Leadership Development Program 2012 • University of California, Berkeley
Defining theCore Competencies
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Table of Contents Executive Summary 1
Project Sponsors and Team 4
Acknowledgements 5
Introduction and Project Overview 6 The Competency Framework 7 Project Objective 8
Research 10
Findings 11 Campus Research 11 Benchmarking 11
Berkeley’s Core Competency Definitions 13 Adapting the UC Competencies for Berkeley 13
Behavioral Anchors Matrix 15 Overview 15 Matrix of Behavioral Anchors 16
Performance Management: Recommendations 19 Overview 19 Recommendations 19 Berkeley’s Performance Management Cycle 20 Application of Recommendations 22
Career Development: Recommendations 23 Overview 23 Recommendations 25 Berkeley’s Career Development Tools 26 Application of Recommendations 28
Recruitment and Hiring: Recommendations 32 Overview 32 Recommendations 32 Berkeley’s Hiring Guide 33 Application of Recommendations 33
Conclusion 36
Bibliography 37 Literature Review 37
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Appendices
Appendix A: Project Proposal 38
Appendix B: Project Charter 40
Appendix C: Research Methods and Analysis 44 Literature Review 44 Campus Research 44 UC Competencies Research 45 Behavioral Anchors Validation 45 Benchmarking Research 46
Appendix D: Campus Research Findings 49 Focus Group Questions 49 Focus Group Responses Summary 53 Sample Hiring Packet from Environment, Health & Safety 57
Appendix E: Behavioral Anchors Validation Survey 63
Appendix F: Benchmarking Findings 71 Benchmarking Research Summary Table 71 Core Competencies Frequency Chart 73 Findings Relevant to Behavioral Anchors 78 Findings Relevant to Performance Evaluation 78 Findings Relevant to Career Development 82 Findings Relevant to Recruitment and Hiring 84
Appendix G: UC System-‐Wide Core Competencies 88
Appendix H: UC Berkeley Core Competencies 94
Appendix I: UC System/Berkeley Core Competencies Comparison 96
Appendix J: Matrix of Behavioral Anchors 98 Teamwork and Collaboration 99 Service Focus 101 Resource Management and Stewardship 103
Appendix K: Competency Framework with Behavioral Indicators 105
Appendix L: Career Development Activities and Resources 106
Appendix M: Recruitment and Hiring Resources 109
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Appendix N: Benchmarking Resources Appendix N-‐1 Baylor University 119 Appendix N-‐2 Cornell University 124 Appendix N-‐3 Microsoft 137 Appendix N-‐4 Sarasota County 138 Appendix N-‐5 Stanford University 149 Appendix N-‐6 State of Georgia 151 Appendix N-‐7 State of Tennessee 164 Appendix N-‐8 Texas A&M 175 Appendix N-‐9 University of California Davis 178 Appendix N-‐10 University of California Los Angeles 187 Appendix N-‐11 University of Michigan 196 Appendix N-‐12 University of Pennsylvania 200 Appendix N-‐13 University of Virginia 209
Executive Summary
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Executive Summary Berkeley is renowned for its world-‐class academic talent. Creating a workforce of comparable capability is essential if the campus intends to achieve financial sustainability through improved operations. An important step in accomplishing this is to adopt a competency-‐based human resource management system. This will ensure that the campus is better equipped to recruit and develop the right talent for the right jobs, resulting in a highly productive staff well suited to obtaining the best outcomes.
This report addresses how to implement such a system for Berkeley’s non-‐represented employees in the areas of performance management, career development and hiring. It focuses on three of Berkeley’s ten core competencies:
• Teamwork and Collaboration defined as collaborating with colleagues in order to achieve results in alignment with the operations and mission of the University of California.
• Service Focus defined as valuing and delivering high-‐quality, professional, responsive and innovative service.
• Resource Management and Stewardship defined as demonstrating integrity, accountability and efficient stewardship of university resources in a manner consistent with the UC Standards of Ethical Conduct and other policies.
A competency encompasses any quality that contributes to successful job performance or, put simply, how a job gets done. Core competencies are those that organizations identify as contributing the most towards achieving strategic results.
In order to translate core competencies effectively from the conceptual to the concrete, employees need to understand what the practice of each competency entails. A behavioral anchors matrix is an excellent way to accomplish this and forms the backbone of competency-‐based human resource management in all its phases. Thus the central deliverable is the matrix of behavioral anchors applied to the three competencies addressed in the scope of this project.
The matrix contains approximately ten specific, easily observable behaviors that demonstrate each competency at the five rating levels for Berkeley: Unsatisfactory, Needs Improvement, Meets Expectations, Exceeds Expectations and Exceptional.
Executive Summary
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Example of a behavioral anchor for the competency of service focus
The main recommendations for the implementation and utilization of a competency-‐based human resource management system include:
Performance Management • Develop a behavioral anchor matrix for Berkeley’s ten core competencies modeled
on the matrix presented in this report and employ it year round in all phases of the performance management cycle: planning, check-‐in and assessment. This will:
§ Result in greater consistency in evaluation ratings across departments and individual supervisors.
§ Help staff more readily identify behaviors that improve their evaluation ratings and thereby strengthen performance.
Career Development • Implement individual development plans with linked activities (training,
workshops, classes) and resources for the ten core competencies to guide staff in improving their competency skill level.
• Develop a competency-‐based proficiency scale to recognize that different jobs require different levels of proficiency for successful performance.
• Map all jobs using the behavioral anchors matrix and job description to determine the level of proficiency needed within a competency to support career development and succession planning.
Hiring • Develop a hiring toolkit that includes behavioral interview questions, an interview
note taking form and an interview guide to help managers make use of competency-‐based hiring techniques.
Executive Summary
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To fully support these recommendations, targeted training programs for both managers and staff must be developed and website content should be regularly updated to make the tools and supporting information accessible.
Creating and implementing a competency-‐based human resource management system is a significant investment, but one that is essential if Berkeley is committed to creating a high performance culture that can help realize its strategic goals.
Project Sponsors and Team
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Project Sponsors and Team
Project Sponsors • Jeannine Raymond, Assistant Vice Chancellor, Human Resources • Richard K. Lyons, Dean, Haas School of Business
Functional sponsors • Darrylyn Swift, FAVCO — VC-‐Admin Immediate Office • Paul Carroll, Senior Organizational Consultant, Human Resources
Process Consultant • Kendall Moalem, Sr. Business Analyst, Engineering Research Support Organization
(ERSO)
Core Competencies Project Team • Claudia Cohan, University Relations • David Kim, Theater, Dance & Performance Studies • Wanda Nieters, Biosciences Divisional Services • Nithya Raghunathan, UC Berkeley Extension • Olga Sandoval Salcido, Statistics • Andrea Sohn, Graduate Division • Michael Thompson, Athletic Study Center • Michelle Ziegmann, Educational Technology Services
Acknowledgements
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Acknowledgements The Defining Core Competencies team would like to thank the following individuals for their kind assistance with this project:
• Inette Dishler, COrWE, UC Berkeley • Kathy Mendonca, COrWe, UC Berkeley • Nilima Bhatia, College of Letters and Science, UC Berkeley • Kathryn Burkgren and Peter Halladay, Organizational Effectiveness, Cornell
University • Karen Berardi, Human Resources, UC Berkeley • Cindy Durant, Environment, Health & Safety, UC Berkeley • Steve Garber, Educational Technology Services, UC Berkeley • Kelly Howard, Office of the President Human Resources • Liz McDonough, UC Berkeley Extension • Erin Hanson, UC Berkeley Extension • Ellen Gobler, Communications & Events, Graduate Division • Lisa Kubicki, Stanford University • Heather MacArther, Former leader in performance management and career
development for Disney • Rejeana Mathis, Management Development Specialist, UCLA Campus Human
Resources • Carina Celesia Moore, UC Davis • Tami Nutt, Baylor University • Trish Pulley, Strategic Learning Solutions (SLS) Division, State of Tennessee • Rob Schmieder, Microsoft • Phillip Smith, University of Michigan
We would also like to extend our appreciation and thanks to our families, supervisors, co-‐workers, the dozens of colleagues who participated in focus groups, the staff at private and public universities and corporate organizations that took part in our interviews, the Center for Organizational & Workforce Effectiveness (CorWE), Human Resources at UC Berkeley, Cal Dining and the dozens of UC Berkeley staff members who responded to our survey. We could not have completed this project without your participation and support.
Introduction and Project Overview
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“Berkeley has extraordinary needs but limited resources. How do we best invest in our staff?”
— Jeannine Raymond, Vice Chancellor Human Resources, UC Berkeley
“We want to make UC Berkeley an environment where we all are doing our best work.”
— Richard K. Lyons, Dean Haas School of Business, UC Berkeley
Introduction and Project Overview Berkeley is widely regarded as the greatest public university in the world. Central to this achievement is the academic talent of its faculty and students, who are actively recruited through a rigorous process and continually evaluated using well-‐established standards.
A third group exists that is also essential to our university’s standing: the 12,000+1 staff members. Through their efforts, knowledge and interactions, staff play a critical role in achieving the strategic priorities of Berkeley. As important as they are to the well being of this institution, there is not the same systematic process for staff recruitment, evaluation and development as there is for the faculty and students.
The consequence of lacking such a process is a limited ability to shape a workforce that maximizes effectiveness and efficiency in fulfilling Berkeley’s mission. It is critical to put in place practices that recruit for and encourage the attitudes, habits and behaviors that contribute to a culture of high performance. This report intends to address this need through evaluating the application of competency-‐based human resource management and making recommendations on how to implement this for non-‐represented staff at Berkeley.
1Campus and Personnel Program. Retrieved from
Introduction and Project Overview
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Increasingly, organizations that use competency-‐based systems are referred to as visionary or high performance organizations that are trying to compel excellent-‐not average-‐behavior and practices.2,3
The Competency Framework Managing talent in an organization is a deliberate process that requires focused planning and a means for integrating all related activities. The goal is to make sure that the right people are doing the right things to accomplish the right outcomes.
More organizations are finding that using competencies as the backbone of a human resource management system creates a structured, defensible and rigorous process for recruiting and developing a highly productive work force well suited to carry out required business strategies.4 Organizations benefit from working with competencies because it gives them a better, more sophisticated way to manage, measure and improve the job performance of their employees. It also helps in reinforcing values and encouraging common culture and behavior.
A competency is “an underlying characteristic of a person which results in effective and/or superior performance on the job.”5 It includes any attribute, knowledge, skill, ability or other quality that contributes to successful job performance. Put simply, competencies are the “how” side of job performance.
For a competency framework to be useful as a human resource management tool, it must not only identify and define the competencies necessary for effective job performance but also provide behavioral examples that illustrate how employees successfully exhibit particular competencies on the job. These examples are known as behavioral anchors. They must be based on specific, observable behaviors and day-‐to-‐day performance, not isolated incidents. Created this way, behavioral anchors articulate the specific actions that have the most direct impact on successful
2 Collins, J.C., & Porras, J.I. (1996, September-‐October). Building your company’s vision. Harvard Business Review, p.73. 3 Reagan, P.M. (1994, March-‐April). Transform organizations using competency development. Journal of Compensation and Benefits, p.25-‐28. 4 Rob Schmeider, Senior Director of Talent Management, Microsoft 5 Klemp, G. O. (Ed.) (1980) The assessment of occupational competence. Washington, D.C.: Report to the National Institute of Education, p. 21.
Introduction and Project Overview
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performance and are invaluable in gauging how effectively a competency is being demonstrated.
Establishing a competency-‐based human resource management system helps a company hire people who have high potential to succeed, ensure that they receive the training and development necessary to realize that potential, and provide an appraisal system that gives the feedback and coaching employees need to perform well.
Project Objective Our project team has been tasked with identifying easy-‐to-‐apply, observable examples of behaviors for three of Berkeley’s ten core competencies for non-‐represented staff. The competencies addressed are:
Teamwork and Collaboration: Collaborates with colleagues in order to achieve results in alignment with the operations and mission of the University of California.
Service Focus: Values and delivers high quality, professional, responsive and innovative service.
Resources Management and Stewardship: Demonstrates integrity, accountability and efficient stewardship of university resources in a manner consistent with the UC Standards of Ethical Conduct and other policies.
Behaviors were identified for the five levels of job performance applied to evaluating non-‐represented staff: Unsatisfactory, Needs Improvement, Meets Expectations, Exceeds Expectations and Exceptional.
For the three competencies addressed, the report will provide:
1. Recommendations for how to use and implement these behavioral anchors in the human resource management process at Berkeley.
2. Specifics on how employees can strengthen these competency-‐based skills. 3. Resources for competency-‐based hiring.
The intent of this project is twofold: 1) to offer a standardized approach for managers in hiring and developing talent, and 2) to give staff behavioral definitions of what it looks like to demonstrate competencies in the performance of their jobs. Taken together, this will put the campus on firmer footing toward instigating a high
Introduction and Project Overview
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performance culture. It is the hope that the information and process presented here will serve as a model for establishing behavioral anchors for the remaining core competencies and offer guidance for their use in all aspects of competency-‐based human resource management.
Research
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Research To collect the necessary information for generating the project deliverables, the research approach consisted of:
1. Literature Review 2. Campus Research including Focus Groups 3. UC Competencies Research 4. Benchmarking Research
A detailed discussion of the methodology can be found in Appendix C.
A subset of the research methodology proposed by Lyle Spencer in Competence at Work: Models for Superior Performance guided us through the process of developing the behavioral anchors. Spencer’s complete approach would be ideal for a longer term, more comprehensive project in this area.6
Although we completed our research as discrete tasks — with different subgroups taking on each area — our recommendations present the findings in an integrated way. By blending the information gained within each realm, we have generated a more dynamic set of recommendations, the backbone of which is the behavioral anchors.
6 Spencer, L.M., Jr., & Spencer, S.M. (1993). Competence at Work: Models for Superior Performance. New York: John Wiley & Sons, Inc., p. 94
Findings
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Findings Our findings yielded a wealth of information that was invaluable to creating our deliverables. At each step of the way, we assessed the strength of our findings and their application to our scope.
Campus Research Understanding the perspective of Berkeley staff around the use of core competencies was central to our project approach. The comments from focus group participants were extensive and detailed, and can be found in Appendix D. Highlights from the overall findings include:
• Managers and most staff were familiar with Berkeley’s core competencies, but primarily in the context of performance evaluations once a year.
• Managers found rating staff in the core competencies cumbersome, with the general feeling that not all competencies apply to all staff.
• Managers and staff generally agreed that there is great inconsistency in how staff are rated in the core competencies area of performance evaluations.
• Managers and staff generally agreed that managers lack sufficient resources for helping staff improve performance in the core competency areas.
• Managers and staff provided many examples of behaviors for the three core competency areas, which greatly informed the matrix of behavioral anchors developed in this project.
• Managers provided several examples of questions asked during interviews to assess candidates in the three core competency areas.
Behavioral Anchors Validation To help validate the behavioral anchors that were identified by the Core Competency project team, an electronic survey was conducted on campus. On average 94% of respondents were in agreement with the anchors proposed. The full results can be found in Appendix E.
Benchmarking From our exploration of other organizations it was clear that the application of core competencies in human resource management was a priority. All told, we gathered competency data on fifteen organizations. Below is a list of the ten most commonly
Findings
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occurring competencies, and how often they were part of the competencies listed by the organizations surveyed.
Competency Frequency Service Focus 93% Communication 87% Teamwork & Collaboration 73% Diversity & Inclusion 67% Resource Management 60% Job Mastery & Continuous Learning 53% Decision-‐Making 53% Innovation & Change Management 53% Leadership 47% Strategic Planning & Organization 47%
The full list of competencies used by the fifteen organizations, including alternate titles used for each competency, can be found in Appendix F.
• There was wide variation in the stages of development for using competencies within each organization as well as how they were structured and used:
§ Some organizations provide a universal set for everyone in the organization (University of Pennsylvania).
§ Others (Microsoft) apply a core set across the organization and allow the functional unit to choose an additional smaller number of competencies tailored to the job or group.
§ Some organizations differentiate competencies between managers and employees (Baylor University), and some have competencies only for managers and supervisors (State of Tennessee).
Still others use a cafeteria style (Stanford) where a subset of competencies is chosen by either the units, the manager, or through the process of mapping specific competencies to functional areas. See Appendix F for full set of findings from benchmarking.
Berkeley’s Core Competency Definitions
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Berkeley’s Core Competency Definitions As part of the project, our team was tasked with comparing the Berkeley core competencies (Appendix H) with the University of California system-‐wide competencies (Appendix G), and making a recommendation about how to align them.
The Leadership Development Program’s Core Competency project team recommends that the Berkeley campus adopt the set of core competencies proposed in 2011 by the University of California for all campuses. Several factors led to this recommendation:
• Almost all of the elements of the Berkeley competencies are represented in the UC system-‐wide competencies, so there would be minimal loss of those elements that Berkeley has identified.
• The same elements of the Berkeley competencies are provided with more clarity and detail in the correlating UC system-‐wide competencies; the UC system-‐wide core competencies include additional competencies of Employee Engagement, and Job Mastery and Continuous Learning, which seem beneficial to job performance.
• A system-‐wide online performance evaluation system is expected to be implemented, making the UC system universal across all of the campuses.
An analysis comparing the two sets of core competencies is available in Appendix I.
We also learned that some of the UC level management training programs in which Berkeley leadership is engaged—including the Management Skills Assessment Program (MSAP) and the forthcoming University of California Management Development Program—focus on the UC system-‐wide competencies. More managers will be using these competencies as they interact with the UC system and other campuses, so alignment of Berkeley with these competencies facilitates those interactions.
Adapting the UC Competencies for Berkeley We recommend adopting the UC system-‐wide competencies as they are currently written, with two exceptions:
1. There are several references in the competency definitions that refer to “University of California” policies, principles or values. We recommend changing these to reference Berkeley policies, principles or values where applicable.
Berkeley’s Core Competency Definitions
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2. We recommend retaining the term “Stewardship” and referring to this competency as “Resource Management and Stewardship” (UC calls this competency “Resource Management”). The team feels strongly that the term “Stewardship” instills a stronger sense of ownership and personal responsibility than “Resource Management.” Because some people in the focus groups felt that the definition of stewardship only applied to financial resources, a title that combined the two terms is optimal for clarity.
Behavioral Anchors Matrix
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Behavioral Anchors Matrix Overview The central deliverable for this Core Competencies project is the matrix of behavioral anchors for the core competencies of Teamwork and Collaboration, Service Focus and Resource Management and Stewardship. This matrix gives tangible, observable examples of behaviors at each level of performance. It serves to provide explicit connections between the definition and the demonstration of a competency. Although a behavioral anchors matrix is not intended to be all-‐inclusive, it guides and informs all aspects of competency-‐based human resource management.
The process we used to arrive at the matrix was complex and multi-‐faceted. Through literature reviews to focus groups to benchmarking, we were exposed to a number of ideas related to behaviors of these competencies that contributed to this matrix.
Matrix of Behavioral Anchors Snapshots of the proposed matrix of behavioral anchors are provided on the next several pages. The complete reference can be found in Appendix J. Recommendations for utilization of the matrix are included in the sections that follow.
Behavioral Anchors Matrix
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Teamwork & Collaboration
Behavioral Anchors Matrix
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Service Focus
Behavioral Anchors Matrix
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Resource Management & Stewardship
Performance Management Recommendations
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Performance Management: Recommendations Overview Competencies define how a job gets done and help build a culture of employees who contribute successfully to the organization’s intent. Core competencies are the specific competencies that organizations identify as contributing most to achieving strategic outcomes. Consequently, core competencies warrant an important place in the performance management process to ensure that the workforce is held accountable for behavior as well as results.
To effectively translate core competencies from the conceptual to the concrete, employees need to understand what the practice of each competency entails. A behavioral anchors matrix is an excellent aid to accomplishing this and forms the backbone of competency-‐based performance management in all its phases.
Although not all of the behaviors listed in the matrix will be readily applicable to all job positions, they are intended to provide a range of observable behaviors and to trigger further elaboration by the manager with examples and more specific details of the behavior.
Recommendations Coupling insights gained from campus focus groups with examples from our benchmark research from other organizations, we offer the following recommendations for a more effective application of core competencies in the performance evaluation process:
1. Establish a Behavioral Anchor Matrix: Develop a core competency behavioral anchor matrix for all Berkeley core competencies modeled on the one presented in this report to: • Assist managers in completing the core competency ratings on the
performance evaluations for their staff. • Encourage the most essential behaviors in the workforce that collectively
contribute to creating a high performance culture. • Provide concrete and tangible examples of behaviors that employees can
strive for to excel in expressing the core competencies.
Performance Management Recommendations
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2. Use the Matrix of Behavioral Anchors throughout the Year: Managers and staff should become familiar with this matrix and it should be employed at all phases of the performance management cycle: planning, check-‐in and assessment. This will: • Result in greater consistency in evaluation ratings across departments and
individual supervisors. • Help staff more readily identify behaviors that will improve their evaluation
ratings, and thereby strengthen performance. 3. Guide Staff: Include competency-‐related questions on the self-‐assessment to
help employees gauge their proficiency in how they do their job. 4. Guide Managers: Require all managers and supervisors responsible for
completing performance evaluations to take a course on understanding the Berkeley performance evaluation so they are well versed in the core competency definitions and the application of the rating scale.
5. Create Better Tools: Develop an online performance evaluation system that can track an employee’s performance and development goals throughout his or her career on campus.
6. Reward and Recognize to Motivate: Create meaningful rewards and means of recognition within the performance evaluation process.
Berkeley’s Performance Management Cycle Berkeley is continually striving for improvement, and the performance management process is constructive to the success of employees, the efficiency of work units and the organizational effectiveness of the campus as a whole. Staff and their managers can use the process to align around expectations and as a venue for fair, honest, continuous feedback that motivates everyone to perform at their best and to help them develop in their careers.
At Berkeley, the yearlong cycle is divided into the three phases of planning, check-‐in and assessment.
Performance Management Recommendations
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Illustration 1: The Performance Management Cycle from UC Berkeley HR Website
Performance Evaluation Form The written performance assessment is Phase III of UC Berkeley’s Performance Management Cycle (http://hrweb.berkeley.edu/performance-‐management/cycle) and the evaluation form for non-‐represented staff consists of four sections:
Part 1. Job Success Factors a. Key Responsibilities Specific to This Job b. Core Competencies
Part 2. Last Period’s Goals Part 3. Next Period’s Goals Part 4. Professional Development Plan
Staff is encouraged to complete a self-‐assessment of their accomplishments for the current evaluation period before they meet with their managers to review
Performance Management Recommendations
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performance. Discussing and rating the past year’s performance, setting goals and establishing development opportunities are part of the evaluation conversation between the manager and their staff.
Rating Competencies Part 1, Section B of the form is devoted to assessing performance of Berkeley’s ten core competencies, using a five-‐point rating scale. The current form provides a definition of the competency and asks the manager to rate the employee’s demonstration of that competency as Unsatisfactory, Needs Improvement, Meets Expectations, Exceeds Expectations, or Exceptional. A space is available for comments. Managers are evaluated on the same competencies as staff with the exception that the competency Managing People is added to the appraisal form.
Application of Recommendations It is clear from the focus groups that there is great need for more structure and guidance on how to competently evaluate, motivate and develop employees in the area of core competencies. Best practices from the benchmarking research demonstrate that the most helpful way to do this is to provide a behavioral anchors matrix that delineates specific behaviors for each level of performance. (See Appendix J for the complete matrix of behavioral anchors for the three competencies addressed in the scope of this project.)
If all managers introduce the matrix of behavioral anchors to their staff at the beginning of the performance management cycle and employ it throughout, it will make the assessment phase more meaningful and foster consistency across campus. The matrix will help further discussions between managers and staff on how to strengthen performance within the core competencies and provide a basis for giving concrete feedback throughout the year. It will provide specific examples of behaviors which can be integrated into the development goals that will be evaluated the following year, making performance management a true cycle.
Career Development Recommendations
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Career Development: Recommendations Overview Making the most of the talents of high potential, high performing staff requires a systematic career development process within an organization. It also serves to keep people motivated and striving to do their best. Working with staff to enhance and improve their skills is a form of recognition that benefits both employees and the organization. Continuous coaching and mentoring are an integral part of this process once a specific plan with measurable goals has been developed.
Using core competencies to steer these efforts has increasingly become the preferred method for creating an effective career development program. In career development, employees map their skills to jobs and job families through the use of a competency model. A competency model refers to a group of competencies required in a particular job and uses the behavioral matrix and the job description to determine the level of proficiency needed within a competency for a job.
By focusing on how the job gets done, employees develop the dexterity to be skillful in a variety of content areas. This opens up a more flexible career path and provides consistent language across job families for what is defined as strong performance.
Career Development Recommendations
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Illustration 2: Competencies as part of organizational development7
It is outside the scope of this project to map Berkeley jobs and job families into a competency model but the following example illustrates how such a framework would work in support of career development:
Performance Level Competency Junior Intermediate Advanced Senior
Writing Develop clear, concise and presentable reports and documents that meet customer specific needs
Prepares basic estimate basis memos, reports, etc. Needs some assistance.
Develops non-‐standard reports for special studies with occasional assistance.
Proficiently develops any report, user manual, study, paper, etc. as needed.
Expert writer, may be published in professional publications.
7 Spencer, L.M., Jr., & Spencer, S.M. (1993). Competence at Work: Models for Superior Performance. New York: John Wiley & Sons, Inc., p. 94.
Career Development Recommendations
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Recommendations Depending on the investment that the campus wants to make in this area, there are immediate and more extensive modifications that would be of benefit to staff and the organization:
Immediate: 1. Develop Competency-‐Based Training, Resources and Activities:
• Give managers the tools to be able to provide staff with a list of suggested activities (training, workshops, classes) and resources for each competency to help improve skills.
• Provide development opportunities (e.g. job rotations, job shadowing, internship programs) for staff to stretch their use of competencies.
2. Implement Individual Development Plans: This individually tailored professional development tool facilitates improvement in the proficiency of the specified competencies by committing to fulfilling a set of competency-‐linked activities and resources.
3. Learning and Organizational Effectiveness Website: • Update content of the website (http://hrweb.berkeley.edu/learning) to
reflect the new UC system-‐wide model for competencies once Berkeley decides to adopt the UC competencies.
• Develop training, workshops and tutorials for staff and managers to become familiar with the content of the website.
• Create a portal for managers and supervisors in the Learning and Organizational Effectiveness website. Invite managers and supervisors to sign-‐up for the listserv to receive periodic updates about career development training opportunities for staff.
Extensive: 4. Undertake a Competency Gap Analysis:
• Have department human resource managers (DHRM) conduct competency-‐based needs assessment (e.g., 360° evaluation) of their units to determine the types of education and training necessary to improve performance.
• Have DHRM work with the COrWE team to develop a competency-‐based training program.
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5. Develop a Competency-‐Based Proficiency Scale: Create a rating scale that recognizes that different jobs require different levels of proficiency similar to the one devised for the State of Georgia’s competency framework (Appendix N-‐6).
6. Map Jobs to a Competency Model: Competency mapping is a process of identifying and describing key competencies that are critical to success in a job. The recommendation is to use the proficiency levels required for each job in conjunction with the job description to create a set of job families tied to competency similar to the way Career Compass is organized around job function. Although this requires a significant investment in time and resources, the benefits are many and include: • Establishing expectations for performance excellence, resulting in a
systematic approach to professional development, improved job satisfaction and better employee retention.
• Identifying the criteria required to be successful in a job, which provides the foundation for an objective dialogue to occur between manager and staff around career development that is consistent across the campus.
• Supporting a more specific and objective assessment of an individual’s strengths and helping to specify targeted areas for professional development.
• Increasing the effectiveness of training and professional development programs by linking them to the success criteria (i.e. behavioral standards of excellence).
• Providing common, organization-‐wide standards for career levels that enable staff to move across job levels and foster advancement for employees who have strong proficiencies in the various competencies.
• Advancing the workforce in the intended direction systematically and thereby creating a high performance culture.
Berkeley’s Career Development Tools Career Development at Berkeley (http://hrweb.berkeley.edu/learning/career-‐development) is a self-‐initiated process with support and resources provided by managers and the organization. The five-‐part model is used to organize career development planning activities. The process begins by taking the competencies
Career Development Recommendations
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assessment. Results from this assessment direct the employee to the most applicable development tools.
Competency and Skill Building Training and development opportunities are available to help Berkeley staff improve in each of the ten core competencies included in the Performance Evaluation and Planning Form. The training opportunities for the three competencies addressed in this report are:
• Teamwork: COrWE custom teambuilding workshops • Service Focus: UC Learning Center (Professional Skills and Career Development—
Customer Service) • Resource Management and Stewardship: UC Learning Center (Business &
Operations)
In our campus research, we came across a competency model framework that the new Shared Services team is currently working on creating as a pilot. The team is mapping proficiencies for each competency to the job levels defined in Career Compass and identifying behavioral indicators for each level. See Appendix K for sample chart “Competency Framework with Behavioral Indicators.”
Career Development Recommendations
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General career development resources and tools include:
• Free UC Berkeley Extension selected courses for eligible employees (available through December 2012)
• Reduced fee to staff for undergraduate or graduate programs • Career counseling through University Health Services • Career library through University Health Services • Career development workshops • Consulting services through COrWe in the form of customized training classes to
address specific workforce effectiveness challenges • Staff mentorship through Berkeley Staff Association • Books 24x7 • E-‐learn • CalPact
Additional related career development resources are:
• Keys to Enhance Your Supervisory Success (KEYS) • Leadership Development Program (LDP) • Management Skills Assessment Program (MSAP)
Application of Recommendations It would be valuable to provide employees with structured tools for strengthening performance within a core competency. The suggestions below provide such assistance and should be created for all core competencies.
Sample Individual Development Form Suggested activities and resources for the three competencies accompany the competency-‐based individual development plan form that follows, which is based on materials from the State of Georgia (see Appendix N-‐6).
Career Development Recommendations
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Illustration 3: Sample Individual Development Form, page 1 of 2
Career Development Recommendations
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Illustration 4: Sample Individual Development Form, page 2 of 2
Career Development Recommendations
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Sample of Development Activities and Resources
Service Focus Suggested Activities for Development • Work with manager in resolving an especially difficult customer service related
issue. • Conduct interviews or shadow star performers in the customer service area,
observe and model their behaviors. • Research organizations that are known for excellent customer service; visit them as
a customer and observe the representative providing service. • Create a list of frequently asked questions; brainstorm as a group to come up with
creative solutions and post the FAQ with responses on the website. • Create a log of customer problems. Track the status of these problems and make
note of how they were resolved. Devise a strategy for unresolved problems. • Listen to questions from new employees and ask about work processes, services,
etc. This may provide clues for improvement opportunities. • Survey customers informally or formally; ask customers what you can do more of to
improve service
Books • Inghilleri, L., Solomon, M., & Schulze, H. (2010). Exceptional service, exceptional
profit: the secrets of building a five-‐star customer service organization (1st ed.). AMACON.
• Lencioni, P., (2010). Getting naked: a business fable about shedding the three fears that sabotage client loyalty (1st ed.). Josey-‐Bass.
• Trimm, P.R., (2010). Customer service: career success through customer loyalty (5th ed.). Prentice Hall.
• Heskett, J.L., Sasser, W.E., & Schlesinger, L.A. (1997). The service profit chain. Free Press.
• Heskett, J.L., Sasser, W.E., & Wheeler, J. (2008). Ownership quotient: putting the service profit chain to work for unbeatable competitive advantage. Harvard Business School Press.
A complete set of career development activities and resources is provided in Appendix K.
Recruitment and Hiring Recommendations
32
Recruitment and Hiring: Recommendations Overview Using core competencies in talent management means that candidates are recruited and hired not only for their job skills or technical abilities but also for their attitudes, values and habits directly related to their effectiveness within the job. One of the best ways to measure a candidate’s facility with the core competencies required for the position is to use behavioral interviewing in the hiring process. Behavioral interviews are based on the concept that past performance is the best predictor of future performance. The questions are designed to determine if the prospective candidate has the desired core competencies to be successful in the position. They are targeted and probing and explore the candidate’s behaviors from previous work experience. The responses provide a glimpse into the candidate’s work history, knowledge and motivation and predict how the candidate will perform in the new position.
