the relevant state and federal laws and statutes which apply
to the governance of public bodies. Executives must also ensure that sound
principles of human resource management are applied and known to all employees.
Executives must support Council policy priorities and are required to observe the
principles of ethical behaviour, sustainability, social inclusion, equity and diversity.
All of the competencies of the Framework must be demonstrated in accordance with

all of the components of these overarching requirements.
1.4 The Core Executive Leadership Competencies

The Core Executive Leadership Competency Framework describes the attributes and
roles of all executives to perform their required work as leaders in the Local
Government sector.
Each competency comprises a title that is the overall outcome of the competency, a
description which identifies the main behaviours of the competency and a set of
elements which describe a major step or component of the competency. For each
element there are several behavioural criteria that need to be performed to
demonstrate proficiency in the competency. While the majority of elements and
behavioural criteria are generic to senior executives in government, several are
identified as specific to leading in the Local Government sector.
The specialist competencies of a senior executive’s role, such as General Manager

Finance or Corporate Services, are found in the position descriptions for each role.
Because job and person specifications differ across Councils and between roles, the
Framework does not include job-specific competencies. Instead, position-specific
competencies and elements can be added by individual users to reflect the wide
range of differences between positions and Councils.
1.5 Underpinning Knowledge and Skills

Each competency is supported by the underpinning knowledge and underpinning
skills that a person must possess to be able to demonstrate the behaviours within
that competency. Many of these items apply to more than one Competency.
Underpinning Knowledge is the knowledge a person has in a subject area that they
can apply in their behaviour to be competent. For example, specific knowledge of
performance management strategies can be applied to assist the person to
demonstrate competence in the core competence ‘Develops People’.
Underpinning Skills represent the experience and skills required to apply knowledge
through behaviour. For example, a person may have specific knowledge of
performance management processes but in order to be competent in developing
people, that person must have communication and listening skills and the
experience and ability to carry out effective performance discussions.

1.6 Status and Intended Use of the Competencies

While the Framework is endorsed by the SA Local Government Sector and the SA
Public Sector, the competencies are not recognised competencies outside of South
Australia in the way that the competencies in the Public Services Training Package
are.
The Public Services Training Package competencies describe the work of employees
in the public sector up to the senior management level. They are nationally
accredited and therefore can be used to make up qualifications. In contrast, the
Executive Leadership Competency Framework comprises non-accredited
competencies that are therefore not linked to any formal qualifications. Rather, they
have been developed to guide executives’ work practices, including their
development and career planning, and to assist in the assessment and selection of
candidates for senior management positions.
1.7 Relationship to Performance Evaluation and Review

Programs
The Executive Leadership Competency Framework is not intended to replace any of
the performance evaluation and review programs currently used by Councils. It can
however assist those planning and conducting reviews to add or refine descriptions
of performance criteria, skills and characteristics.
Referring to the core competencies of the Framework in developing performance

reviews can add the broader perspective to considerations of an executive’s capacity
to advise elected members at the strategic and corporate levels and to provide
leadership in dealings with the other spheres of government and community groups.
The Framework also provides greater specificity in identifying the elements and
behavioural criteria that demonstrate leadership attributes such as decisiveness,
initiative, maturity and judgment.
1.8 Relationship to Governance

Effective local government governance is commonly seen to depend on the
competence of executives and elected members in the areas of Elected
Representation, Community Participation, Roles and Relationships, Strategic
Direction, Policies and Procedures, Accountability and Council and Committee
Meetings.
The importance of the contribution of the chief executive and senior managers to
these areas of governance cannot be overstated. Using the Executive Leadership
Competency Framework in selection, assessment, development and review
processes helps to ensure that senior executives possess and develop the
competencies to enable them to contribute to governance in these areas.
Aspects of governance that are directly relevant to the leadership function are
included in the local government elements of the core competencies described
below, but the Framework is not designed to replace or duplicate existing
governance instruments and processes.

2. The Core Executive Leadership Competencies

“General managers are now expected to possess leadership, visionary and
other change management skills of an order not previously exercised in local
government as the emphasis in their role is transformed from administrative
compliance to managerial proactivity. It could be argued that the general
manager now represents the glue that holds the whole organisation together
[and] occupies a crucial position at the political-managerial interface of the
council.”
Jones, Robert “Leading Change in Local Government: The tension between
evolutionary and frame-breaking reform in NSW”, Australian Journal of Public
Administration, Sept 2002
The six core leadership competencies described in the following tables are directly
based on the SA Public Sector Executive Leadership Competency Framework. The
competency titles and descriptions are identical to those in the SA Public Sector
framework, in response to the strong support of the 2003 survey respondents for
adopting the framework as a platform for a local government competencies
framework that would foster a common terminology and enhance articulation
between local and state government spheres.
Each competency comprises several elements and a number of detailed behavioural

criteria for each element. The behavioural criteria can be found in the Competencies
Checklist in Section 4. Some of the elements and their behavioural criteria have been
modified to refer directly to the Local Government Sector.
National and international research confirms that generic core leadership

competencies apply equally to leaders in the local, state and Commonwealth
government spheres. The more senior the position, the greater is the proportion of
generic competencies to specific competencies.
However, the job profile for executives in local government is, without doubt, very
much broader than that of executives in other spheres of government because of the
greater complexity and immediacy of operating at the community level.
To reflect this, the Framework goes further than modifying the original elements of
the core competencies and includes several additional elements that are either
unique to or of a higher order of significance in the local government sector.
The competencies that are specific to different executive positions are usually found
in Job and Person Specifications for those positions. Councils can use the same
structure as the Framework and the Competencies Checklist to create additional
competency tables for each position. The Checklist section provides a proforma for
this purpose.
Councils and individual executives may also further customise the Framework by
extracting their own selection of relevant competencies, elements and behavioural
criteria from the Checklist to develop appropriate assessment and development tools.

Core Executive Leadership Competencies
Overarching requirements of leaders in the Local Government Sector
Council Codes of Conduct

Ethics and Values
Requirements of the Local Government Act and all relevant legislation
Core Leadership Descriptions and Elements

Competencies
1. Description:
Creates Vision
and Gives Takes an active role in promoting the development of an
Direction aspiring, relevant vision for the organisation and influences
others to share ownership of the organisation’s goals in order to
create an ethical environment that delivers value for the
community.
Elements:
1. Creates vision – develops a shared vision and mission

for the organisation
2. Inspires – Inspires and influences others to assume

ownership of organisation’s goals
3. Strategic planning – Displays strategic thinking and

planning to ensure the organisation moves towards its vision
4. Acts decisively – Acts decisively in a complex environment

of ambiguity and multiple stakeholders
5. Manages change – Initiates, develops, coordinates and

evaluates change management strategies to successfully
bring about change in the organisation
6. Embeds ethical practices – Embeds ethical practices into

the organisation’s culture and processes
Local Government Elements:
1. Translates – Translates the vision, mission and values of

elected members into effective strategies
2. Contributes – Contributes executive leadership

perspectives to the development of Council’s vision and
supporting policies

2. Description:
Develops
People Creates a work environment where people are challenged and
stretched to develop competencies and encouraged to realize
their potential through lifelong learning. Recognises the
importance of developing all organisational stakeholders
through fostering collaborative work relationships and
establishing mutual trust and respect.
Elements:
1. Builds competence – Improves the skills and effectiveness

of staff through employing a range of development
strategies
2. Motivates – Motivates staff towards achieving quality

results
3. Empowers – Empowers people to achieve or exceed

organisation’s goals by delegating sufficient authority,
responsibility and accountability and by providing support
4. Fosters – Contributes to the development of stakeholders

external to the organisation
1. Builds competence of elected members – Improves the

knowledge and skills of elected members through employing
a range of advisory and development strategies
2. Builds community capacity – Takes an active role in

managing Council’s relationships and interactions with
groups in the community to support the development of
capacity to initiate and implement projects and programs

3. Description:
Manages
resources and Ensures that human and physical resources including financial,
risk technological and information requirements are available and
effectively, efficiently and ethically deployed to meet strategic
organisational and customer needs and to maintain sustained
product and/or service delivery.
Elements:
1. Plans resource management – Plans the allocation and

management of resources using project management
methodologies
2. Negotiates and obtains - Negotiates effectively to obtain

resources to achieve outcomes
3. Allocates – Allocates resources to projects and programs to

achieve outcomes
4. Manages – Carefully manages internal and external

resources to ensure that they are used efficiently to meet
organisational objectives
5. Evaluates – Evaluates use of organisational resources in

relation to planned outcomes
6. Complies – Abides by the laws, regulations and policies

determining public sector and local government sector
activities
5. Implements – Implements Council’s Risk Management

Policy to address strategic, operational and legislative
compliance risks and hazards

