Leadership Skills. Rate how well the employee uses his/her knowledge and experience to provide a balance of support and guidance to staff members. Comments:
Leadership Skills. Develops workable lesson plans; Makes self accessible to principals and colleagues; Looks for ways to improve and promote quality; Demonstrates accuracy and thoroughness; Adheres to safety and security procedures; Identifies and resolves problems in a timely manner. Organizational Skills Works with accuracy when monitoring all cost-related tasks; Shows respect and sensitivity for cultural differences; Follows policies and procedures; Completes administrative tasks and reports correctly and on time; Supports district's goals and values.
Leadership Skills. Dependability, integrity, good planning skills, interpersonal skills, facilitation skills, analytical ability, financial responsibility, and a high degree of organization skills and accuracy.
Leadership Skills. On the other hand, leadership skills are accomplished on three fundamental personal skills: technical, human, and conceptual. Leadership skills can be acquired, and leaders can be trained to develop them. Technical skills include competencies in a specialized area, analytical ability, and the ability to use specific tools and techniques (e.g., programming languages, software proficiency, and data analysis). Human skills relate to the ability to work with people; for example, communication, empathy, a growth mindset, and emotional intelligence. Conceptual skills comprise the ability to work with concepts and ideas (e.g., decision-making). Although all three skills are essential for leaders, the importance of each skill varies among management levels. Leaders are more effective when their skills apply to their management levels (for example, lower: technical and human; middle: technical, human, and conceptual; upper: conceptual and human).
Leadership Skills. Another perspective of the MINSA staff interviewed, is that if there are to be MtMSG leaders, the mother would have to be someone who has had a child that has overcome certain challenges of being malnourished, so that the can speak to the experience of having overcome the difficulties. Participant Three: “I think that it would be positive if there is some type of work, but always having in consideration with each mother who is the leader, that they have been through some kind of experiece, or have had a child that was below the apporpriate weight, that had had diarrea and now doesn’t have any prevalent illnesses, a child under five years old. I think that this woman would have more impact on the women as a strong leader… then women like her could work, but this leader would be trained before older women [who are more removed from the issues themselves] and work with the promoters and be focused on nutrition, from breastfeeding. A mother who has had success with breastfeeding who gives advice to other mothers, the other mothers would listen to her more, because she will talk in a more direct way [from experience] in her own language and with confidence and credibility. I am not sure how we will arrive at this point, but I think that it would be effective, but also it would be very hard work for the staff that would train these women”
Leadership Skills. The Chief Executive Officer should have outstanding leadership skills. The Chief Executive Officer should excel in motivating, guiding and training employees to achieve the Association's objectives. Among other things, the Chief Executive Officer should have the ability to convey to staff the Chief Executive Officer's vision for the growth and success of the Association as well as its policies and objectives in order to maximize attainment of those policies and objectives.
Leadership Skills. The supervisor: ▪ has a coherent vision of the preferred future of the area or function over which he or she exercises responsibility, takes initiative to build on that vision, and promotes useful innovation and change; ▪ motivates others by exhibiting enthusiasm and adhering consistently to fundamental values like honesty, integrity, fairness, and inclusiveness; ▪ demands high standards through clearly stated expectations and personal conduct; ▪ uses good judgment and responds to situations appropriately, including taking sensible risks; ▪ works hard to address problems forthrightly and solve them productively; and ▪ fosters an environment in which all people feel genuinely included, no matter what their race, ethnicity, national origin, disability, sex, or sexual orientation. Narrative assessment: Exceeds Expectations Meets Expectations Needs Improvement Communication Skills The supervisor: ▪ regularly exhibits the ability to inform and persuade others in oral and written communication; ▪ effectively articulates and conveys needs and goals to others; ▪ listens well and is receptive to the ideas of others; and ▪ keeps those who rely on the supervisor for information about schedules, deadlines, policy or regulatory changes, and similar administrative information well informed. Narrative assessment: Exceeds Expectations Meets Expectations Needs Improvement Supervisory Skills The supervisor: ▪ is organized and effectively structures, sets priorities for, delegates, and facilitates the accomplishment of tasks; ▪ demonstrates tenacity and singleness of purpose when necessary, but also adapts to and promotes change when appropriate; ▪ works well under pressure, responds well to crisis, and has a good tolerance for ambiguity; ▪ maintains a professional and cooperative attitude when working with groups, and builds consensus, trust and confidence among the people he or she works with closely; ▪ provides for broad participation and collaboration in planning and decision-making; and ▪ gives firm direction when needed, is tactful in conveying criticism, and addresses conflicts constructively. Narrative assessment: Exceeds Expectations Meets Expectations Needs Improvement
Leadership Skills. The supervisor: ▪ has a coherent vision of the preferred future of the area or function over which he or she exercises responsibility, takes initiative to build on that vision, and promotes useful innovation and change; ▪ motivates others by exhibiting enthusiasm and adhering consistently to fundamental values like honesty, integrity, fairness, and inclusiveness; ▪ demands high standards through clearly stated expectations and personal conduct; ▪ uses good judgment and responds to situations appropriately, including taking sensible risks; ▪ works hard to address problems forthrightly and solve them productively; and ▪ fosters an environment in which all people feel genuinely included, no matter what their race, ethnicity, national origin, disability, sex, or sexual orientation. Narrative assessment: Exceeds Expectations Meets Expectations Needs Improvement Communication Skills The supervisor: ▪ regularly exhibits the ability to inform and persuade others in oral and written communication; ▪ effectively articulates and conveys needs and goals to others; ▪ listens well and is receptive to the ideas of others; and ▪ keeps those who rely on the supervisor for information about schedules, deadlines, policy or regulatory changes, and similar administrative information well informed. Narrative assessment:
Leadership Skills. The administrator: ▪ has a coherent vision of the preferred future of the area or function over which he or she exercises responsibility, takes initiative to build on that vision, and promotes useful innovation and change; ▪ motivates others by exhibiting enthusiasm and adhering consistently to fundamental values like honesty, integrity, fairness, and inclusiveness; ▪ demands high standards through clearly stated expectations and personal conduct; ▪ uses good judgment and responds to situations appropriately, including taking sensible risks; ▪ works hard to address problems forthrightly and solve them productively; and ▪ fosters an environment in which all people feel genuinely included, no matter what their race, ethnicity, national origin, disability, sex, or sexual orientation. Communication Skills The administrator: ▪ regularly exhibits the ability to inform and persuade others in oral and written communication; ▪ effectively articulates and conveys needs and goals to others; ▪ listens well and is receptive to the ideas of others; and ▪ keeps those who rely on the administrator for information about schedules, deadlines, policy or regulatory changes, and similar administrative information well informed. Administrative/Managerial Skills The administrator: ▪ is organized and effectively structures, sets priorities for, delegates, and facilitates the accomplishment of tasks; ▪ demonstrates tenacity and singleness of purpose when necessary, but also adapts to and promotes change when appropriate; ▪ works well under pressure, responds well to crisis, and has a good tolerance for ambiguity; ▪ maintains a professional and cooperative attitude when working with groups, and builds consensus, trust and confidence among the people he or she works with closely; ▪ provides for broad participation and collaboration in planning and decision-making; and ▪ gives firm direction when needed, is tactful in conveying criticism, and addresses conflicts constructively.