Competency-‐based behavioral interviews are highly structured. The hiring manager first identifies the most essential competencies needed for the job by reviewing the job description. Then three to five questions are created that target each of the critical competencies. The most common structure for a question is to pose a situation and then assess how well the candidate demonstrates the particular competency by evaluating the action taken and the result. Answers must be about specific past actions and not be theoretical. If the information is not forthcoming, the interviewer should ask follow-‐up questions.
Recommendations 1. Competency-‐Based Hiring Tool Kit: Help managers make use of competency
based hiring techniques by developing a comprehensive, competency-‐based hiring tool kit.
2. Hiring Website: Update the hiring section of the human resources web site with competency-‐based hiring tools to facilitate adoption of this approach.
3. Behavioral Interviewing Courses: Develop training offered through COrWE to educate managers and supervisors about how to use core competencies in the hiring process, conduct behavioral interviews and use the new toolkit.
4. Behavioral-‐Based Interview Questions: Provide managers with a minimum of three examples of behavioral-‐based questions for each core competency to use in job interviews.
Recruitment and Hiring Recommendations
33
Berkeley’s Hiring Guide Berkeley currently offers a hiring guide for managers online, which consists of an overall checklist, information on the Talent Acquisition Manager (TAM) in HCM, forms and policies, FAQs, information on the hiring freeze and contract/vendor or employee information. No standard hiring tools exist for managers or hiring committees that refer to Berkeley’s core competencies, suggest how core competencies are used in hiring, discuss behavioral interviewing, or offer behavioral interview questions.
Application of Recommendations Competency-‐Based Interviewing Toolkit Creating a hiring toolkit will greatly aid the campus effort to recruit talented employees who demonstrate capability in Berkeley’s core competencies. By having a toolkit geared toward behavioral interviewing, an interviewer can gain better access to the candidate’s behavioral elements in work-‐related situations, which would otherwise remain unstated. This is often illustrated as a competency iceberg (right)8.
The outcome of such a hiring toolkit will be a campus wide capacity to recruit more effectively for core competencies. This is a huge contribution to creating a culture that can better realize Berkeley’s strategic goals. It also reduces training needs because proficiency in competencies is often easier to recruit for than to develop after hiring.
8 Taken from http://www.workfit.co.za/.
Illustration 5: Competency Iceberg Model
Recruitment and Hiring Recommendations
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In the pages that follow, a sample of some interviewing and recruitment resources are offered including:
1. Behavioral Interview Questions: A list of suggested behavioral interview questions for the core competencies Teamwork and Collaboration, Service Focus and Resource Management and Stewardship. These questions were selected by our project team and derive from several different resources found in our benchmarking and campus research. A sample is provided below, and a full list of questions for each of the three competencies is available in Appendix M.
Illustration 6: Interview questions for Service Focus competency
Recruitment and Hiring Recommendations
35
2. Interview Note Taking Form: Adapted from UCLA and Data Stars (see Appendix N-‐10), the form provides an effective way to quickly document responses during the interview and rate candidates at the end of the interview. The full form is available in Appendix M.
Illustration 7: Sample Interview Note Taking Form, showing question focusing on Service Focus
3. Interview Guide: Informed by UCLA and University of Virginia (Appendix N-‐10 and Appendix N-‐13). A sample is available in Appendix M.
Conclusion
36
“Master influencers know that a few behaviors can drive big change. They look carefully for the vital behaviors that create a cascade of change.”
— Influencer: The Power to Change Anything (2008) New York: McGraw-‐Hill
Conclusion Transforming a workforce into a high performance culture requires that every staff member know how to do his or her best work in a manner that most productively supports the strategic goals of the organization. This depends on the skillful use of behaviors that most effectively achieve the desired outcomes or, put another way, competency-‐based job proficiency. The most successful means to attain this is through identifying the behaviors that contribute most to superior performance and then using them as guides for hiring, evaluating and developing staff. A staff united around the expert demonstration of Berkeley’s core competencies creates a powerfully effective workforce who can achieve anything. After all, right practice creates right results.
Bibliography
37
Bibliography Literature Review Kessler, R., (2006). Competency-‐Based Interviews. Franklin Lakes: Career Press.
Lucia, A. D., & Lepsinger, R. (1990). The art and science of competency models: pinpointing critical success factors in organizations. San Francisco: Jossey-‐Bass Pfieffer.
Max, D., & Bacal, R. (2003). Perfect phrases for performance reviews. New York: McGraw-‐Hill.
Patterson, K., Brenny, J., Maxfield, D., McMillan, R., & Switzler, A. (2008). Influencer: the power to change anything. New York: McGraw-‐Hill.
Spencer, L.M., Jr., & Spencer, S.M. (1993) Competence at work: models for superior performance. New York: John Wiley & Sons, Inc.
Project Proposal
38
Appendix A: Project Proposal Name of Project: Defining the Core Competencies
Primary Sponsors: Rich Lyons and Jeannine Raymond
Functional Sponsors: Paul Carroll; Kelly Howard; Darrylyn Swift
Background Information The Berkeley campus and systemwide UC each have a set of agreed-‐upon core competencies used for performance assessment. The two sets are roughly equivalent but each could be more useful if they were mapped into specific behaviors. A previous LDP group did a project that helped the campus define and use the core competency of Inclusiveness. This work has not yet been replicated for other UCB core competencies, and that has made hiring, performance management and career development more challenging.
Scope The LDP project is designed to:
• Align our campus competencies with the UC competencies (where sensible to do so).
• Help the campus develop a better understanding of how to assess three of the competencies.
• Create a process and templates that could be used in the future for the remaining core competencies.
The three competencies this project will address are: Teamwork, Service Focus and Stewardship.
The project will consist of the following:
1. Align the three Berkeley competencies with the UC competencies 2. Research information on accepted uses and behavioral definitions of the 3
competencies
Project Proposal
39
3. Create a matrix of behavioral anchors tied to our performance ratings for each competency
4. Make recommendations on how these competencies can be used for recruitment/hiring and career development
The LDP team will:
1. Write a comprehensive report outlining research, findings and recommendations
2. Write an executive summary of the report 3. Deliver a presentation to the sponsors and stakeholders 4. Share work with the UC Training Consortium
Success Factors
Description of Success Factors Measurement Priority Rank
Align the 3 Berkeley competencies with the UC competencies
Suggest modifications to the definitions that will make Berkeley’s comparable to UC’s
1
Clear and useful matrix of behavioral anchors tied to our performance ratings for each competency
Complete matrix for each competency; use of same template as Inclusiveness matrix
2
Recommendations made on how these competencies can be used for recruitment/hiring and career development
Consultation with key stakeholders; recommendations an implementation plan
4
Comprehensive research on accepted uses and behavioral definitions of the 3 competencies
Research cited for at least 5 institutions or organizations
3
Project Charter
40
Appendix B: Project Charter The Project Charter, signed by the project sponsors, appears on the following pages.
41
42
43
Research Methods and Analysis
44
Appendix C: Research Methods and Analysis
Literature Review A trip to the Long Library at the Haas School of Business yielded a useful set of books for familiarizing us with competency-‐based human resource management. The books ranged from theory and how-‐to advice to listing out behavioral anchors by competency. A complete list of references used is available in the Bibliography on page 34.
Campus Research Focus Groups The team determined that a critical component of research would be to obtain the current perspectives, uses and ideas on core competencies from UC Berkeley managers and staff. After discussing various approaches, focus groups were chosen as the research method. During the weeks of February 27th and March 5th we conducted nine focus groups of managers and staff from a diverse set of units.
The intent of our research was to:
• Determine the level of awareness of UC Berkeley’s core competencies. • Acquire perceptions around the usefulness of core competencies in performance
evaluations. • Establish what ways competencies are currently being used in performance
management. • Brainstorm behaviors that define various levels of performance in the three target
competencies (Teamwork and Collaboration, Service Focus and Resource Management and Stewardship).
• Identify strategies used on campus for incorporating core competencies into recruitment and career development practices.
Manager 33
Staff 28
Illustration 8: Focus Group Attendees
Research Methods and Analysis
45
The focus groups generated rich information, which was aggregated and summarized by common themes.
In addition to the focus groups, we reached out to the Department Human Resources Managers (DHRM), making a presentation on April 25 on our first draft of behavioral anchors for the “Meets Expectations” category of our three competencies. During and immediately following the presentation, we solicited feedback on our choices and asked for their ranking in order of preference. We also identified some key people who were very interested in what we were doing and offered to help us validate the proposed behavioral anchors.
UC Competencies Research We were initially tasked with comparing the three Berkeley competencies in our study with the most closely associated UC system-‐wide competencies. The aim was to make recommendations regarding alignment of UC Berkeley’s core competencies with UC Core Competencies, published in 2011.
As part of the evaluation process, we compared and contrasted the competencies and definitions of the UC system and UC Berkeley Core Competencies. An analysis of this comparison can be found in Appendix I.
Behavioral Anchors Validation Upon completion of the behavioral anchors matrix, an online survey was conducted in an effort to validate the accuracy and usefulness of the behavior anchors identified by our team. The survey was emailed through the DHRM mailing list, and a separate invitation was sent to all participants from the focus groups. The survey asked participants to rank each behavioral anchor on the following scale:
• Strongly Agree • Agree • Disagree • Strongly Disagree • Move Lower (i.e. to a lower performance rating) • Move Higher (i.e. to a higher performance rating)
A total of 74 responses were received. A summary of the results can be found in 0.
Research Methods and Analysis
46
Benchmarking Research A major aspect of the project centered around the benchmarking of other institutions well known for having core competencies that contribute to strong operations and effective culture. Our task was to determine best practices for the application of core competencies and behavioral anchors to performance management, career development and hiring. Using a list provided by our functional sponsors and supplemented with an Internet search, we honed in on a variety of organizations that had excellent examples for our purposes in the areas of higher education, corporations and government, the latter of which has done outstanding and detailed work on the use of competencies in performance management (see Appendix F). Below are the organizations that we benchmarked:
Our research in this area was divided into two parts: online information gathering and phone interviews. A matrix was used to compile information from each organization’s website (Appendix F).
Once the web-‐based material was compiled, we identified those organizations that we wanted to do a phone interview with for obtaining in-‐depth information. Staff members from higher education institutions and governments were approachable and willing to share information. However, finding the right people to speak with at corporations was difficult and for proprietary reasons, they were limited by confidentiality in the information they could provide.
We did succeed in interviewing representatives from:
Higher Education Corporations • Baylor University • Cornell • Lehigh University • Stanford • Texas A&M • UC Davis • UCLA • University of Michigan • University of Pennsylvania • University of Virginia
• Microsoft • Nordstrom • Google • Disney • Southwest
Government • State of Georgia • Sarasota County Government • State of Tennessee
Research Methods and Analysis
47
• Baylor • Cornell • Disney • Microsoft • Stanford
• UC Davis • UCLA • University of Michigan • State of Georgia • State of Tennessee
Interviews were limited to 30 minutes.
Benchmarking Interview Questions 1. What process did you use to define your competencies for staff and employees?
• Did you do interviews with managers, staff, review of job descriptions? • Who defined the core competencies – HR only, HR managers? • How were these validated, confirmed – vetted by leaders, approved by senior
leaders? 2. How long have these competencies been in use? 3. How do you communicate the competencies throughout your organization? 4. On a scale of 1 to 10, how familiar is your organization with the competencies? 5. Has using competencies in your organization been effective? How? 6. Have you established behavioral definitions for each competency?
• If so, what was the process for doing so? 7. If you have behavioral definitions, would you be willing to share them with us, and
in particular for the following competencies: • Customer Service • Teamwork • Stewardship
8. Do you have behavioral definitions that are tied to ratings/evaluations? • If so, how are they used? • Does your staff feel the behavioral definitions are relevant and/or fair for each
competency? 9. Do you have a Performance Management program in place throughout your
organization? • If so, how are your competencies used or communicated in your Performance
Management programs? • How are your behavioral definitions used or communicated in your Performance
Management Programs? 10. How do you develop skills for your high performers? (i.e. classes, workshops) 11. How do you develop skills for your low performers? (i.e. training, classes)
Research Methods and Analysis
48
12. How are your competencies and behavioral definitions used in your hiring process? • When conducting an interview, do you ask behavioral-‐based questions related
to Customer Service, Teamwork and Stewardship? • Can you give examples?
13. Do you have any behavioral-‐based interview questions or evaluation forms that you could share with us?
14. If we have follow-‐up questions about competencies, may we contact you?
Campus Research Findings
49
Appendix D: Campus Research Findings During the weeks of February 27th and March 5th we conducted nine focus groups of managers and staff from a diverse set of units. We spoke with 28 staff and 33 managers.
Focus Group Questions for Managers Core Competencies Project We are part of UC Berkeley’s Leadership Development Program (LDP) and are doing research on how to better define and use core competencies in performance evaluations, the hiring process and to help with career development. The core competencies are in the second section of the performance evaluation and include skills such as team building, service and teamwork.
General questions • Are you familiar with Berkeley’s core competencies? • Are you familiar with the concept of High Performance Culture at Berkeley? • Is your staff familiar with the core competencies?
Performance evaluation (Ask for examples of behaviors/employee types that received low rating vs average rating vs excellent rating.)
• How useful is the core competency section in rating staff performance currently? • If it is not helpful what do you think would make it more useful? • When you fill out the performance evaluations do you spend more time on the job
specific section or the core competency section? • Do you find the core competency section confusing? • If yes, what would make it less confusing for you? • When you complete the core competency section of the performance evaluations
what actual behaviors do you rate your employees on in the service focus section? (stewardship? teamwork?)
• Would it be helpful to have a matrix of behaviors to define the core competencies to use when rating your staff performance?
• When you think of service focus what actual behaviors do you rate your staff on now? (stewardship, teamwork)
Campus Research Findings
50
Career Development/Retention • How do you develop skills for high performers? • Do you recommending classes, workshops or other career development
activities on the core competencies like service focus, stewardship or teamwork? • How do you develop skills for low performers? • Do you develop skills by recommending classes, workshops or other career
development activities based on the core competencies like service focus, stewardship or teamwork?
• When you think of career development for your staff is it mostly for job specific classes like learning a new software program or do you recommend classes to develop a broader skill set like communication or teambuilding classes?
Recruitment • What questions do you ask regarding customer service (service focus) when you
interview prospective employees? • Are there specific behaviors or anecdotes you look for from the interviewee in that
area when hiring? • Have you used competencies to evaluate candidate behavior? • What questions do you ask regarding teamwork and collaboration when you
interview prospective employees? • What questions do you ask regarding stewardship when you interview prospective
employees? • What tools do you use to evaluate applicants? • Have you heard of a competency/KSA ranking sheet on a 3 or 5 scale rating?
Campus Research Findings
51
Focus Groups Questions for Staff Core Competencies Project We are part of UC Berkeley’s Leadership Development Program (LDP) and are doing research for a project on how to better define and use core competencies in performance evaluations, the hiring process and to help with career development and retention. The core competencies are in the second section of the performance evaluation. For our project we will be focusing on 3 competencies: Team work, Service Focus and Stewardship.
General questions • Are you familiar with Berkeley’s core competencies? • Are you familiar with the concept of High Performance Culture at Berkeley?
Performance evaluation • How useful do you think the core competency section in your performance
evaluation is to you in terms of helping you perform your job better at UC Berkeley? • When you think of service focus what actual behaviors do you think would be an
indicator of high performance in the area of teamwork? (stewardship, teamwork) • Do you know what you need to do to go from a “meets expectations” to and “
exceeds expectations” rating in the areas of service focus (stewardship, teamwork)?
• Would it be helpful to have a matrix of behaviors to define the core competencies so you could improve your performance in the core competency area of your evaluation?
• What would motivate you to perform in the area of service focus (stewardship, teamwork)?
Career Development/Retention • Do you think of career development mostly for job specific classes like learning a
new software program or do you take classes to develop a broader skill sets like communication or teambuilding classes?
• Does your manager recommend classes, workshops or other career development activities on the core competencies like service focus, stewardship or teamwork?
• How do you develop skills in the core competency areas of service focus, stewardship or teamwork?
Campus Research Findings
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Recruitment When you have been on a hiring committee:
• What questions would you ask regarding customer service (service focus) when you interview prospective employees?
• Are there specific behaviors or anecdotes you look for from the interviewee in the Service focus area when hiring?
• Have you used competencies to evaluate candidate behavior? • What questions would you ask regarding teamwork and collaboration when you
interview prospective employees? • What questions would you ask regarding stewardship when you interview
prospective employees? • What tools do they use to evaluate applicants, for example a competency/KSA
ranking sheet on a 3 or 5 scale rating, etc.
Wrap up: Can we contact you for a follow-‐up phone interview or a survey if we have additional questions for you?
Campus Research Findings
53
Focus Group Responses Summary Below are summarized responses from the focus group participants.
General Perceptions • High Performance Culture: The vast majority of staff and managers had heard of
the High Performance Culture initiative but admitted not knowing what it actually meant.
• Familiarity with Core Competencies: Most staff and managers reported being “vaguely” or “somewhat” familiar with the core competencies, but their application was confined to performance evaluations and in a very limited manner.
• Application to Staff: Many staff and managers felt that the full set of core competencies were not relevant to every job; there was disagreement about whether the same competencies should be applied to everyone versus being allowed to choose a subset central to the specific job.
• General Usefulness: Various staff felt that the core competencies were minimally helpful and not central to their evaluation; some managers thought they were helpful while others thought there were too many.
Behaviors related to the Teamwork and Collaboration Competency The areas that most comments and observations fell into about teamwork are shown below:
• Diversity and Inclusion: caring, civility and respect for team members, building relationships.
• Communication: prompt communication, share useful information, be responsive to feedback, seek input, speak up when need help.
• Collaboration and Cross Training: share best practices, willing to pitch in at unit/department level, delegate work, resource to others, motivate others; cross training important for building and sharing knowledge.
• Following team rules: set clear boundaries and expectations. • Initiative: take initiative, mentor staff, meeting deliverables, take on new projects,
going beyond job description, support unpopular decisions, flexibility in adjusting the workload, able to step out of comfort zone.
• Productivity and knowledge: contribute ideas, get things done right and on time, have high standards, active participation, ability to prioritize work.
Campus Research Findings
54
Behaviors related to the Service Focus Competency Several broad categories of responses overlapped with teamwork. Most of the comments from staff and managers in the area of service focus fell into the categories below:
• Diversity and Inclusion: respect, patience and understanding with clients. • Communication: prompt communication, seek understanding of client’s needs,
professional demeanor, active listening. • Problem Solving: identify and anticipate clients’ needs, resolving problems,
providing solutions and resources, not “handing off,” follow up. • Collaboration/Helping Others: help without being asked, service to the department
through committees, share recognition with coworkers and acknowledge others, solve problems together.
• Cross Training: should not be too specialized, work in other areas to more fully understand the process.
• Initiative: take initiative, gain more knowledge, take extra steps, take risks, show accountability, display good judgment.
• Productivity and Knowledge: be knowledgeable about the whole job, ensure effective operations in the unit, tend to deliverable and deadlines, produce results.
• Innovation: generate new ideas and innovations to service.
Behaviors related to the Resource Management and Stewardship Competency When asked what behaviors were indicative of high performance in the area of stewardship, many participants related the competency solely to the management of financial resources. However, with some more discussion about the broader definition, participants were able to identify a number of areas under this competency. Below are highlights of the responses:
• Money and Time: Plan ahead, manage time well, bundle jobs or services to realize greater efficiencies and look for opportunities to improve.
• Information: Manage data or intellectual property, maintain confidentiality, share information with others appropriately.
• Policies and Procedures: Enforce policies and procedures appropriately, understand why to adhere to University values, research policy without having to ask.
• Other Resources: Conserve energy, maintain campus property, safety awareness and protect the reputation of the university.
Campus Research Findings
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• Solution-‐Seeking/Initiative: Initiate process improvement, see solutions, ask how we can do things better and with less money.
• Professionalism: Own job responsibilities, dedicated to the organization, self-‐awareness, establish and use best practices.
• Deficient Behaviors: not following rules, wasting resources or using for personal gain, not following procedures, not managing budgets adequately.
Focus Group Responses Relevant to Performance Evaluations Feedback from focus group participants validated the general impression that core competencies are not being utilized in a manner that is meaningful to staff in the performance evaluation process. There was significant agreement about:
• Rating Staff: Many staff and managers felt definitions and rating standards differed among departments and between supervisors; some felt performance evaluations are too subjective and rating each core competency for every staff member is cumbersome; some participants felt staff should not be rated on competencies not required for the job.
• Behavioral Anchors Matrix: Most felt this would be very helpful, particularly for managers.
• Improving Performance: Most staff did not know what it would take to go from a “Meets Expectations” to “Exceeds Expectations” rating and felt there were no incentives for doing so; managers felt they had no tools to motivate staff.
Focus Group Responses Relevant to Career Development It is worthwhile to compare what is currently offered on campus around career development with the impressions from staff members about resources and their availability. In our focus groups we found significant discrepancies between staff and manager around career development. A summary of their responses follows:
• Training Opportunities — Staff Perspective: Training is encouraged only if it’s directly related to their current position; denied relevant training; discouraged from personal development courses.
• Training opportunities — Manager Perspectives: Encourage classes and workshops, good for improving specific job skills, improve basic skills before core competency areas, training denied only when things are busy, staff don’t take advantage of all the opportunities.
Campus Research Findings
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• Core Competency Training: Staff want managers to be more supportive of training in core competencies; managers like unit-‐wide training for many of these areas; all managers should take KEYS or senior leadership training.
• On the Job Training: Managers feel this is the most effective way to address core competency areas, give staff opportunities through projects and cross collaboration
• Career Development: Staff want managers to provide them with career development plans, managers should have training in this area, high performers should be provided with new and interesting assignments for incentive, high performers do best when given ownership and measurable goals and objectives.
Focus Group Responses Relevant to Recruitment and Hiring From the information gleaned during focus groups, both managers and staff agreed that they currently ask questions about the core competencies during hiring interviews. The most common questions are about customer service and teamwork, as these are also job skills needed for many positions at Berkeley. Fewer managers reported that they sometimes ask questions about stewardship. Many of the competency-‐focused questions are scenario questions with follow up questions aimed at getting to the behaviors, judgment and thought processes of the applicant. Other types of open-‐ended questions about values and work ethics are also used in prospective employee interviews.
A few departments, managers and staff have created their own rating sheets, some of which were shared with us. Environmental Health & Safety (EH & S) has a very well thought out packet that has a cafeteria style list of competencies from which to choose, competency definitions, a job profile sheet, competency-‐based interview questions template and a balance sheet for rating the candidates according to their strengths and limitations. Their tools are straightforward and easy to use (see following pages).
Here is an abridged version of the best practice tools for hiring and recruitment we found on campus during the focus groups
Office of Environment, Health & Safety University of California, Berkeley • Hiring Packet
This EHS Hiring packet was developed and adapted
by Cindy Durant from a one day course offered on
campus in 1996 called “Effective Interviewing.”
It was sponsored by Management Team Performance, Inc.
Cindy thinks the tools she got from the course
and created as a result of attending the class
have been very effective and have contributed
to hiring a great staff.
Contents:
• Job/Candidate Profile • Competency Definitions • Competency Interview Questions • Panel Interview Form • Rating Sheet
57
Job/Candidate Profile
POSITION: ESSENTIAL FUNCTIONS:
(From Job Description) ORGANIZATIONAL CULTURE University (suggestions:) Bureaucracy, hierarchy, diverse, admin vs. academic, community politics
Office (suggestions:) Multi-team, multi-task, changing priorities, emphasis on written & verbal communication
Team
COMPETENCIES
• Education/Experience/Knowledge - - - • Intellectual
- -
- - • Interpersonal
- -
- - • Motivation
- -
- - 58
Competency
Question(s)
Conceptual Problem Solver Customer Service
Please give us an example from your past experience where a supervisor or client asked you to solve a problem or produce a deliverable, and the instructions were vague and non-specific. What thought process did you go through and what actions did you take to meet the objective?
Conceptual Please give us an example from your past experience where you had to develop specifications based on needs and requirements of clients. What thought process did you go through to develop the specifications based on needs of the clients?
Proposed follow-up questions: What “outside the box” thinking, if any, did you engage in to meet client needs? What methods did you use to track and resolve client issues as they arose?
Continuous Learner Information Seeker
Describe a work-related situation where you found yourself without the specific technical knowledge to perform a task essential to a project. What did you do?
Continuous Learner Please tell us about a time when you made a mistake in the workplace or made a bad decision. How did you recover? What did you learn that you could apply in future situations?
Creative Please describe a situation where you came up with a creative solution to a problem.
Customer Service From your past experience, how have you managed a situation where your customer’s request was extremely out of proportion with available services. (If they haven’t had such an experience, ask them: “How would you imagine
you would manage the situation?”) Follow-up Probe: If I asked, what feedback would the customer give me about the interaction?
Customer Service From your past experience, how have you handled a situation where your customer requested services from you that were not within your job description.
• What did you tell the customer? • How was the situation resolved?
(If they haven’t had such an experience, ask them: “How would you imagine you would handle the situation?”) Follow-up Probe: If I asked, what would the customer tell me about how you handled the situation?
Detail Oriented Continuous Improvement
Please give us an example of a situation where your attention to detail saved your employer time and money. Follow-Up Question Can you give us an example of a situation where you could have paid more attention to detail? What were the results? How did you apply what you learned to future tasks?
Detail oriented Continuous Improvement
Can you give us an example of a situation where you could have paid more attention to detail? What were the results? What did you learn from this experience that you applied to future tasks?
Develops Others (trainer)
Part of this job is to improve the training skills of subject matter experts in the office. What are the steps you would take to accomplish this?
Develops Others (for managers & supervisors)
Succession planning is becoming more critical as University employees start retiring at greater rates. As a supervisor, what do you see as your responsibility in this area?
Develops Others (for managers & supervisors)
Part of this job is staff technical development.
What approaches would you take to accomplish this?
59
Interview Questions [Position / Team] [Month / Year]
Instructions to Panel: Please use a separate note pad for note—do not take notes on this copy. OPENING (Interview Lead) • Introduce Panel Members • Present basic information about EH&S (Job Description and Organization Chart) • Provide any other information you would like the candidate to know • Describe structure of the interview:
- We’re going to take turns asking you some questions about your background and experiences. - We’ll give you a chance to ask us some questions about the position and the organization. - We’ll present some closing information. - Also, we’ll be taking a few notes as we go so we can remember what we’ve discussed today.
Interview Questions
I. Initial Questions Who Ask? QUESTION
We've looked at your resume and qualifications and wonder if you could elaborate a bit about your current (or most recent) job as it relates to this position.
Prompts for (optional) probing questions (based on answer): - Why do you suppose. . . - How were you able to. . . - What would your (manager/team, etc.) say about. . .
(and all)
Based on our review of your resume, we have some specific questions. (Questions from Application - Note in advance of interview)
II. Technical Questions Who Ask? COMPETENCIES QUESTION
Looking for:
Looking for:
III. Competency Probes Who Ask? COMPETENCIES QUESTION 60
Who Ask? COMPETENCIES QUESTION
NEXT INTERVIEWER
“Now we’re going to switch from technical questions to questions focusing on your past experiences.”
Probing Questions:
Probing Questions:
Instructions to panel: This is the time to probe for any competencies from the Job Profile that haven’t been addressed by the candidate’s answers. Additional competency questions are listed on the last page. IV. Wrap-Up
NEXT INTERVIEWER: “We just have a few more wrap-up questions.”
What were you hoping we’d ask today, but didn’t?
For our records, could you please tell us how you heard about this job opportunity?
Do you have any questions for us?
(Optional) If you are the successful candidate, when would you be able to
start?
Interview Lead
(Only include if Criminal background check is required)
IMPT STATEMENT
As you know, this position is considered sensitive and will require a criminal background check. Please understand that, if you are the successful candidate, you will be able to start working in the position, but continued employment will be contingent upon you passing the criminal background check.
Closing Statements: • Ask for references • Explain next phases of the process and anticipated timeline
If you like this candidate, sell the job, the department, and the University!!
61
BALANCE SHEET
Applicant: Date: Fit with Job/Candidate Profile: □ Outstanding □ Good □ Acceptable □ Fair □ Not at all
COMPETENCIES STRENGTHS (+) LIMITATIONS ( — )
EDUCATION/EXPERIENCE/KNOWLEDGE
INTELLECTUAL
INTERPERSONAL
MOTIVATION COMMENTS:
62
Behavioral Anchors Validation Survey
63
Appendix E: Behavioral Anchors Validation Survey To help validate the behavioral anchors that were identified by the Core Competency project team, an electronic survey was sent to various groups, including but not limited to participants of the focus groups, the Departmental Human Resource Managers (DHRM) and members of the Berkeley Staff Assembly. We received 74 responses from UC Berkeley staff members.
The following graphs indicate how many years the respondents have been on campus and what position they hold.
Position on Campus Count Manager or supervisor 31 Non-‐represented staff 39 Represented staff 4
Years employed at UC Berkeley Count
Less than 1 year 3 1 to 4 years 13 5 to 9 years 18 10 to 14 years 20 15 to 19 years 8 20 or more years 11
On average 94% of respondents were in agreement with the anchors we proposed (range 77-‐100%). The following is a list of behaviors in order of the level of agreement (“strongly agree” or “somewhat agree”) in the Meets Expectations level.
Meets Expectations (ME) for Teamwork and Collaboration Behavioral Anchor Agree
Treats all team members with respect and accepts individual differences 95% Fulfills commitments on time that contribute to meeting team goals 94% Actively participates in meetings and group work 92% FOR MANAGERS: Leverages each team member's expertise and strengths 91% Consistently keeps others informed and up to date with relevant information; generous in sharing knowledge 89%
Works with others to resolve conflict; provides constructive feedback to team members 85%
Behavioral Anchors Validation Survey
64
Builds collaborative relationships to solve problems and achieve common goals 82% Flexibility and willingness to step out of comfort zone to support team and goals 78%
Meets Expectations (ME) for Service Focus Behavioral Anchor Agree
Is attentive and responsive to the needs of clients; exhibits positive and welcoming attitude 99%
Follows through on commitments and responds to customers in a timely manner, i.e. do what you say you are going to do 96%
Consistently provides quality service and solutions to customer needs 94% FOR MANAGERS: Intervenes to address and resolve issues in service delivery 92% Assists clients to navigate the system by explaining the resources available on campus and how to make contact 88%
Handles difficult or demanding clients with patience, tact and grace 87% Flexible in making adjustments in service delivery process 85% Accurately identifies and anticipates client's needs 81%
Meets Expectations (ME) rating in Resource Management & Stewardship Behavioral Anchor Agree
Demonstrates integrity through honest and ethical practices 95% Uses and manages financial resources efficiently and effectively 92% FOR MANAGERS: Utilizes direct reports effectively to leverage their skills and strengths to accomplish goals efficiently and effectively 92%
Demonstrates effective organization, prioritization and time management skills 90% Takes responsibility for campus property, intellectual property and campus-‐related data 89%
Uses time and efforts of others effectively 88% Is accountable for work responsibilities and actions 88% Keeps abreast of and applies relevant policies, practices and procedures appropriately 85%
Understands and applies safety standards; reports and corrects safety problems 84% Engages in practices that conserve energy and environmental resources 77%
Additionally, a number of responses indicated that the behaviors proposed for the Meets Expectations (ME) level were too high (5.2%, as opposed to .5% that thought they were ranked too low). This raises the possibility that some of the Meets Expectations behaviors are set too high, or that there is a percentage of staff on
Behavioral Anchors Validation Survey
65
campus that have a lower expectation for performance at the Meets Expectations level. Further analysis is suggested to address this potential issue.
The full report of survey responses follows.
Survey: Behavioral Anchors Val idation SurveyFinal Survey Report - May 22, 2012
Please indicate your position on campus
Manager or supervisor Non-represented staff Represented staff Faculty Responses
Please indicate your position on campus 42.7%32
52.0%39
5.3%4
0.0%0
75
How many years have you been employed at UC Berkeley?