4.
Promotes and Description:
Achieves
Quality Develops a professional, high performance environment through
Outcomes setting, promoting, delivering and evaluating high quality
products and/or customer services against benchmarked
standards.
Elements:
1. Sets standards – Establishes high quality product and

customer service standards
2. Promotes and monitors – Promotes and monitors

standards and continuous improvement to achieve highest
quality product or service
3. Delivers – Promotes the achievement of excellence in

delivering a product or service linked to planned outcomes
4. Evaluates – Evaluates the outcomes achieved against set

standards, identifies learnings and implements
improvements required
1. Supports – Establishes organisational structures, business

plans and procedures that support Council’s service quality
strategies

5.
Understands Description:
Relationships
Establishes and maintains positive working relationships with
government and diverse groups of people within the public and
private sectors, and wider community, through employing
effective communication strategies.
Elements:
1. Networks – Develops and maintains positive and beneficial

relationships with relevant networks within and outside the
Local Government sector
2. Represents – Develops and sustains a positive image and

profile of the organisation
3. Influences – Develops and maintains positive working

relationships with leaders within and outside the local
government sector to achieve organisational outcomes
4. Is politically savvy – Approaches all situations with a clear

perception of the political context and reality
5. Builds and leads – Builds and leads a positive, diverse and

productive organisation effectively
6. Manages conflict – Effectively identifies and manages

conflict and potential sources of conflict or staff
dissatisfaction
1. Involves – Leads the involvement of the community in

communicating with and influencing Council
2. Fosters partnerships – Fosters relationships with elected

members based on partnerships and a team approach
3. Is inclusive – Leads the organisation in providing services

equitably and appropriately with respect for the diversity of
groups in the community

6. Description:
Self-
Awareness Seeks to increase self-awareness of own strengths and
and Self- development needs and acts to improve work performance
Management through lifelong learning. Acts with integrity by being aware of
own behaviour and managing it to have the best possible impact
on the behaviour of others.
Elements:
1. Is a lifelong learner – Engages in regular critical reflection on

feedback and experiences in the workplace and acts on
reflections to facilitate professional growth
2. Models – Models and promotes appropriate social, ethical and

organisational standards in all interactions
3. Achieves – Sets challenging goals for self to achieve high

quality outcomes
4. Values well-being – Values the well-being of self and others

through managing stress levels and work-life balance

3. Underpinning Knowledge and Skills

Each core competency is underpinned by a particular set of knowledge and skills,
prioritised according to the nature and demands of the competency. Many of these
apply to several competencies. The following table lists all of the categories and
components of knowledge and skills found across the Framework.
The Checklist in Section 4 lists the knowledge and skills required for each particular
competency.
Underpinning Knowledge
Business Organisational goals, practices and policies, strategic and change

concepts management, benchmarking, performance measurement, financial
and risk management, diversity and EEO, OHS, evaluation strategies,
environment scanning
The Environment Government direction, purpose and policies, mission and values,
codes of conduct
Legislation Legislation, codes and by-laws, legislative and regulatory frameworks

influencing provision of services and workplace
Working with Consultative processes and methods, stress and morale, time
others management, ifelong learning, career management, diversity, cultural
and social environments, teamwork, negotiation and mediation
Underpinning Skills
Analytical skills Analysing complex information, concepts and ideas, applying

theoretical and conceptual knowledge, deal with ambiguity, creativity
Business skills Change management, project management, financial management,

performance measurement , marketing and promotion, problem
solving, decision making
Learning skills Developing career and development plans, self-assessment skills,

identifying learning needs and styles,
Communication Relating to diverse people, active listening, writing, providing

skills feedback, mentoring, gaining trust, mediating, negotiating, presenting

4. Leadership Competencies for Specific Local

Government Executive Positions
For purposes of recruitment, selection, professional development or performance

review, it may be necessary or desirable to add to this Framework one or more
competencies that are specific to the executive position.
As discussed earlier, this task must be undertaken at the Council level to ensure the
accuracy, relevance and appropriateness of the competency description. It is
suggested that, where possible, the formats in this manual for competency
descriptions and competency checklists be used to ensure consistency and facilitate
cross-referencing.
Example:
Leadership Competency and Checklist for Director, Strategic Planning
Competency 1. Leads and Develops the Strategic Planning Department
Provides innovation, leadership and drive within the Strategic Planning Department to
contribute creatively to the wider development of the Council.
Rating Scale: 0 – not applicable, 1 – low, 2 – medium, 3 – high
Element of Behavioural Criteria Relevance to Level of Current

Competency Position Competency Level of
Required Competency *
0-3 1-3 1-3
1. Leads and
innovates in
strategic thinking
2. Contributes to
policy and
planning
3. Monitors and
supports
implementation of
strategic plans
* Demonstrated current level of competency by either Incumbent or Candidate
Underpinning Knowledge
Knowledge Subjects Relevance Knowledge Current
Category to position level knowledge
required level
Underpinning Skills
Skills Category Subjects Relevance Skill Current
to position level skill level
required

Section 3
Using the Executive Leadership

Competency Framework
1. Uses of the Executive Leadership Competency Framework
2. Benefits of Using the Framework
3. Recommended Processes

1. Uses of the Executive Leadership Competency

Framework
The Local Government Executive Leadership Competency Framework can be used
to support Councils’ human resources management, governance and performance
management processes in the following ways.
Job and Person Specification design

Recruitment
Selection
Assessment Centres (observation by experts of candidates in exercises
designed to test their competencies in a number of areas)
Performance Development Planning

360 Degree Feedback
Performance Appraisal
Development Centres (similar to assessment centres but designed to assess
competencies and development needs of existing employees)
The Framework can be used for any of these purposes by CEOs and Senior
Executives, consultants and advisors. It can also be used by managers aspiring to
executive positions to assess their strengths and weaknesses and guide their
professional and career development.
The Framework can be used to improve recruitment and selection processes by

incorporating the most relevant aspects of the competency framework into job and
person specifications. Individual executives can use the Framework to recognise
their current levels of competency to identify gaps and plan for their future
development.
The Framework will also assist Councils to establish specified, common standards
for the description, recognition and assessment of leadership performance. This
encourages a strategic approach to long-term planning, targeting of specific needs
and a more comprehensive understanding by senior managers, elected members
and employees of executive performance standards.

2. Benefits of Using Leadership Competency

Frameworks
The benefits of using competency frameworks across an organisation and across a
sector are numerous, including greater consistency and comprehensiveness,
improved job and person specification design, improved performance and career
development planning and greater objectivity and professionalism in performance
appraisal.
Competency frameworks help the Organisational Development and Human

Resource Management functions of Councils to better plan responses to changing
and emerging needs and to improve workforce alignment around core values and
visions. Senior management competency frameworks are also being adapted and
developed for lower levels of management, which aids in succession planning.
Because the core competencies are virtually identical to the competencies for
executives in the SA Government sector, their common use will promote consistency,
alignment of language and accuracy of communication on related topics between the
two spheres of government. Basing assessment and development on a common set
of competencies will also facilitate mobility of managers between the sectors.
The broad benefits to the local government sector of having a common framework
include;
o Greater consistency across the organisation and the sector ensuring

that executives are assessed by objective and consistent standards
from year to year, thus providing protection from subjective criticism.
o Improvements in selection and performance appraisal processes

through examining broader attributes such as vision and leadership
and systematic planning for professional development
o Greater efficiency in preparing , scheduling and conducting selection

and performance appraisal processes
o Greater autonomy and self-sufficiency for individual councils
o Reduced costs
o Improved knowledge, awareness and skills for those conducting

performance reviews
o Enhanced reputation of councils in the employment market
o Improved professional and career development planning.
The following table sets out the benefits of the various applications of Frameworks.

Applications and Benefits of Competency Frameworks
Applications Benefits
Job and Person Ensure consistency and comprehensiveness in the design and
Specifications interpretation of specifications.
Enhance ease of movement between Councils and other spheres of

government.
Recruitment Enhance candidates’ ability to make informed career decisions
Enhance professionalism of local government sector through recruitment

of well-informed managers
Selection Improve design of interview schedules, basing skills and behaviours

questions on established performance criteria
Improve interview performance feedback process
Assessment Ensure uniform design of environments and systems through which

Centres candidates can be observed in simulated work tasks and provided with
opportunities to demonstrate competencies.
Applications Benefits
Performance Enable managers to identify competencies for further development and

Development plan strategies to develop them.
Planning
Enhance ability of training and education providers to coordinate and
implement learning pathways.
Assist mentors and consultants in advising executive clients
Performance Greater objectivity and professionalism in performance appraisal process.

Appraisal Usage over time will lead to establishment of benchmarks for executive
performance and rewards.
360 Degree Consistency and comprehensiveness in design of formal and informal 360-
Feedback degree feedback questionnaires.
Usage over time will lead to establishment of benchmarks in core areas.
Development Consistency in design of development centre activities including written

Centres exercises, presentations, discussions and interviews based on the
competency framework

Recruitment firms can also benefit from using a framework that is acceptable across
a sector as it provides a generic basis for all consultants, simplifying assignments
and helping them to educate elected members and better inform them of the range of
parameters they should consider in selecting senior managers.
Adapting Competency Frameworks
Another beneficial feature of competency frameworks is that they can be adapted to

trends and changing circumstances. As executives and Councils recognise the
increased importance of emerging competencies and attributes such as commitment
to ethical behaviour, the environment, diversity and inclusiveness, they can be added
to the framework at appropriate points.
3. Recommended Processes for Using the Executive

The following recommended processes are based on those from the SA Government
Executive Leadership Competency Framework, modified where appropriate to reflect
the policies and practices of the Local Government Sector.
3.1 Assessment Processes

