Leaders ensure engagement and performance, and motivate and
empower others to achieve results

This could be exemplified by a leader who:

  • Builds productive working relationships and supports a strong, motivated team
  • Takes responsibility for personal decisions, actions and outcomes, and holds others to account
  • Earns technical and professional credibility by demonstrating a track record of achievement and authority in their area of expertise
  • Defines clear performance expectations, provides necessary support and resources, and delegates authority to empower others to achieve
  • Fosters the safety, health and wellbeing of our people, and ensures effective stewardship of the University’s financial and organisational assets for long-term sustainability

Why is this capability important?

UQ’s reputation is built on our achievement of quality teaching, research and student outcomes. The continued pursuit of excellence is one of UQ’s values, and underpins the work that we do in all these areas. Leaders not only strive for their own achievement, but encourage and support those around them to maintain motivation and productivity.

What does it look like when it's done well?

  • Team environments are productive, safe and healthy.
  • Leaders make considered and timely decisions and accept accountability for their outcomes.
  • Leaders provide opportunities for others to achieve, provide the resources and support they need to succeed, and inspire them to reach and exceed their goals.
  • All team members clearly understand the individual and team outcomes they are expected to achieve or contribute to.
  • Unconstructive behaviour is not accepted. Leaders speak up or act to manage any instances of inappropriate conduct.

Strategies for developing this capability

  • To build a cohesive team, focus on identifying team purpose and common goals, and clearly identifying complementary roles. Where possible, distribute tasks according to both strengths and interests.
  • Invest time into planning work, particularly major projects. What are the goals? How will we know that we are successful? What is the timeframe? Do we have the resources that are needed to achieve the goals? Then start to implement, systematically and following the plan. Review regularly to take into account factors that may have changed. If necessary, consider undertaking some formal project management training.
  • Utilise a structured decision-making process to ensure you have considered all relevant factors and improve your decision quality.
  • Focus on having respectful, robust conversations about performance and outcomes. Attend the Recognition and Development or Performance Conversations for Academic Supervisors courses offered through the Staff Development Program. If performance is a particular issue, consider the Managing Performance course.
  • Read up on UQ's information about Occupational Health and Safety and Sustainability.

Resources and readings

  • Drucker, P. F. (1996). The executive in action. New York: HarperBusiness.
    UQ Library record
  • Harvard Business School Press. (2004). Harvard Business Review on teams that succeed. Boston: Harvard Business School Press.
    UQ Library record
  • Ulrich, D., Zenger, J., & Smallwood, N. (1999). Results-based leadership. Boston: Harvard Business School Press.
    UQ Library record

 

Explore the seven leadership capabilties:

Have feedback on the framework? Suggestions for improvement? Resources to share?
Email the UQ Leadership team.