Less than 1 year 1 to 4 years 5 to 9 years 10 to 14 years 15 to 19 years 20 or more years Responses
How many years have you been employed at UC Berkeley? 4.1%3
17.6%13
25.7%19
27.0%20
10.8%8
14.9%11
74
Meets Expectations (ME) in Resource Management & Stewardship
StronglyAgree
SomewhatAgree
SomewhatDisagree
StronglyDisagree
MoveLower
MoveHigher
Responses
Uses time and efforts of others effectively 67.6%50
20.3%15
6.8%5
1.4%1
0.0%0
4.1%3
74
Uses and manages financial resources efficiently and effectively 75.7%56
16.2%12
2.7%2
2.7%2
1.4%1
1.4%1
74
Demonstrates effective organization, prioritization and time management skills 70.3%52
20.3%15
4.1%3
4.1%3
0.0%0
1.4%1
74
Engages in practices that conserve energy and environmental resources 35.1%26
41.9%31
12.2%9
4.1%3
2.7%2
4.1%3
74
Understands and applies safety standards; reports and corrects safety problems 52.7%39
31.1%23
6.8%5
2.7%2
1.4%1
5.4%4
74
Keeps abreast of and applies relevant policies, practices, and procedures appropriately 59.5%44
25.7%19
6.8%5
2.7%2
1.4%1
4.1%3
74
Takes responsibility for campus property, in tellectual property and campus-related data 64.4%47
24.7%18
2.7%2
1.4%1
0.0%0
6.8%5
73
Is accountable for work responsibilities and actions 75.7%56
12.2%9
2.7%2
6.8%5
0.0%0
2.7%2
74
Demonstrates in tegrity through honest and eth ical practices 83.8%62
10.8%8
2.7%2
1.4%1
0.0%0
1.4%1
74
FOR MANAGERS: Utilizes direct reports effectively to leverage their skills and strengths toaccomplish goals efficiently and effectively
75.8%50
16.7%11
3.0%2
1.5%1
0.0%0
3.0%2
66
Meets Expectations (ME) for Service Focus
StronglyAgree
SomewhatAgree
SomewhatDisagree
StronglyDisagree
MoveLower
MoveHigher
Responses
Is attentive and responsive to the needs of clients; exhibits positive and welcoming attitude 90.4%66
8.2%6
1.4%1
0.0%0
0.0%0
0.0%0
73
Handles difficu lt or demanding clients with patience, tact and grace 70.8%51
16.7%12
4.2%3
0.0%0
0.0%0
8.3%6
72
Accurately identifies and anticipates client's needs 57.5%42
23.3%17
6.8%5
1.4%1
1.4%1
9.6%7
73
Follows through on commitments and responds to customers in a timely manner, i .e. dowhat you say you are going to do
91.8%67
4.1%3
4.1%3
0.0%0
0.0%0
0.0%0
73
Consistently provides quality service and solutions to customer needs 84.9%62
9.6%7
1.4%1
0.0%0
0.0%0
4.1%3
73
Flexible in making adjustments in service delivery process 61.1%44
23.6%17
6.9%5
0.0%0
1.4%1
6.9%5
72
Assists clients to navigate the system by explain ing the resources available on campus andhow to make contact
65.8%48
21.9%16
2.7%2
1.4%1
0.0%0
8.2%6
73
FOR MANAGERS: In tervenes to address and resolve issues in service delivery 80.3%53
12.1%8
4.5%3
0.0%0
0.0%0
3.0%2
66
Meets Expectations (ME) for Teamwork and Collaboration
StronglyAgree
SomewhatAgree
SomewhatDisagree
StronglyDisagree
MoveLower
MoveHigher
Responses
Builds collaborative relationships to solve problems and achieve common goals 64.4%47
17.8%13
4.1%3
0.0%0
0.0%0
13.7%10
73
Treats all team members with respect and accepts individual differences 90.4%66
4.1%3
0.0%0
1.4%1
1.4%1
2.7%2
73
Consistently keeps others in formed and up to date with relevant in formation; generousin sharing knowledge
78.1%57
11.0%8
2.7%2
1.4%1
1.4%1
5.5%4
73
Works with others to resolve conflict; provides constructive feedback to team members 65.3%47
19.4%14
4.2%3
0.0%0
0.0%0
11.1%8
72
Flexibility and willingness to step out of comfort zone to support team and goals 49.3%36
28.8%21
5.5%4
0.0%0
0.0%0
16.4%12
73
Actively participates in meetings and group work 76.7% 15.1% 1.4% 4.1% 0.0% 2.7% 73 66
Actively participates in meetings and group work56 11 1 3 0 2
73
Fulfil ls commitments on time that contribute to meeting team goals 80.3%57
14.1%10
2.8%2
0.0%0
0.0%0
2.8%2
71
FOR MANAGERS: Leverages each team member's expertise and strengths 81.5%53
9.2%6
0.0%0
3.1%2
1.5%1
4.6%3
65
Unsatisfactory (U) for Resource Management & Stewardship
StronglyAgree
SomewhatAgree
SomewhatDisagree
StronglyDisagree
MoveLower
MoveHigher
Responses
Wastes time and efforts of others 88.1%37
11.9%5
0.0%0
0.0%0
0.0%0
0.0%0
42
Inappropriate use or management of financial resources 88.1%37
9.5%4
0.0%0
2.4%1
0.0%0
0.0%0
42
Lacks organization, prioritization and time management skills 61.0%25
24.4%10
14.6%6
0.0%0
0.0%0
0.0%0
41
Is wastefu l of energy and environmental resources 45.2%19
38.1%16
9.5%4
4.8%2
2.4%1
0.0%0
42
Engages in practices that violate safety standards and puts self and others at risk 85.7%36
2.4%1
7.1%3
0.0%0
4.8%2
0.0%0
42
Disregards university policies and procedures or uses policies and procedures to h inderprogress
81.0%34
9.5%4
4.8%2
0.0%0
2.4%1
2.4%1
42
Exhibits carelessness that results in a loss of or destruction of campus property, in tellectualproperty and campus-related data
81.0%34
16.7%7
0.0%0
0.0%0
0.0%0
2.4%1
42
Finds fault with others or makes excuses for one's lack of performance 61.9%26
23.8%10
11.9%5
0.0%0
2.4%1
0.0%0
42
Engages in activities in a dishonest or uneth ical manner 90.5%38
2.4%1
2.4%1
0.0%0
2.4%1
2.4%1
42
FOR MANAGERS: Consistently util izes direct reports resources in a manner that isinefficient and wastefu l
82.1%32
15.4%6
2.6%1
0.0%0
0.0%0
0.0%0
39
Needs Improvement (I) for Resource Management & Stewardship
StronglyAgree
SomewhatAgree
SomewhatDisagree
StronglyDisagree
MoveLower
MoveHigher
Responses
Uses time and efforts of others ineffectively 77.5%31
15.0%6
0.0%0
2.5%1
2.5%1
2.5%1
40
Is ineffective and inefficient in using and managing financial resources 75.0%30
17.5%7
0.0%0
2.5%1
2.5%1
2.5%1
40
Demonstrates ineffective organization, prioritization and time management skills 72.5%29
22.5%9
0.0%0
0.0%0
2.5%1
2.5%1
40
Does not consistently participate in energy conservation practices 36.8%14
42.1%16
15.8%6
0.0%0
2.6%1
2.6%1
38
Does not consistently adhere to safety standards 78.9%30
13.2%5
5.3%2
0.0%0
0.0%0
2.6%1
38
Lacks awareness of or misuses university policies and procedures 64.1%25
28.2%11
0.0%0
0.0%0
5.1%2
2.6%1
39
Demonstrates lack of responsibility for campus property, in tellectual property and campus-related data
69.2%27
25.6%10
0.0%0
0.0%0
2.6%1
2.6%1
39
Lacks accountability for work responsibilities and actions 79.5%31
12.8%5
0.0%0
0.0%0
5.1%2
2.6%1
39
Inconsistently deals with situations in an honest and eth ical manner 76.9%30
17.9%7
0.0%0
0.0%0
2.6%1
2.6%1
39
FOR managers: Underutilizes direct reports resources in a way that results in inefficiencytoward accomplishing goals
73.0%27
13.5%5
5.4%2
0.0%0
5.4%2
2.7%1
37
Exceeds expectations (EE) for Resource Management & Stewardship
StronglyAgree
SomewhatAgree
SomewhatDisagree
StronglyDisagree
MoveLower
MoveHigher
Responses
Is h ighly effective in use of others time and efforts 79.5%31
17.9%7
0.0%0
0.0%0
2.6%1
0.0%0
39
Seeks tools and techniques to save money, time and effort 82.1%32
17.9%7
0.0%0
0.0%0
0.0%0
0.0%0
39
Practices h ighly effective organization, prioritization and time management skills 82.1%32
15.4%6
0.0%0
0.0%0
0.0%0
2.6%1
39
Engages in practices that conserve energy and environmental resources for the unit orcampus
59.0%23
30.8%12
5.1%2
0.0%0
5.1%2
0.0%0
39
Creates an environment committed to upholding safety standards 56.4%22
23.1%9
7.7%3
0.0%0
12.8%5
0.0%0
39
Applies policies, practices and procedures in a manner that improves processes 84.6%33
7.7%3
2.6%1
2.6%1
2.6%1
0.0%0
39
Takes in itiative to improve or safeguard campus property, in tellectual property andcampus-related data
73.0%27
27.0%10
0.0%0
0.0%0
0.0%0
0.0%0
37
Models accountability for one's own actions that inspires others to do the same 84.6%33
15.4%6
0.0%0
0.0%0
0.0%0
0.0%0
39
Consistently incorporates a h igh level of in tegrity in all practices; addresses uneth icalbehaviors responsibly
84.6%33
15.4%6
0.0%0
0.0%0
0.0%0
0.0%0
39
FOR MANAGERS: Is h ighly effective in leveraging staff skills and strengths toaccomplish complex goals
83.3%30
11.1%4
0.0%0
0.0%0
5.6%2
0.0%0
36
67
Exceptional (E) for Resource Management & Stewardship
StronglyAgree
SomewhatAgree
SomewhatDisagree
StronglyDisagree
MoveLower
MoveHigher
Responses
Model and influence others to work together more effectively 75.0%30
20.0%8
2.5%1
0.0%0
2.5%1
0.0%0
40
Develops and implements new solutions that save money, time and effort 87.5%35
10.0%4
0.0%0
0.0%0
0.0%0
2.5%1
40
Establishes a standard and shares knowledge with others in effective organization, prioritizationand time management skills
84.6%33
7.7%3
2.6%1
0.0%0
5.1%2
0.0%0
39
Actively seeks innovative solutions for conserving energy and environmental resources 69.2%27
20.5%8
5.1%2
0.0%0
5.1%2
0.0%0
39
Establishes innovative practices that improve safety standards 61.5%24
25.6%10
10.3%4
0.0%0
0.0%0
2.6%1
39
Contributes to improvement of policies and procedures that facilitate progress 79.5%31
15.4%6
2.6%1
0.0%0
2.6%1
0.0%0
39
Develops and implements processes that ensure continued stewardship of campus property,in tellectual property and campus-related data
71.8%28
20.5%8
2.6%1
0.0%0
2.6%1
2.6%1
39
Encourages others to be accountable for work responsibilities and actions. 71.8%28
20.5%8
2.6%1
0.0%0
2.6%1
2.6%1
39
Models and takes risks to maintain a h igh level of in tegrity and honesty 81.6%31
15.8%6
0.0%0
0.0%0
2.6%1
0.0%0
38
FOR MANAGERS: Establishes innovative practices for the unit or campus in efficiently leveragingstaff skills and strengths to accomplish goals efficiently
83.3%30
13.9%5
0.0%0
0.0%0
2.8%1
0.0%0
36
Unsatisfactory (U) for Service Focus
StronglyAgree
SomewhatAgree
SomewhatDisagree
StronglyDisagree
MoveLower
MoveHigher
Responses
Is disrespectfu l or rude to clients 97.4%38
0.0%0
2.6%1
0.0%0
0.0%0
0.0%0
39
Is defensive or inappropriate with difficu lt clients 79.5%31
12.8%5
5.1%2
0.0%0
2.6%1
0.0%0
39
Unable to accurately identify or respond to client needs 71.8%28
20.5%8
5.1%2
0.0%0
0.0%0
2.6%1
39
Consistently fails to follow through on commitments made to customer 92.3%36
7.7%3
0.0%0
0.0%0
0.0%0
0.0%0
39
Does not provide service or avoids doing the required work 94.9%37
5.1%2
0.0%0
0.0%0
0.0%0
0.0%0
39
Unwilling or unable to make changes in the way service is delivered 79.5%31
17.9%7
0.0%0
0.0%0
2.6%1
0.0%0
39
Refers client to incorrect or inappropriate resources 69.2%27
30.8%12
0.0%0
0.0%0
0.0%0
0.0%0
39
FOR MANAGERS: Does not address complaints or problems identified by staff or clientsregarding service delivery
94.4%34
5.6%2
0.0%0
0.0%0
0.0%0
0.0%0
36
Needs Improvement (I) for Service Focus
StronglyAgree
SomewhatAgree
SomewhatDisagree
StronglyDisagree
MoveLower
MoveHigher
Responses
Appears unavailable or uninterested to clients 78.9%30
13.2%5
2.6%1
0.0%0
2.6%1
2.6%1
38
Is impatient with or unable to handle difficu lt clients 73.7%28
13.2%5
2.6%1
0.0%0
7.9%3
2.6%1
38
Does not seek to fu lly understand client's needs 76.3%29
15.8%6
2.6%1
0.0%0
2.6%1
2.6%1
38
Occasionally fails to follow through on commitments made to customer 73.7%28
21.1%8
0.0%0
0.0%0
0.0%0
5.3%2
38
Often provides services or solutions that does not meet the expected level of service 76.3%29
18.4%7
2.6%1
0.0%0
0.0%0
2.6%1
38
Difficu lty making adjustments to the service delivery process 68.4%26
23.7%9
5.3%2
0.0%0
0.0%0
2.6%1
38
Has difficu lty identifying resources that meets the client's needs 71.1%27
21.1%8
2.6%1
0.0%0
2.6%1
2.6%1
38
FOR MANAGERS: Is not effective in resolving problems and issues that arise inservice delivery
91.2%31
5.9%2
0.0%0
0.0%0
0.0%0
2.9%1
34
Exceeds Expectations (EE) for Service Focus
StronglyAgree
SomewhatAgree
SomewhatDisagree
StronglyDisagree
MoveLower
MoveHigher
Responses
Engages with the client in a manner that fosters positive associations with theuniversity
79.5%31
17.9%7
0.0%0
0.0%0
0.0%0
2.6%1
39
Shifts difficu lt client situations in to positive results 76.9%30
17.9%7
0.0%0
0.0%0
2.6%1
2.6%1
39
Accurately identifies and addresses underlying needs, not just the problempresented
94.9%37
2.6%1
0.0%0
0.0%0
2.6%1
0.0%0
39
Follows through on commitments despite time pressures and obstacles 87.2%34
7.7%3
0.0%0
2.6%1
2.6%1
0.0%0
39
Often delivers services and solutions that surpass client expectations 89.7%35
7.7%3
0.0%0
0.0%0
0.0%0
2.6%1
39
Identify and make improvements to service delivery process 89.7%35
7.7%3
0.0%0
0.0%0
0.0%0
2.6%1
39
84.6% 12.8% 0.0% 0.0% 0.0% 2.6% 68
Teaches clients to access resources with greater ease and for better results 84.6%33
12.8%5
0.0%0
0.0%0
0.0%0
2.6%1
39
FOR MANAGERS: Anticipates service delivery problems and proactively works withstaff to reduce impact
91.7%33
5.6%2
0.0%0
0.0%0
2.8%1
0.0%0
36
Exceptional (E) for Service Focus
StronglyAgree
SomewhatAgree
SomewhatDisagree
StronglyDisagree
MoveLower
MoveHigher
Responses
Mentors others in superior customer relations 84.6%33
12.8%5
0.0%0
0.0%0
2.6%1
0.0%0
39
Assists others in dealing with difficu lt clients 82.1%32
12.8%5
2.6%1
0.0%0
2.6%1
0.0%0
39
Proactively anticipates and responds to client's needs 84.2%32
13.2%5
0.0%0
0.0%0
2.6%1
0.0%0
38
Takes extraordinary actions to meet customer needs 81.6%31
15.8%6
2.6%1
0.0%0
0.0%0
0.0%0
38
Seeks innovative ways to improve service delivery 86.8%33
5.3%2
0.0%0
0.0%0
7.9%3
0.0%0
38
Develops and implements significant improvements in service delivery 81.6%31
15.8%6
2.6%1
0.0%0
0.0%0
0.0%0
38
Acts as a guide and advocate when referring clients to other resources 76.9%30
20.5%8
0.0%0
0.0%0
2.6%1
0.0%0
39
FOR MANAGERS: Identifies and implements innovative strategies to improve serviceor resolve problem
83.3%30
11.1%4
0.0%0
0.0%0
5.6%2
0.0%0
36
Unsatisfactory (U) for Teamwork and Collaboration
StronglyAgree
SomewhatAgree
SomewhatDisagree
StronglyDisagree
MoveLower
MoveHigher
Responses
Does not cooperate with others to achieve assigned goals 89.7%35
10.3%4
0.0%0
0.0%0
0.0%0
0.0%0
39
Is disrespectfu l or disruptive as a member of the team; dominates team discussions orlimits ability of others to contribute
87.2%34
12.8%5
0.0%0
0.0%0
0.0%0
0.0%0
39
Does not share or withholds necessary in formation and knowledge from the team 94.9%37
5.1%2
0.0%0
0.0%0
0.0%0
0.0%0
39
Unable to resolve or constructively manage conflicts 79.5%31
15.4%6
2.6%1
0.0%0
0.0%0
2.6%1
39
Unwilling to working outside of comfort zone to support team and goals 64.1%25
30.8%12
0.0%0
2.6%1
0.0%0
2.6%1
39
Rarely participates in team meetings, activities, and group work 69.2%27
20.5%8
5.1%2
0.0%0
2.6%1
2.6%1
39
Is consistently late or does not fu lfil l commitments to the team 84.6%33
7.7%3
2.6%1
0.0%0
2.6%1
2.6%1
39
FOR MANAGERS: Leads teams in which members do not feel engaged or valued 69.4%25
22.2%8
5.6%2
2.8%1
0.0%0
0.0%0
36
Needs Improvement (I) for Teamwork and Collaboration
StronglyAgree
SomewhatAgree
SomewhatDisagree
StronglyDisagree
MoveLower
MoveHigher
Responses
Has difficu lty cooperating with others to achieve assigned goals 82.1%32
17.9%7
0.0%0
0.0%0
0.0%0
0.0%0
39
On occasion displays behaviors and actions that are inconsistent with expected workplacecourtesy, respect and individual consideration
84.6%33
12.8%5
0.0%0
0.0%0
0.0%0
2.6%1
39
Inconsistently shares in formation and knowledge with the team; provides confusing orinaccurate in formation
84.6%33
10.3%4
2.6%1
0.0%0
0.0%0
2.6%1
39
Often reacts unproductively in situations with conflicts or difference of opin ions 84.6%33
10.3%4
2.6%1
0.0%0
0.0%0
2.6%1
39
Resistant to working outside of comfort zone to support team and goals 71.8%28
25.6%10
2.6%1
0.0%0
0.0%0
0.0%0
39
Often does not participate in meetings and group work 66.7%26
25.6%10
2.6%1
0.0%0
2.6%1
2.6%1
39
Is often late in fu lfil l ing commitments, impacting the team's ability to achieve goals 84.2%32
7.9%3
2.6%1
0.0%0
2.6%1
2.6%1
38
FOR MANAGERS: Does not maintain a balanced levels of participation and contribution amongteam members
71.4%25
20.0%7
2.9%1
0.0%0
0.0%0
5.7%2
35
Exceeds Expectations (EE) for Teamwork and Collaboration
StronglyAgree
SomewhatAgree
SomewhatDisagree
StronglyDisagree
MoveLower
MoveHigher
Responses
Empowers others to maximize their contribution toward achieving goals 79.5%31
17.9%7
0.0%0
0.0%0
2.6%1
0.0%0
39
Promotes, supports and influences a culture of respect and civility among teammembers
87.2%34
12.8%5
0.0%0
0.0%0
0.0%0
0.0%0
39
Organizes and presents in formation and knowledge in a way that's helpfu l to the team 78.9%30
15.8%6
2.6%1
0.0%0
2.6%1
0.0%0
38
Facilitates conflict resolution among the team 78.9%30
15.8%6
5.3%2
0.0%0
0.0%0
0.0%0
38
Shows in itiative in going beyond direct responsibilities in achieving team goals 92.1%35
7.9%3
0.0%0
0.0%0
0.0%0
0.0%0
38
69
Encourages others to fu lly participate in meetings and group work 76.3%29
21.1%8
0.0%0
0.0%0
2.6%1
0.0%0
38
Fulfil ls commitment early or beyond expectations toward meeting team goals 84.2%32
15.8%6
0.0%0
0.0%0
0.0%0
0.0%0
38
FOR MANAGERS: Consistently creates a positive morale and sense of purpose andaccomplishment in the team
85.7%30
11.4%4
0.0%0
0.0%0
2.9%1
0.0%0
35
Exceptional (E) for Teamwork and Collaboration
StronglyAgree
SomewhatAgree
SomewhatDisagree
StronglyDisagree
MoveLower
MoveHigher
Responses
Consistently leads colleagues to inspired cooperation and teamwork in support ofuniversity goals
78.9%30
18.4%7
0.0%0
0.0%0
2.6%1
0.0%0
38
Inspires cooperation among team members by bridging gaps among diverse groupsand units
86.8%33
13.2%5
0.0%0
0.0%0
0.0%0
0.0%0
38
Creates an open and transparent team environment that fosters sharing ofinformation and knowledge
73.7%28
23.7%9
0.0%0
0.0%0
2.6%1
0.0%0
38
Proactively addresses and leads team in conflict resolution with great skill 76.3%29
10.5%4
7.9%3
0.0%0
5.3%2
0.0%0
38
Inspires others to take on challenges outside of their comfort zone 73.7%28
23.7%9
0.0%0
0.0%0
2.6%1
0.0%0
38
Mentors team members to improve ability to participate in team efforts 73.7%28
21.1%8
2.6%1
0.0%0
2.6%1
0.0%0
38
Inspires and motivates team members to fu lfil l commitments on time 78.9%30
15.8%6
2.6%1
0.0%0
2.6%1
0.0%0
38
FOR MANAGERS: Inspires each individual to exhibit extraordinary effort, beyondexpectations
78.8%26
21.2%7
0.0%0
0.0%0
0.0%0
0.0%0
33
70
Benchmarking Findings
71
Appendix F: Benchmarking Findings While each organization we benchmarked against might have been in a different stage of developing their system, everyone concurred that using competencies in all aspects of the management process provided a competitive advantage and was well worth the organizational investment.
To more easily utilize the benchmarking data, we compiled the information into:
• Frequency table for individual competencies • Relevant examples of behavioral anchors • Major themes among the organizations • Best examples of use of competencies in performance evaluation, career
development and recruiting
Benchmarking Research Summary Table Public Universities
HR Tool Texas A&M UC Davis University of Michigan
University of Virginia
Core Competencies
✔ ✔ ✔ ✔
Behavioral Anchors
✗ ✔ ✔ ✔
Used in Performance Evaluations
¢ ✔ ✔ ¢
Used in Hiring ¢ ✗ ✔ ✔
Used in Career Development ¢ ✗ ✔ ✔
Used in Employee Training
✔ ✔ ¢ ¢
✔ = Have ✗ = Does not have ¢ = Unable to determine
Benchmarking Findings
72
Private Universities HR Tool Baylor Cornell Stanford U Penn Core Competencies
✔ ✔ ✔ ✔
Behavioral Anchors
✔ ✔ ✔ ✔
Used in Performance Evaluations
✔ ✔ ✔ ✔
Used in Hiring ✔ ✔ ✗ ✔
Used in Career Development
✔ ✔ ¢ ✔
Used in Employee Training
✔ ✔ ✔ ✔
✔ = Have ✗ = Does not have ¢ = Unable to determine
Government Agencies HR Tool Georgia Sarasota Tennessee Core Competencies
✔ ✔ ✔
Behavioral Anchors
✔ ✔ ✔
Used in Performance Evaluations
✔ ✔ ✔
Used in Hiring ✔ ✔ ✔
Used in Career Development
✔ ✔ ✔
Used in Employee Training
¢ ¢ ✔
✔ = Have ✗ = Does not have ¢ = Unable to determine
Benchmarking Findings
73
Corporations HR Tool Disney Microsoft Nordstrom Southwest Core Competencies
✔ ✔ ✔ ✔
Behavioral Anchors
✔ ✔ ✔ ✔
Used in Performance Evaluations
✔ ✔ ✔ ✔
Used in Hiring ¢ ¢ ¢ ¢
Used in Career Development
¢ ¢ ¢ ¢
Used in Employee Training
¢ ¢ ¢ ¢
✔ = Have ✗ = Does not have ¢ = Unable to determine
Core Competencies Frequency Chart The chart that follows on the next several pages was developed through comparison of the core competencies in place at all of the organizations we surveyed as part of our benchmarking research.
• A checkmark (P) indicates that competency is listed as a core competency at that institution.
• A lower case letter indicates the competency is listed by an alternate title (the letter corresponds to the title used), but the definition is similar to the main competency in the first column.
• The final column indicated the frequency at which each competency exists at the organizations surveyed.
Compe
tency
Alternate Title
s
UC System
UC Berkeley
Baylor U
Cornell U
Stanford
Texas A&M
UC Davis
UCLA
State of Georgia
U of Michigan
U of Penn
U of Virginia
Microsoft
Sarasota County, FL
State of Tennessee
Percentage
Service Focus
a. Service-‐M
inde
d b. Serve others w
illingly an
d well
c. Service Orie
ntation/Cu
stom
er Service
Orie
ntation
d. Focuses on Cu
stom
er & Client/Customer Focus
e. Qua
lity Service
f. Cu
stom
er and
Com
mun
ity Cha
mpion
✔
✔
b a
d ✔
✔
c c
e c
c
f d
93%
Commun
ication
a. Clear Com
mun
ication/Co
mmun
icates Effe
ctively
b. Atten
tion to Com
mun
ication
c. Oral/W
ritten/Pe
rsua
sive Co
mmun
ication
✔
✔
✔
a ✔
✔
✔
✔
Y a
a bc
a
87%
Team
work &
Collabo
ratio
n
a. Teamwork/Team
work & Coo
peratio
n b. Build goo
d work relatio
nship an
d contrib
ute to
a collegial work en
vironm
ent
c. W
orking Collabo
rativ
ely/Co
llabo
rates E
ffectively
d. Builds a
nd M
aintains Relationships/Builds
Partne
rships/Building Co
llabo
rativ
e Re
latio
nships
✔
a b
a cd
✔
a
a
c ad
d
73%
Diversity & In
clusion
a. In
clusion/Inclusiven
ess
b. Prin
ciples of C
ommun
ity
c. Valuing Diversity/ Value
s Diversity & Equ
ity
d. Builds &
Sup
ports D
iversity/Fostering Diversity
e. Cultural A
waren
ess
✔
a
a e
✔
b
e
c c
e
67
%
Resource
Man
agem
ent
a. Stewardship an
d Man
agem
ent R
esou
rces
b. Stewardship
c. Be a good
stew
ard of time, re
sources a
nd you
r ow
n en
ergy
d. M
anaging Re
sources
e. Acts in the Be
st In
terest of [Org]/ Stewards
[Org] R
esou
rces
f. Fina
ncial M
anager
g. Finan
cial Acumen
✔
a c
b e
a
g
d
f
60%
Job Mastery &
Continuo
us Lea
rning
a. Self D
evelop
men
t b. Seek learning
c. Dem
onstrates R
equired Job Kn
owledge
d. Develop
s Self a
nd Others
e. Professiona
l Develop
men
t f. Co
ntinuo
us-‐In
novativ
e Learne
r
✔
b
a c
e
d
d
f
53%
Decision-‐Making
a. M
akes Decision
s Effe
ctively & Decisively/
Decisiv
eness
b. Balan
ced De
cisio
n-‐Making
c. Ju
dgmen
t & Decision
Making
✔
a
✔
✔
c
b
a
✔
53%
74
Compe
tency
Alternate Title
s
UC System
UC Berkeley
Baylor U
Cornell U
Stanford
Texas A&M
UC Davis
UCLA
State of Georgia
U of Michigan
U of Penn
U of Virginia
Microsoft
Sarasota County, FL
State of Tennessee
Percentage
Inno
vatio
n & Cha
nge
Man
agem
ent
a. Driv
es In
novatio
n & Cha
nge
b. Creativity
and
Inno
vatio
n c. Facilitates C
hange
d. Transform
ers o
f Governm
ent
e. Cha
nge Man
agem
ent
f. Fostering Inno
vatio
n g. Con
tributes to
a m
otivationa
l clim
ate
✔
a
c
b d
bc
ef
e
53%
Lead
ership
a. Lead with
cou
rage
b. Leads & Develop
s Others
c. Leade
rship Presen
ce
d. Leade
rship/Achievem
ent O
rientation
✔
a
b
✔
d ✔
c
47%
Strategic Plan
ning
&
Organ
izing
a. Strategic Plann
ing
b. Creates Vision
& Strategy
c. Strategic Thinking
d. Creative Prob
lem Solving/Strategic Thinking
e. Process Im
prover and
Cap
acity
Builder
✔
b
a b
d
c e
47
%
Accoun
tability
a. Disp
lays Accou
ntab
ility
b. Accou
ntab
le fo
r Results
c. Persona
l Accou
ntab
ility
d. Takes Respo
nsibility and
hon
ors c
ommitm
ents
a
✔
✔
b c
✔
40%
Adap
tability
a. Flexibility
b. Flexibility/Ad
aptability to Cha
nge
✔
a b
✔
✔
✔
40%
Employ
ee
Engagemen
t
a. Com
mit to [o
rg]’s M
ission an
d Visio
n b. Dem
onstrates O
rgan
izatio
nal A
stuten
ess
c. Strategic Focus
d. Organ
izatio
nal A
gility
e. M
ission-‐Driven
f. Ad
vancing the Miss
ion
✔
a
b
f
cd
e 40
%
Prob
lem-‐Solving
a. Develop
s/Form
ulates Effe
ctive Solutio
ns
✔
a ✔
✔
✔
33%
Help Pe
ople Develop
a. M
entors and
Coa
ches
b. Teaching Others
c. Develop
ing Others
✔
a b
a c
33%
Peop
le M
anagem
ent
a. M
anaging Pe
ople
b. Talen
t Man
agem
ent
c. Staff Man
agem
ent a
nd Develop
men
t ✔
a
a
c b
33%
Results Orie
ntation
and Execution
a. Driv
es Results
b. Results Orie
ntation
✔
a
b b
b
33%
Interpersona
l Effectiven
ess
a. In
terpersona
l Versatility
b. Disp
lay Em
otiona
l Intelligen
ce
c. Building Re
latio
nships/Interpe
rson
al Skills
b
c
a
✔
27%
75
Compe
tency
Alternate Title
s
UC System
UC Berkeley
Baylor U
Cornell U
Stanford
Texas A&M
UC Davis
UCLA
State of Georgia
U of Michigan
U of Penn
U of Virginia
Microsoft
Sarasota County, FL
State of Tennessee
Percentage
Ethics
a. Uncom
mon
Integrity
b. M
odels [Org] V
alue
s & Ethics
c. Cha
racter and
Ethics
b
c
a
✔
27%
Influ
encing
Others
a. Negotiatio
n an
d Influ
ence
b. Gains Com
mitm
ent
c. Leading and
Influ
encing
c
a
b
✔
27%
Organ
ization/Project
Man
agem
ent
a. Plans and
Organ
izes
b. Project M
anagem
ent
b
b
✔
✔
27
%
Team
Leade
rship
a. Teambu
ilding
b. Fosterin
g Team
work
c. Team Focus
c
✔
b
a
27%
Techno
logy/
Specialized
Kn
owledg
e
a. Techn
ical/Professiona
l Kno
wledge
b. Techn
ical Expertise
c. Techn
ological Acumen
c
✔
✔
b
27
%
Initiative
✔
✔
✔
20%
Man
aging Co
nflict
✔
✔
✔
20
%
Man
aging
Performan
ce
✔
✔
✔
20%
Qua
lity Im
prov
emen
t a. Focus on Qua
lity
b. Provide
s Qua
liy Services
✔
✔
a
20%
Pursue
Excellence
a. Driv
es Qua
lity an
d Excellence
b. Persona
l Excellence
✔
a
b
20%
Ability to
Co
ncep
tualize
a. Con
ceptua
l Thinking
✔
a
13
%
Be Fair/Inspire
Trust
a. Trust
✔
a
13%
Build
a goo
d working
en
vironm
ent
a. Empo
wermen
t
✔
a
13%
Critical Think
ing
a. Ana
lytical Thinking
✔
a
13
%
Man
ages In
form
ation
a. Diagnostic In
form
ation Gathe
ring
✔
a
13
%
Man
ages time
effectively
a. In
dividu
al Efficien
cy
✔
a
13%
Motivation
a. Providing M
otivationa
l Sup
port
✔
a
13
%
Man
age legally and
according to policy
a. Organ
izatio
nal com
pliance
✔
✔
13
%
Busine
ss Acumen
✔
7%
76
Compe
tency
Alternate Title
s
UC System
UC Berkeley
Baylor U
Cornell U
Stanford
Texas A&M
UC Davis
UCLA
State of Georgia
U of Michigan
U of Penn
U of Virginia
Microsoft
Sarasota County, FL
State of Tennessee
Percentage
Delegates-‐Sha
res
Respon
sibility
✔
7%
Displays Co
urage &
Conv
ictio
n
✔
7%
Empo
wering Others
✔
7%
Entrep
rene
urial
Orie
ntation
✔
7%
Establishe
d Focus
✔
7%
Forw
ard Th
inking
✔
7%
Globa
l Perspectiv
e
✔
7%
Hire
Well
✔
7%
Impa
ct
✔
7%
Pe
ople Focus
✔
7%
Pe
rsistence
✔
7%
Pe
rson
al Credibility
✔
7%
Self-‐Aw
aren
ess
✔
7%
Self-‐Co
nfiden
ce
✔
7%
Thorou
ghne
ss
✔
7%
Safety
✔
7%
Works with
Passion
✔
7%
Po
litical Acumen
✔
0%
Risk M
anagem
ent
✔
0%
TO
TAL CO
MPE
TENCIES
10
11
13
8
19
9 11
16
17
8
14
27
30
4 11
77
Benchmarking Findings
78
Findings Relevant to Behavioral Anchors Early in our research we came across what proved to be the most comprehensive example of the type of behavioral anchor matrix we were tasked to create for this project. This was from the State of Georgia, which has developed a competency framework of behavioral indicators to be used by multiple Human Resource functions including performance management, workforce planning, succession planning, training and development and recruitment. The competencies and their behavioral indicators define what each employee needs to do to be successful and to contribute to the State of Georgia’s mission, vision and values.