3.1.1 Recruitment
A critical component of the recruitment process is the design of an accurate and

comprehensive Job and Person Specification. The Executive Leadership
Competency Framework can assist with the design of Job & Person (J&P)
Specifications to ensure that executives recruited are competent in the areas that are
essential for effective leadership in Local Government generally and in particular
Council areas.
Using the Framework to Design Job & Person Specifications
The following suggested process for incorporating some of the Framework into J&P
Specifications for senior executive positions can help to ensure the leadership skills
required in the position are described accurately in the Key Competencies section of
the Job and Person (J&P) Specification.
1. Identify the main competencies required of the job incumbent in order to perform
successfully on the job
Please note: It is not necessary to include all the elements of an identified

competency in the J&P Specification. Only include those that are relevant and
important. For example, the job may require the incumbent to carry out
performance management discussions with staff. The core competency
“Develops People” is a useful source of skills for the J&P Specification.
2. Select those elements which accurately reflect the sorts of outcomes that will be
required of the incumbent on the job.
For example, the incumbent may be required to be highly competent in the

element “Builds competence” within the core competency “Develops People”.
3. Select those behaviours from the behavioural criteria of identified elements that
are important to the role and therefore should be included in the Key Competencies
area of the J&P Specification.
Ask “What are the main behaviours that need to be performed in order to
demonstrate proficiency in that competency?” Again, note that it is only
necessary to include the behavioural criteria that are particularly relevant to
the position.
4. Identify any of the underpinning knowledge and underpinning skills areas listed for
the identified competencies that are critical to the position and need to be included in
the Key Competencies section.
5. Compile the final list of behaviours under the Key Competencies section of the
J&P Specification.
Including relevant competencies from the Framework ensures that the leadership
competencies of the candidates are being assessed as well as the specific
competencies that are required to do the specific role. As all executives in Local
Government are also leaders in the sector, it is important that at least a sample of
these leadership competencies are addressed in recruitment and selection
processes.
3.1.2 Selection
Interviews and assessment centres are two common processes for choosing the
candidate who best meets the selection criteria identified in the Job and Person
Specification and the relevant aspects of the Executive Leadership Competency
Framework.
Interviews
The main purpose of interviews is to gather information about the candidate’s

knowledge, skills, abilities and experiences to determine their suitability for the role.
The type of questions used can determine the quality of information gained.
Hypothetical questions such as “What would you do if…” tend not to provide the most
accurate information about a candidate as this style of questioning leaves room for
the candidate to give the most socially desirable response and not what they would
actually do.
For this reason, behavioural event based questions, typically starting with “Tell me
about a time when…”, are now the preferred approach to interviewing. They elicit
more accurate information from which to extrapolate an idea of what the candidate’s
likely pattern of behaviour would be in a similar circumstance in the future.
Behavioural event interviews are comprised of behavioural event questions and

follow-up probing questions that are designed to elicit evidence that the candidate
possesses the key competencies listed in the J&P Specification. The structure of
behavioural event questions is retrospective, situational and competency based.

Using the Framework to Design Behavioural Event Interviews
The following points can be used to design a behavioural event interview using
elements of the Framework:
For the purposes of this example, the core leadership competency ‘Develops people’
is a necessary competency for the particular job. A behavioural event question can
be devised from the elements and behavioural criteria contained within that
competency to identify how competent the incumbent is in developing people.
As an example, take the element ‘Builds Competence’ from the competency

‘Develops people’. This element is described as ‘improves the skills and
effectiveness of staff through employing a range of development strategies’. In the
Local Government sector, this element can include elected members as well as staff
and could also include leaders and members of community groups.
It is important that the context of the questions be phrased in past tense and reflect
the competencies required for the job. Questions should look for specific instances of
past behaviour, not a general response. Following is a list of suggestions for starting
behavioural event questions;
- Tell me/us about a time when you…
- Can you describe a situation in which you….
- How did you…
- Can you provide an example of when you…
Interviewers can assess responses to behavioural event questions based on specific

elements by observing how many of the behavioural criteria for the element are
demonstrated in the situation the candidate describes.
A ranking system might be used ranging from 1 (did not demonstrate competency
effectively, long-term development required) to 5 (demonstrated competency very
effectively). The ranking system can be adapted to systems already in use by a
Council or a human resources consultant.
3.1.3 Assessment Centres
The assessment centre is a selection practice that can be used to assess a range of
competencies, including core leadership and local government leadership
competencies. Assessment centres are widely used in government departments and
larger enterprises but are not yet commonly used in the local government sector.
Assessment centres involve candidates participating in a series of activities which

are conducted by a team of experts over a period of time from a couple of hours to a
number of days. The Executive Leadership Competency Framework can be used in
designing the activities and exercises.
Candidates are typically assessed on a number of competencies in each exercise. In

addition, each competency is assessed in a number of different exercises. Tasks
typically include a behavioural event interview, group exercise, simulated exercise
and written response to in-tray exercises. Other tasks can include psychometric
testing and presentations.
The advantage of well-designed assessment centres is that candidates have the

opportunity to demonstrate their competence in a number of tasks and situations
which are designed to be as close to the real workplace as possible and are
therefore a highly valid predictor of actual job performance.
A performance report against each competency is produced for each candidate,

highlighting their strengths and where the selection panel might want to gather further
information. Candidates should have the opportunity to receive feedback on the
report from a qualified professional as it can also be a great source of development
planning for individuals (see 3.2.3 Development Centres).
3.2 Development Processes
The Executive Leadership Competency Framework can also be used for training and
development purposes for executives and for other staff such as senior managers as
they seek to develop their leadership competencies to move into executive positions.
3.2.1 Performance Management and Development
Performance management practices aim to improve organisational functioning by

translating organisational goals and objectives into individual goals, objectives and
performance standards that are agreed upon between managers and staff.
Importantly, performance management also involves assessing individual’s
performance against these objectives and standards to determine whether they have
been successfully achieved.
In the Local Government Sector, the performance management and development

process typically includes consideration of both performance appraisal and
professional development. The appraisal of chief executive officers’ and senior
executives’ performance is usually carried out by elected members of Council, often
with the assistance of specialists from the Local Government Association or external
consultants. Senior executives are typically responsible for the performance
management and development of subordinate managers.
For executives in the Local Government sector, the performance management and
development process is often based on existing instruments and frameworks, such
as the SA Local Government Association’s Performance Evaluation and Review
Programme. As discussed earlier, the Executive Leadership Competency Framework
is not designed to replace this review but to enhance it at appropriate points.
The Executive Leadership Competency Framework can be used to identify and

describe the competencies required for each performance area to be appraised. It
can also be used in the appraisal process and subsequent discussions to help the
performance reviewers and the executive to establish a personal competency
development plan to help them meet agreed performance standards and objectives.
Senior executives can also use the Framework to assist subordinate managers
aspiring to senior management positions to develop their own development plans.
The agreed development plan must specify which development needs will be
addressed, the strategies detailing how they will be addressed and the timeframes
for the development of the competencies. The plan should be reviewed regularly by
the elected members and executives to ensure the strategies that are committed to

are followed through with and that any changes in job role or career goals are
incorporated into the plan.
3.2.2 360 Degree Feedback
A common means of obtaining information about managers’ performance and

development needs is through implementing a 360 degree feedback process for
individual managers or for the management team in general. In the Local
Government sector, this practice is prevalent and growing in use.
A 360 degree feedback process involves gathering information about an employee’s

workplace behaviour from a number of people they work with. A feedback
questionnaire is developed which typically consists of a number of competency
based statements against which the employee is rated. For senior executive
positions, the Executive Leadership Competency Framework can be used to assist in
designing the 360 degree feedback tool, focusing on the competencies and elements
of greatest relevance. In particular, the behavioural criteria listed under each
competency in the Framework can be used or tailored to be presented as statements
in a 360 feedback questionnaire.
The questionnaire is distributed to selected people for them to provide feedback.

Typically, these will include elected members and other members of Council staff
such as the employee’s direct manager, direct reports and peers. Depending on the
role of the person seeking feedback, other people such as community members,
suppliers and contractors may also be asked to provide feedback. A self-rating is
also gathered where the employee rates themselves on the behaviours in the
questionnaire in order to compare their own perceptions to those of others they work
with.
It is highly recommended that the results of the 360 degree feedback process are
collated by an independent party and done so in the strictest confidence. Usually, the
ratings of all respondents, aside from the employee’s self-rating, are averaged so
that the responses of actual individuals are not identifiable by the employee. This
maintains the confidentiality of the respondents’ ratings and encourages honesty in
their responses as well as the integrity of the entire process.
It is also highly recommended that an appropriately qualified and skilled person

provides face-to-face feedback to the individual being assessed in addition to a
written report. This person has a critical role in the 360 degree feedback process to
ensure that the feedback is provided and used constructively, is presented sensitively
within context, that strengths and potential development needs are identified and that
pathways forward are established.

Using the Framework to Design a 360 Degree Feedback Tool
Identify the competencies that the 360 degree feedback tool will assess
.
Review the behavioural criteria under those competencies and select those
that are directly relevant to the employee’s job or development or career plan
List each of the selected behavioural criteria as a statement followed by a

rating scale, for example;
For the behavioural criterion: ‘Manages own stress levels effectively’

Strongly Disagree Not Sure Agree Strongly
Disagree Agree
1 2 3 4 5
Provide written instructions to all respondents along with the questionnaire,

explaining the purpose of the questionnaire, the process, confidentiality
measures, instructions on how to complete and submit the questionnaire and
a due date. Provide the name and number of someone who can be contacted
with any queries. This may be the independent party who will collate the data
or the person providing the feedback at the end of the process.
The independent party collates the results, which are then presented to the
employee being assessed in a face-to-face feedback session and in a written
report.
3.2.3 Development Centres
The design of a development centre is essentially the same as for an assessment

centre but with the purpose of development. Typically, existing employees participate
in a development centre to be assessed on a range of competencies relevant to their
current job or their intended career path. The activities usually reflect the tasks the
employees actually perform or the jobs they are striving for. They are specifically
designed to get participants to demonstrate the competencies being focused on in
the development centre. Participants are given a number of opportunities to
demonstrate their competence throughout the duration of the development centre.
For current executives and senior managers aspiring to executive positions in Local
Government, development centre exercises can be designed to assess their current
competencies as defined in the Executive Leadership Competency Framework. Each
participant’s performance in the development centre identifies strengths and
development needs which become the basis of a personal development plan.