Illustration 9: State of Georgia's behavioral indicators for Customer Service competency
Benchmarking Findings
79
Findings Relevant to Performance Evaluation Our benchmarking research identified that most of the organizations we examined included core competency ratings in the performance management of their staff. Practices ranged from:
• Core Competency Questions on the employee’s self assessment. • Two Rating Columns for the competencies: one for the employee’s self evaluation
and one for the manager’s. • List of Competencies within each Job Performance Goal, in order to pair the “what”
with the “how” of job success. • Behavioral Anchors is the most concrete and therefore easiest tool to use for
evaluations. While some organizations only identified behavioral anchors for the Meets Expectation level, others gave specifics for all levels of rating. It should be noted, however, that the majority of organizations used three levels and not five, which made the matrix simpler to follow. The most complete example we identified was from the State of Georgia (Appendix N-‐6), followed by Cornell (Appendix N-‐2).
The following pages are samples of behavioral anchors applied to the performance evaluation at Cornell University (Appendix N-‐2).
Benchmarking Findings
80
Illustration 10: Cornell University Behavioral Matrix
Benchmarking Findings
81
Illustration 11: Cornell University Performance Evaluation
Benchmarking Findings
82
Findings Relevant to Career Development Our benchmarking research identified organizations that used aspects of the competency framework in their career development, with some having a more extensive set of practices in place than others:
• Texas A&M and University of Virginia offers classes in teamwork and customer service for its employees.
• UC Davis has created a new Supervisory Development Program based on UC Davis’ core competencies. There are three levels of training: Preparing, Developing and Mastering. The Mastering level includes an online course on “Competencies Overview”. (Appendix N-‐9)
• Cornell University has a well-‐developed career development program. They offer Customer Service–the Cornell Way, an 18-‐hour training with skill-‐building exercises for service-‐minded staff. Staff can also become proficient in their core competencies by taking credit and non-‐credit workshops at the Tompkins Cortland Community College (TC3). A four-‐day Building Teams and Leading Change (BTLC) workshop for managers is offered to learn about developing teams that promote learning, growth, trust and respect. (Appendix N-‐2)
The State of Georgia has the most sophisticated competency development program of the ones we examined. It starts with a competency-‐based proficiency level scale described this way in Georgia’s Behavioral Competency Framework (Appendix N-‐6):
“While behavioral indicators are used to help in evaluating performance, proficiency levels describe the levels of a competency required to perform a specific job successfully; these levels relate to the work required for a specific job. Different jobs require different levels of proficiency for successful performance. Not all jobs will require the highest level of proficiency and some may not require certain competencies at all.”9
The proficiency levels are as follows:
9State of Georgia. (2008). Georgia’s behavioral competency framework. Retrieved from http://www.spa.ga.gov/pdfs/wfp/GA_framework.pdf
Benchmarking Findings
83
The Individual Development Plan (IDP) is an action plan that contains developmental activities aimed at enhancing proficiency in specific competencies to meet established goals. The six-‐step process includes gathering feedback, selecting area of focus, selecting activities, developing the plan, implementing the plan and assessing progress.
The Competency-‐Based Development Guide Book10 supports employees to strengthen competencies needed in current or future jobs. The guide contains on and off-‐the-‐job list of activities and additional resources to aid in the development process.
10State of Georgia. (2011). Competency based development guide: creating a world-‐class workforce. Retrieved from http://www.spa.ga.gov/performMgmtProcess/CompetencyDevelopmentGuideSPA112.pdf
Benchmarking Findings
84
Findings Relevant to Recruitment and Hiring In our benchmarking research we found 5 of the 8 universities, both public and private, that practice behavioral interviewing and have questions linked to the competencies.
EXAMPLE 1: Cornell University Cornell has a great core competency toolkit called “Skills for Success” that includes a list of competencies, examples of demonstrated behaviors, behavioral interview questions for each of the core competencies, behavioral anchors for the different performance levels, and a performance evaluation template, to make sure that competency-‐based human resource management is used from hiring through performance assessments. All managers and supervisors are required to attend an afternoon workshop on behavioral interviewing. Suggested questions are provided for each of the competencies and staff is encouraged to develop their own questions if provided ones are not suitable. Below is an example of hiring questions for the core competency of teamwork.
Illustration 12: Interview Questions for Stewardship Competency from Cornell's Skills for Success Toolkit
Benchmarking Findings
85
EXAMPLE 2: University of Virginia The “UVA Key Competency Definition and Behavioral Interview questions” includes competence definitions, performance levels and behavioral interview questions on one page.
Illustration 13: Interview Questions for Teamwork Competency from University of Virginia
University of Virginia also has an information sheet that explains behavioral interviewing in language that is easy for managers and supervisors to understand and implement:
Benchmarking Findings
86
Illustration 14: University of Virginia Behavioral Interviewing Guide
Benchmarking Findings
87
EXAMPLE 3: Sarasota County The Sarasota County government has created a Core Competency Interview Booklet that includes suggested questions for their organization’s set of competencies. The sample below shows the questions provided for Leadership broken down by key behavioral anchors. This particular competency is considered a supervisor level question (See Appendix N-‐4).
EXAMPLE 4: State of Tennessee This government entity requires all hiring managers to attend a behavioral-‐based training workshop. Topics covered during the workshop includes the state hiring process, legal questions, how to lead a behavioral-‐based interview, and practice question sessions. Tennessee has been doing these workshops since 2011. (Appendix N-‐7 contains a copy of the training handout).
UC System-‐Wide Core Competencies
88
Appendix G: UC System-‐Wide Core Competencies UC COMPETENCY: COMMUNICATION DESCRIPTOR: Shares and receives information using clear oral, written and interpersonal communication skills.
INDIVIDUAL BEHAVIORAL INDICATORS:
• Uses working relationships with customers and colleagues to build strong connections, cooperation and collaboration.
• Demonstrates interpersonal communication that invites participation and future dialogue.
• Actively seeks others’ perspectives to ensure inclusiveness and understanding. • Actively listens, provides constructive feedback and demonstrates respect for
differing views. • Tailors communications to diverse audiences. • Addresses conflict constructively with the intention of seeking a mutually beneficial
resolution.
UC COMPETENCY: DIVERSITY AND INCLUSION DESCRIPTOR: Models and promotes the University of California Principles of Community and complies with UC policies on Diversity and Non Discrimination.
INDIVIDUAL BEHAVIORAL INDICATORS:
• Demonstrates behaviors that include fairness, respect, inclusiveness, empathy, integrity and ethical conduct.
• Fosters a climate and culture in which each person is accepted and has the opportunity to grow and develop.
• Practices behaviors that promote diversity and inclusion in dealings with and on behalf of the University, consistent with laws, regulations, UC policies and Principles of Community.
• Advocates for and demonstrates an understanding of the value of differences that promote and sustain a diverse community.
UC System-‐Wide Core Competencies
89
UC COMPETENCY: EMPLOYEE ENGAGEMENT DESCRIPTOR: Demonstrates commitment to the job, colleagues, the University and its mission by acting in ways that further the accomplishment of its goals.
INDIVIDUAL BEHAVIORAL INDICATORS:
• Holds self and others accountable for meeting commitments. • Creates and supports a climate in which people can do their best. • Invites input from others and shares ownership and recognition. • Demonstrates enthusiasm for capturing new opportunities in the face of change or
challenges. • Encourages and supports discretionary effort to maximize one’s own and others’
contributions. • Aligns work with personal talents, passion and the ethical values of UC -‐ Integrity,
Excellence, Accountability and Respect.
UC COMPETENCY: INNOVATION AND CHANGE MANAGEMENT DESCRIPTOR: Uses personal knowledge and professional experience to envision the future, anticipate change, capitalize on opportunities and develop innovative options that further the strategic direction of the organization.
INDIVIDUAL BEHAVIORAL INDICATORS:
• Understands and adapts to changes in the strategic and/or operational direction of the organization.
• Understands the strategic direction and goals of the organization and aligns personal performance objectives with organizational priorities.
• Anticipates and seeks an understanding of the impact and implications of decisions on planned outcome or results.
• Uses knowledge and experience to analyze issues and factors that influence or constrain organizational priorities, goals and results.
• Resolves conflicting goals and priorities using formal organizational knowledge and informal network relationships to accomplish objectives.
• Demonstrates commitment to seek out opportunities and contributes to developing innovative or alternative solutions.
UC System-‐Wide Core Competencies
90
• Uses creative techniques and skills to design and develop options that improve how the organization operates.
UC COMPETENCY: JOB MASTERY AND CONTINUOUS LEARNING DESCRIPTOR: Demonstrates responsibility for one’s own career path and continuous learning by identifying and applying new skills as needed to perform successfully on the job.
INDIVIDUAL BEHAVIORAL INDICATORS:
• Applies background, technical knowledge, education and prior job experiences to current and new job situations.
• Demonstrates technical competence, job knowledge and ability to add value beyond the core job function.
• Continually strives to upgrade the depth and breadth of technical and professional skills.
• Makes time for appropriate training, keeps current on tools, technology and information needed to meet job performance and challenges.
• Shares knowledge and supports peers, staff and others to increase skills, foster improvement and enhance outcomes.
UC COMPETENCY: RESOURCE MANAGEMENT DESCRIPTOR: Demonstrates integrity, accountability and efficient stewardship of university resources in a manner consistent with the UC Standards of Ethical conduct and other policies.
INDIVIDUAL BEHAVIORAL INDICATORS:
• Models and promotes safe behaviors in all work environments in accordance with university health and safety policies, procedures and guidelines.
• Embraces and promotes university ethical values and standards when managing and using resources.
• Models the use of sound judgment and accountability when managing human resources and using operational, financial resources.
• Raises awareness with others and manages risks responsibly in compliance with university policies and controls.
UC System-‐Wide Core Competencies
91
UC COMPETENCY: RESULTS ORIENTATION AND EXECUTION DESCRIPTOR: Demonstrates the ability to analyze situations or problems, make timely and sound decision, construct plans and achieve optimal results.
Individual Behavioral Indicators: • Maintains a sense of urgency to complete high-‐priority actions and meets
commitments. • Leverages personal and organizational resources to creatively develop solutions,
overcome obstacles, resolve conflicts among goals to achieve high quality outcomes.
• Develops and implements work plans with actionable components and measurable outcomes.
• Uses critical thinking to analyze issues systematically by planning, prioritizing and organizing work while anticipating and adjusting to changes.
• Understands overriding organizational factors that influence or constrain direction, decision-‐making and organizational priorities.
• Takes appropriate risks by gathering and using input and data to achieve optimal results.
UC COMPETENCY: SERVICE FOCUS DESCRIPTOR: Values and delivers high quality, professional, responsive and innovative service.
Individual Behavioral Indicators: • Readily readjusts priorities to respond to pressing and changing client demands. • Cultivates strategic client relationships and loyalty. • Sets or understands service standards and measures service performance against
those standards. • Identifies and assesses client and organization needs. • Delivers services and products that add value while meeting and exceeding client
expectations. • Collaborates with clients, stakeholders and colleagues in the delivery of optimal
service and service quality improvement. • Applies emerging ideas, innovations and new technologies to ensure high quality
service delivery.
UC System-‐Wide Core Competencies
92
UC COMPETENCY: TEAMWORK AND COLLABORATION DESCRIPTOR: Collaborates with colleagues in order to achieve results in alignment with the operations and mission of the University of California.
INDIVIDUAL BEHAVIORAL INDICATORS:
• Cooperates by adapting to team needs and is flexible in resolving challenges. • Participates in team activities that promote effective peer and work relationships. • Keeps commitments to the team and demonstrates a shared responsibility and
focus to ensure objectives and goals are successfully met. • Embraces a shared understanding of team participant roles, responsibilities and
decision-‐making. • Fosters team communications and dialogue, identifies opportunities to gain
consensus for team options, decisions and outcomes. • Builds collaborative relationships across the organization with stakeholders for
resources, information and decisions.
UC COMPETENCY: PEOPLE MANAGEMENT DESCRIPTOR: Leads and engages people to maximize organizational and individual performance through alignment with the University mission and attainment of strategic and operational goals.
INDIVIDUAL BEHAVIORAL INDICATORS:
• Engages in outreach, recruitment, selection and retention of diverse and talented employees.
• Manages employee performance in alignment with the mission, strategic and operational goals of the department/unit while maintaining consistency with university practices, policies and collective bargaining agreements.
• Recognizes people for their contribution and participation. • Optimizes organizational results and individual effectiveness with clearly outlined
expectations and measures of success. • Communicates organizational context while managing and supporting people
through organizational change. • Leads and motivates people by modeling interpersonal effectiveness,
communication, trust, advocacy and political acumen.
UC System-‐Wide Core Competencies
93
• Champions employee learning and development by coaching, mentoring and developing people for career growth and performance.
• Demonstrates managerial courage by addressing conflicts promptly using focused listening and behavioral feedback.
• Inspires and supports others to achieve the mission of the University.
UC Berkeley Core Competencies
94
Appendix H: UC Berkeley Core Competencies Inclusiveness Shows respect for people and their differences; promotes fairness and equity; engages the talents, experiences and capabilities of others; fosters a sense of belonging; works to understand the perspectives of others; and creates opportunities for access and success.
Stewardship Implements a process or takes some action that significantly reduces risk on campus (e.g., making information for decision-‐making more accessible, reliable, consistent and secure; supporting continuity planning or emergency preparedness; etc.).
Problem Solving & Decision Making Problem solving – Identifies problems, involves others in seeking solutions, conducts appropriate analyses, searches for best solutions; responds quickly to new challenges.
Decision-‐making – Makes clear, consistent, transparent decisions; acts with integrity in all decision making; distinguishes relevant from irrelevant information and makes timely decisions.
Strategic Planning & Organizing Understands big picture and aligns priorities with broader goals, measures outcomes, uses feedback to change as needed, evaluates alternatives, solutions oriented, seeks alternatives and broad input; can see connections within complex issues.
Communication Connects with peers, subordinates and customers, actively listens, clearly and effectively shares information, demonstrates effective oral and written communication skills.
Quality Improvement Strives for efficient, effective, high quality performance in self and the unit; delivers timely and accurate results; resilient when responding to situations that are not going well; takes initiative to make improvements.
UC Berkeley Core Competencies
95
Leadership Accepts responsibility for own work; develops trust and credibility; demonstrates honest and ethical behavior.
Teamwork Cooperates and collaborates with colleagues as appropriate; works in partnership with others.
Service Focus Values the importance of delivering high quality, innovative service to internal and external clients; understands the needs of the client; customer service focus.
Managing People Coaches, evaluates, develops, inspires people; sets expectations, recognizes achievements, manages conflict, aligns performance goals with university goals, provides feedback, group leadership; delegates.
UC System/Berkeley Core Competencies Comparison
96
Appendix I: UC System/Berkeley Core Competencies Comparison The following comparison of the UC Berkeley competencies with the system-‐wide competencies, contributed to the recommendation above.
Berkeley Competency
Corresponding UC Competency
Comparison
Inclusiveness Diversity and Inclusion
UC competency incorporates Berkeley definition and adds: • References to policies and principles of
community
Stewardship Resource Management
UC competency incorporates Berkeley definition and adds: • Reference to UC standards of ethical conduct • Safety behaviors • Specifies operational and financial resources • Risk awareness and management
Problem Solving/ Decision Making
Results Orientation and Execution
UC competency incorporates Berkeley definition and adds: • Urgency on high-‐priority actions • Leverages resources to create solutions • Development of work plans • Critical thinking, planning, prioritizing, organizing
work • Organizational factors that influence decisions
and priorities
Strategic Planning & Organizing
Innovation and Change Management
UC competency incorporates Berkeley definition, and adds more clarity and detail in general
Communication Communication
UC Competency incorporates Berkeley definition, and adds: • Communication that invites participation • Seeks other perspectives to ensure inclusiveness
and understanding • Constructive feedback • Respect for differing views • Tailor communications to diverse audiences • Addresses conflict
UC System/Berkeley Core Competencies Comparison
97
Berkeley Competency
Corresponding UC Competency
Comparison
Teamwork Teamwork and Collaboration
UC competency incorporates Berkeley definition, and adds: • Ties teamwork to goals and achieving results • Dealing with challenges • Team communications, building consensus • Collaboration across the organization with
stakeholders
Service Focus Service Focus
UC competency incorporates Berkeley definition, and adds: • Responsive and innovative service • Cultivating strategic relationships and loyalty • Collaboration with clients and others
Managing People
Managing People
UC competency incorporates Berkeley definition for both of these competencies, and adds: • Outreach, recruitment, selection and retention • Focus on results and effectiveness • Managing organizational change • Champions employee learning and developing
Leadership
Quality Improvement -‐-‐
Most attributes are addressed in UC’s Innovation and Change Management and Employee Engagement. One element not found in the UC competencies is a focus on efficiency and timeliness.
-‐-‐ Employee Engagement Not represented in Berkeley’s competencies.
-‐-‐ Job Mastery and Continuous Learning
Not represented in Berkeley’s competencies.
Matrix of Behavioral Anchors
98
Appendix J: Matrix of Behavioral Anchors The Matrix of Behavioral Anchors for the 3 selected competencies can be found on the pages that follow.
Team
work and Co
llabo
ratio
n Co
llabo
rates w
ith colleague
s in orde
r to achieve results in alignm
ent w
ith th
e op
erations and
miss
ion of th
e University
of C
alifo
rnia
U Unsatisfactory
I Needs Im
provem
ent
ME Meets Expectatio
ns
EE Ex
ceeds E
xpectatio
ns
E Exceptiona
l Do
es not coo
perate with
othe
rs to
achieve assigne
d go
als
Has difficulty coo
peratin
g with
others to achieve
assign
ed goa
ls
Builds c
ollabo
rativ
e relatio
nships to
solve
prob
lems a
nd achieve
common
goa
ls
Empo
wers o
thers to
maxim
ize their c
ontribution
toward achieving go
als
Consistently lead
s colleague
s to inspire
d coop
eration an
d team
work
in su
pport o
f university
go
als
Is disrespectful or
disrup
tive as a m
embe
r of
the team
; dom
inates te
am
discussion
s or lim
its ability
of others to contrib
ute
On occasio
n displays
beha
viors a
nd actions th
at
are inconsistent with
expe
cted
workplace
courtesy, respe
ct and
individu
al con
side
ratio
n
Treats all team
mem
bers
with
respect a
nd accep
ts
individu
al differen
ces
Prom
otes, sup
ports a
nd
influ
ences a
culture of
respect a
nd civility amon
g team
mem
bers
Inspire
s coo
peratio
n am
ong
team
mem
bers by bridging
gaps amon
g diverse grou
ps
and un
its
Does not sh
are or with
holds
necessary inform
ation an
d know
ledg
e from
the team
Inconsistently sh
ares
inform
ation an
d know
ledg
e with
the team
; provide
s confusing or inaccurate
inform
ation
Consistently kee
ps others
inform
ed and
up to date
with
relevant inform
ation;
gene
rous in sh
aring
know
ledg
e
Organ
izes and
presents
inform
ation an
d know
ledg
e in a way th
at’s helpful to
the team
Creates a
n op
en and
tran
sparen
t team
environm
ent tha
t fosters
sharing of inform
ation an
d know
ledg
e
Una
ble to re
solve or
constructiv
ely man
age
conflicts
Often
reacts unp
rodu
ctively
in situations with
con
flicts
or differen
ce of o
pinion
s
Works with
others to
resolve conflict; provides
constructiv
e feed
back to
team
mem
bers
Facilitates con
flict
resolutio
n am
ong the team
Proa
ctively ad
dresses a
nd
lead
s team in con
flict
resolutio
n with
great sk
ill
Unw
illing to working
ou
tside of com
fort zon
e to
supp
ort team and
goa
ls
Resis
tant to
working
ou
tside of com
fort zon
e to
supp
ort team and
goa
ls
Flexibility and
willingn
ess to
step
out of com
fort zon
e to
supp
ort team and
goa
ls
Show
s initia
tive in going
be
yond
dire
ct
respon
sibilities in achieving
team
goa
ls
Inspire
s others to take on
challeng
es outside
of the
ir comfort zon
e
99
Team
work an
d Co
llabo
ratio
n
U Unsatisfactory
I Needs Im
provem
ent
ME Meets Expectatio
ns
EE Ex
ceeds E
xpectatio
ns
E Exceptiona
l Ra
rely participates in te
am
meetin
gs, activities, and
grou
p work
Often
doe
s not participate
in m
eetin
gs and
group
work
Activ
ely pa
rticipates in
meetin
gs and
group
work
Encourages others to fully
participate in m
eetin
gs and
grou
p work
Men
tors te
am m
embe
rs to
im
prove ab
ility to
pa
rticipate in te
am effo
rts
Is con
sisten
tly late or d
oes
not fulfill com
mitm
ents to
the team
Is often
late in fu
lfilling
commitm
ents, impa
cting
the team
’s ability to achieve
goals
Fulfills com
mitm
ents on
time that con
tribute to
meetin
g team
goa
ls
Fulfills com
mitm
ent e
arly or
beyond
expectatio
ns
toward mee
ting team
goa
ls
Inspire
s and
motivates
team
mem
bers to
fulfill
commitm
ents on tim
e
Additio
nal Beh
aviors fo
r Managers/Supe
rviso
rs/Leads
Lead
s teams in which
mem
bers do no
t feel
engaged or value
d
Does not m
aintain a
balanced
levels of
participation an
d contrib
ution am
ong team
mem
bers
Leverages e
ach team
mem
ber’s expertise an
d streng
ths
Consistently creates a
positiv
e morale an
d sense
of purpo
se and
accomplishm
ent in the
team
Inspire
s each individu
al to
exhibit e
xtraordina
ry effo
rt,
beyond
expectatio
ns
100
Service Focus
Service Focus
Values and
delivers h
igh qu
ality
, professiona
l, respon
sive and
inno
vativ
e service
U Unsatisfactory
I Needs Im
provem
ent
ME Meets Expectatio
ns
EE Ex
ceeds E
xpectatio
ns
E Exceptiona
l Is disrespe
ctful or rud
e to
clients
Appe
ars u
navailable or
uninterested
to clients
Is atten
tive and
respon
sive to th
e ne
eds
of clients; exhibits
positive and welcoming
attitud
e
Engages w
ith th
e client in
a manne
r that fosters
positive associations with
the un
iversity
Men
tors others in
supe
rior customer
relatio
ns
Is defen
sive or
inapprop
riate with
difficult clients
Is im
patie
nt with
or
unable to
handle difficult
clients
Hand
les d
ifficult o
r de
manding clients w
ith
patie
nce, ta
ct and
grace
Shifts d
ifficult client
situatio
ns into positive
results
Assists and
men
tors
othe
rs in dealing with
difficult clients
Unable to accurately
iden
tify or re
spon
d to
client needs
Does not se
ek to
fully
unde
rstand
client’s needs Accurately iden
tifies a
nd
anticipates client’s needs
Accurately iden
tifies a
nd
addresses u
nderlying
need
s, not just th
e prob
lem presented
Proactively anticipates
and respon
ds to
client’s
need
s
Consisten
tly fails to
follow th
rough on
commitm
ents m
ade to
custom
er
Occasionally fails to
follow th
rough on
commitm
ents m
ade to
custom
er
Follows throu
gh on
commitm
ents and
respon
ds to
customers in
a tim
ely manne
r, i.e. do
what y
ou sa
y you are
going to do
Follows throu
gh on
commitm
ents despite
time pressures a
nd
obstacles
Takes e
xtraordinary
actio
ns to
meet customer
need
s
Does not provide
service
or avoids d
oing th
e requ
ired work
Often
provide
s services
or so
lutio
ns th
at doe
s not
meet the
expected level
of se
rvice
Consisten
tly provide
s qu
ality
service and
solutio
ns to
customer
need
s
Often
delivers services
and solutio
ns th
at
surpass c
lient
expe
ctations
Seeks inn
ovative ways to
improve service de
livery
101
Service Focus
U Unsatisfactory
I Needs Im
provem
ent
ME Meets Expectatio
ns
EE Ex
ceeds E
xpectatio
ns
E Exceptiona
l Unw
illing or unable to
make changes in the way
service is de
livered
Difficulty
making
adjustmen
ts to
the
service de
livery process
Flexible in m
aking
adjustmen
ts in se
rvice
delivery process
Iden
tify and make
improvem
ents to
service
delivery process
Develops and
im
plem
ents significant
improvem
ents in se
rvice
delivery
Refers client to
incorrect
or inapprop
riate
resources
Has d
ifficulty iden
tifying
resources that m
eets th
e client’s needs
Assists clients to navigate
the system
by explaining
the resources a
vailable
on cam
pus a
nd how
to
make contact
Teache
s clients to access
resources w
ith greater
ease and
for b
etter
results
Acts as a
guide
and
advocate whe
n referring
clients to othe
r resou
rces
Additio
nal Beh
aviors fo
r Managers/Supe
rviso
rs/Leads
Does not add
ress
complaints o
r problem
s iden
tified by staff o
r clients regarding se
rvice
delivery
Is not effe
ctive in
resolving prob
lems a
nd
issue
s that a
rise in
service de
livery
Interven
es to
add
ress
and resolve issue
s in
service de
livery
Anticipates se
rvice
delivery prob
lems a
nd
proactively works with
staff to redu
ce im
pact
Iden
tifies a
nd
implem
ents inno
vativ
e strategies to
improve
service or re
solve
prob
lem
102
Resource M
anagem
ent &
Stewardship
Resource M
anagem
ent &
Stewardship
Demon
strates integrity, accou
ntab
ility and
efficien
t stewardship of university
resources in a man
ner c
onsisten
t with
the UC Stan
dards o
f Ethical
cond
uct a
nd other policies
U Unsatisfactory
I Needs Im
provem
ent
ME Meets Expectatio
ns
EE Ex
ceeds E
xpectatio
ns
E Exceptiona
l Wastes tim
e an
d efforts o
f othe
rs
Uses tim
e an
d efforts o
f othe
rs ineffectively
Uses tim
e an
d efforts o
f othe
rs effe
ctively
Is highly effective in use of
othe
rs time an
d efforts
Mod
el and
influ
ence others
to work together m
ore
effectively
Inap
prop
riate use or
man
agem
ent o
f finan
cial
resources
Is ineffective an
d inefficient in using
and
man
aging fin
ancial
resources
Uses a
nd m
anages fina
ncial
resources e
fficien
tly and
effectively
Seeks too
ls an
d techniqu
es
to sa
ve m
oney, tim
e an
d effort
Develops and
implem
ents
new so
lutio
ns th
at sa
ve
mon
ey, tim
e an
d effort
Lacks o
rgan
ization,
prioritization an
d tim
e man
agem
ent skills
Demon
strates ine
ffective
organizatio
n, prio
ritization
and tim
e man
agem
ent
skills
Demon
strates e
ffective
organizatio
n, prio
ritization
and tim
e man
agem
ent
skills
Practices highly effective
organizatio
n, prio
ritization
and tim
e man
agem
ent
skills
Establish
es a stan
dard and
shares kno
wledg
e with
othe
rs in effe
ctive
organizatio
n, prio
ritization
and tim
e man
agem
ent
skills
Is wasteful of e
nergy an
d en
vironm
ental resou
rces
Does not con
sisten
tly
participate in ene
rgy
conservatio
n practices
Engages in practices th
at
conserve ene
rgy an
d en
vironm
ental resou
rces
Engages in practices th
at
conserve ene
rgy an
d en
vironm
ental resou
rces
for the
unit o
r cam
pus
Activ
ely seeks inn
ovative
solutio
ns fo
r con
serving
energy and
enviro
nmen
tal
resources
Engages in practices th
at
violate safety stan
dards
and pu
ts se
lf an
d othe
rs at
risk
Does not con
sisten
tly
adhe
re to
safety stan
dards
Und
erstan
ds and
app
lies
safety stan
dards; re
ports
and corrects sa
fety
prob
lems
Creates a
n en
vironm
ent
committed
to uph
olding
safety stan
dards; m
odels
safe beh
aviors
Establish
es inno
vativ
e practices th
at im
prove
safety stan
dards; m
entors
othe
rs in sa
fety practices
103
Resource M
anagem
ent &
Stewardship
U Unsatisfactory
I Needs Im
provem
ent
ME Meets Expectatio
ns
EE Ex
ceeds E
xpectatio
ns
E Exceptiona
l Disregards university
po
licies a
nd procedu
res o
r uses policies a
nd
proced
ures to
hinde
r prog
ress
Lacks a
waren
ess o
f or
misuses university
policies
and proced
ures
Keep
s abreast of a
nd
applies relevan
t policies,
practices, and
procedu
res
approp
riately
Applies p
olicies, practices
and proced
ures in a
man
ner tha
t improves
processes
Contrib
utes to
and
de
velops im
provem
ent o
f po
licies a
nd procedu
res
that fa
cilitate prog
ress
Exhibits carelessness tha
t results in a loss of o
r de
struction of cam
pus
prop
erty, intellectua
l prop
erty and
cam
pus-‐
related da
ta
Demon
strates lack of
respon
sibility for c
ampu
s prop
erty, intellectua
l prop
erty and
cam
pus-‐
related da
ta
Takes respo
nsibility fo
r campu
s prope
rty,
intellectua
l prope
rty an
d campu
s-‐related da
ta
Takes initia
tive to im
prove
or sa
fegu
ard campu
s prop
erty, intellectua
l prop
erty and
cam
pus-‐
related da
ta
Develops and
implem
ents
processes tha
t ensure
continue
d stew
ardship of
campu
s prope
rty,
intellectua
l prope
rty an
d campu
s-‐related da
ta
Find
s fau
lt with
others o
r makes excuses fo
r one
’s
lack of p
erform
ance
Lacks a
ccou
ntab
ility fo
r work respon
sibilities a
nd
actio
ns
Is accou
ntab
le fo
r work
respon
sibilities a
nd actions
Mod
els a
ccou
ntab
ility fo
r on
e’s o
wn actio
ns th
at
inspire
s others to do
the
same
Encourages others to be
accoun
table for w
ork
respon
sibilities a
nd
actio
ns.