Section 4:
Local Government Executive

Leadership Competencies Templates
The following templates demonstrate examples of how the six core competencies,
and their elements could be used practically for a selected number of the uses
outlined in earlier sections. They are typically structured to assist the user to select
and prioritise, rate and comment on those components of greatest relevance to the
assessment or development process being undertaken.
Templates provided here can guide the following processes:
Template 1: Executive (Individual) Development Planning
Template 2: Executive Recruitment process
Template 3: Executive Performance Planning and Review process
Template 4: Executive 360 Review of performance process.
The following generic procedure is recommended for use of the templates:
1. Determine the process or processes to which the framework will be applied

(eg. individual development planning or recruitment).
2. Make sufficient copies of the relevant template (electronic, printout or

photocopy) for the parties involved.
3. Select the competencies that are most relevant to the assessment or

development process, together.
4. Each party uses the template during the process as a guide and means of
recording their assessment and then assessments are compared between the
parties.
An evaluation form is provided at the end of this section to enable feedback to the
LGMA that would assist in the further development of this Competency Framework
and Manual.

Local Government Executive Development Plan

Template 1
Name:
Position:
Date of plan: Review date 1: Review date 2:
The development plan is a learning contract between the executive and their manager, or the CEO and the Council, to ensure that developmental
feedback from performance review processes, stakeholders and staff, is actively used, acted upon and behavioural change or training is supported,
as appropriate. The plan must be developed by consultative means between the parties. An external facilitator or Council’s HR Manager may be
seen as a suitable third party to assist and provide advice in these processes and contemporary development practices.
For the executive in Local Government, the development plan will assist in maximising your learning throughout the year, ensuring there is focus to
your development , shared understanding of your needs and the support that is required. It helps ensure that all parties have common expectations
of your development goals and how they will be achieved. This template has been developed to guide the process of setting a development plan,
within the context of the competencies required of executives in the Local Government/ public sectors, as developed by the LGMA in 2005.
Your development plan records your:

Development needs within the context of the LG executive competency framework
Your goals and priorities, in the context of your career goals, if you wish
Strategies to achieve development goals
Learning preferences
Expectations of support from others
Periodic review dates as agreed with your manager/ Council to monitor progress.
(For the CEO, reviews of the individual development plan are likely to be scheduled into periodic performance review
meetings, conducted perhaps six and 12 monthly.)

Executive Development Plan

A. Longer Term Career Goals
Notes to guide use of this section: Individual managers will benefit from the consideration of their development needs within the context of their longer
term career aspirations, so that short term development activities can lead towards longer term ambitions. Disclosure of longer term career goals also
creates understanding of preferred development pathways within an organization, and as such is a valuable input to succession planning and career
development. For these reasons, open discussion of longer term career goals, and use of this section of the development plan, are encouraged.
An environment of open, trusting communication is valuable to supporting these goals, while recognizing that disclosure of this information needs to be
treated confidentially between the parties, and acknowledged as not binding on either party.
However, it must be recognized that disclosure of career aspirations may involve some sensitivities eg. if the executive/ manager sees their career path
leading to another employer or a very different vocation or industry. Similarly, managers with family or other responsibilities may have preferences for
alternatives career paths or flexible working hours at different stages of their career. They may not wish to disclose these fully for very valid reasons, or
because of fears of discrimination, or personal privacy, despite legislative protections. The organization should therefore make this discussion optional/
voluntary for the employee.
The goals (specific or general) that I have for my career; where I see my development path leading; my longer term aspirations:

B. Learning styles and preferences

People have different preferences for the ways they learn. The usual preferred styles for learning are described by Kolb and others as activist,
pragmatist, reflector or theorist. We usually have strong preferences for one or two of these, but it is useful for executives particularly to develop their
reflector style if it is not their natural preference. This style encourages reflection on behaviour and ideas which is a key to embedded learning and
behaviour change; reflection on personal behaviours and their impact on others is also seen as a cornerstone of emotional intelligence. You might to
learn more about your learning style by undertaking a formal Kolb or Honey and Mumford assessment.
Activists like new experiences and don’t hesitate. They focus on the here and now and enjoy immediate experiences. They tend to be enthusiastic and not skeptical. They act first and
consider consequences later. They may be a bit impulsive and involved in so many things that it’s difficult to complete them. They’re prepared to take risks. They’ll try anything once.
Pragmatists like to see ideas put into practice. They experiment with application. They like to get on with things. Pragmatists can be impatient with discussion and undervalue others’ ideas or
feelings. They may prefer to learn/ work independently. They come back from training courses and put ideas learned into practice.
Theorists adapt observations into sound theory. They think things through logically and can assimilate different ideas into a coherent whole. They like to analyse and synthesise. They like to
test basic assumptions, investigate theories, principles and systems thinking. They can be somewhat perfectionist and seek too much information rather than act; they can be overcautious
and get bogged down.
Reflectors like to ponder issues from several perspectives, past and present, to collect and analyse data before deciding or acting. They listen to others a lot and can appear a bit remote or
disengaged in discussions. When they act it is from a considered position, within a broader context. They may frustrate others by seeing all the trees in the wood, lacking detail in their plans
and being slower to act.
C. Development needs and priorities
Notes on the use of this section: Based on self-assessment and feedback obtained, you can identify development needs and develop a draft of key
priorities for attention. Feedback may be obtained through performance review, leadership assessment instruments, training activities, or customer/
resident or staff feedback mechanisms such as surveys, focus groups or 360 tools. People committed to their own learning and development seek and
use feedback throughout their career, irrespective of their organizational level. Executives should also role model to their staff an active commitment to
their own personal and professional learning.
This draft should then be discussed and agreed with your manager at least annually, so that there is clarity about the priorities and organizational
support that you can expect in your planned development activities. In the case of the CEO, the Elected Members may be less involved in formulating
the plan, but should be involved in its ratification. Organisational support can come in the form of:
opportunities to develop skills and knowledge through experience of new tasks or projects, committees or groups
regular feedback from your manager about progress
financial support for off job activities such as training, secondment, conferences or education.
Such organizational support within the LG environment is always likely to require consideration of equity with other managers, policy parameters and
available budget.

C. (continued) My development priorities for this year:
LG Executive Competency Development Perceived priority Proposed strategy/ activity to address; Agreed with
and elements need (High, Medium, organizational support sought manager/
(tick those Low) Council
applicable)
1. Creates vision and gives direction
Takes an active role in promoting the development of an aspiring, relevant vision for the organisation and influences others to share ownership of the
organisation’s goals in order to create an ethical environment that delivers value for the community.
1. Creates vision: Develops a shared

vision & mission for the organization
2. Inspires & influences others to

assume ownership of organization’s
goals
3. Strategic planning: Displays

strategic thinking & planning to ensure
the organisation moves towards its
vision
4. Acts decisively in a complex

environment of ambiguity & multiple
stakeholders
5. Manages change: Initiates,

develops, coordinates & evaluates
change management strategies to
successfully bring about change in the
organization
6. Embeds ethical practices into the

organisation’s culture & processes
7. Translates the vision, mission &

values of elected members into
effective strategies
8. Contributes executive leadership

perspectives to the development of
Council’s vision &
supporting policies

applicable)
2. Develops people
Creates a work environment where people are challenged and stretched to develop competencies and encouraged to realize their potential through
lifelong learning. Recognises the importance of developing all organisational stakeholders through fostering collaborative work relationships and
establishing mutual trust and respect.
1. Builds competence: Improves the

skills & effectiveness of staff through
employing a range of development
strategies
2. Motivates staff towards achieving

quality results
3. Empowers people to achieve or

exceed organisation’s goals by
delegating sufficient authority,
responsibility & accountability and by
providing support
4. Fosters – Contributes to the

development of stakeholders external
to the organization
5. Builds competence of elected

members: Improves their knowledge
& skills through employing a range of
advisory & development strategies
6. Builds community capacity:

Takes an active role in managing
Council’s relationships & interactions
with groups in the community to
support the development of capacity to
initiate & implement projects &
programs

applicable)
3. Manages resources and risks
Ensures that human and physical resources including financial, technological and information requirements are available and effectively, efficiently and ethically deployed to
meet strategic organisational and customer needs and to maintain sustained product and/or service delivery.
1. Plans resource management –

Plans the allocation & management of
resources using project management
methodologies
2. Negotiates and obtains resources

to achieve outcomes
3. Allocates: resources to projects

and programs to achieve outcomes
4. Manages carefully internal &

external resources to ensure that they
are used efficiently to meet
5. Evaluates use of organisational

resources in relation to planned
outcomes
6. Complies – Abides by the laws,

regulations & policies determining
public sector & local government
sector activities
7. Implements Council’s Risk

Management Policy to address
strategic, operational & legislative
compliance risks & hazards

applicable)
4. Promotes and achieves quality outcomes
Develops a professional, high performance environment through setting, promoting, delivering and evaluating high quality products and/or customer services against
benchmarked standards.
1. Sets standards: Establishes high

quality product & customer service
standards
2. Promotes and monitors standards

& continuous improvement to achieve
highest quality product or service
3. Delivers: Promotes the

achievement of excellence in
delivering a product or service linked
to planned outcomes
4. Evaluates the outcomes achieved

against set standards, identifies
learnings & implements improvements
required
5. Supports: Establishes
organisational structures, business
plans & procedures that support
Council’s service quality strategies

applicable)
5. Understands relationships
Establishes and maintains positive working relationships with government and diverse groups of people within the public and private sectors, and wider community, through
employing effective communication strategies.
1. Networks: Develops and maintains
positive & beneficial relationships
with relevant networks within &
outside the Local Government
sector
2. Represents: Develops & sustains a

positive image & profile of the
organisation
3. Influences: Develops & maintains

positive working relationships with
leaders within & outside the local
government sector to achieve
organisational outcomes
4. Is politically savvy: Approaches all

situations with a clear perception of
the political context & reality
5. Builds and leads a positive,

diverse & productive organisation
effectively
6. Manages conflict & potential

sources of conflict or staff
dissatisfaction
7. Involves: Leads the involvement

of the community in communicating
with & influencing Council
8. Fosters partnerships/ relationships

with elected members based on a
partnered and team approach

applicable)
6. Self-awareness and self-management
Seeks to increase self-awareness of own strengths and development needs and acts to improve work performance through lifelong learning. Acts with integrity by being aware
of own behaviour and managing it to have the best possible impact on the behaviour of others.
1. Is a lifelong learner: Engages in

regular critical reflection on
feedback & experiences in the
workplace & acts on reflections to
facilitate professional growth
2. Models & promotes appropriate

social, ethical & organisational
standards in all interactions
3. Achieves: Sets challenging goals

for self to achieve high quality
outcomes
4. Values well-being of self and

others through managing stress
levels and work-life balance

We confirm the Executive Development Plan and will keep all discussions confidential
(unless both parties agree otherwise).
CEO/ Executive/ Manager’s name Date / /
Executive/ Manager’s Manager signature OR Date / /

Mayor’s signature on behalf of Council
Consultant/ HR Manager (Third party, if applicable) Date / /

Local Government Executive Recruitment

Template 2
Position:
Interview date:
Panel members and contact numbers:
Notes on the use of this template for recruitment
This template provides a checklist of the competencies required for executive level positions within
the Local Government sector, as developed by Local Government Managers Australia in South
Australia in 2005, for use in recruitment interviews. For fuller information about these competencies,
see the LGMA Executive Competencies Manual, 2005, available via www.lgmasa.org.au
This template is intended as a supplement to the specific position description which Council has
developed, not a replacement. In recruitment, it is important to review each applicant’s experience
in terms of the Key Result Areas (or Job Responsibilities) required in the position, together with
required Knowledge, and these are described in the position description. Space is provided in this
checklist to allow Panelists to insert the specific Key Result Areas and required underpinning
Knowledge for the position being recruited.
However, it is also important to assess candidates in terms of how they behave in a position. This is
crucial to judging candidates’ capacities for effective relationships and cultural fit with the Council,
its staff and community. This template describes the behaviours (competencies) required
generically for executive positions in Local Government, and as such can be used as a guide to the
necessary personal attributes, or person specification component of the position description.
Possible Steps
Written in checklist form, the template can be used in real interviews to efficiently guide in the
assessment of a candidate.
1. Panelists obtain a copy of the position description, and note the required Key Result
Areas on the form (KRAs are the outcomes the position must produce for Council),
together with required Knowledge
2. Panelists agree which KRA, Knowledge areas and competencies are most important to
the specific position being recruited, at that time for the Council and its current issues.
They highlight these on this form, in the column provided
3. Panelists then devise a suitable assessment process, including interview questions, to
draw out information about the candidate’s experience and behaviours in the priority
areas and competencies. By asking focused questions, the panel can seek details of
the candidate’s actual behaviour in previous, real situations. Research has found that
this type of question is more reliable as a predictor of future performance, than (say)
asking a hypothetical question (see example questions, below).
4. Panelists then assess each candidate’s responses against the various elements of
competency, writing comments or ticking off the competency elements they hear in the
candidate’s responses.
5. The templates can then be used to guide the Panelists’ discussion/ assessment of each
candidate against others, and when a decision about preferred candidates is made, to
provide a basis for further testing, reference checking and any report to Council or
senior management that may be required. The template can also provide a solid basis
for feedback to unsuccessful applicants.
6. Completed templates should be securely held to protect the privacy of the candidates,
and subsequently stored or destroyed in line with Council policy.
Examples of the preferred type of interview question are:
“Tell us about a time when you developed a vision or strategy for an organisation. What did you
specifically say and do to get others on board? Please be specific about
your personal role in it.”
(Competency: Creates vision and gives direction)
“Describe the range of strategies you employ in your current role to develop staff skills”
(Competency: Develops people)
“Outline the ways you currently monitor resource deployment in the area under your control.”
(Competency: Manages resources and risk)
“What processes do you employ in your current role to ensure delivery of quality services (by
staff)?”
(Competency: Promotes and achieves quality outcomes)
“Tell me about a time when you helped a couple of staff resolve their differences.”
(Competency: Understands relationships)
“Tell me about a difficult situation you’ve had with a resident and how you handled it.”
(Competency: Understands relationships)
“Tell me about a time when you had to get a group of people to do something.”
(Competency: Creates vision and gives direction; Manages resources and risk)

Executive Interview Template
Position: Panelist:
Key Result Areas Priority for Panelist comments
(refer to position description) this
position
currently
Underpinning Knowledge required for the Priority for Panelist comments

position this
(refer to position description) position
currently

LG Executive Competency A high priority Observed Panelist comments

and elements competency at evidence at
this time, for this interview
position (a tick for
each
example
heard)
Takes an active role in promoting the development of an aspiring, relevant vision for the organisation and
influences others to share ownership of the organisation’s goals in order to create an ethical environment that
delivers value for the community.
2. Creates vision:
Develops a shared vision &
mission for the organization
2. Inspires & influences

others to assume
ownership of organization’s
goals
3. Strategic planning:
Displays strategic thinking &
planning to ensure the
organisation moves towards
its vision
4. Acts decisively in a
complex environment of
ambiguity & multiple
stakeholders
5. Manages change:
Initiates, develops,
coordinates & evaluates
change management
strategies to successfully
bring about change in the
organization
6. Embeds ethical
practices into the
organisation’s culture &
processes
7. Translates the vision,

mission & values of elected
members into effective
strategies
8. Contributes executive
leadership perspectives to
the development of
supporting policies

LG Executive A high priority Observed Panelist comment

Competency and competency at evidence at
elements this time, for interview
this position (a tick for each
example heard)
2. Develops people
Creates a work environment where people are challenged and stretched to develop competencies and encouraged
to realize their potential through lifelong learning. Recognises the importance of developing all organisational
stakeholders through fostering collaborative work relationships and establishing mutual trust and respect.
1. Builds competence:
Improves the skills &
effectiveness of staff
through employing a
range of development
strategies
2. Motivates staff
towards achieving
quality results
3. Empowers people
to achieve or exceed
organisation’s goals by
delegating sufficient
authority, responsibility
& accountability and by
providing support
4. Fosters –
Contributes to the
development of
stakeholders external to
the organization
5. Builds competence
of elected members:
Improves their
knowledge & skills
through employing a
range of advisory &
development strategies
6. Builds community
capacity: Takes an
active role in managing
Council’s relationships
& interactions with
groups in the
community to support
the development of
capacity to initiate &
implement projects &
programs


example
heard)
Ensures that human and physical resources including financial, technological and information requirements are
available and effectively, efficiently and ethically deployed to meet strategic organisational and customer needs and
to maintain sustained product and/or service delivery.
1. Plans resource
management – Plans
the allocation &
management of
resources using project
management
methodologies
2. Negotiates and
obtains resources to
achieve outcomes
3. Allocates: resources
to projects and
programs to achieve
outcomes
4. Manages carefully
internal & external
resources to ensure
that they are used
efficiently to meet
organisational
objectives
5. Evaluates use of
organisational
resources in relation to
planned outcomes
6. Complies: Abides by
the laws, regulations &
policies determining
public sector & local
government sector
activities
7. Implements
Council’s Risk
Management Policy to
address strategic,
operational & legislative
compliance risks &
hazards


example
heard)
Develops a professional, high performance environment through setting, promoting, delivering and evaluating high
quality products and/or customer services against benchmarked standards.
1. Sets standards:
Establishes high quality
product & customer
service standards
2. Promotes and
monitors standards &
continuous
improvement to achieve
highest quality product
or service
3. Delivers: Promotes
the achievement of
excellence in delivering
a product or service
linked to planned
outcomes
4. Evaluates the
outcomes achieved
against set standards,
identifies learnings &
implements
improvements required
5. Supports:
Establishes
organisational
structures, business
plans & procedures that
support Council’s
service quality
strategies


this position (a tick for
each example
heard)
Establishes and maintains positive working relationships with government and diverse groups of people within the
public and private sectors, and wider community, through employing effective communication strategies.
1. Networks: Develops
and maintains positive
& beneficial
relationships with
relevant networks
within & outside the
Local Government
sector
7. Represents:
Develops & sustains a
positive image & profile
of the organisation
8. Influences:
Develops & maintains
positive working
relationships with
leaders within &
outside the local
government sector to
achieve organisational
outcomes
4. Is politically savvy:
Approaches all
situations with a clear
perception of the
political context &
reality
5. Builds and leads a

positive, diverse &
productive organisation
effectively
6. Manages conflict &

potential sources of
conflict or staff
dissatisfaction
7. Involves: Leads the

involvement of the
community in
communicating with &
influencing Council
8. Fosters
partnerships/
relationships with
elected members based
on a partnered and
team approach


example
heard)
Seeks to increase self-awareness of own strengths and development needs and acts to improve work
performance through lifelong learning. Acts with integrity by being aware of own behaviour and managing it to
have the best possible impact on the behaviour of others.
1. Is a lifelong learner:
Engages in regular
critical reflection on
feedback & experiences
in the workplace & acts
on reflections to
facilitate professional
growth
2. Models & promotes

appropriate social,
ethical & organisational
standards in all
interactions
3. Achieves: Sets
challenging goals for
self to achieve high
quality outcomes
4. Values well-being of
self and others through
managing stress levels
and work-life balance