Engages in activ
ities in a
dishon
est o
r une
thical
man
ner
Inconsistently deals with
situa
tions in an ho
nest and
ethical m
anne
r
Demon
strates integrity
throug
h ho
nest and
ethical
practices
Consistently incorporates a
high
level of integrity in all
practices; add
resses
unethical beh
aviors
respon
sibly
Mod
els a
nd ta
kes risks to
maintain a high
level of
integrity
and
hon
esty fo
r self an
d un
it or dep
artm
ent
Additio
nal Beh
aviors fo
r Managers/Supe
rviso
rs/Leads
Consistently utilizes dire
ct
repo
rts resou
rces in a
man
ner tha
t is ine
fficien
t an
d wasteful
Und
erutilizes d
irect re
ports
resources in a way th
at
results in inefficiency
toward accomplish
ing
goals
Utilizes dire
ct re
ports
effectively to leverage th
eir
skills a
nd streng
ths to
accomplish go
als e
fficien
tly
and effectively
Is highly effective in
leveraging
staff skills and
streng
ths to accomplish
complex goa
ls
Establish
es inno
vativ
e practices fo
r the
unit o
r campu
s in efficiently
leveraging
staff skills,
streng
ths a
nd inpu
t to
accomplish go
als e
fficien
tly
104
Competency Framework with Behavioral Indicators
105
Appendix K: Competency Framework with Behavioral Indicators
Career Development Activities and Resources
106
Appendix L: Career Development Activities and Resources
Service Focus Suggested Activities for Development • Work with manager in resolving an especially difficult customer service related
issue. • Conduct interviews or shadow star performers in the customer service area,
observe and model their behaviors. • Research organizations that are known for excellent customer service; visit them as
a customer and observe the representative providing service. • Create a list of frequently asked questions; brainstorm as a group to come up with
creative solutions and post the FAQ with responses on the website. • Create a log of customer problems. Track the status of these problems and make
note of how they were resolved. Devise a strategy for unresolved problems. • Listen to questions from new employees and ask about work processes, services,
etc. This may provide clues for improvement opportunities. • Survey customers informally or formally; ask customers what you can do more of to
improve service
Books • Inghilleri, L., Solomon, M., & Schulze, H. (2010). Exceptional service, exceptional
profit: the secrets of building a five-‐star customer service organization (1st ed.). AMACON.
• Lencioni, P., (2010). Getting naked: a business fable about shedding the three fears that sabotage client loyalty (1st ed.). Josey-‐Bass.
• Trimm, P.R., (2010). Customer service: career success through customer loyalty (5th ed.). Prentice Hall.
• Heskett, J.L., Sasser, W.E., & Schlesinger, L.A. (1997). The service profit chain. Free Press.
• Heskett, J.L., Sasser, W.E., & Wheeler, J. (2008). Ownership quotient: putting the service profit chain to work for unbeatable competitive advantage Harvard Business School Press.
Career Development Activities and Resources
107
Resource Management & Stewardship Suggested Activities for Development • Identify individuals that are considered or regarded as trustworthy. Determine ways
to model their behavior. • Commit to realistic deadlines when participating in individual or team projects. Hold
self-‐accountable to the deadline and tasks. • Determine what is 1) legal 2) fair. • Identify whether specific behaviors comply with University policies. • Define what is fair and what is not and how to address issues of misconduct or
illegal activity. • Establish guidelines for safety in a manner that safeguards University resources. • Come up with a plan to handle confidential information.
Books • Connors, R., & Smith, T. (2011). Change the culture, change the game: the
breakthrough strategy for energizing your organization and creating accountability for results. Partners in Leadership.
• Lebow, R., & Spitzer, R. (2002). Accountability: freedom and responsibility without control. Berrett-‐Koehler Publishers.
• Thiroux, J. (2008). Ethics: theory and practice., (10th ed.). Edition by J. Thiroux. Prentice Hall.
• Burchell, M., & Robin, J. (2011). The great workplace: how to build it, how to keep it and why it matters. HB Printing.
• Nelson, K., & Trevino, L. (2010). Managing business ethics by K. Nelson and L. Trevino. Wiley.
• Samuel, M. (2001). The accountability revolution: achieve breakthrough results in half the time. Facts on Demand Press.
Career Development Activities and Resources
108
Teamwork and Collaboration Suggested Activities for Development • Create a system where employees recognize each other for good performance. • Establish a reward and recognition program for each unit/team. • Have teams develop exercises to build unity (e.g., organize celebrations, contests or
participate in community service activities, etc). • Let team members describe how they can best contribute to a team. • Facilitate group discussions to solve internal issues/problems. • Recognize team members’ contributions. • Identify possible obstacles that could prevent the team/group from working
effectively. Determine the cause of the issues and work on solutions. Develop a plan to implement solutions generated and monitor the results.
Books • Northhouse, P. (2010). Leadership: theory and practice. Sage Publications. • Scannell, M., & Scannell, E. (2009). The big book of team-‐motivating games: spirit-‐
building, problem-‐solving and communication games for every group. The McGraw-‐Hill Companies.
• Lencioni, P. M. (2002). The five dysfunctions of a team: a leadership fable. Jossey-‐Bass.
• Goleman, D., Boyatzis., & McKee, A. (2004). Primal leadership: learning to lead with emotional intelligence. Harvard Business School Press.
• Blanchard, K., Carew, D., & Parisi-‐Carew, E. (2009). The one minute manager builds high performing teams. HarperCollins Publishers.
• Parker, G.M. (2008). Team players and teamwork: working with personalities to develop effective teams. Wiley, John & Sons, Incorporated.
Recruitment and Hiring Resources
109
Appendix M: Recruitment and Hiring Resources On the pages that follow, a set of tools for hiring is provided, including:
• Behavioral Interview Questions for each of the 3 competencies • Interviewing Tips for Managers and Selection Committees • Interview Results Form • Questions NOT to ask During a Job Interview
Behavioral Interview Questions
Teamwork and Collaboration Collaborates with colleagues in order to achieve results in alignment with the operations and mission of the University of California.
Behavioral Indicators Interview Questions • Cooperates by adapting
to team needs and is flexible in resolving challenges.
• Participates in team activities that promote effective peer and work relationships.
• Keeps commitments to the team and demonstrates a shared responsibility and focus to ensure objectives and goals are successfully met.
• Embraces a shared understanding of team participant roles, responsibilities and decision making.
• Fosters team communications and dialogue, identifies opportunities to gain consensus for team options, decisions and outcomes.
• Builds collaborative relationships across the organization with stakeholders for resources, information, and decisions.
• Tell us about a time when you were on a successful team? What made it successful? Explain your role in the team. What was your biggest contribution?
• Describe a time when you have been part of a team in which differences of opinions developed about how the work was assigned or completed. What was your role? What actions did you take? What was the outcome? What did you learn from the experience?
• Tell me about a time when your coworkers gave you feedback about
your actions. How did you respond? What changes did you make?
• Describe a team experience you found disappointing. In reflecting on this situation, are there steps you could have taken to improve the situation?
• Tell me about a time you had to work with a team member who was less experienced or knowledgeable than other team members. What effect did it have on you and the team? What did you do and what was the outcome?
• Tell me about a time when it was necessary to confront a negative attitude in your team. Specifically what actions did you take and what was the outcome?
• We all have parts of our jobs that we don’t especially enjoy doing. Tell me about how you’ve approached a situation when you were asked to perform one of those tasks.
• Have you ever needed to gain cooperation from individuals who weren’t in your department? Were you successful at getting their help? Why or why not?
110
Resource Management and Stewardship Demonstrates integrity, accountability and efficient stewardship of university resources in a manner consistent with the UC Standards of Ethical conduct and other policies.
Behavioral Indicators Interview Questions • Models and promotes
safe behaviors in all work environments in accordance with university health and safety policies, procedures and guidelines.
• Embraces and promotes university ethical values and standards when managing and using resources.
• Models the use of sound judgment and accountability when managing human resources and using operational, financial resources.
• Raises awareness with others and manages risks responsibly in compliance with university policies and controls.
• Describe a situation when you demonstrated initiative and took action without waiting for direction. What was the outcome?
• Give an example of a time where you saved money or resources, made work easier, or your workplace safer. Was it a one-time situation, or was an ongoing opportunity for efficiencies? Were you the only person involved in reducing costs or waste that particular way? Did you share the idea?
• Describe a time when you came up with a creative solution
(idea/project/process/report) to a problem in your past work. What was the outcome? Were you satisfied with it?
• Give me an example of how you go about informing your superiors
when there has been a problem in your area that they need to know about. Describe your plan of action and the outcome.
• Have you ever run in to an ethical dilemma at a work? Please describe
the situation and how you dealt with it. • Tell us about a suggestion you made to improve the way job
processes/operations worked. What was the result? • Tell me about a time when you made a mistake or did not achieve what
was expected. What action did you take and what was the outcome? • How do you deal with others who refuse to accept responsibility for
issues in their area, but always blame something/someone else? What effect has this had on you or your team’s work?
111
Service Focus Values and delivers high quality, professional, responsive and innovative service.
Behavioral Indicators Interview Questions • Readily readjusts
priorities to respond to pressing and changing client demands.
• Cultivates strategic client relationships and loyalty.
• Sets or understands service standards and measures service performance against those standards.
• Identifies and assesses client and organization needs.
• Delivers services and products that add value while meeting and exceeding client expectations.
• Collaborates with clients, stakeholders and colleagues in the delivery of optimal service and service quality improvement.
• Applies emerging ideas, innovations and new technologies to ensure high quality service delivery.
• What does good customer service mean to you? Give an example of a time when you provided excellent customer service.
• Give a specific example of a time when you had to address an angry customer. What was the problem and what was the outcome? How did you diffuse the situation?
• Give an example of when you were able to communicate with another person when your relationship was strained or difficult.
• How do you obtain and keep up-to-date information about customers? How do you use this information to meet your customers’ needs?
• Tell me about a time when what was best for the customer was not best for the organization. How did you handle the situation and what was the result?
• How do you go about establishing rapport with a customer? What have you done to gain their confidence? Give an example.
• Tell me about a time when you or your team improved a customer
relationship. How did you recognize what improvements were needed? What was the outcome?
• Tell me about a time when you were not effective in meeting the
customer's needs. Why did you fall short and what steps did you take to correct the situation?
112
Interviewing Tips for Managers & Selection Committees
1) Before the Interview
• Draft introduction • Review requirements for the job • Determine behavioral competencies (at least three) related to the job • Develop questions that cover the tasks and behavioral competencies • Use the same set of questions for all the candidates
Addendum: See Core Competency Behavioral Interview questions 2) During the Interview I. Introduction
• Introduce self and describe your role in the organization • Provide information about the interview process • Make the interviewee feel at ease with a cordial greeting • Inform the interviewee that you will be asking a set list of questions
and there will be time for any questions that they may have afterwards
II. Position Review • Summarize the duties of the position and the selection criteria
III. Questions for the Interviewee
• The core questions must be the same for all interviewees to ensure equal treatment.
• Use open-ended questions that focuses on behavioral descriptions (e.g. describe a work situation in which they handled stress well)
IV. Questions from the Interviewee
• Invite and answer any questions the interviewee may have. V. Closing
• Explain the selection process and inform the interviewee how and when he/she will be next contacted
• Do not give any indication of the applicant’s standing relative to other prospective candidates
3) After the Interview (adapted from UCLA)
• Assess each applicant immediately following the interview and base your evaluations exclusively on interview information.
• Evaluate the interviewees on each selection separately. Use the entire rating spectrum in order to draw distinctions among interviewees.
• Use the Rating Guide to determine which interviewees rated highest on the selection criteria most important to your position. Then select the interviewee
113
who represents a match to perform the duties of the job most effectively. • If you evaluate two or more interviewees as substantially equally matched, give
primary consideration to providing promotional and transfer opportunities to career-status employees.
Reference Check
• Useful in verifying an applicant’s previous work history and skills, knowledge and abilities.
• Conduct FOR FINALISTS ONLY prior to making a hiring decision and offer. • Obtain authorization from the individual to verify information and check
references. • Contact 2-3 references including the current supervisor. • Describe the position, including the responsibilities and requirements • Ask open-ended questions. • Be prepared. Develop questions to explore areas of uncertainty and to confirm
positive aspects. • Follow up or probe when you feel the contact is reluctant to discuss certain
factors. • Be alert for pauses and voice inflections.
114
UC Berkeley IntervIew results form template
Overall Assessment
Highly Qualified Excellent experience, mastery of most assessment factors
Qualified Good relevant experience, basic use of some of the assessment factors
not Qualified Does not meet skill requirements of the position
Using the rating scale above, assess the applicant’s skills for each competency. Please document examples and note relevant experience in the area provided.
Applicant __________________________________ Interview date ________________________
Department _______________________________ Position Title _________________________
Interviewer ________________________________ Phone ______________________________
UC BErkElEy sTrICTly COnfIDEnTIAl | fOr InTErnAl UsE Only
Job skIlls:
Question:
Examples/notes:
q Excellent q Above Average q satisfactory q limited or no Experience
organIzatIonal Culture:
Question:
Examples/notes:
q Excellent q Above Average q satisfactory q limited or no Experience115
UC Berkeley IntervIew results form template
Additional Comments___________________________________________________________________________________________________________________________________________________________________________________________________________________________Adapted from UCLA and DATA Stars UC BErkElEy sTrICTly COnfIDEnTIAl | fOr InTErnAl UsE Only
CompetenCy:
Question:
situation/Task Action result
q Excellent q Above Average q satisfactory q limited or no Experience
CompetenCy:
Question:
situation/Task Action result
q Excellent q Above Average q satisfactory q limited or no Experience
CompetenCy:
Question:
situation/Task Action result
q Excellent q Above Average q satisfactory q limited or no Experience
116
• Race, color, religion, gender or national origin EEOC guidelines prohibit asking questions that may reveal this information; rejected applicants could have grounds for a discrimination suit if any of these ques-tions were part of the application process.
• Age is irrelevant unless you are concerned about child-labor violations under the fair labor standards Act, in which case you can ask for proof that he/she is old enough to work.
• Union affiliation could be considered an unfair labor practice under the national labor relations Act if the applicant claims he or she was not hired because of the union affiliation.
• Veteran status/military records General questions about a person’s background in the military should only be asked if based on business neces-sity or job-related reasons. If requested, such information should include a statement that general or dishonorable discharge will not be an absolute bar to employment, but that other factors will be taken into consideration.
• Weekend work/shift changes Unless required for the job, the applicant should not have to state whether or not they can work on the weekends - this could screen out applicants who cannot work on some weekend days because of their religious beliefs.
• Arrest record do not ask at all
• Association with present employees this information is not relevant to an applicant’s ability to perform suc-cessfully in a particular job, and the tendency to either encourage or prohibit the employment of friends or relatives of existing employees may create an adverse impact on members of protected classes.
• Bankruptcy and credit affairs never ask about bankruptcy since it is illegal to discrimi-nate on this basis under the federal Bankruptcy law — all credit inquiries must comply with the fair Credit reporting Act.
UC Berkeley
Questions not to ask During a Job Interview Consider that some questions that may be unacceptable for the interview
particularly in the following areas
• Citizenship Unless required by law or regulation, you may not ask applicants if they are U.s. citizens since it is considered discriminatory under the Immigration reform and Control Act. you may ask if candidates are authorized to work in the United states.
• Disability The Americans with Disabilities Act makes it illegal to ask questions about an applicant’s disability or perceived disability — it is crucial to focus on the job, not on the disability.
• Driver’s license avoid asking about it unless the job re-quires one since it could statistically screen out females, minorities and/or individuals with disabilities.
• Educational attainment is relevant if it is directly related to successful job performance — if not, avoid it because it could potentially screen out minorities.
• Emergency-contact information is unnecessary at the application stage — and it can be discriminatory if it reveals information about the applicant’s membership in a protected class.
• English-language skills Only ask if it is a requirement of the job (i.e. an English teacher) otherwise it could be construed as national-origin discrimination.
• Height and weight can be discriminatory — it is important to focus on what the job requires, not the person’s physical characteristics.
• Marital status/name changes/spouse/children any questions relating to these issues may be construed as discriminatory, especially against women — none are job related.
• Organization or club membership this might reveal protected-class information and it is irrelevant.
Adapted from UCLA’s Navigating the Recruitment and Selection Process: Guide for UCLA Hiring Managers/Supervisors117
Benchmarking Resources
118
Appendix N: Benchmarking Resources The following resources were highlighted in the report and offer examples of best practices in implementation of a competency framework.
Appendix N-‐1 Baylor University 119 Appendix N-‐2 Cornell University 124 Appendix N-‐3 Microsoft 137 Appendix N-‐4 Sarasota County 138 Appendix N-‐5 Stanford University 149 Appendix N-‐6 State of Georgia 151 Appendix N-‐7 State of Tennessee 164 Appendix N-‐8 Texas A&M 175 Appendix N-‐9 University of California Davis 178 Appendix N-‐10 University of California Los Angeles 187 Appendix N-‐11 University of Michigan 196 Appendix N-‐12 University of Pennsylvania 200 Appendix N-‐13 University of Virginia 209
What do we expect of each other as staff
members at Baylor? 1
Commit to Baylor’s mission and vision Support Baylor’s mission
Work within your role to help accomplish the
mission and vision
Keep informed about issues affecting higher
education and how they affect Baylor’s mission
and vision
See the big picture of how your work fits into
Baylor’s mission and vision, and into your
department’s goals
Pursue excellence in your work
Continuously work to hone your
technical/functional skills
Continuously work to improve processes in
your department
Take personal responsibility for your work
Attend to important details
Drive for results
Practice good judgment and good decision
making
Take pride in doing things right, rather than
“just getting it done”
Be action oriented and energetic about your
work
Persevere
Serve others willingly and well Take extra steps when necessary to provide
better service
Listen to the people you serve; seek ways to
serve them better; think of ways to make their
lives easier
Be empathetic, friendly and tactful to those you
serve
Learn to serve even difficult people graciously
Use good service techniques, such as good
telephone skills
Establish good relationships with the people
you serve
Work to overcome barriers to good service in
your area
Be a good steward of time, resources, and
your own energy Practice good organization skills and good time
management
Prioritize
Use goal setting and planning to help you focus
your efforts
Be responsible with Baylor’s money; follow
Baylor’s financial policies
Maintain a balance between work and the rest
of your life
Seek learning Welcome and apply feedback
Seek development opportunities
Take on new challenges
Learn to deal with change productively
Build good work relationships and
contribute to a collegial work environment Be honest and ethical
Be trustworthy; work to build trust
Work to communicate well both interpersonally
and in writing
Listen
Approach work and others with a positive
attitude
Identify and acknowledge your own strengths
and weaknesses
Accept and appreciate differences in others
Cooperate; think win-win
Be caring and considerate
Respect your co-workers
Be approachable, pleasant, and gracious
Be composed and patient
Express disagreements assertively and tactfully
Work to resolve problems productively
1 Note the bullet points under each general expectations are meant to be examples, not exhaustive lists, of behaviors
that might be included within that general expectation.
119
In addition,
What is expected of Baylor Supervisors?2
Be fair /Inspire trust Use fair and legal management practices
Avoid even the perception of favoritism
Don’t discriminate
Keep confidences
Be truthful and direct
Model consistency and composure
Intentionally behave in ways that build
trust
Hire well Use legal and fair hiring practices
Identify what knowledge, skills and
attitudes are required for a position
Use interviewing and other hiring
techniques skillfully
Follow policies and procedures in hiring
Consider motivational and behavioral fit,
and fit with Baylor’s mission when hiring,
as well as technical skill
Help people develop Hold regular development discussions
Help employees construct and execute
development plans
Encourage employees to regularly take
time for development activities
Use delegation as a developmental tool
Help people to learn from their mistakes
Provide constructive feedback
Be aware of each employee’s career goals
Encourage people to develop their
gifts/skills – even if it means they may
eventually leave you or leave Baylor
Lead with courage Let people know where they stand
Face up to problems quickly and directly
Step up to conflicts; see them as
opportunities for improvement
Don’t be afraid to take negative action
when necessary (probation, firing, etc.) Manage legally and according to policy
Keep up to date on the legal implications
of various management practices
Make sure your management practices are
well within legal parameters
Keep abreast of Baylor policies and fulfill
your responsibilities accordingly
Manage performance Develop goals and standards for your area
that are aligned with the mission and vision
of the university
Establish clear expectations and directions
Set and communicate priorities
Hold yourself and the people in your area
accountable for accomplishing goals and
standards
Help individuals develop goals that are in
alignment with departmental goals
Provide information that will help
individuals monitor their own and the
department’s performance
Use coaching and feedback skills to help
people perform well
Recognize and reward good performance
Take action to improve performance
deficiencies
Organize resources and processes to
accomplish the work of the department
effectively
Build a good working environment Be approachable
Understand that different people are
motivated by different things; match
motivation to the individual
Empower the people whom you supervise
Invite input; share ownership and visibility
Acknowledge and celebrate team
accomplishments
Recognize and utilize contributions of
people from diverse backgrounds and
different behavioral styles
Promote team cohesiveness
Keep people informed about decisions,
changes, issues, etc. that affect them
Encourage and model open and direct two-
way communication
Use coaching and feedback skills to help
people work together well
2 These expectations for supervisors are in addition to the general expectations for all Baylor employees.
120
Staff Performance Evaluation & Planning Document
Last Name: First Name:
ID Number:
Supervisor Name:
Position:
Department:
Date of Review:
Review Period: From To
Review Type: Choose from list
IMPORTANT NOTE: Certain standards of performance and conduct must be maintained among the staff of Baylor University. This discussion document is designed to enhance the performance and professional development of the vast majority of Baylor staff who are meeting performance and conduct expectations. For cases where a staff employee's performance or conduct falls below the standard, Baylor permits an observation period (BU-PP 805) to allow the employee an opportunity for improvement. An employee in observation status is not guaranteed continued employment since Baylor is an at-will employer. Baylor also provides guidance in the Staff Disciplinary Policy (BU-PP 807) that outlines a course of progressive discipline for employees whose performance or conduct falls below Baylor's standard. It is the supervisor's responsibility to inform the staff employee when the employee's performance or conduct is below standard. It is also the supervisor's responsibility to initiate the observation period and/or any needed disciplinary measures. Supervisors: if you are in a situation in which an employee's performance or conduct has been unsatisfactory, contact Human Resources at (254)710-2000 for help in initiating BU-PP 805 or BU-PP 807 as appropriate.
Employee signature Date Supervisor signature Date
Dept. Head/Div.Head signature Date
Upon completion, please send all pages of the original document to: Human Resources, Baylor University, One Bear Place, #97053, Waco, TX, 76798-7053.
Year Year
121
Note: Each field's expansion to accommodate text is displayed when tabbing or clicking in next field. Text options such as Bold, Underline, or Italicize are available by right clicking on text and selecting Text Style.
REVIEWING THE PREVIOUS YEAR1. Summarize what has gone well with your past year's work to include specific facts and examples related to your job. Examples of (but not required) topics for this section include and are not limited to: your contributions toward the goals related to Baylor's mission and vision, accomplishments, professional development, listing three to five of your strongest traits that have helped you be successful in your job, and/or things you have done to help the development of the employees whom you supervise (if applicable - supervisors are expected to cover this).
Employee response below:
Supervisor response below:
2. Summarize what you wish had gone differently with your past year's work:
Employee response below:
Supervisor response below:
3. Summarize your work plans for the coming year. Include specifics that best relate to your job. Examples of (but not required) topics for this section include and are not limited to: primary work goals (five or less), steps necessary to achieve your goals, how your goals will advance Baylor's mission and vision (as applicable), anticipated dates for completing goals, professional development, and/or things you can do to help the development of the employees whom you supervise (if applicable - supervisors are expected to cover this).
Employee response below:
Supervisor response below:
4. Summarize what your supervisor could do to help you succeed in your job (e.g., resources, communications, work environment, coaching, etc.)
Employee response below:
Supervisor response below:
5. Optional: Are there any career goals that you would like to discuss with your supervisor?
Employee response below:
Supervisor response below:
122
6. Job Description: Please review your job description. Click here to review, revise, create or print your job description. Creation of or revisions to job descriptions will require supervisor approval, which will be verified by Human Resources before placement into the primary database. For assistance, please contact Human Resources at (254)710-2000.
Job description updated
No update needed
7. Overall Performance Indicator for the Past Year: The employee provides a self rating by checking one of the boxes below. Upon full consideration of the performance discussion, the supervisor will designate a final overall performance indicator for approval. The performance indicator is used to determine merit increases.
Performance Ratings Employee Supervisor
"E" for Excellent Performance consistently exceeds goals, job requirements, and expectations, and is significantly beyond the scope of the job requirements in ways that enhance or improve work assignments or work area.
"VG" for Very Good: Performance consistently meets and frequently exceeds goals, job requirements, and expectations. Assignments are completed in a highly effective manner.
“G” for Good: Performance meets goals, job requirements, and expectations. Performance is dependable.
“I” for Improvement Necessary: Performance does not consistently meet goals, job requirements, and expectations. Improvements in specific areas are required as noted below.
“U” for Unsatisfactory: Performance does not meet goals, job requirements, and expectations. An immediate plan for improvement is required via observation as continued performance at this level could result in disciplinary action or termination of employment. Attach a completed BU-PP805A form to performance document.
FOR USE DURING REVIEW DISCUSSION: Please initial in the appropriate box as verification that you both have seen and discussed the performance ratings. . . . . . . . . . . . . . . . . . . . . . .
If the supervisor has selected the overall performance indicator of “I” [Improvement Necessary] the supervisor's responsemust include specific areas of improvement in this section of the performance and planning document:
8. Other comments from either employee or supervisor, if any:
Employee response below:
Supervisor response below:
Comments from division or department head, if any:
123
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tline
d an
d m
onito
red
Ful
fills
pos
ition
requ
irem
ents
, co
nsis
tent
ly m
eetin
g es
tabl
ishe
d go
als a
nd
expe
ctat
ions
. Per
form
ance
mak
es th
e ex
pect
ed c
ontr
ibut
ions
to u
nit g
oals
.
Perf
orm
s bey
ond
expe
ctat
ions
in a
m
ajor
ity o
f pos
ition
dut
ies a
nd
resp
onsi
bilit
ies.
Con
sist
ently
mee
ts a
nd, a
t tim
e, e
xcee
ds p
ositi
on e
xpec
tatio
ns –
m
akin
g a
sign
ifica
nt c
ontr
ibut
ion
to th
e ov
eral
l ach
ieve
men
t of u
nit/d
epar
tmen
t go
als.
Wor
ks c
onsi
sten
tly a
t a su
peri
or le
vel i
n m
ost
aspe
cts o
f pos
ition
; con
sist
ently
exc
eeds
goa
ls
and
expe
ctat
ions
. Mak
es a
n ex
cept
iona
l or
uniq
ue c
ontr
ibut
ion
to th
e un
it/de
part
men
t.
Incl
usiv
enes
s:
Sh
ows r
espe
ct fo
r diff
eren
ce in
ba
ckgr
ound
s, lif
esty
les,
view
poin
ts, a
nd
need
s, w
ith re
spec
t to
ethn
icity
, gen
der
cree
d an
d se
xual
orie
ntat
ion
Pr
omot
es c
oope
ratio
n an
d a
wel
com
ing
envi
ronm
ent f
or a
ll
Wor
ks to
und
erst
and
the
pers
pect
ives
br
ough
t by
all i
ndiv
idua
ls
Pu
rsue
s kno
wle
dge
of d
iver
sity
and
in
clus
iven
ess
Fa
ils to
dem
onst
rate
equ
itabl
e re
spec
t for
mem
bers
of C
orne
ll C
omm
unity
. Is u
ncoo
pera
tive
with
cer
tain
com
mun
ity
mem
bers
. •
Avo
ids o
ppor
tuni
ty to
bui
ld
know
ledg
e of
div
ersi
ty a
nd
incl
usiv
enes
s.
O
ccas
iona
lly d
emon
stra
tes a
lack
of
resp
ect f
or o
ther
s; m
ay e
xhib
it di
ffic
ulty
in e
stab
lishi
ng e
ffec
tive
wor
king
rela
tions
hips
with
ce
rtain
mem
bers
of c
omm
unity
.
Doe
s not
take
initi
ativ
e to
bui
ld
know
ledg
e of
div
ersi
ty a
nd
incl
usiv
enes
s.
D
emon
stra
tes e
quita
ble
resp
ect
for a
nd w
elco
mes
all
mem
bers
of
Cor
nell
Com
mun
ity.
Es
tabl
ishe
s and
wel
com
es
effe
ctiv
e w
orki
ng re
latio
nshi
ps
with
all
mem
bers
of C
orne
ll C
omm
unity
.
Reg
ular
ly b
uild
s kno
wle
dge
of
and
dem
onst
rate
s beh
avio
rs
cons
iste
nt w
ith th
e U
nive
rsity
’s
dive
rsity
and
incl
usiv
enes
s ob
ject
ives
.
Fr
eque
ntly
seek
s opp
ortu
nitie
s to
enco
urag
e ot
hers
to d
emon
stra
te
equi
tabl
e an
d re
spec
tful t
reat
men
t fo
r mem
bers
of C
orne
ll C
omm
unity
whi
le m
odel
ing
desi
red
beha
vior
.
Take
s ini
tiativ
e to
impr
ove
coop
erat
ion
and
wel
com
e en
viro
nmen
t for
all.
Act
ivel
y se
eks a
nd c
onsi
ders
di
ffer
ent p
ersp
ectiv
es.
Fr
eque
ntly
seek
s to
incr
ease
and
ap
ply
know
ledg
e of
div
ersi
ty a
nd
incl
usiv
enes
s.
Le
ads a
nd/o
r ins
pire
s oth
ers i
n de
mon
stra
ting
equi
tabl
e re
spec
t for
all
mem
bers
of C
orne
ll C
omm
unity
.
Con
sist
ently
pro
mot
es c
oope
ratio
n an
d w
elco
min
g en
viro
nmen
t for
all.
Gai
ns d
iffer
ent p
ersp
ectiv
es a
nd sh
ares
w
ith le
ader
ship
to c
ontin
ually
enh
ance
in
clus
ive
and
dive
rse
envi
ronm
ent a
t C
orne
ll.
C
onsi
sten
tly p
ursu
es k
now
ledg
e of
di
vers
ity a
nd in
clus
iven
ess a
nd
activ
ely
deve
lops
thos
e sk
ills i
n ot
hers
.
Ada
ptab
ility
:
Is fl
exib
le, o
pen
and
rece
ptiv
e to
new
id
eas a
nd a
ppro
ache
s
Ada
pts t
o ch
angi
ng p
riorit
ies,
situ
atio
ns,
and
dem
ands
Han
dles
mul
tiple
task
s and
prio
ritie
s
Mod
ifies
one
’s p
refe
rred
way
of d
oing
th
ings
Fa
ils to
cha
nge
usua
l pat
tern
s of
beha
vior
or p
erfo
rman
ce to
mee
t sp
ecifi
c ex
pect
atio
ns.
Is
not
rece
ptiv
e to
new
in
form
atio
n or
vie
wpo
ints
.
Is u
nwill
ing
to tr
y or
supp
ort a
di
ffic
ult a
ppro
ach.
Ex
hibi
ts d
iffic
ulty
in a
djus
ting
to
chan
ging
situ
atio
ns, p
riorit
ies,
and
resp
onsi
bilit
ies.
La
cks a
ppre
ciat
ion
and
unde
rsta
ndin
g of
diff
eren
t pe
rspe
ctiv
es.
H
as d
iffic
ulty
man
agin
g w
orkl
oad.
Is
flex
ible
, ope
n, a
nd re
cept
ive
to
new
info
rmat
ion,
idea
s and
ap
proa
ches
.