Executive Performance Planning and Review

Template 3
Name: Period of evaluation: <insert year>
Date of progress evaluation: <say, 6 months review>
Manager’s manager name: Date of final evaluation: (at end of 12 months>
Notes on the use of this form
This template acts as a guide to planning for performance at the commencement of the year or review period, and also provides for reviews of progress on
performance goals during and at the end of the year. Final performance review processes should cover both the performance achieved on agreed job goals
(Key Result Areas; KRA’s) and also an assessment of the effectiveness of behaviours used to achieve the goals. Fuller information on the use of the
Executive Leadership Competencies for performance development and specific circumstances can be found in the LGMA Executive Leadership
Competencies Manual at www.lgmasa.org.au
[It should be noted that, at the time of the design of this template, further joint work between the LGMA and the LGA on suitable models for CEO
Performance Review is planned. The LGA’s current model for CEO level, and advice on its use is available through contact with Tina Borg c/- the Local
Government Association, SA.]
It is expected that Council will have established a policy about the use of performance review processes for either management development, or to guide
remuneration decisions, or both. Similarly, Council needs to decide whether the KRA results and assessment of behaviours will carry the same weight, or
(say) 60% and 40% respectively of the overall evaluation.
The relevant position description should be reviewed by the parties annually as a minimum to ensure it is current ie. aligned to the Council’s plans and
directions and the expectations of the manager’s role in those plans. The current position description forms the basis for the job goals that are set at the
beginning of the performance period. Ideally, performance measures or targets are agreed, to ensure that performance can be assessed objectively. At CEO

1
level, the use of a high level, balanced “scorecard” of expected outcomes is recommended, aligned to the Council’s Strategic Plan . (See example, below
and on page 4).
For the behaviours expected, the LGMA Executive Competencies developed in 2005 provide a sound basis for assessment and are included in this template
for that purpose. Council may choose to gain fuller information/ feedback on the behaviours used to achieve results, through the use of a 360 feedback tool.
LGMA template 4 provides an example and guidance for use.
The manager being evaluated and their manager (or CEO and Council) share equal responsibility for the timely establishment of annual job goals. However,
at the most senior level, it is likely that the CEO will take the lead in drafting a suitable set of performance goals and measures, in line with the Council’s
Strategic Plan, annual work plan and budget. Council may choose to be assisted by an external facilitator in this process at CEO level, and usually
establishes a Council Committee of Elected Members to conduct the CEO’s performance review, with input from the wider elected body and staff.
The manager being reviewed and their manager each prepare for progress and final review discussions separately, including forming a view of the
appropriate rating. The final evaluation discussion confirms the overall rating.
An example of possible ratings and their explanation is included in this template (see page 3). Council may prefer to use alternative ratings and descriptors
for cultural reasons or uniformity with other staff performance processes that exist. If Council prefers to not use rating scales, then descriptors can be
substituted eg. Performance is Above Expectations, Performance Meets Expectations, Performance is Below Expectations. For progress evaluations
throughout the review period ratings (or descriptors) are entered for Key Result Areas and the related Performance Measures where progress can be
assessed.
A copy of agreed performance goals and measures should be held by both the manager being evaluated and their manager, or the CEO and Mayor on
behalf of Council. A partially completed example is included in this template.
Sample headings of outcomes/ Key Result Areas expected of Chief Executives in Local Government:
(in the form of a Balanced Scorecard which combines focus on qualitative and quantitative, and internal and external performance measures. This list also
emphasizes a triple bottom line approach)
Financial Sustainability
Environmental Sustainability
Community Service Delivery & Satisfaction
Workforce Capability & Performance
Council Processes and Plans
1
Kaplan, R.S. and Norton, D.P. The Balanced Scorecard. Boston, Harvard Business School Press, 1996.

Possible ratings and their explanation, for use in individual Performance Planning and Review processes in Local Government (can be used for
both KRA’s and behaviours):
0 Unable to rate because of no personal knowledge or significantly changed circumstances outside control of the employee
1 Consistently fails to meet expectations; unsatisfactory
2 Approaches but does not fully meet expectations; needs improvement
3 Generally meets requirements; satisfactory performance
4 Generally exceeds requirements; good performance
5 Significantly exceeds requirements; outstanding performance.
The example provided
The following, partially completed example (see page 4), demonstrates possible Key Result Areas, linkages to Council’s plans, and performance measures,
which would be established at the beginning of the performance period/ year.
For Financial Sustainability, it then goes on to show how the template could be completed at the end of the performance period (usually 12 months).
In terms of the Executive Leadership Competencies template (Part 2, following, commencing on page 6), either this template (LGMA 3) or the 360 format
(LGMA Template 4) could be used. The 360 version would allow for the collection of ratings and feedback comments from a number of people including
Elected Members (appropriate in the case of the CEO) and direct staff.
Overall result calculations
In those circumstances where the performance review process contributes to remuneration decisions, the calculation or agreement of an overall result may
be preferred. Averages can be used for both results of KRA’s and Competencies, but a straight mathematical calculation is of limited use if it comes down to
averaging averages. An overall perspective of the level of performance generally achieved through both parts may be sufficient. Part 3 of this template
(see page 12) provides for a summary of the outcomes of the progress and final evaluation, and sign off.

PARTIALLY COMPLETED EXAMPLE

Executive Performance Planning and Review: Part 1 Job Goals
Name: Performance Plan date:
Key Result Area or Broad Job Link/ reference to Performance Measure and Target Rating at Rating at end Comments
Goal Council Strategic Plan progress of review (from both manager and their
or Annual Plan review (6 period (12 manager OR CEO and Council
months) months) panelists)
Strategic Plan 2005- 1. Annual Budget achieved within N/A 4 CEO: Budget achieved within 5%
2010, Goal xyz: a variation of +/- 5%; budget variance but extraordinary expenses
Financial Sustainability
“Increase community reports are scrutinized before incurred requiring redistribution.
equity in the organization” presentation to Council Debt levels benchmarked. Appropriate
(Average rating achieved 2. Agree appropriate level of debt 5 levels negotiated through Council,
for this goal = 4.5) per capita with Council, by end ahead of schedule.
June 2006. Panelists: Agreed
Environmental Strategic Plan 2005- 1. Increase the % of waste
2010, Key Initiative 123: diverted from landfill; by 20%
Sustainability
“Ensure sustainable by 2007, 50 % by 2010.
practices in 2. Develop a strategic plan for
environmental Council’s parklands, by end
management.” 2006.
Strategic Plan 2005- 1. Establish a biannual
2010, Goal abc: community satisfaction survey,
Community Service
“ Increase community by March 2006
Delivery & Satisfaction satisfaction with 2. Benchmark Council’s
involvement in Council performance thereafter
decision-making” 3. Review current mechanisms,
and recommend alternatives
by June 2006
Strategic Plan 2005- 1. Conduct & analyse staff
2010, Goal klm: satisfaction survey & exit
Workforce Capability &
“Increase the retention of surveys to establish key
Performance talented Council attraction and dissatisfaction
employees” factors, by December 2005
2. Prepare a retention strategy
for executive consideration by
March 2006.
2005 Annual Work Plan: 20. Establish an asset register by
Key action 1: September 2005
Council Processes &
“ Review and enhance 21. Research other LG models for
Plans the effectiveness of asset asset management by March
management processes” 2006
22. Present costed options paper
to Council, as part of 2006
budget papers.