Usu
ally
ada
pts t
o ch
angi
ng
prio
ritie
s, si
tuat
ions
, and
de
man
ds.
• H
andl
es m
ultip
le ta
sks a
nd
prio
ritie
s, an
d ad
just
s to
ambi
guity
and
cha
nge
posi
tivel
y.
• M
odifi
es p
refe
rred
way
of d
oing
th
ings
to su
ppor
t org
aniz
atio
nal
obje
ctiv
es.
U
nder
stan
ds a
nd a
ppre
ciat
es
diff
eren
t and
opp
osin
g pe
rspe
ctiv
es.
A
ctiv
ely
supp
orts
cha
ngin
g di
rect
ion,
prio
ritie
s, an
d re
spon
sibi
litie
s.
Is w
illin
g to
exp
erim
ent a
nd ta
ke
risks
in tr
ying
a d
iffer
ent
appr
oach
.
Switc
hes r
oles
and
pro
cedu
res
easi
ly to
faci
litat
e ch
ange
and
can
be
relie
d up
on to
hel
p ot
hers
in
this
pro
cess
.
A
ntic
ipat
es a
nd p
roac
tivel
y re
spon
ds
to c
hang
ing
situ
atio
ns to
ach
ieve
wor
k re
sults
- gen
erat
ing
new
idea
s, in
form
atio
n, a
nd e
xplo
res n
ew
poss
ibili
ties.
Cha
mpi
ons c
hang
e an
d w
orks
ef
fect
ivel
y w
ithin
a v
arie
ty o
f si
tuat
ions
, ind
ivid
uals
and
/or g
roup
s to
resp
ond
to c
hang
e.
In
spire
s, en
cour
ages
and
pro
vide
s gu
idan
ce a
nd su
ppor
t to
othe
rs in
re
spon
se to
cha
nge.
Mai
ntai
ns a
nd
prom
otes
rece
ptiv
ity, f
lexi
bilit
y an
d fo
cus w
hen
deal
ing
with
unc
erta
inty
, ch
ange
and
tran
sitio
n.
Ski
lls fo
r S
ucce
ss
© C
orne
ll U
nive
rsity
. Use
d by
per
mis
sion
from
the
Off
ice
of H
uman
Res
ourc
es, C
orne
ll U
nive
rsity
, 200
4.
1
124
Fails
to a
chie
ve
expe
ctat
ions
/sta
ndar
ds
Nee
ds im
prov
emen
t to
fully
ac
hiev
e ex
pect
atio
ns/s
tand
ards
Fu
lly a
chie
ves
expe
ctat
ions
/sta
ndar
ds
Freq
uent
ly e
xcee
ds
expe
ctat
ions
/sta
ndar
ds
Con
sist
ently
sur
pass
es
expe
ctat
ions
/sta
ndar
ds
E
xam
ples
of D
emon
stra
ted
Beh
avio
rs:
Doe
s not
fulfi
ll po
sitio
n re
quir
emen
ts.
Cor
rect
ive
perf
orm
ance
pla
n m
ust b
e ou
tline
d an
d m
onito
red,
or t
erm
inat
ion
mus
t be
initi
ated
.
Fai
ls to
mee
t one
or m
ore
of th
e si
gnifi
cant
pos
ition
requ
irem
ents
. R
equi
res i
mpr
ovem
ents
in a
reas
not
ed.
Cor
rect
ive
perf
orm
ance
pla
n m
ust b
e ou
tline
d an
d m
onito
red
Ful
fills
pos
ition
requ
irem
ents
, co
nsis
tent
ly m
eetin
g es
tabl
ishe
d go
als a
nd
expe
ctat
ions
. Per
form
ance
mak
es th
e ex
pect
ed c
ontr
ibut
ions
to u
nit g
oals
.
Perf
orm
s bey
ond
expe
ctat
ions
in a
m
ajor
ity o
f pos
ition
dut
ies a
nd
resp
onsi
bilit
ies.
Con
sist
ently
mee
ts a
nd, a
t tim
e, e
xcee
ds p
ositi
on e
xpec
tatio
ns –
m
akin
g a
sign
ifica
nt c
ontr
ibut
ion
to th
e ov
eral
l ach
ieve
men
t of u
nit/d
epar
tmen
t go
als.
Wor
ks c
onsi
sten
tly a
t a su
peri
or le
vel i
n m
ost
aspe
cts o
f pos
ition
; con
sist
ently
exc
eeds
goa
ls
and
expe
ctat
ions
. Mak
es a
n ex
cept
iona
l or
uniq
ue c
ontr
ibut
ion
to th
e un
it/de
part
men
t.
Sel
f Dev
elop
men
t:
En
hanc
es p
erso
nal k
now
ledg
e, sk
ills,
and
abili
ties
A
ntic
ipat
es a
nd a
dapt
s to
tech
nolo
gica
l ad
vanc
es a
s nee
ded
Se
eks o
ppor
tuni
ty fo
r con
tinuo
us le
arni
ng
Se
eks a
nd a
cts u
pon
perf
orm
ance
fe
edba
ck
In
effe
ctiv
ely
appl
ies o
r lac
ks jo
b kn
owle
dge/
skill
s to
mee
t st
anda
rds.
A
void
s and
/or d
oes n
ot b
enef
it fr
om o
ppor
tuni
ties f
or le
arni
ng.
D
oes n
ot im
prov
e be
havi
ors i
n re
spon
se to
per
form
ance
fe
edba
ck.
Fr
eque
ntly
fails
to p
ursu
e de
velo
pmen
tal o
ppor
tuni
ties
and/
or a
pply
new
skill
s to
mee
t st
anda
rds.
D
oes n
ot fu
lly im
prov
e be
havi
ors
in re
spon
se to
per
form
ance
fe
edba
ck.
Ef
fect
ivel
y ap
plie
s and
pur
sues
op
portu
nitie
s to
incr
ease
job
know
ledg
e/sk
ills t
o co
mpl
ete
obje
ctiv
es.
A
cts s
ucce
ssfu
lly to
impr
ove
beha
vior
s in
resp
onse
to
perf
orm
ance
feed
back
.
C
usto
mar
ily in
crea
ses j
ob
know
ledg
e/sk
ills t
o ac
com
plis
h ob
ject
ives
.
Ofte
n se
eks,
acce
pts,
and
achi
eves
not
ewor
thy
succ
ess o
n ad
ditio
nal r
espo
nsib
ilitie
s.
Act
ivel
y se
eks d
evel
opm
ent
perf
orm
ance
feed
back
and
act
s up
on in
put t
o co
ntin
uous
ly
impr
ove
perf
orm
ance
.
C
ontin
ually
app
lies e
ver-
incr
easi
ng
job-
know
ledg
e/sk
ills t
o ad
dres
s ch
alle
nges
and
/or l
ead
new
in
itiat
ives
.
Reg
ular
ly se
eks a
dditi
onal
re
spon
sibi
litie
s and
ach
ieve
s si
gnifi
cant
succ
ess.
D
emon
stra
tes c
ontin
uous
im
prov
emen
t in
self
and
insp
ires
othe
rs to
war
d it.
C
omm
unic
atio
n:
D
emon
stra
tes t
he a
bilit
y to
exp
ress
th
ough
ts c
lear
ly, b
oth
oral
ly a
nd in
w
ritin
g
Dem
onst
rate
s eff
ectiv
e lis
teni
ng sk
ills
Sh
ares
kno
wle
dge
and
info
rmat
ion
A
sks q
uest
ions
and
off
ers i
nput
for
posi
tive
resu
lts
Fa
ils to
writ
e an
d/or
spea
k ef
fect
ivel
y. D
oes n
ot c
onve
y m
essa
ges o
r ide
as c
lear
ly.
• D
ispl
ays i
neff
ectiv
e lis
teni
ng
skill
s, in
clud
ing
inte
rrup
ting
othe
rs, i
napp
ropr
iate
resp
onse
s, im
patie
nce,
arr
ogan
ce o
r di
sint
eres
t, an
d in
abili
ty to
ac
cura
tely
rest
ate
othe
rs’ v
iew
s.
• Fa
ils to
shar
e kn
owle
dge
and/
or
info
rmat
ion
in a
n ef
fect
ive
man
ner.
W
rites
and
spea
ks in
way
s tha
t ha
mpe
r eff
ectiv
ely
conv
eyin
g m
essa
ges a
nd id
eas.
• Ex
hibi
ts le
ss th
an e
ffec
tive
liste
ning
thro
ugh
dist
ract
ion,
di
sint
eres
t, ov
erac
tive
resp
onse
, in
terr
uptio
n, a
nd/o
r som
ewha
t in
accu
rate
rest
atem
ent o
f oth
ers’
vi
ews.
• Ex
hibi
ts d
iffic
ulty
in sh
arin
g kn
owle
dge
and/
or in
form
atio
n in
a
timel
y, e
ffec
tive
man
ner.
W
rites
and
spea
ks c
lear
ly a
nd
succ
inct
ly in
a v
arie
ty o
f set
tings
an
d st
yles
to c
onve
y m
essa
ges
and
idea
s eff
ectiv
ely.
Dem
onst
rate
s atte
ntiv
e, p
atie
nt
and
activ
e lis
teni
ng; a
ccur
atel
y re
stat
es o
ther
s’ v
iew
s.
Shar
es k
now
ledg
e an
d in
form
atio
n w
ith ti
mel
ines
s in
man
ners
app
ropr
iate
to p
artic
ular
au
dien
ce.
• W
rites
and
spea
ks fr
eque
ntly
in
varie
d se
tting
s and
styl
es to
co
nvey
mes
sage
s and
idea
s in
pers
uasi
ve, e
ffec
tive,
and
in
spiri
ng m
anne
r. •
Exhi
bits
tale
nted
bal
ance
in
liste
ning
to, s
eeki
ng a
nd d
raw
ing
out o
ther
s’ v
iew
s; a
ccur
atel
y sy
nthe
size
s ind
ivid
ual a
nd g
roup
co
nclu
sion
s. •
Effe
ctiv
ely
enco
urag
es o
ther
s to
shar
e kn
owle
dge
and
info
rmat
ion
with
tim
elin
ess w
hile
mod
elin
g th
ose
sam
e be
havi
ors.
• C
onsi
sten
tly d
emon
stra
tes h
ighl
y ef
fect
ive
and
tailo
red
writ
ing
and
spea
king
styl
es to
con
vey
mes
sage
s an
d id
eas t
o va
ried
audi
ence
s to
build
und
erst
andi
ng, c
omm
itmen
t, an
d or
gani
zatio
nal e
ffec
tiven
ess.
• C
onsi
sten
tly e
xhib
its e
arne
st
liste
ning
and
con
side
ratio
n to
bui
ld
trust
and
con
fiden
ce w
hile
car
ryin
g in
put f
orw
ard
to a
ppro
pria
te p
artie
s.
• C
onsi
sten
tly m
odel
s hig
hly
effe
ctiv
e be
havi
ors i
n sh
arin
g kn
owle
dge
and
info
rmat
ion
that
pro
pels
and
teac
hes
othe
rs to
per
form
in li
ke m
anne
r.
Team
wor
k:
B
uild
s wor
king
rela
tions
hips
to so
lve
prob
lem
s and
ach
ieve
com
mon
goa
ls
D
emon
stra
tes s
ensi
tivity
to th
e ne
eds o
f ot
hers
Off
ers a
ssis
tanc
e, su
ppor
t, an
d fe
edba
ck
to o
ther
s
Wor
ks e
ffec
tivel
y an
d co
oper
ativ
ely
with
ot
hers
Fr
eque
ntly
dis
play
s beh
avio
rs
and
actio
ns th
at a
re in
cons
iste
nt
with
exp
ecte
d w
orkp
lace
co
urte
sy, r
espe
ct a
nd in
divi
dual
co
nsid
erat
ion.
Freq
uent
ly b
ehav
es in
man
ners
de
trim
enta
l to
cow
orke
rs,
team
wor
k, a
nd/o
r cus
tom
ers.
D
oes n
ot c
oope
rate
with
oth
ers t
o ac
hiev
e as
sign
ed g
oals
.
O
n oc
casi
on, d
ispl
ays b
ehav
iors
an
d ac
tions
that
are
inco
nsis
tent
w
ith e
xpec
ted
wor
kpla
ce
cour
tesy
, res
pect
and
indi
vidu
al
cons
ider
atio
n.
So
met
imes
exh
ibits
beh
avio
r tha
t is
det
rimen
tal t
o th
e m
oral
e an
d/or
the
acco
mpl
ishm
ents
of
the
wor
k gr
oup
and/
or c
usto
mer
s.
H
as d
iffic
ulty
coo
pera
ting
with
ot
hers
to a
chie
ve a
ssig
ned
goal
s.
Ex
hibi
ts e
xpec
ted
wor
kpla
ce
cour
tesy
, res
pect
and
indi
vidu
al
cons
ider
atio
n.
B
ehav
es in
man
ners
that
po
sitiv
ely
influ
ence
wor
king
re
latio
nshi
ps.
C
ontri
bute
s eff
ectiv
ely
to
depa
rtmen
tal a
nd c
ross
-de
partm
enta
l goa
ls.
O
ften
exhi
bits
pos
itive
beh
avio
r th
at p
rom
otes
, sup
ports
, and
in
fluen
ces c
oope
ratio
n fr
om
othe
rs w
hile
dem
onst
ratin
g co
nsid
erat
ion
for o
ther
s.
Freq
uent
ly g
ives
and
seek
s re
spec
tful a
nd c
onst
ruct
ive
feed
back
am
ong
cow
orke
rs a
nd
supe
riors
to im
prov
e m
oral
e an
d/or
gro
up a
ccom
plis
hmen
ts.
Fr
eque
ntly
enh
ance
s wor
king
re
latio
nshi
ps to
impr
ove
depa
rtmen
tal a
nd c
ross
-de
partm
enta
l acc
ompl
ishm
ents
.
C
onsi
sten
tly le
ads c
olle
ague
s to
insp
ired
coop
erat
ion
and
team
wor
k in
supp
ort o
f col
lege
/uni
t/uni
vers
ity
goal
s.
Act
ivel
y se
eks a
nd g
ives
resp
ectfu
l an
d co
nstru
ctiv
e fe
edba
ck a
mon
g co
lleag
ues,
impr
oves
ow
n ac
tions
in
resp
onse
, and
enc
oura
ges o
ther
s to
do th
e sa
me.
Con
sist
ently
dev
elop
s opp
ortu
nitie
s fo
r sel
f and
col
leag
ues t
o im
prov
e w
orki
ng re
latio
nshi
ps a
nd w
ork
outc
omes
.
Ski
lls fo
r S
ucce
ss
© C
orne
ll U
nive
rsity
. Use
d by
per
mis
sion
from
the
Off
ice
of H
uman
Res
ourc
es, C
orne
ll U
nive
rsity
, 200
4.
2
125
Fails
to a
chie
ve
expe
ctat
ions
/sta
ndar
ds
Nee
ds im
prov
emen
t to
fully
ac
hiev
e ex
pect
atio
ns/s
tand
ards
Fu
lly a
chie
ves
expe
ctat
ions
/sta
ndar
ds
Freq
uent
ly e
xcee
ds
expe
ctat
ions
/sta
ndar
ds
Con
sist
ently
sur
pass
es
expe
ctat
ions
/sta
ndar
ds
E
xam
ples
of D
emon
stra
ted
Beh
avio
rs:
Doe
s not
fulfi
ll po
sitio
n re
quir
emen
ts.
Cor
rect
ive
perf
orm
ance
pla
n m
ust b
e ou
tline
d an
d m
onito
red,
or t
erm
inat
ion
mus
t be
initi
ated
.
Fai
ls to
mee
t one
or m
ore
of th
e si
gnifi
cant
pos
ition
requ
irem
ents
. R
equi
res i
mpr
ovem
ents
in a
reas
not
ed.
Cor
rect
ive
perf
orm
ance
pla
n m
ust b
e ou
tline
d an
d m
onito
red
Ful
fills
pos
ition
requ
irem
ents
, co
nsis
tent
ly m
eetin
g es
tabl
ishe
d go
als a
nd
expe
ctat
ions
. Per
form
ance
mak
es th
e ex
pect
ed c
ontr
ibut
ions
to u
nit g
oals
.
Perf
orm
s bey
ond
expe
ctat
ions
in a
m
ajor
ity o
f pos
ition
dut
ies a
nd
resp
onsi
bilit
ies.
Con
sist
ently
mee
ts a
nd, a
t tim
e, e
xcee
ds p
ositi
on e
xpec
tatio
ns –
m
akin
g a
sign
ifica
nt c
ontr
ibut
ion
to th
e ov
eral
l ach
ieve
men
t of u
nit/d
epar
tmen
t go
als.
Wor
ks c
onsi
sten
tly a
t a su
peri
or le
vel i
n m
ost
aspe
cts o
f pos
ition
; con
sist
ently
exc
eeds
goa
ls
and
expe
ctat
ions
. Mak
es a
n ex
cept
iona
l or
uniq
ue c
ontr
ibut
ion
to th
e un
it/de
part
men
t.
Ser
vice
-Min
ded:
Is a
ppro
acha
ble/
acce
ssib
le to
oth
ers
R
each
es o
ut to
be
help
ful i
n a
timel
y an
d re
spon
sive
man
ner
St
rives
to sa
tisfy
one
’s e
xter
nal a
nd/o
r in
tern
al c
usto
mer
s
Is d
iplo
mat
ic, c
ourte
ous,
and
wel
com
ing
D
ispl
ays b
ehav
iors
and
act
ions
th
at a
re d
etrim
enta
l to
co-
wor
kers
, tea
mw
ork,
and
cu
stom
ers.
In
tera
ctio
ns w
ith in
tern
al a
nd
exte
rnal
cus
tom
ers a
re
char
acte
rized
as d
isco
urte
ous,
unre
spon
sive
, unt
imel
y, ru
de, o
r di
sres
pect
ful.
A
t tim
es, d
ispl
ays a
ctio
ns th
at a
re
detri
men
tal t
o cu
stom
er-s
ervi
ce
rela
tions
hips
.
In a
reas
iden
tifie
d, d
oes n
ot
prov
ide
expe
cted
leve
l of
assi
stan
ce a
nd se
rvic
e to
inte
rnal
an
d/or
ext
erna
l cus
tom
ers.
D
emon
stra
tes u
nsat
isfa
ctor
y pe
rfor
man
ce in
one
or m
ore
of
the
beha
vior
s not
ed im
med
iate
ly
to th
e rig
ht in
the
“Ful
ly
Ach
ieve
s” c
ateg
ory.
Es
tabl
ishe
s and
mai
ntai
ns
prod
uctiv
e w
ork
rela
tions
hips
w
ith c
olle
ague
s and
cus
tom
ers.
U
nder
stan
ds c
usto
mer
nee
ds a
nd
wor
ks to
mee
t the
m, t
akin
g in
to
cons
ider
atio
n et
hica
l beh
avio
r, un
iver
sity
pol
icie
s, re
gula
tions
, an
d re
sour
ces.
Is
app
roac
habl
e, d
iplo
mat
ic,
acce
ssib
le, a
nd w
elco
min
g.
R
each
es o
ut to
be
help
ful.
Is
proa
ctiv
e in
pro
vidi
ng h
elpf
ul,
cour
teou
s, an
d tim
ely
assi
stan
ce.
Is
acc
ount
able
for c
orre
ctin
g pr
oble
ms r
elat
ed to
serv
ices
pr
ovid
ed.
R
egul
arly
seek
s/im
plem
ents
im
prov
emen
ts in
cus
tom
er
rela
tions
hips
.
Stro
ngly
exh
ibits
pos
itive
be
havi
or th
at p
rom
otes
and
in
fluen
ces c
oope
ratio
n fr
om
othe
rs.
U
nder
stan
ds c
usto
mer
cul
ture
an
d hi
stor
y –
ofte
n an
ticip
atin
g th
eir n
eeds
.
Is re
cogn
ized
by
cust
omer
s as
one
who
is v
ery
know
ledg
eabl
e/ex
perie
nce
and
usua
lly su
rpas
sed
thei
r ex
pect
atio
ns.
• R
eadi
ly a
dapt
s to
need
s of
dive
rse
cust
omer
s.
V
iew
ed a
nd tr
uste
d by
inte
rnal
and
ex
tern
al c
usto
mer
s as e
xtre
mel
y kn
owle
dgea
ble
and
high
ly sk
illed
at
wha
t the
y do
.
Con
tribu
tes a
nd le
ads i
nnov
atio
n an
d w
orka
ble
solu
tions
to
proj
ect/p
robl
ems.
Is
val
ued
as a
par
tner
in a
ddre
ssin
g cu
stom
er n
eeds
.
Is so
ught
afte
r to
advi
se o
n co
mpl
ex,
high
leve
l iss
ues a
nd a
ctiv
ities
.
Is v
iew
ed a
s a ro
le m
odel
in
com
mitm
ent,
inte
ract
ions
, and
pe
rfor
man
ce re
sults
with
all
cust
omer
s.
Ste
war
dshi
p:
D
emon
stra
tes a
ccou
ntab
ility
in a
ll w
ork
resp
onsi
bilit
ies
Ex
erci
ses s
ound
and
eth
ical
judg
men
t w
hen
actin
g in
beh
alf o
f the
uni
vers
ity
Ex
erci
ses a
ppro
pria
te c
onfid
entia
lity
in a
ll as
pect
s or w
ork
Show
s com
mitm
ent t
o w
ork
and
to
cons
eque
nces
of o
wn
actio
ns
H
as p
oor a
ttend
ance
, whi
ch
hind
ers w
orkf
low
and
ac
hiev
emen
t of o
rgan
izat
iona
l ob
ject
ives
.
Rou
tinel
y m
akes
err
ors i
n ha
ndlin
g of
reso
urce
s and
/or
info
rmat
ion
that
com
prom
ises
or
gani
zatio
nal o
bjec
tives
and
op
erat
ing
inte
grity
.
Fails
to d
emon
stra
te c
omm
itmen
t an
d ac
coun
tabi
lity
in a
ctio
ns.
D
ispl
ays i
rreg
ular
atte
ndan
ce th
at
impa
cts w
orkf
low
and
ac
hiev
emen
t of o
rgan
izat
iona
l ob
ject
ives
.
Occ
asio
nally
mak
es e
rror
s in
hand
ling
of re
sour
ces a
nd/o
r in
form
atio
n th
at c
ompr
omis
es
orga
niza
tiona
l obj
ectiv
es.
D
ispl
ays b
ehav
iors
inco
nsis
tent
w
ith c
omm
itmen
t and
ac
coun
tabi
lity.
M
aint
ains
regu
lar a
ttend
ance
to
mee
t org
aniz
atio
nal n
eeds
.
Dem
onst
rate
s acc
ount
abili
ty,
trust
wor
thin
ess a
nd b
alan
ce in
ha
ndlin
g in
form
atio
n, p
roce
sses
an
d re
sour
ces t
o ef
fect
ivel
y pu
rsue
org
aniz
atio
nal o
bjec
tives
.
Is c
omm
itted
to a
nd a
ccou
ntab
le
for w
ork
resp
onsi
bilit
ies a
nd
actio
ns to
ach
ieve
org
aniz
atio
nal
obje
ctiv
es.
• M
aint
ains
exc
elle
nt a
ttend
ance
an
d is
ver
y de
pend
able
in
acco
mpl
ishi
ng o
rgan
izat
iona
l ne
eds.
• D
emon
stra
tes s
trong
inte
grity
and
so
und
judg
men
t in
the
use
of
reso
urce
s and
the
hand
ling
and
inte
rpre
tatio
n of
hig
hly
sens
itive
in
form
atio
n w
hile
pur
suin
g or
gani
zatio
nal o
bjec
tives
. •
Insp
ires s
trong
com
mitm
ent a
nd
acco
unta
bilit
y am
ong
othe
rs b
y m
odel
ing
appr
opria
te b
ehav
iors
.
• C
onsi
sten
tly d
emon
stra
tes e
xcel
lent
at
tend
ance
, dep
enda
bilit
y, a
nd
dedi
catio
n to
acc
ompl
ishi
ng
orga
niza
tiona
l obj
ectiv
es.
• Le
ads o
ther
s to
beha
ve w
ith
inte
grity
and
soun
d ju
dgm
ent i
n th
e us
e of
reso
urce
s and
the
hand
ling
and
inte
rpre
tatio
n of
hig
hly
sens
itive
in
form
atio
n w
hile
mod
elin
g th
ose
beha
vior
s to
achi
eve
orga
niza
tiona
l ob
ject
ives
. •
Giv
es re
cogn
ition
to th
ose
who
de
mon
stra
te st
rong
com
mitm
ent a
nd
acco
unta
bilit
y w
hile
mod
elin
g th
ose
sam
e be
havi
ors.
Ski
lls fo
r S
ucce
ss
© C
orne
ll U
nive
rsity
. Use
d by
per
mis
sion
from
the
Off
ice
of H
uman
Res
ourc
es, C
orne
ll U
nive
rsity
, 200
4.
3
126
Fails
to a
chie
ve
expe
ctat
ions
/sta
ndar
ds
Nee
ds im
prov
emen
t to
fully
ac
hiev
e ex
pect
atio
ns/s
tand
ards
Fu
lly a
chie
ves
expe
ctat
ions
/sta
ndar
ds
Freq
uent
ly e
xcee
ds
expe
ctat
ions
/sta
ndar
ds
Con
sist
ently
sur
pass
es
expe
ctat
ions
/sta
ndar
ds
E
xam
ples
of D
emon
stra
ted
Beh
avio
rs:
Doe
s not
fulfi
ll po
sitio
n re
quir
emen
ts.
Cor
rect
ive
perf
orm
ance
pla
n m
ust b
e ou
tline
d an
d m
onito
red,
or t
erm
inat
ion
mus
t be
initi
ated
.
Fai
ls to
mee
t one
or m
ore
of th
e si
gnifi
cant
pos
ition
requ
irem
ents
. R
equi
res i
mpr
ovem
ents
in a
reas
not
ed.
Cor
rect
ive
perf
orm
ance
pla
n m
ust b
e ou
tline
d an
d m
onito
red
Ful
fills
pos
ition
requ
irem
ents
, co
nsis
tent
ly m
eetin
g es
tabl
ishe
d go
als a
nd
expe
ctat
ions
. Per
form
ance
mak
es th
e ex
pect
ed c
ontr
ibut
ions
to u
nit g
oals
.
Perf
orm
s bey
ond
expe
ctat
ions
in a
m
ajor
ity o
f pos
ition
dut
ies a
nd
resp
onsi
bilit
ies.
Con
sist
ently
mee
ts a
nd, a
t tim
e, e
xcee
ds p
ositi
on e
xpec
tatio
ns –
m
akin
g a
sign
ifica
nt c
ontr
ibut
ion
to th
e ov
eral
l ach
ieve
men
t of u
nit/d
epar
tmen
t go
als.
Wor
ks c
onsi
sten
tly a
t a su
peri
or le
vel i
n m
ost
aspe
cts o
f pos
ition
; con
sist
ently
exc
eeds
goa
ls
and
expe
ctat
ions
. Mak
es a
n ex
cept
iona
l or
uniq
ue c
ontr
ibut
ion
to th
e un
it/de
part
men
t.
Mot
ivat
ion:
Show
s ini
tiativ
e, a
ntic
ipat
es n
eeds
and
ta
kes a
ctio
ns
D
emon
stra
tes i
nnov
atio
n, c
reat
ivity
and
in
form
ed ri
sk-ta
king
Enga
ges i
n pr
oble
m-s
olvi
ng; s
ugge
sts
way
s to
impr
ove
perf
orm
ance
and
be
mor
e ef
ficie
nt
St
rives
to a
chie
ve in
divi
dual
, uni
t, an
d un
iver
sity
goa
ls
Sh
ows l
ittle
or n
o in
tere
st in
the
wor
k.
O
ften
deliv
ers i
nacc
urat
e an
d ge
nera
lly u
ndep
enda
ble
resu
lts.
R
esis
ts le
arni
ng th
e m
ore
com
plex
/resp
onsi
ble
parts
of t
he
job.
Is fr
eque
ntly
abs
ent o
r lat
e to
w
ork.
U
sual
ly tu
rns t
o ot
hers
to so
lve
prob
lem
s.
Is re
luct
ant t
o ta
ke o
n ne
w
assi
gnm
ents
.
Doe
s not
seek
to c
ontri
bute
be
yond
bas
ic a
ssig
nmen
ts.
A
ttend
ance
may
be
unde
pend
able
.
Is
gen
eral
ly e
nthu
sias
tic a
bout
the
wor
k an
d w
elco
mes
new
re
spon
sibi
litie
s.
Prod
uces
dep
enda
ble,
acc
urat
e,
and
timel
y re
sults
.
Effe
ctiv
ely
addr
esse
s wor
k pr
oble
ms a
nd d
emon
stra
tes
proa
ctiv
e pr
oble
m so
lvin
g.
H
as a
“ca
n-do
” at
titud
e an
d is
a
posi
tive
influ
ence
on
othe
rs.
M
aint
ains
coo
pera
tive
wor
king
re
latio
nshi
ps w
ith c
o-w
orke
rs a
nd
supe
rvis
ors.
A
ntic
ipat
es n
eeds
and
figu
res o
ut
new
way
s to
mee
t the
m.
O
ften
cont
ribut
es c
reat
ive
idea
s to
impr
ove
the
wor
k.
B
uild
s coo
pera
tive
wor
king
re
latio
nshi
ps w
ith o
ther
s out
side
th
e w
ork
grou
p.
En
cour
ages
oth
ers t
o ta
ke
posi
tive
actio
n on
pro
blem
-so
lvin
g an
d/or
new
ass
ignm
ents
.
Freq
uent
ly d
ispl
ays b
ehav
iors
th
at h
ave
a po
sitiv
e im
pact
on
cow
orke
rs’ m
oral
e.
C
onsi
sten
tly d
emon
stra
tes m
otiv
ated
be
havi
or a
nd in
spire
s it i
n ot
hers
.
Prov
ides
lead
ersh
ip to
oth
ers i
n so
lvin
g w
ork
prob
lem
s.
Act
ivat
es m
otiv
atio
n in
oth
ers.
R
outin
ely
seek
s, ac
cept
s and
ac
hiev
es a
hig
h le
vel o
f suc
cess
on
new
resp
onsi
bilit
ies.
C
ontri
bute
s sig
nific
antly
to th
e or
gani
zatio
n’s m
oral
e an
d su
cces
s w
ell b
eyon
d th
e jo
b re
quire
men
ts.
Ski
lls fo
r S
ucce
ss
© C
orne
ll U
nive
rsity
. Use
d by
per
mis
sion
from
the
Off
ice
of H
uman
Res
ourc
es, C
orne
ll U
nive
rsity
, 200
4.
4
127
3
SECTION II: SKILLS FOR SUCCESS – APPRAISAL AND DEVELOPMENT The following key skills are essential for all staff in achieving success in their positions. Depending upon position requirements, other job-specific skills may be required of a staff member. The extent to which the staff member demonstrates these skills or needs to strengthen them should be reviewed as part of the performance dialogue, staff development, and/or performance improvement discussions.
Instructions: Select and comment on the performance level demonstrated by the staff member during the
review period for the following skill areas: (Additional sheets may be used if necessary.)
SKILLS FOR SUCCESS Con
sist
ently
surp
asse
s Ex
pect
atio
ns
Freq
uent
ly E
xcee
ds
Expe
ctat
ions
Fully
Ach
ieve
s Exp
ecta
tions
Nee
ds Im
prov
emen
t
Fails
to A
chie
ve E
xpec
tatio
ns
PLANNED SKILL DEVELOPMENT
Job Knowledge: Demonstrates the knowledge and
skills required to perform the job, including administrative policies and procedures, technical and/or specialized knowledge/expertise and managerial/supervisory skills.
Understands position goals, responsibilities, and expectations.