Executive Performance Planning and Review: Part 1 Goals (Template)

Name: Performance Plan date:
Key Result Area or Broad Job Link/ reference to Performance Measure and Target Rating at Rating at end Comments
Goal Council Strategic Plan progress of review (from both manager and their
or Annual Plan review (6 period (12 manager OR CEO and Council
months) months) panelists)

Executive Performance Planning and Review: Part 2 Executive Leadership Competencies (Template)
Additional notes on the use of this section: This full list may be prioritized in any year for the development of the manager, by agreement ie. the parties may agree to only rate those
competencies agreed as priorities for development in that year. A cut down version of these tables could then be used.
LG Executive Competency Agreed priority Rating of the agreed Additional comments

development need priorities (0-5)
and elements
(tick those (suggest only done at
applicable) 12 months)
Takes an active role in promoting the development of an aspiring, relevant vision for the organisation and influences others to share
ownership of the organisation’s goals in order to create an ethical environment that delivers value for the community.
1. Creates vision: Develops a

shared vision & mission for the
organization
2. Inspires & influences others to

assume ownership of organization’s
goals
3. Strategic planning: Displays

strategic thinking & planning to ensure
the organisation moves towards its
vision
4. Acts decisively in a complex

environment of ambiguity & multiple
stakeholders
5. Manages change: Initiates,

develops, coordinates & evaluates
change management strategies to
successfully bring about change in the
organization
6. Embeds ethical practices into the

organisation’s culture & processes
7. Translates the vision, mission &

values of elected members into
effective strategies
8. Contributes executive leadership

perspectives to the development of
supporting policies

LG Executive Competency and Agreed priority Rating of the agreed Additional comments
elements development need priorities (0-5)
(tick those
applicable)
2. Develops people
Creates a work environment where people are challenged and stretched to develop competencies and encouraged to realize their potential through lifelong learning.
Recognises the importance of developing all organisational stakeholders through fostering collaborative work relationships and establishing mutual trust and respect.
1. Builds competence: Improves the

skills & effectiveness of staff through
employing a range of development
strategies
2. Motivates staff towards achieving

quality results
3. Empowers people to achieve or

exceed organisation’s goals by
delegating sufficient authority,
responsibility & accountability and by
providing support
4. Fosters – Contributes to the

development of stakeholders external
to the organization
5. Builds competence of elected

members: Improves their knowledge
& skills through employing a range of
advisory & development strategies
6. Builds community capacity:

Takes an active role in managing
Council’s relationships & interactions
with groups in the community to
support the development of capacity to
initiate & implement projects &
programs

(tick those
applicable)
Ensures that human and physical resources including financial, technological and information requirements are available and effectively, efficiently and ethically deployed to
meet strategic organisational and customer needs and to maintain sustained product and/or service delivery.
1. Plans resource management –

Plans the allocation & management of
resources using project management
methodologies
2. Negotiates and obtains resources

to achieve outcomes
3. Allocates: resources to projects

and programs to achieve outcomes
4. Manages carefully internal &

external resources to ensure that they
are used efficiently to meet
5. Evaluates use of organisational

resources in relation to planned
outcomes
6. Complies – Abides by the laws,

regulations & policies determining
public sector & local government
sector activities
7. Implements Council’s Risk

Management Policy to address
strategic, operational & legislative
compliance risks & hazards

(tick those
applicable)
Develops a professional, high performance environment through setting, promoting, delivering and evaluating high quality products and/or customer services against
benchmarked standards.
1. Sets standards: Establishes high

quality product & customer service
standards
2. Promotes and monitors standards

& continuous improvement to achieve
highest quality product or service
3. Delivers: Promotes the

achievement of excellence in
delivering a product or service linked
to planned outcomes
4. Evaluates the outcomes achieved

against set standards, identifies
learnings & implements improvements
required
5. Supports: Establishes
organisational structures, business
plans & procedures that support
Council’s service quality strategies

LG Executive Competency and Agreed priority Rating of the agreed Additional Comments
(tick those
applicable)
Establishes and maintains positive working relationships with government and diverse groups of people within the public and private sectors, and wider community, through
employing effective communication strategies.
1. Networks: Develops and maintains

positive & beneficial relationships with
relevant networks within & outside the
Local Government sector
2. Represents: Develops & sustains

a positive image & profile of the
organisation
3. Influences: Develops & maintains

positive working relationships with
leaders within & outside the local
government sector to achieve
organisational outcomes
23. Is politically savvy:

Approaches all situations with a clear
perception of the political context &
reality
24. Builds and leads a positive,

diverse & productive organisation
effectively
25. Manages conflict & potential

sources of conflict or staff
dissatisfaction
26. Involves: Leads the

involvement
of the community in communicating
with & influencing Council
8. Fosters partnerships/ relationships

with elected members based on a
partnered and team approach

LG Executive Competency and Agreed priority Rating of the agreed Additional Comments
(tick those
applicable)
Seeks to increase self-awareness of own strengths and development needs and acts to improve work performance through lifelong learning. Acts with integrity by being aware
of own behaviour and managing it to have the best possible impact on the behaviour of others.
1. Is a lifelong learner: Engages in

regular critical reflection on feedback &
experiences in the workplace & acts
on reflections to facilitate professional
growth
2. Models & promotes appropriate

social, ethical & organisational
standards in all interactions
3. Achieves: Sets challenging goals

for self to achieve high quality
outcomes
4. Values well-being of self and

others through managing stress levels
and work-life balance

Executive Performance Planning and Review: Part 3 Summary
Progress review comments as at <insert date eg. of six month review>:
………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
Overall evaluation of this manager’s performance for <insert year>

KRA average result (option) = ……………….
Executive Competencies average result (option) = ……………….
Overall result average (option) = ……………….
Comments:
………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
Issues/ projects or behaviours to be addressed in next year’s performance plan:
………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
Manager’s or CEO’s signature: …………………………………. Date: ………………………………..
Manager’s manager signature: ………………………………… Date: ………………………………..

(or Mayor’s on behalf of Council)

Executive Competencies 360 Review

Template 4
Name of manager being assessed:
Position:
Period of evaluation: <insert year>
General information about establishing a 360 review processes
While experience shows that including other assessors in a performance review provides additional
insights and more accuracy in feedback than that of the manager only, the 360 process should not
be entered into without thorough consideration and preparation. Managers to be assessed should
be consulted and involved in the design and process. Union consultation is also advised.
Feedback from a 360 process can be confronting, especially the first time received and also for
those with “blind spots” about their behaviour and its impact. To ensure that the 360 process is as
constructive and effective in developing performance and competency, the following parameters are
recommended for the 360 process:
Tailor the competencies to be used to the position/ level of the manager being
assessed (the competencies in this template have been developed for the
executive level)
Brief both those being assessed and those doing the assessment, about the
appropriate ways to complete the form and participate in the process
Persons chosen for assessment should have regular contact with the person they
are assessing, and that relationship should be of six months duration or longer
Persons chosen to assess the manager should be selected on an established
basis, consistent across the organisation and not at the discretion of individual
managers (to prevent stacking); an optimum number would be 10 with at least three
persons in each category (eg. direct staff, internal customers/peers, external
stakeholders) plus their direct manager
Ensure there is agreement and clarity about how the information derived from the
360 process will be used, eg. for development planning, or as an input to
remuneration decisions, or both; placed on personnel files or not
Ideally use a third party to collect, collate, analyse the data and debrief
Ensure that the person who debriefs the assessed manager has skills in providing
feedback, dealing with reactions, coaching
Ensure that there are links established between the 360 process and other
organizational tools or processes eg. performance reviews, training plan
development, development planning sessions, career development processes,
coaching programs etc.
Ensure confidentiality and privacy are maintained and all documentation is secured/
released as agreed.

Further notes on this template

Full descriptions of the units, elements and behavioural criteria of the Executive Leadership
Competency Framework are available in the LGMA Executive Leadership Competency Framework
Manual 2005, available on the website www.lgmasa.org.au. The LGMA Executive Competencies
are based and extended from those of SA Public Sector.
The following template is written to the “unit” and “element” level for each competency. Sectional
numbering from the Manual has been replaced with continuous numbering is used to assist data
collection and collation.
For managers at levels under the CEO, it may be appropriate to replace the word ”organization”
throughout this questionnaire. Depending on the structure of the organization, the replacement word
might be “section”, or “division” or similar, to reflect the areas of accountability of the manager.
[It should be noted that, at the time of the design of this template, further joint work between the
LGMA and the LGA on suitable models for CEO Performance Review is planned. The LGA’s
current model for CEO level, and advice on its use is available through contact with Tina Borg, c/-
the Local Government Association, SA. The LGA version does not include a 360 version at this
time.]
(The actual template commences here)
Information for those completing this form
You have been asked to complete this form as a self assessment or because you work closely with
the manager being assessed. You are encouraged to provide objective and constructive
assessments/feedback so that the individual can use these to improve their skills and relationships
at work.
This process is used for developmental purposes by many Councils. You need to take responsibility
for providing fair, balanced and objective feedback, highlighting this person’s strengths and also
their areas for development. You should consider behaviour across the whole performance period,
not isolated incidents that may have occurred. This process is not to be used for matters that are
covered by the Code of Conduct or any other breach of Council policy that warrant disciplinary
action. Such things, where they exist, should be raised through the normal channels outlined in
Council’s policy and procedures.
For assessors, the feedback you give is anonymous - you don't need to put your name on the form
and only the collator of data <insert name> will see the forms when they are completed. A number
of people are being asked to complete the form for this manager, so they can get a range of
feedback. Your answers will be mixed in with others to further prevent identification of individual
assessors. Confidentiality is guaranteed.
< insert any further security measures being used by Council eg. use of external facilitator; offsite
collation; task specific database; use of theme or summary reporting of comments provided rather
than verbatim>
Instructions for completing this form
You can fill in the form in work time, and some group discussion sessions about the process are
available to help you, especially if this is the first time you have participated in the process, as either
an assessor or participant.