Is current on professional/technical developments related to position
COMMENTS:
Inclusiveness: Shows respect for differences in
backgrounds, lifestyles, viewpoints, and needs, with regard to ethnicity, gender, creed, and sexual orientation
Promotes cooperation and a welcoming environment for all
Works to understand the perspectives brought by all individuals
Pursues knowledge of diversity and inclusiveness
COMMENTS:
Adaptability: Is flexible, open and receptive to new
ideas and approaches Adapts to changing priorities,
situations and demands Handles multiple tasks and priorities Modifies one's preferred way of doing
things
COMMENTS:
Self Development: Enhances personal knowledge, skills,
and abilities Anticipates and adapts to
technological advances as needed Seeks opportunities for continuous
learning Seeks and acts upon performance
feedback
COMMENTS:
128
4
SKILLS FOR SUCCESS C
onsi
sten
tly su
rpas
ses
Expe
ctat
ions
Freq
uent
ly E
xcee
ds
Expe
ctat
ions
Fully
Ach
ieve
s Exp
ecta
tions
Nee
ds Im
prov
emen
t
Fails
to A
chie
ve E
xpec
tatio
ns
PLANNED SKILL DEVELOPMENT
Communication: Demonstrates the ability to express
thoughts clearly, both orally and in writing
Demonstrates effective listening skills Shares knowledge and information Asks questions and offers input for
positive results
COMMENTS:
Teamwork: Builds working relationships to solve
problems and achieve common goals Demonstrates sensitivity to the needs
of others Offers assistance, support, and
feedback to others Works effectively and cooperatively
with others
COMMENTS:
Service-Minded: Is approachable/accessible to others Reaches out to be helpful in a timely
and responsive manner Strives to satisfy one’s external and/or
internal customers Is diplomatic, courteous, and
welcoming
COMMENTS:
Stewardship: Demonstrates accountability in all
work responsibilities Exercises sound and ethical judgment
when acting on behalf of the university
Exercises appropriate confidentiality in all aspects of work
Shows commitment to work and to consequences of own actions
COMMENTS:
Motivation: Shows initiative, anticipates needs
and takes actions Demonstrates innovation, creativity
and informed risk-taking Engages in problem-solving; suggests
ways to improve performance and be more efficient
Strives to achieve individual, unit, and university goals
COMMENTS:
Additional Performance factors specific to position (Optional)
COMMENTS:
129
INTERVIEWING CANDIDATES FOR SKILLS FOR SUCCESS (LONG VERSION)
Skills for Success Skills for Success
Skills/Examples of Behavior
Interview Questions
Inclusiveness Shows respect for
differences in backgrounds, lifestyles, viewpoints, and needs, with regard to ethnicity, gender, creed, and sexual orientation
Promotes cooperation and a welcoming environment for all
Works to understand the perspectives brought by all individuals
Pursues knowledge of diversity and inclusiveness
1. What does the term diversity mean to you as it applies to the workplace? 2. What have you done to make diversity accepted in your workplace? Give some
examples. 3. How has your company handled diversity issues in the workplace? How do you
support this effort? Give an example. 4. What are some of your best practices for creating and managing a diverse work
group? When have you applied them? 5. Describe a time when you had to treat individuals in your work group differently.
Why? What were the outcomes? 6. Tell me about a time that you had to deal with cultural differences. What did you do?
Should you have done something differently and why? 7. What have you done to foster an inclusive work environment? What were the
benefits for the work environment? Give an example. 8. Describe a discussion you initiated with an individual to learn about any diversity
barriers they perceived in the organization. What was the result? 9. Give some examples of what you have done to increase diversity awareness in your
group.
Adaptability Is flexible, open and
receptive to new ideas and approaches
Adapts to changing
priorities, situations and demands
Handles multiple tasks
and priorities Modifies one's preferred
way of doing things
1. Tell me about a time when you had to change your priorities because of a change in
circumstances or plans. How did you handle it and what was the result? 2. Think of an organizational change you went through -- how did it affect your work
routines? What did you learn from it? 3. Give me an example of how you quickly adapted to a change in your work area
when others were resisting it and holding on to "the old way." What actions did you take to help bring others on board?
4. Describe a time when you and/or your team faced an unexpected challenge. How
did you meet it? What was the outcome? 5. What signals tell you that a situation has some implications or hidden agendas that
could make it difficult to handle? Provide a specific example. Describe the action you took.
6. Tell me about a tough work situation that you knew was coming -- how did you
prepare and what was the outcome? 7. At work, we must all compromise to make things happen. Tell me about a time
when you felt it necessary to compromise your own immediate priorities in order to be flexible and tolerant of another person’s priorities. What affect did this have on you?
1 130
8. Describe a time when you had to deal with frequent job changes or unexpected
events. Tell me what you did. What does this situation say about your ability to work in an ambiguous or unstructured environment?
9. When has it been necessary for you to tolerate an ambiguous situation at work?
Give me details of the duration and intensity of the circumstance. What effect did this have on you?
10. Describe a work situation in which customers/clients changed their minds at the last
minute. How did you handle it and what was the outcome? 11. Give me an example of significant changes you have had to make to your work style
in order to maximize effectiveness. What was the most challenging or difficult and why?
12. At times, we are all required to deal with difficult people. An even more demanding
factor is to be of service to a difficult person. When have you been successful with this type of situation at work? Tell me about a time when you were not successful and why.
13. Describe how you’ve utilized your creativity in your current job.
Self Development Enhances personal
knowledge, skills, and abilities
Anticipates and adapts to
technological advances as needed
Seeks opportunities for
continuous learning Seeks and acts upon
performance feedback
1. Tell me about the last discussion you had with your manager regarding your
development. What was one of the development opportunities discussed and what have you done to follow up on it? What was the benefit?
2. What development activities have you pursued in the last three months? What have
been some of the outcomes? What feedback have you received? 3. Describe the steps you have taken to obtain feedback on your development needs.
Give an example. 4. Describe a coaching discussion you initiated with your manager or a peer in the last
three months. What was the reason and what was the outcome? 5. Describe what you have done in the last six months to stay up-to-date in your field.
Provide an example. What has been the benefit? 6. Tell me what you have done to build a network of people in your field from other
companies. How have you used that network to help your development? Give an example.
7. Give an example of using a mistake as an opportunity for learning and/or
development. 8. Have you taken any skills development courses recently? Why and what were they? 9. How does your current job relate to your career goals? 10. How do you keep informed about important changes in your field? What has been
the benefit? 11. Describe a time when you had to develop the skills required for a job or role? How
did you do it?
2 131
Communication Demonstrates the ability
to express thoughts clearly, both orally and in writing
Demonstrates effective
listening skills Shares knowledge and
information Asks questions and offers
input for positive results
Oral 1. Tell me about a time when you had to explain something you knew well to someone
who had difficulty understanding the subject. How did you do it and what was the outcome?
2. Describe a time when you were unsuccessful in getting your point across. Why?
What was the outcome? 3. Describe a time when you were very effective in getting your point across and
convinced others to change their position. What method did you use? 4. Describe a time when you picked up on non-verbal cues from your listener(s) that
told you to change your communication approach. What was the outcome? What did you learn?
5. How do you go about assuring that your verbal and/or written messages are clearly
understood? Give an example. 6. How do you avoid "verbal overkill"? How do you reduce messages to their essence
without losing the main intent and content? 7. What types of experiences have you had in talking with customers or clients? Tell
me about a time when you had to communicate under difficult circumstances. What was the outcome?
8. Describe a time when you used verbal skills to change an attitude, sell a
product/idea, or influence others. What were some of the outcomes? 9. When do you write something and when do you handle it face to face? Give an
example. What was the outcome? Listening 1. Describe the characteristics of a good listener. 2. How good are your listening skills? How do you know? Provide an example. 3. Give an example of when you picked up some non-verbal cues. Were they positive
or negative and how did they impact your actions? 4. Tell me about a time when you did not understand what someone was trying to
communicate. What were the circumstances? How did you handle it? 5. Describe a time when you and someone else had different understandings of a
conversation. How did you learn about the miscommunication? What did you do? What was the outcome?
6. Tell me about a time when an associate or team member rambled or talked
excessively. How did you handle it? 7. Tell me about a time when you strongly disagreed with what was being said. What
were the circumstances? What did you do? 8. Describe a time when listening to an important message was difficult because you
were preoccupied or the speaker's communication was unclear. What did you do to grasp the key points?
3 132
9. Tell me about a time when you "spoke too soon" as a result of not listening. Why? What was the result?
10. How do you signal other people that you're listening to what they say? Provide an
example. 11. How do you ensure that you accurately understand verbal information given to you?
Give an example. 12. Think back to some instances when you misunderstood verbal information. Why did
this happen? What did you do to correct the situation? Written
1. Describe the most difficult work related writing assignment you have ever had. How
did you manage it? What was the outcome? 2. Describe a time when you had to adjust your written communication style to your
audience. Specifically what did you do and how did it help? 3. Tell me about a recent written report or proposal you wrote. Describe the process or
guidelines you followed in developing it. 4. Tell me about a time when you were asked to review and edit the written work of
another person. What suggestions did you make? How was it received? 5. Tell me about a time when you had to convey technical information in a written form
to a non-technical audience. How did you do it? What was the outcome? 6. Give two examples of when you have asked for feedback from others on your
written work. Did you incorporate their suggestions? Why or why not? 7. What are the key activities that you do that involve writing? Which do you find most
easy/difficult? Why are some of these activities more difficult than others? 8. What experience have you had writing letters, reports, and/or technical or sales
manuals or brochures? Provide an example. 9. To what extent do you enjoy writing assignments? Why or why not? 10. In some jobs it is necessary to document work thoroughly in writing. For example, to
meet guidelines or to train another person. Give me an example of your experiences in this area.
11. Tell me about the most complex information you have had to read in your job. How
did it test your comprehension skills and technical knowledge? Be specific. 12. Describe your experiences in editing manuscripts, articles, documents or any other
form of written communication. Be specific. 13. Give me an example, taken from your experience in report writing, preparation of
proposals, presentations, technical manuals, etc., which illustrates the extent of your written communication skills.
4 133
Teamwork Builds working
relationships to solve problems and achieve common goals
Demonstrates sensitivity
to the needs of others Offers assistance,
support, and feedback to others
Works effectively and
cooperatively with others
1. Tell me about a time when you were working as part of a team and felt that you
could achieve better or faster results on your own. How did you handle it? What was the outcome?
2. Tell me about a time when you were a part of a team that worked very well together.
What did you do to foster the success of that team? 3. Describe a time when you were part of a team but were not clear about your role.
What did you do about it and what was the outcome? 4. Tell me about a specific time when you experienced conflict with another team
member. How did you handle it? What did you learn from the experience? 5. Describe a time when a project did not go well due to a lack of teamwork. To what
did you attribute the lack of teamwork? What action did you take and what was the outcome?
6. Describe actions you have taken to encourage team members to feel comfortable
sharing their opinions, even if they differ from your own. Give a specific example. 7. Give examples of what you have done to model collaboration and teamwork. 8. Describe a time when you helped a team member who joined the team later or in
mid-stream. How did you bring this team member up to speed with the rest of the group? What was the outcome?
9. Tell me about a project for which you were responsible for that required getting
outside help. What did you do and what was the outcome? 10. Describe a time when you shared your team's successes with others. Why? 11. To what extent do you consider yourself a "team player"? What does that mean to
you? 12. Describe a time when team requirements came into conflict with your individual
goals and objectives. How did you handle it and what was the outcome? 13. Tell me about a time when you had to work with a team member who was less
experienced or knowledgeable than other team members. What effect did it have on you and the team? What did you do and what was the outcome?
14. Do you feel more motivated when working as a team member or when working as
an individual contributor? Explain. 15. Tell me about a time when it was necessary to confront a negative attitude in your
team. Specifically what actions did you take and what was the outcome? Now, tell me about a time when you were not successful.
16. Tell me about a time when you had your greatest success in building team spirit.
What specific results did the team accomplish? 17. Describe your style of contributing to any team in which you work. What does the
team look to you for? How creative are you at problem solving compared to the other members?
5 134
Service-Minded Is approachable/
accessible to others Reaches out to be helpful
in a timely and responsive manner
Strives to satisfy one’s
external and/or internal customers
Is diplomatic, courteous,
and welcoming
1. Describe your internal and external customers for me. What is your level of
interaction with them? 2. What have you done to encourage others to maintain strong customer focus? Give
me some examples. 3. How do you obtain and keep up-to-date information about customers? How do you
use this information to meet your customers’ needs? 4. Give me an example of when you had to form a relationship with a customer whom
you really disliked in order to get your job done? What steps did you take and what was the outcome?
5. Tell me about a time when you had to deal with a difficult customer/client. What did
you do? How effective were you? 6. Tell me about a time when you or your team improved a customer relationship. How
did you recognize what improvements were needed? What was the outcome? 7. Tell me about a time when what was best for the customer was not best for the
organization. How did you handle the situation and what was the result? 8. Tell me about a time when you were not effective in meeting the customer's needs.
Why did you fall short and what steps did you take to correct the situation? 9. Describe a time when you were extremely successful in pleasing a customer. What
made you successful? 10. Tell me about a customer who was very displeased with your service. What were
the circumstances? What did you do about it? What was the result? 11. Describe a time when a customer demanded a product or service that you did not
believe was the best match for their needs. How did you handle the situation and what was the outcome?
12. Tell me about a time when you worked to better understand the specific needs of a
client group/customer.
Stewardship Demonstrates
accountability in all work responsibilities
Exercises sound and
ethical judgment when acting on behalf of the university
Exercises appropriate
confidentiality in all aspects of work
Shows commitment to
work and to consequences of own actions
1. Give me an example of how you go about informing your superiors when there has
been a problem in your area that they need to know about. Describe your plan of action and the outcome.
2. What experiences have you had when others were unable or unwilling to keep their
commitments? How did you handle the situation and what was the outcome? 3. How do you deal with others who refuse to accept responsibility for issues in their
area, but always blame something/someone else? What effect has this had on you or your team’s work?
4. Tell me about a time when you made a mistake or did not achieve what was
expected. What action did you take and what was the outcome? 5. Tell me about a time when someone was not satisfied with your results. What
caused this, how did you handle it, and what was the outcome? 6. Tell me about a time when someone else received credit for something you had
done. What did you do and what effect did it have on you?
6 135
7. Describe a time when you were very straightforward, said what needed to be said
and did not back away from an uncomfortable issue. What was the outcome? 8. Describe a time when you were too direct and straightforward with a co-worker,
resulting in a strained relationship. Were you able to clear things up and continue a working relationship? What was the impact on your relationship?
9. Describe a work situation in which you applied the philosophy that “discretion is the
better part of valor.” What did you learn from this? What was the outcome? 10. Describe a time when someone continued to hold a grudge after you tried to resolve
your work differences. What actions did you take to improve the relationship and what was the result?
11. Some situations require us to express ideas/opinions in a very tactful and careful
way. Tell me about a time when you were successful with this skill. What was the outcome?
12. Sometimes it is important to disagree with others, particularly your boss, in order to
keep a mistake from being made. Tell me about a time when you were willing to disagree with a boss, co-worker, peer or client in order to build a positive outcome. What was the result?
13. Describe a time when you had to sell an idea to upper management or to a client.
What was your process? What was the result? Motivation Shows initiative,
anticipates needs and takes actions
Demonstrates innovation,
creativity and informed risk-taking
Engages in problem-
solving; suggests ways to improve performance and be more efficient
Strives to achieve
university, unit, and individual goals
1. What tools have you found most useful or effective in motivating your staff? Provide
examples of how you specifically motivate each individual. 2. Tell me about a specific time when you were recognized for your efforts or
accomplishments in a team or staff meeting. What were the circumstances? 3. Describe a time when you were not able to motivate your co-workers or team. Why?
How did you handle it? 4. Describe specifically what you've done to create a team environment. What action
do you take to gauge your team’s morale? How do you ensure good moral is maintained?
5. Describe how you turned around the performance of a direct report who was not
very motivated. What did you do and what was the outcome? 6. Tell me about the last time one of your direct reports received recognition from you
in a group setting. What were the circumstances? 7. Describe a time when you were very enthusiastic or motivated about a project. How
did you share this with your team or group? What were some of the specific things that motivated you?
8. What do you think is the best way of motivating people? Why? Provide an example. 9. What are de-motivators for you?
7 136
© Cornell University. Used by permission from the Office of Human Resources, Cornell University, 2004.Com
pete
ncy
Dic
tiona
ry
Exam
ple
of c
ompe
tenc
y de
finit
ion
and
beha
vior
s—
FOST
ERIN
G T
EAM
WO
RKDe
finiti
on:
As a
team
mem
ber,
the
abili
ty a
nd d
esire
to w
ork
coop
erat
ivel
y w
ith o
ther
s on
a te
am; a
s a
team
lead
er, i
nter
est,
skill
, and
suc
cess
in
getti
ng g
roup
s to
lear
n to
wor
k to
geth
er c
oope
rativ
ely.
Beh
avio
rs f
or
Team
Mem
ber
s:a.
List
ens
and
resp
onds
con
stru
ctiv
ely
to o
ther
team
mem
bers
’ ide
asb.
O
ffers
sup
port
for o
ther
s’ id
eas
and
prop
osal
sc.
Is
open
with
oth
er te
am m
embe
rs a
bout
his/
her c
once
rns
d. E
xpre
sses
disa
gree
men
t con
stru
ctiv
ely
(e.g
., by
em
phas
izing
poi
nts
of
agr
eem
ent,
sugg
estin
g al
tern
ativ
es th
at m
ay b
e ac
cept
able
to th
e
gr
oup)
e.
Rein
forc
es te
am m
embe
rs fo
r the
ir co
ntrib
utio
nsf.
Giv
es h
ones
t and
con
stru
ctiv
e fe
edba
ck to
oth
er te
am m
embe
rsg.
Pro
vide
s as
sista
nce
to o
ther
s w
hen
they
nee
d it
h. W
orks
for s
olut
ions
that
all
team
mem
bers
can
sup
port
i. S
hare
s hi
s/he
r exp
ertis
e w
ith o
ther
sj.
See
ks o
ppor
tuni
ties
to w
ork
on te
ams
as a
mea
ns to
dev
elop
expe
rienc
e an
d kn
owle
dge
k.
Prov
ides
ass
istan
ce, i
nfor
mat
ion,
or o
ther
sup
port
to o
ther
s, to
bui
ld o
r
mai
ntai
n re
latio
nshi
ps w
ith th
em
Beh
avio
rs f
or
Team
Lea
der
s:a.
Pro
vide
s op
portu
nitie
s fo
r peo
ple
to le
arn
to w
ork
toge
ther
as
a te
amb.
En
lists
the
activ
e pa
rticip
atio
n of
eve
ryon
ec.
Pro
mot
es c
oope
ratio
n w
ith o
ther
wor
k un
itsd.
Ens
ures
that
all
team
mem
bers
are
trea
ted
fairl
ye.
Re
cogn
izes
and
enco
urag
es th
e be
havi
ors
that
con
tribu
te to
team
wor
k
PE
OP
LE
BU
SI
NE
SS
SE
LF
M
AN
AG
EM
EN
T
C
OM
PE
TEN
CIE
S D
EA
LIN
G W
ITH
C
OM
PE
TEN
CIE
S D
EA
LIN
G W
ITH
C
OM
PE
TEN
CIE
S D
EA
LIN
G W
ITH
31
Self
Confi
den
ce
32
Ada
ptab
ility
33
Pers
onal
Cre
dibi
lity
34
Flex
ibili
ty
35
Pers
onal
Acc
ount
abili
ty
P
RE
VE
NTI
NG
AN
D S
OLV
ING
PR
OB
LEM
S
16
Dia
gnos
tic
Info
rmat
ion
Gat
heri
ng
17
Ana
lyti
cal T
hink
ing
18
Forw
ard
Thin
king
19
Conc
eptu
al T
hink
ing
20
Stra
tegi
c Th
inki
ng
21
Tech
nica
l Exp
erti
se
A
CH
IEV
ING
RE
SU
LTS
22
Init
iati
ve
23
Entr
epre
neur
ial O
rien
tati
on
24
Fost
erin
g In
nova
tion
25
Cust
omer
Ori
enta
tion
26
Resu
lts
Ori
enta
tion
27
Thor
ough
ness
28
Dec
isiv
enes
s
29
Busi
ness
Acu
men
30
Glo
bal P
ersp
ecti
ve
LEA
DIN
G O
THE
RS
1
Esta
blis
hing
Foc
us
2
Prov
idin
g M
otiv
atio
nal S
uppo
rt
3
Fost
erin
g Te
amw
ork
4
Empo
wer
ing
Oth
ers
5
Man
agin
g Ch
ange
6
Dev
elop
ing
Oth
ers
7
Man
agin
g Pe
rfor
man
ce
8
Fost
erin
g D
iver
sity
C
OM
MU
NIC
ATI
NG
AN
D I
NFL
UE
NC
ING
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ProcessProcess Improver & Improver &
Capacity Capacity BuilderBuilder
FinancialFinancial ManagerManager
Customer Customer & Community& Community ChampionChampion
ContinuousContinuous--Innovative Innovative
LearnerLearner
*Provides quality services.
*Engages in two-way communication efforts.
*Takes responsibility & honors commitments.
*Participates in efforts to meet or exceed customer & community expectations.
*Advances job competence and expertise.
*Actively participates in new learning activities and quickly applies acquired knowledge.
*Contributes to a motivational climate that values diversity and encourages shared learning.
*Serves as a role model to others.
*Contributes toward the successful implementation of business strategies and plans.
*Participates in CQI activities.
*Responds positively to change.
*Demonstrates effective problem solving efforts and generates new ideas.
*Exercises sound financial judgment.
*Promotes cost containment, savings &/or revenue opportunities.
*Manages risk.
*Responsible for the appropriate use of equipment and property.
Our Values:Our Values:
Customer ServiceCustomer Service Cooperation & TeamworkCooperation & Teamwork
Honesty & IntegrityHonesty & Integrity QualityQuality
StewardshipStewardship InnovationInnovation
AccountabilityAccountability
Organizational & Employee Development June 2002
* Core CompetenciesCore Competencies Performance ExpectationsPerformance Expectations
Additional Detail Located On Back
SCG Core Competencies - Employees
138
Does the employee advocate for our community & customers by ensuring that quality services are delivered in a respectful, responsive and team-centered manner? 1. Provides quality services. Delivers quality services within
the community & across the enterprise. Strives to meet key customer expectations and requirements. Maintains awareness of existing customer satisfaction data and contributes to systematic improvement efforts.
2. Engages in two-way communication efforts. Engages in consistent, respectful two-way communication efforts with external customers, internal customers, partners & community groups.
3. Takes responsibility & honors commitments. Responsive to the customer and ensures that commitments and agreed upon deadlines are fulfilled.
4. Participates in efforts to meet or exceed customer expectations. Participates in efforts that meet or exceed customer expectations across the enterprise by working effectively with others to address customer expectations and resolve issues. Partners with individuals and teams throughout the enterprise to establish and maintain strong community relationships.
Do the individual’s actions support optimal use of public funds and property? 1. Exercises sound financial judgment. Quickly adapts
to changing economic conditions by considering costs, benefits and overall value of work efforts. Operates within SCG budget limits. Effectively balances existing resources (i.e., human, technology and money)
2. Promotes cost containment, savings &/or revenue opportunities. Minimizes expenditures by seeking no-to-low cost alternatives.
3. Manages risk. Protects financial resources by creating a safe and accident-free environment.
4. Responsible for the appropriate use of equipment and property. Holds self accountable for the responsible use of county-owned property and equipment.
Does the individual participate in efforts that result in the successful implementation of strategic plans and continuous quality improvement? Does this employee support change efforts and seek new solutions for addressing evolving challenges? 1. Contributes toward the successful implementation of
business strategies and plans. Helps to successfully implement business strategies. Monitors progress toward performance measures and produces meaningful outcomes. Ensures that individual goals support enterprise, business center and business unit goals.
2. Participates in Continuous Quality Improvement (CQI) activities. Participates in process improvement activities. Seeks to minimize errors and rework.
3. Responds positively to change. Supports change efforts and seeks new ways to meet evolving challenges.
4. Demonstrates effective problem solving efforts and generates new ideas. Demonstrates effective problem-solving and decision-making practices. Generates new ideas that contribute to cost-savings, increased efficiency or improved effectiveness.
Is this employee competent in their professional, interpersonal and technical skills? Does the individual value diversity, support efforts that result in the well-being and satisfaction of others and demonstrate a commitment to on-going learning? 1. Advances job competence and expertise.
Demonstrates interpersonal, professional and technical competence as indicated in best practices.
2. Actively participates in new learning activities and quickly applies acquired knowledge. Participates in learning activities that enhance skills, knowledge and abilities. Effectively applies new knowledge and skills.
3. Serves as a role model to others. Demonstrates 2-way communication and effective interpersonal skills. Responds positively and productively in all situations.
4. Contributes to a motivational climate that values diversity and encourages shared learning. Helps to foster a work climate that encourages peers to work at their highest potential. Values diversity and supports efforts that result in the well-being and satisfaction of others. Is non-defensive, open to feedback and receptive to learning new ideas.
Core Competencies Descriptions for Employees
Customer & Community Champion Financial Manager
Continuous-Innovative Learner Process Improver & Capacity Builder
139
Process Process IImmprover & prover &
Capacity Capacity BuilderBuilder
FinancialFinancial ManagerManager
Customer Customer & Community& Community ChampionChampion
ContinuousContinuous––Innovative Innovative
LearnerLearner
*Ensures the delivery of quality services.
*Promotes two-way communication efforts.
*Takes responsibility & honors commitments.
*Leads efforts to meet or exceed customer & community expectations.
*Advances job competence and expertise.
*Actively participates in new learning activities and quickly applies acquired knowledge.
*Maintains a motivational climate that values diversity and encourages shared learning.
*Serves as a respected coach, teacher and mentor
*Contributes toward the successful implementation of strategic and operational business plans.
*Participates in CQI activities and supports transition efforts.
*Actively support change efforts.
*Supports effective problem solving efforts and generates new ideas.
*Exercises sound financial judgment.
*Promotes cost containment, savings &/or revenue opportunities.
*Manages risk.
*Ensures the responsible use of equipment and property..
Organizational & Employee Development June 2002
* Core CompetenciesCore Competencies Performance ExpectationsPerformance Expectations
Additional Detail Located On Back
SCG Core Competencies - Supervisors
Our Values:Our Values:
Customer ServiceCustomer Service Cooperation & TeamworkCooperation & Teamwork
Honesty & IntegrityHonesty & Integrity QualityQuality
StewardshipStewardship InnovationInnovation
AccountabilityAccountability
140
Does the leader advocate for our community & customers by ensuring that quality services are delivered in a respectful, responsive and team-centered manner? 1. Ensures the delivery of quality services. Ensures the
delivery of quality services within the community & across the enterprise. Identifies key customer expectations and requirements. Positively influences the team to translate customer needs into services that add value. Reviews customer satisfaction data and facilitates systematic improvement efforts.
2. Promotes two- way communication efforts. Promotes consistent, respectful two-way communication efforts with external customers, internal customers, partners and community groups. Serves as a role model.
3. Takes responsibility & honors commitments. Responsive to the customer and ensures that commitments and agreed upon deadlines are fulfilled.
4. Supports efforts to meet or exceed customer expectations. Supports efforts to meet or exceed customer expectations across the enterprise by working effectively with others to address customer expectations and resolve issues. Partners with individuals and teams throughout the enterprise to establish and maintain strong community relationships.
Do the supervisor’s actions support optimal use of public funds and property? 1. Exercises sound financial judgment. Supports
contingency plans to address evolving financial issues. Quickly adapts to changing economic conditions by considering costs, benefits and overall value of work efforts. Manages within SCG budget limits. Effectively balances resources (i.e., human, technology and money)
2. Promotes cost containment, savings &/or revenue opportunities. Minimizes expenditures by seeking no-to-low cost alternatives.
3. Manages risk. Protects financial resources by creating a safe and accident-free environment.
4. Ensures responsible use of equipment and property. Holds self and employees accountable for the responsible use of county-owned property and equipment.
Does the individual lead, facilitate and participate in efforts that result in effective strategic planning and continuous quality improvement? Does this leader quickly adapt to change, effectively manage transitions and develop new solutions for addressing evolving challenges? 1. Contributes toward the successful implementation of
strategic and operational business plans. Successfully implements business strategies. Monitors progress toward performance measures and produces meaningful outcomes. Ensures that employee goals support enterprise, business center and business unit goals.
2. Participates in Continuous Quality Improvement (CQI) activities. Participates in process improvement activities. Identifies key processes to ensure that they meet customer and others’ requirements. Seeks to minimize errors and rework.
3. Actively supports change efforts. Serves as a change agent and seeks new ways to meet evolving challenges.
4. Supports effective problem-solving skills and generates new ideas. Supports efforts that successfully engage employees in effective problem-solving efforts and decision making practices. Generates new ideas that contribute to cost-savings, increased efficiency or improved effectiveness.
Is this individual competent in their leadership, professional, interpersonal and technical skills? Does this leader value diversity, inspire others to work at their highest potential and demonstrate a commitment to ongoing learning? 1. Advances job competence and expertise. Advances
leadership, interpersonal, professional and technical competence as indicated in best practices.
2. Actively participates in new learning activities and quickly applies acquired knowledge. Participates in learning activities that enhance skills, knowledge and abilities. Effectively applies new knowledge and skills.
3. Serves as a respected coach, teacher and mentor. Demonstrates 2-way communication and effective inter personal skills. Coaches, teaches and mentors staff using approaches that are effective in helping adults to learn. Displays high levels of emotional intelligence. Contributes to the teams overall effectiveness.
4. Maintains a motivational climate that values diversity and encourages shared learning. Develops a work climate that encourages others to work at their highest potential. Values diversity and supports efforts that result in the well-being and satisfaction of employees. Is non-defensive, open to feedback and receptive to learning new ideas.
Core Competencies Descriptions for Supervisors
Customer & Community Champion Financial Manager
Continuous-Innovative Learner Process Improver & Capacity Builder
141
*
Process Process Improver & Improver &
Capacity Capacity BuilderBuilder
FinancialFinancial ManagerManager
Customer Customer & Community& Community ChampionChampion
ContinuousContinuous--Innovative Innovative
LearnerLearner
*Leads initiatives that result in the delivery of quality services.
*Champions two-way communication efforts.
*Takes responsibility & honors commitments.
*Drives efforts to meet or exceed customer & community expectations.
*Advances job competence and expertise.
*Actively participates in new learning activities and quickly applies acquired knowledge.
*Creates a motivational climate that values diversity and encourages shared learning.
*Serves as a respected coach, teacher and mentor.
*Creates strategic and operational business plans.
*Engages staff in CQI activities.
*Quickly adapts to change and effectively manages transitions.
*Promotes effective problem solving efforts and encourages new ideas.
*Exercises sound financial judgment.
*Promotes cost containment, savings &/or revenue opportunities.
*Manages risk.
*Ensures the responsible use of equipment and property..
Organizational & Employee Development June 2002 Additional Detail Located On Back
Core CompetenciesCore Competencies Performance ExpectationsPerformance Expectations
SCG Core Competencies - General Managers/Managers
Our Values:Our Values:
Customer ServiceCustomer Service Cooperation & TeamworkCooperation & Teamwork
Honesty & IntegrityHonesty & Integrity QualityQuality
StewardshipStewardship InnovationInnovation
AccountabilityAccountability
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Does the leader advocate for our community & customers by ensuring that quality services are delivered in a respectful, responsive and team-centered manner? 1. Leads initiatives that result in the delivery of quality
services. Leads efforts that result in the delivery of quality services within the community & across the enterprise. Identifies key customer expectations and requirements. Positively influences the team to translate customer needs into work products and services that add value. Reviews customer satisfaction data and facilitates systematic improvement efforts.
2. Champions two-way communication efforts. Champions consistent, respectful two-way communication efforts with external customers, internal customers, partners and community groups. Serves as a role model.
3. Takes responsibility & honors commitments. Responsive to the customer and community needs. Ensures that commitments and agreed upon deadlines are fulfilled.
4. Drives efforts to meet or exceed customer expectations. Drives efforts to meet or exceed customer expectations by working effectively with others to address customer expectations and resolve issues. Partners with individuals and teams throughout the enterprise to establish and maintain strong community relationships.
Do the leader’s actions support optimal use of public funds and property? 1. Exercises sound financial judgment. Develops
contingency plans to address evolving financial issues. Quickly adapts to changing economic conditions by considering costs, benefits and overall value of work efforts. Manages within SCG budget limits. Effectively balances resources (i.e., human, technology and money).