Completing electronically or in hard copy
<insert details of how to fill in the form in either format and return it>
<insert details of return person and addresses eg. fax, email, postal>
Steps in filling in the form
• number the box that shows whether you are this person’s CEO, manager, a
staff member in this person's team, a peer / internal customer, or an
external stakeholder or customer of this person
• give this person a rating for how well you think they do each of the things
listed (if you don't know enough about this person for any area, you put a
"ZERO (0)" which equates to NA ("Not able to comment") in the rating
box)
• add comments at the end if you want to eg. specific examples to illustrate
reasons for a rating on a particular question.
Try to give honest constructive feedback that shows the things you think this person is good at, and
the things you think they need to improve to be a better manager. Try to use the range of ratings
available to highlight this manager's strengths and their areas for development.
The feedback from everyone will be summarised and a report provided to this person and their
manager. The feedback gathered from everyone will be used as < to be inserted as appropriate eg.
“part of this person's performance review for the year, and to identify any training or development
needs”, or “an input to the remuneration review of this person”>.
If you have any questions about the form or its completion and lodgment, you can contact <insert
contact persons and their numbers>.
Possible ratings and their explanation
0 Unable to rate because of no personal knowledge

1 Consistently fails to meet expectations; unsatisfactory
2 Approaches but does not fully meet expectations; needs improvement
3 Generally meets requirements; satisfactory performance
4 Generally exceeds requirements; good performance
5 Significantly exceeds requirements; outstanding performance.

Executive Competencies 360 Review
If you are completing an assessment on yourself please complete questions 1 and 2 only of this
part. (Note: Question 2 can be deleted if comparison of group data is not planned). If you are
completing an assessment of another person please complete questions 1 and 3 only of this part.
1 Name of the person being reviewed: ………………………………………..
2 ONLY the person being reviewed is to answer this question [ ] [ ]

1 I am a member of the <name of management group>
2 I am a member of <insert specific division options>
3 ONLY people reviewing others are to answer this question [ ]

1 I am this person's Chief Executive Officer
2 I am this person's Manager
3 I am this person's Peer
4 I am this person's Internal Customer
5 I am this person's Staff Member
6 I am this person’s external stakeholder or customer
Executive Competency Group 1: Creates Vision and Gives Direction

Rating
1. Develops a shared vision and a mission for the organization [ ]
2. Inspires and influences others to assume ownership of the organization’s goals [ ]
3. Displays strategic thinking and planning to ensure the organization moves

towards its vision [ ]
4. Acts decisively in a complex environment of ambiguity and multiple stakeholders [ ]
5. Initiates, develops, co-ordinates and evaluates change management strategies [ ]
6. Embeds ethical practices into the organization’s culture and processes [ ]
7. Translates the vision, mission and values of elected members into effective
strategies [ ]
8. Contributes executive leadership perspectives to the development of

Council’s vision and supporting policies [ ]
Executive Competency Group 2: Develops People
9. Improves the skills & effectiveness of staff through employing a range

of developmental strategies [ ]
10. Motivates staff towards achieving quality results [ ]
11. Empowers people to achieve or exceeds organization’s goals by delegating

sufficient authority, responsibility and accountability and by providing support [ ]
12. Contributes to the development of stakeholders external to the organization [ ]
13. Improves the knowledge and skills of elected members through employing
a range of advisory and development strategies [ ]

14. Takes an active role in managing Council’s relationships and interactions with
groups in the community to support capacity building and implementation [ ]
Executive Competency Group 3: Manages resources and risk
15. Plans the allocation & management of resources using project management
methodologies [ ]
16. Negotiates effectively to obtain resources to achieve outcomes [ ]
17. Allocates resources to projects and programs to achieve outcomes [ ]
18. Carefully manages internal & external resources to ensure that they are used
efficiently to meet organizational objectives [ ]
19. Evaluates use of organizational resources in relation to planned outcomes [ ]
20. Abides by the laws, regulations and policies determining public sector and local
government sector activities [ ]
21. Implements Council’s Risk Management Policy to address strategic, operational

and legislative compliance risks and hazards [ ]
Executive Competency Group 4: Promotes and achieves quality outcomes

22. Establishes high quality product and customer service standards [ ]
23. Promotes and monitors standards and continuous improvement to achieve

highest quality product or service [ ]
24. Promotes the achievement of excellence in delivering a product or service

linked to planned outcomes [ ]
25. Evaluates the outcomes achieved against set standards, identifies learnings
and implements improvements required [ ]
26. Establishes organizational structures, business plans and procedures that

support Council’s service quality strategies [ ]

Executive Competency Group 5: Understands relationships
27. Develops & maintains positive & beneficial relationships with relevant networks
within and outside the local government sector [ ]
28. Develops & sustains a positive image & profile of the organization [ ]
29. Develops & maintains positive working relationships with leaders within
& outside the local government sector to achieve organizational outcomes [ ]
30. Approaches all situations with a clear perception of the political context & reality [ ]
31. Builds & leads a positive, diverse & productive organization effectively [ ]
32. Effectively identifies & manages conflict & potential sources of conflict
or staff dissatisfaction [ ]
33. Leads the involvement of the community in communicating with &

influencing Council [ ]
34. Fosters relationships with elected members based on partnerships &

a team approach [ ]
35. Leads the organization in providing services equitably & appropriately

with respect for the diversity of groups in the community [ ]
Executive Competency Group 6: Self-awareness & self-management
36. Engages in regular critical reflection on feedback & experiences in the

work place & acts on reflections to facilitate professional growth [ ]
37. Models & promotes appropriate social, ethical and organizational standards
in all interactions [ ]
38. Sets challenging goals for self to achieve high quality outcomes [ ]
39. Values the well-being of self & others through managing stress levels
& work-life balance [ ]
Additional comments:
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Government Executive Leadership Competency

Framework Manual Feedback Form
An electronic version of this form is available from LGNet http://www.lga.sa.gov.au
Quantitative Evaluation:
Not Very
Useful/Relevant Useful/Relevant
1. How useful is the Framework in general? 1 2 3 4 5
2. How relevant is the Framework to your Council’s recruitment and selection processes? 1 2 3 4 5
3. How relevant is the Framework to your Council’s performance review processes? 1 2 3 4 5
4. How relevant is the Framework to your own professional and career development? 1 2 3 4 5
5 How useful is the Manual? 1 2 3 4 5
Qualitative Evaluation:
Please comment as you wish on any aspect of the Framework and the Manual. You may wish to comment on the strengths and weaknesses
of the Framework or the Manual. For example, does the Framework adequately cover the current and near future competency requirements of
senior executives in Local Government? Is the manual clear, readable and well-organised? What changes would you recommend?
Please send your feedback to: Executive Director, Local Government Managers Australia (SA) Inc
PO Box 754 Kent Town SA 5071
Telephone: (08) 8224-2000 Fax: (08) 8232-6336
Email: [email protected]

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What is the purpose of the competency framework?

What is the purpose of the competency framework?

How can the competency framework be used?

How can the competency framework be used?

Local Government Executive Leadership Competency Framework 0

An Assessment and Development

Produced with the assistance of the Local Government Association of SA

Local Government Managers Australia (SA) Inc

© 2005 Local Government Managers Australia (SA) Inc 0

South Australian Local Government

1. About the Resources in the Manual 5

Section 2: The Local Government Executive Leadership Competency Framework

1. Overview of the Executive Leadership Competency Framework 11

Section 3: Using the Local Government Executive Leadership Competency

1. Uses of the Framework 24

Section 4: Local Government Executive Leadership Competencies - Templates

1. Executive (Individual) Development Plan 34

Evaluation and Feedback Form 71

© 2005 Local Government Managers Australia (SA) Inc 1

© 2005 Local Government Managers Australia (SA) Inc 2

The South Australian Government Office of the Commissioner for Public

The South Australian Government Office of Local Government

The Local Government Association of SA

Senior executives and senior managers of the following Councils:

The members of the LGMA (SA) Inc project Reference Group;

Management and Recruitment Consultants

Project Consultant: Robert Bean Consulting

Additional Project Consultant: Wendy Taylor of Strategon Capital

© 2005 Local Government Managers Australia (SA) Inc 3

1. About the Resources in the Manual

2. Using the Manual and the Competency Framework

3. Background and Context

© 2005 Local Government Managers Australia (SA) Inc 4

1. About the Resources in this Manual

Section 2 presents the Local Government Executive Leadership Competency

Section 4 provides a detailed competencies checklist, including the elements

An Evaluation and Feedback Form inviting comment on the Framework and

© 2005 Local Government Managers Australia (SA) Inc 5

2. Using the Manual and the Competency Framework

2.1.2 The Developmental Approach

2.2 Uses of the Competency Framework

Performance Development and Appraisal

2.3 Deciding to Use the Competencies Framework

© 2005 Local Government Managers Australia (SA) Inc 6

3. Background and Context

In the current Australian context, ”capability” encompasses a broader range of

A commonly-accepted definition of competency comes from the Australian National

A competency framework, sometimes called a capability framework, comprises an

3.2 Key Research and Consultation Findings

• restructuring into larger units

• greater transparency of operations and decision-making

3.3 Local Government Survey Results

85% of Councils use a competency framework occasionally or

48.4% said a common framework is definitely needed and 36.4% said

84.8% indicated that their Council would use a framework similar to

93.9% would use a common framework for senior management

87.8%) agreed that the SA Public Sector Executive Leadership

The complete project and survey reports can be downloaded from;

Local Government Association of SA http://www.lga.sa.gov.au

Local Government Managers Australia http://www.lgma.org.au