2. Promotes cost containment, savings &/or revenue opportunities. Minimizes expenditures by seeking no-to-low cost alternatives.
3. Manages risk. Protects financial resources by creating a safe and accident-free environment.
4. Ensures responsible use of equipment and property. Holds self and employees accountable for the responsible use of county-owned property and equipment.
Does the individual lead, facilitate and participate in efforts that result in effective strategic planning and continuous quality improvement? Does this leader quickly adapt to change, effectively manage transitions and develop new solutions for addressing evolving challenges? 1. Creates strategic and operational business plans. Utilizes
contemporary principles of strategic planning. Develops meaningful outcomes and performance measures and monitors progress. Aligns goals. Produces results.
2. Engages staff in Continuous Quality Improvement (CQI) activities. Identifies key processes to ensure that they meet customer requirements. Facilitates process improvement activities by effectively using CQI processes and tools.
3. Quickly adapts to change and manages effective transitions. Implements and sustains change efforts, manages transitions effectively and seeks new ways to meet evolving challenges.
4. Promotes effective problem solving efforts and encourages new ideas. Promotes efforts that successfully engage employees in effective problem-solving and decision-making practices. Leads others and holds self accountable for generating new ideas that contribute to cost-savings, increased efficiency or improved effectiveness.
Is this individual competent in their leadership, professional, interpersonal and technical skills? Does this leader value diversity, inspire others to work at their highest potential and demonstrate a commitment to ongoing learning? 1. Advances job competence and expertise. Advances
leadership, interpersonal, professional and technical competence as indicated in best practices.
2. Actively participates in new learning activities and quickly applies acquired knowledge. Participates in learning activities that enhance skills, knowledge and abilities. Effectively applies new knowledge and skills.
3. Serves as a respected coach, teacher and mentor. Demonstrates 2-way communication and effective interpersonal skills. Coaches, teaches and mentors staff using approaches that are effective in helping adults to learn. Displays high levels of emotional intelligence. Contributes to the team’s overall effectiveness.
4. Creates a motivational climate that values diversity and encourages shared learning. Creates a climate that inspires employees to work at their highest potential. Values diversity and supports efforts that lead to the well-being and satisfaction of employees. Is non-defensive, open to feedback, and receptive to learning new ideas.
Core Competencies Descriptions for General Managers & Managers
Customer & Community Champion Financial Manager
Continuous-Innovative Learner Process Improver & Capacity Builder
143
Introduction:
Core Competency Interview Booklet
Organizations have to come to realize that individuals join an organization with not just job skills or technical abilities, but also attitudes, values, and habits that are directly related to the effectiveness of the individual as an employee. From these “Core Com-petencies” individuals will set the pace in which they will succeed within an organization. Therefore, it is important to consider these core competencies in addition to the technical or job skills when considering employ-ment applicants. Sarasota County believes that these core competencies are equally important as the job skills and should be evalu-ated as equal selection criteria. Core competency selection can be utilized in each stage of the hiring process. Here are some examples: • Recruitment Advertisement: Include core competency requirements within recruitment ads. Elaborate how the individual
competencies affect the requirements or duties of the vacant position. • Written Applicant Questionnaires or Written Exercise: Base questions or inquiries to applicants on core competency re-
quirements. • Telephone/In-Person Interviews: Ask behavioral-based questions that require applicants to describe situations in which they
were required to demonstrate core competency criteria. • References: Be aware of information that support or conflict with cores competency requirements when conducting reference
checks.
Version 8.25.02
S A R A S O T A C O U N T Y B O A R D O F C O U N T Y C O M M I S S I O N E R S
Page 1 Core Competency Interview Booklet
Sarasota County Administration Center
Table of Contents: Introduction Pg. 1 Behavioral Questions Pg. 2 Core Competency Interview Technique Pg. 2 Customer Champion Interview Questions Pg. 3 Financial Manager Interview Questions Pg. 4 Process Improver Interview Questions Pg. 4 Continuous Learner Interview Questions Pg. 5 Enterprise Values Interview Questions Pg. 6-7 Traditional Interview Questions Pg. 7-8 Leadership/Supervisory Questions Pg. 9 Employees Core Competency Wheel Pg. 10 Employees Core Competency Description Pg. 11 Supervisors Core Competency Wheel Pg. 12 Supervisors Core Competency Description Pg. 13 Managers Core Competency Wheel Pg. 14 Managers Core Competency Description Pg. 15 Executive Directors Core Competency Wheel Pg. 16 Executive Directors Core Competency Description Pg. 17 Contact Information Pg. 18
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Behavioral Questions related to technical, skill, education, and experience qualifications.
Core Competency Interview Booklet Page 2
Characteristics of Behavioral Questions: • Provide behavioral reports or stories by asking the applicant to think of and describe the ac-
tions they took in particular situations in their past experiences. Behavioral questions are carefully worded and direct applicants to discuss what they have actually said and done in the past.
• Discourage theoretical responses by directing applicants to describe specific past situations. Behavioral questions require the applicant to describe past actions, preventing the applicant from offering theoretical answers, feelings, or opinions. This helps the interviewer truly un-derstand whether the applicant is a good candidate for the position.
• Do not lead the applicant to the “right” answer. Behavioral questions are asked the same of all applicants, and because they ask the applicant to describe actions they took in specific situations, they do not imply a “correct” answer.
• In order to be effective in the application of interview techniques that evaluate core competencies, consider the following: • Share the core competency requirements with the applicant. Explain the importance
of having these traits and how it affects the success of the vacant position. • Use behavioral based interview questions that require an individual to share specific
examples of when they demonstrated the required competency. • Ask questions that cover all of the core competencies and not just a few. These
competencies were thoroughly researched and have been identified to align with the traits of successful employees of Sarasota County and is directly aligned with our organizational strategies and goals.
• Incorporate the core competencies into the selection process and include them with
technical and job skill questions and inquiries. Evaluate the results equally with the technical job skills and experience.
• Consider the core competencies equally with skill, education, and experience quali-
fications.
Applying core competency interview techniques:
MLK Park
Selby Library
“Use behavioral based interview questions that require an individual to share specific examples
of when they demonstrated the
required competency.”
The selection worksheet and interview question listings are for your use and are optional. Please do not submit the completed worksheets with new hire paperwork. As with all interview notes, keep any completed selection worksheet on file with your HR Representative.
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S UGGESTED Q UESTIONS: CUSTOMER CHAMPION
1. How would you define good communication? 2. Can you provide an example where you provided excellent customer service? 3. What does the term “Customer Service” mean to you? 4. In your last position who were your customers? 5. If you were to receive this position, how would you provide excellent customer service? 6. Give me an example where you delivered more than expected. 7. Do you honor commitments? Please give me an example. 8. Describe your communication style. 9. Give me an example where you created an initiative better serving your customers. 10. Who is your most important customer? 11. What would your former co-workers say about your communications skills? 12. Give me an example where you had to work with a difficult supervisor. What happened? 13. Describe your management style. 14. Are subordinates customers? Why? 15. Describe a situation where your work was criticized. How did you react? 16. Who are your internal customers? What is different about dealing with them than external customers? 17. Tell me about a time when you annoyed a customer. 18. Define Exceptional Customer Service. 19. Why do some organizations do poorly in customer service? 20. Do you keep up to date information about cus tomers; what do you do with it? 21. What do customers do that irritate you? How do you react? 22. Give me a specific example of a time when you had to address an angry customer. What was the problem
and what was the outcome? How would you describe your role in defusing the situation? 23. Give me an example of when you initiated a change in process or operations in response to customer
feedback. 24. Tell me about a marketing promotion/initiative or information dissemination you developed. How did it
meet the customer’s need(s)? Look for: • Dealing with the emotional needs of the customer. • Listening skills. • Asks customer what he/she would like and responds with what can be done versus what cannot be
done. • See complaints as useful information in terms of how the organization can improve current ser-
vices/products/policies/procedures.
“Remember to ask the same questions to all applicants who are interviewing. Consistency among applicants is mandatory.”
Page 3 Core Competency Interview Booklet
“As an interviewer you should only speak about 20% of the time. Give the applicant the opportunity to do most of the talking. If the applicant resists, encourage them to provide more information but DON’T lead the applicant.”
146
Customer Service: (Please use Customer & Community Champion Questions) Cooperation and Teamwork: 68. Tell me about a time when your coworkers gave you feedback about your actions. How did you respond?
What changes did you make? 69. Describe a project you were responsible for that required a lot of interaction with people over a long pe-
riod of time. 70. How have you recognized and rewarded a team player in the past? What was the situation? 71. Tell me about a course, work experience, or extracurricular activity where you had to work closely with
others? How did it go? 72. How did you overcome any difficulties? 73. Describe a problem you had in your life when someone else’s help was very important to you. Honesty and Integrity: 74. Describe a time where you had to make a difficult decision. 75. When is it OK to lie? 76. Give me an example of a situation where you had to be ruthless. 77. Have you ever experienced a personal loss from doing what is right? 78. In what business situations do you feel honesty would be inappropriate? 79. Describe a situation when you were faced with making a decision that involved important conflicting
needs between an individual and your employer and explain how you handled it. 80. Have you ever made a life/career choice/decision based on values or ethics? 81. Tell me about a time when you were told to do something against your beliefs. 82. Have you presented an unpopular proposal (or idea) that you believed in? 83. Tell me about a specific time when you had to handle a tough problem which challenged fairness or ethi-
cal issues. 84. Tell me about a tough decision you made. What steps, thought processes, and considerations did you take
to make an objective decision? Quality: 85. Give an example where you made sure the job got done correctly. 86. Are you a perfectionist? 87. What do you think of the comment “good enough”? 88. Provide an example where you repeated a job because it wasn't done cor-
rectly. Stewardship: 89. Describe the term loyalty. 90. Why is it important for government to optimize operations? 91. What duties do we owe to taxpayers? 92. What do the taxpayers expect from a county government? 93. Why are you interested in working for a government organization?
SUGGESTED QUESTIONS: ENTERPRISE VALUES
Page 6 Core Competency Interview Booklet
Sarasota County Lifeguard
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LEADERSHIP/SUPERVISOR LEVEL QUESTIONS Coaches/Counsels/Evaluates Staff
153. Give me an example of a time when you helped a staff member accept change and make the neces-sary adjustments to move forward. What were the change/transition skills that you used?
154. Tell me about a specific time when you had to handle a tough morale problem. Identifies Areas for and Supports Employee Development Opportunities
155. What have you done to develop the skills of your staff? How many of your employees have received training (any form) during the past year? What were the specific topic areas? Did they ask for the training or did you suggest it to them?
156. Tell me about a specific development plan that you created and carried out with one or more of your employees. What was the specific situation? What were the components of the development plan? How long was the time frame from start to finish? What was the outcome?
Encourages Teamwork and Group Achievement 157. Please tell me about your most successful attempt to encourage others to take action and get the job
done. What led you to take these actions? Exactly how did you encourage others to take action or re-sponsibility? What was the result of your efforts? Did anyone comment on your actions? Who? What was said? How often have you taken this type of action in the past six months?
158. Tell me about a time when you needed to have co-workers working on a project who normally have different work styles/ideas. How did you pull them together?
Leads Change/Achieves Support of Objectives 159. Tell me about a time when you were responsible for hiring and orientating a new employee. What
did you do to help them adjust? 160. Tell me about a time when your department was going through long-term changes or working on a
long-term project. What did you do to keep your staff focused? Enables and Empowers Staff
161. Tell me about a time when you needed to delegate parts of a large assignment. How did you decide whom to distribute them to? What problems occurred? What was the outcome?
162. What specific information do/did you share with your staff, how often do you share this information and why?
163. Give me a specific example of how you have empowered your staff to make independent decisions. Strives to Achieve Diverse Staff at all Levels
164. Give me a specific example of how you have helped create an environment where differences are valued, encouraged and supported.
165. What have you done to support diversity in your unit? Understands Diversity Issues and Creates Supportive Environment for Diverse Employees
166. Tell me about the specific talents and contributions of your team/staff and how you have utilized these qualities to increase the effectiveness of the unit.
167. What have you done to support diversity in your unit? Leadership/Initiative
168. What are 3 effective leadership qualities you think are important? How have you demonstrated these qualities in your past/current position?
169. Describe a situation in which you were able to use persuasion to successfully convince someone to approach things your way. What level was the person you had to persuade?
170. What risks did you take in your present/previous job? Tell me about it. 171. In a current job task, what steps do you go through to ensure your decisions are correct/effective?
Page 9 Core Competency Interview Booklet
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STANFORD UNIVERSITY PERFORMANCE EVALUATION FORM—COMPETENCIES DEFINITIONS
©Copyright Stanford University 2011
Page 1 of 2
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STANFORD UNIVERSITY PERFORMANCE EVALUATION FORM—COMPETENCIES DEFINITIONS
©Copyright Stanford University 2011
Page 2 of 2
Acts in the Best Interest of the University/Stewards University Resources Is committed to Stanford's mission; supports Stanford's multi-disciplinary approach and academic focus; is a wise steward of Stanford’s resources; assumes responsibility for the university’s financial health; knows how to get things done given regulatory and financial parameters; advocates for own area while supporting institution-wide initiatives.
Builds and Maintains Relationships Forges synergies and encourages
cooperation when building and developing teams; demonstrates appropriate
interpersonal skills; uses networks effectively; establishes and maintains
productive work relationships with clients and colleagues; is effective at getting
things done through formal and informal channels, has a positive working
relationship with most peers and clients; nurtures relationships that support the
mission of the university.
Builds and Supports Diversity Works effectively with a wide range of people; sets
a culture that leverages differences and supports diversity; is respectful of people
and their different values; encourages and values diverse points of view and
differing opinions; recruits high-quality diverse staff.
Collaborates Effectively Contributes positively to the success of the team or
department; treats others with respect, courtesy and professionalism; is able to
confront and resolve conflict effectively; is open to feedback; works effectively
with others; joins in the collaborative efforts of the university.
Communicates Effectively Presents information and ideas in a thoughtful and
compelling manner; is clear and concise in verbal and written communications;
shares information freely; speaks openly and honestly while fostering an
atmosphere of mutual respect; able to communicate effectively to diverse
groups; is a receptive listener who consults and seeks input from others; is
influential and persuasive when appropriate; seeks to understand the differing
sides of each situation; understands the potential of emerging communications
technology and uses it to achieve objectives.
Creates Vision and Strategy Appreciates the significance of having a vision and
strategy; mobilizes strategies towards the organization's goals; begins the
conversation that engages others in creative thought and planning processes;
communicates the vision and strategy in a way that inspires people to embrace it
and make it their own; can easily pose credible alternative scenarios for planning;
is committed to making a difference.
Demonstrates Organizational Astuteness Is comfortable and effective working in
a larger political context; understands the organizational framework and how to
get things done; leverages informal and formal networks effectively;
demonstrates an understanding of what can and cannot be controlled; is
sensitive to how people and organizations function; anticipates resistance within
the organization and plans to overcome that resistance; views organizational
politics as a necessary part of organizational life and adjusts to that reality; can
maneuver through complex political situations effectively.
Demonstrates Required Job Knowledge Has a full working knowledge of the
methods, procedures and systems applicable to the position; takes the initiative
to ensure that skills are current, understands the function of the unit and how
the job plays a part in the success of the unit; consistently exhibits the ability to
learn and apply new skills; understands the organization's business principles and
language, including the fundamentals of finance where applicable, planning and
budgeting; uses this understanding to establish clear priorities for actions.
Develops/Formulates Effective Solutions Effectively defines and analyzes
problems, researches multiple solutions; is resourceful when faced with new
challenges; demonstrates tenacity in solving problems; approaches problems
creatively and offers appropriate solutions; is able to resolve customer/client
problems in a positive, effective and timely manner.
Displays Accountability Accepts responsibility for work and decisions; initiates
and sets clear objectives and measures for self and others; monitors process,
progress and results; recognizes and supports the importance of "ownership";
fulfills commitments; is dependable and self-reliant; acknowledges mistakes and
gains insights from them; maintains confidentiality with sensitive information;
understands and demonstrates behaviors that drive compliance.
Displays Courage and Conviction Doesn't hold back anything that needs to be
said or done; always lets people know where they stand; faces up to people and
problems quickly and directly; challenges the status quo and encourages an
environment where others do the same; is willing to take risks; is able to give
difficult feedback when required.
Displays Emotional Intelligence Demonstrates the ability, capacity and skills to
identify, assess and manage the emotions of one's self and adjust accordingly in
order to influence others; works to become self-aware and is interested in
developing self; seeks feedback and constructive criticism; demonstrates humility
and self-regulates own emotions; exhibits patience and empathy when dealing
with others' emotions; displays a positive and constructive sense of humor;
provides constructive feedback and critique to direct reports and peers;
maintains the relationship through the critiquing process.
Drives Innovation and Change Is open to, and encourages change; recognizes
when change is necessary to work more effectively; demonstrates an ability to
create a plan for change and/or participate in a plan for change; is open to
learning new skills, knowledge and behaviors; is comfortable with uncertainty
and ambiguity; fosters a culture that encourages risk taking; is innovative in
applying ideas to meet new challenges; demonstrates creative thinking and
originality; looks forward to new opportunities and challenges; demonstrates the
ability to move with the organization in the face of change; can make decisions
and act without having the full picture; demonstrates an entrepreneurial spirit.
Drives Quality and Excellence Demonstrates the ability and commitment to
deliver high quality work; consistently completes assignments in an accurate and
thorough manner; effectively uses feedback to improve the quality of work; is
attentive to detail; continuously looks for ways to be more efficient; is
committed to demonstrating personal excellence; understands and internalizes
the university's quest for excellence.
Drives Results Demonstrates the ability to clearly define goals, create a plan of
action to achieve them and pursue the plan to completion; ensures that projects
are completed accurately and on time; achieves targets and goals; seeks
clarification if necessary to achieve results; will demonstrate initiative and
proactively achieve desired results; anticipates obstacles and demonstrates the
ability to overcome and stay on track to achieve results; demonstrates the ability
to lead a team to achieve results when required.
Focuses on the Customer and Client Actively seeks to exceed customer or client
expectations; understands customer or client's needs; develops effective
customer relationships; actively seeks practical solutions to address customer or
client concerns; is open and responsive to customer or client feedback;
demonstrates the ability to manage customer or client expectations; thinks about
the impact on the customer or client during decision making; adapts to the
changing needs of the customer or client.
Leads and Develops Others Attracts and selects strong staff; provides motivating
guidance, coaching and feedback; inspires commitment by conveying passion
appropriately; engages and develops people who can meet Stanford's needs by
providing them with meaningful opportunities; models the behavior being asked
of others; develops and cultivates high performing teams; recognizes and
rewards staff contributions appropriately; exhibits fairness; ensures the
productive resolution of conflict.
Makes Decisions Effectively and Decisively Seeks out all relevant information in
an effort to make effective decisions; makes sound decisions based upon a
mixture of analysis, wisdom, experience and judgment; recognizes trade-offs; is
able to negotiate and find a balance between needs and views of many
constituents; is decisive and takes action; is sought out by others for advice and
solutions; consults with others affected by a proposed action prior to making a
decision; uses resources wisely.
Manages Time Effectively Efficiently and effectively uses time and resources
allocated to complete tasks; is punctual and meets deadlines; uses good
judgment in scheduling time away from work; effectively prioritizes tasks at hand
to meet expectations.
Models Stanford Values and Ethics Adheres to an appropriate set of values and
beliefs during both good and difficult times; acts in line with those values;
rewards the right values and discourages inappropriate values; is a role model for
Stanford values and principles; does the right thing; establishes a culture of
integrity; is widely trusted; seen as a direct, truthful and credible individual; can
present the unvarnished truth in an appropriate and helpful manner; keeps
confidences; does not blame others for own mistakes or misrepresent self for
personal gain.
150
Ove
rvie
w
Geo
rgia
per
form
ance
man
agem
ent p
roce
ss fo
cuse
s on
“wha
t” th
e em
ploy
ee d
oes
– ob
ject
ives
and
job
resp
onsi
bilit
ies
– as
wel
l as
“how
” the
em
ploy
ee d
oes
it –
com
pete
ncie
s.
Com
pete
ncie
s ar
e at
tribu
tes,
kno
wle
dge,
ski
lls, a
bilit
ies,
and
oth
er c
hara
cter
istic
s th
at c
ontri
bute
to in
divi
dual
suc
cess
in th
e or
gani
zatio
n;
they
focu
s on
“how
” thi
ngs
get d
one.
Com
pete
ncie
s he
lp d
rive
indi
vidu
al a
nd o
rgan
izat
iona
l per
form
ance
. A
s pa
rt of
the
perfo
rman
ce m
anag
emen
t pro
cess
all
empl
oyee
s ar
e ev
alua
ted
on fi
ve c
ore
com
pete
ncie
s: C
usto
mer
Ser
vice
, Tea
mw
ork
and
Coo
pera
tion,
Acc
ount
abili
ty, R
esul
ts O
rient
atio
n, a
nd J
udgm
ent &
Dec
isio
n m
akin
g. T
hese
hav
e be
en id
entif
ied
as c
ritic
al to
the
stat
e as
a
who
le. I
n ad
ditio
n, p
eopl
e m
anag
ers
(thos
e w
ho s
uper
vise
oth
ers)
will
be
eval
uate
d on
two
addi
tiona
l lea
ders
hip
com
pete
ncie
s: T
alen
t M
anag
emen
t and
Tra
nsfo
rmer
s of
Gov
ernm
ent.
If ne
eded
, the
re a
re e
leve
n ad
ditio
nal c
ompe
tenc
ies
that
can
be
used
in a
n em
ploy
ee’s
per
form
ance
man
agem
ent p
lan.
A ta
ble
listin
g th
e co
mpe
tenc
ies
is b
elow
.
Stat
ewid
e C
ore
Com
pete
ncie
s Le
ader
ship
Com
pete
ncie
s
Cus
tom
er S
ervi
ce
Te
amw
ork
and
Coo
pera
tion
R
esul
ts O
rient
atio
n
A
ccou
ntab
ility
Ju
dgm
ent a
nd D
ecis
ion
Mak
ing
Ta
lent
Man
agem
ent
Tr
ansf
orm
ers
of G
over
nmen
t
A
dditi
onal
Beh
avio
ral C
ompe
tenc
ies
C
omm
unic
atio
n
C
onfli
ct M
anag
emen
t
C
reat
ivity
and
Inno
vatio
n
C
ultu
ral A
war
enes
s
Fl
exib
ility
In
itiat
ive
N
egot
iatio
n an
d In
fluen
ce
P
rofe
ssio
nal D
evel
opm
ent
P
roje
ct M
anag
emen
t
Te
achi
ng O
ther
s
Te
am L
eade
rshi
p
151
Rat
ing
Scal
e
At t
he e
nd o
f the
per
form
ance
yea
r (an
d at
oth
er ti
mes
) em
ploy
ees
will
be
rate
d on
thei
r per
form
ance
aga
inst
the
rele
vant
com
pete
ncie
s. A
ll ra
tings
will
be
mad
e us
ing
the
follo
win
g sc
ale:
Labe
l D
escr
iptio
n
Exce
ptio
nal P
erfo
rmer
Fr
eque
ntly
exc
eede
d ex
pect
atio
ns. E
mpl
oyee
was
an
exce
ptio
nal c
ontri
buto
r to
the
succ
ess
of h
is/h
er
depa
rtmen
t and
the
Sta
te o
f Geo
rgia
. He/
she
dem
onst
rate
d ro
le m
odel
beh
avio
rs
Succ
essf
ul P
erfo
rmer
– P
lus
Con
sist
ently
met
exp
ecta
tions
and
occ
asio
nal e
xcee
ded
expe
ctat
ions
Succ
essf
ul P
erfo
rmer
C
onsi
sten
tly m
et e
xpec
tatio
ns. E
mpl
oyee
was
a s
olid
con
tribu
tor t
o th
e su
cces
s of
his
/her
dep
artm
ent
and
the
Sta
te o
f Geo
rgia
Succ
essf
ul P
erfo
rmer
– M
inus
Ty
pica
lly m
et e
xpec
tatio
ns; h
owev
er, o
ccas
iona
lly fa
iled
to m
eet e
xpec
tatio
ns. E
mpl
oyee
nee
ds fu
rther
de
velo
pmen
t in
one
or m
ore
area
s of
exp
ecte
d jo
b re
sults
or b
ehav
iora
l com
pete
ncie
s
Uns
atis
fact
ory
Perf
orm
er
Con
sist
ently
faile
d to
mee
t exp
ecta
tions
. Em
ploy
ee n
eeds
sig
nific
ant i
mpr
ovem
ent i
n cr
itica
l are
as o
f ex
pect
ed jo
b re
sults
or b
ehav
iora
l com
pete
ncie
s
Not
Rat
ed
New
hire
or t
rans
fer w
ithin
five
mon
ths
of e
nd o
f per
form
ance
per
iod
Beh
avio
ral I
ndic
ator
s Th
is d
ocum
ent p
rovi
des
beha
vior
al in
dica
tors
(exa
mpl
es) o
f the
com
pete
ncie
s:
B
ehav
iora
l exa
mpl
es o
f the
com
pete
ncie
s ar
e pr
ovid
ed u
sing
3-k
ey a
ncho
r poi
nts
on th
e S
tate
’s 5
-poi
nt p
erfo
rman
ce ra
ting
scal
e (U
nsat
isfa
ctor
y P
erfo
rmer
, Suc
cess
ful P
erfo
rmer
, and
Exc
eptio
nal P
erfo
rmer
).
Th
ese
are
exam
ples
of w
hat b
ehav
iors
cou
ld lo
ok li
ke a
nd a
re n
ot in
clus
ive
of a
ll be
havi
ors
that
dem
onst
rate
eac
h le
vel o
f per
form
ance
fo
r the
com
pete
ncy.
Rat
her,
this
is a
tool
to h
elp
guid
e ev
alua
tions
of e
mpl
oyee
per
form
ance
and
sho
uld
not b
e us
ed a
s a
chec
klis
t for
em
ploy
ees’
beh
avio
rs.
U
se th
is to
ol to
hel
p fo
rm a
n im
age
of e
mpl
oyee
per
form
ance
com
pare
d to
the
Sta
te a
nd th
e ag
ency
’s e
xpec
tatio
n
152
Customer Service Definition: Understands that all State employees have external and/or internal customers that they provide services and information to; honors all of the State’s commitments to customers by providing helpful, courteous, accessible, responsive, and knowledgeable service.
Unsatisfactory Performer Successful Performer Exceptional Performer Helpful: Fails to provide assistance and
information to customers or begrudgingly provides minimal service; fails to identify or solve customer service issues; does not incorporate learning from past mistakes.
Helpful: Willingly provides assistance and useful information to meet customer needs; takes appropriate actions to provide accurate information to customers; assumes ownership of customer issues and takes appropriate steps to correct problems.
Helpful: Anticipates customer needs and goes “the extra mile” to provide service; takes ownership of customer issues, actively seeks ways to improve customer service; makes useful improvement suggestions to the appropriate manager or leader.
Courteous: Fails to greet customers promptly and be polite in interactions; is not attentive to the customer or considerate of his/her needs; fails to leave a positive impression with customers; inappropriately reacts to situations rather than being empathic to the needs of the customer.
Courteous: Greets customers promptly and respectfully face-to-face or over the phone; listens attentively to verify understanding of customers needs; quickly establishes and maintains positive relationships with customers; takes an interest in customers and understands their needs; shows respect by remaining patient, calm and polite in all situations.
Courteous: Maintains a professional and respectful demeanor at all times when serving customers; is attentive to customers needs, even during busy periods; Continually improves relationships with customers by focusing individualized attention; empathizes with a variety of customers and helps them feel understood; acts respectfully and diplomatically to defuse even the most difficult situations with ease.
Accessible: Is difficult to contact in person or over the phone; takes an unreasonably long time in responding to customer requests and issues; fails to address reducing unreasonable customer wait times; fails to make information about services or the agency available to the customer when it is in their power to do so.
Accessible: Is easy for the customer to contact in person or over the phone; responds promptly and courteously to customer requests and issues; ensures that customer wait times are reasonable; makes helpful information about services or their agency available to the customer.
Accessible: Makes self fully available to the customer in person and over the phone by being flexible with time and schedule in order to provide services and information; finds ways to reduce customer wait times; identifies ways to improve the accessibility of information and services for the customer.
Responsive: Fails to confirm or understand customer needs; does not respond to customer needs or provide satisfactory answers to questions; ignores customer requests, “passes the buck” to others, or fails to honor commitments to customers in a timely manner.
Responsive: Seeks out, confirms and understands customer needs and/or problems then responds to customer thoughts and concerns; answers questions as completely as possible; honors commitments to provide needed services and information and resolve customer issues in a timely manner.
Responsive: Regularly updates understanding of customers’ needs and quickly adapts solutions to changing customer demands; provides information a customer needs even if the customer does not know exactly what to ask for; anticipates customer needs and resolves issues before situations require action.
Knowledgeable: Demonstrates insufficient understanding of customer needs; does not answer questions in an understandable way; has difficulty identifying resources that could enhance customers’ experiences.
Knowledgeable: Seeks to be trained and informed in order to clearly understand the customers’ needs, problems and issues; answers questions in an easy to understand way or identifies a resource that can help the customer; meets customer needs by acting professionally and applying a good working knowledge of available services and information.
Knowledgeable: Exceeds customer expectations by developing knowledge of how to satisfy a variety of customer needs and resolve customer issues; adds to the customer service knowledge of others in the agency; shows others how to easily navigate the State’s available services and information.
153
Beh
avio
ral C
ompe
tenc
ies
– D
efin
ition
s an
d B
ehav
iora
l Ind
icat
ors
5
Prof
icie
ncy
Leve
ls
Whi
le b
ehav
iora
l ind
icat
ors
are
used
to h
elp
in e
valu
ate
perfo
rman
ce, p
rofic
ienc
y le
vels
des
crib
e th
e le
vels
of a
com
pete
ncy
requ
ired
to
perfo
rm a
spe
cific
job
succ
essf
ully
; the
se le
vels
rela
te to
the
wor
k re
quire
d fo
r a s
peci
fic jo
b. D
iffer
ent j
obs
requ
ire d
iffer
ent l
evel
s of
pr
ofic
ienc
y fo
r suc
cess
ful p
erfo
rman
ce. N
ot a
ll jo
bs w
ill re
quire
the
high
est l
evel
of p
rofic
ienc
y an
d so
me
may
not
requ
ire c
erta
in
com
pete
ncie
s at
all.
For
exa
mpl
e:
The
prof
icie
ncy
leve
ls h
elp
to id
entif
y th
ose
com
pete
ncie
s th
at a
re m
ost i
mpo
rtant
for a
giv
en p
ositi
on. F
or e
xam
ple,
they
are
use
d in
su
cces
sion
pla
nnin
g to
hel
p id
entif
y pr
ofic
ienc
y le
vels
of i
ndic
ator
s co
mpa
red
to th
e pr
ofic
ienc
y ne
eded
for t
he jo
b fo
r whi
ch th
ey a
re b
eing
co
nsid
ered
.
Prof
icie
ncy
Leve
l D
escr
iptio
n
Lim
ited
Li
mite
d or
no
use
of c
ompe
tenc
y re
quire
d fo
r the
job
C
ompe
tenc
y ha
s be
en m
inim
ally
dem
onst
rate
d
May
hav
e ha
d lim
ited
oppo
rtuni
ty to
app
ly th
e co
mpe
tenc
y
May
hav
e lim
ited
unde
rsta
ndin
g of
the
com
pete
ncy
Bas
ic
B
asic
und
erst
andi
ng o
r kno
wle
dge
need
ed fo
r the
job
B
asic
und
erst
andi
ng a
nd k
now
ledg
e su
ffici
ent e
noug
h to
han
dle
rout
ine
task
s
Req
uire
s so
me
guid
ance
or s
uper
visi
on w
hen
appl
ying
the
com
pete
ncy
U
nder
stan
ds a
nd c
an d
iscu
ss te
rmin
olog
y an
d co
ncep
ts re
late
d to
the
com
pete
ncy
Prof
icie
nt
D
etai
led
know
ledg
e, u
nder
stan
ding
, and
app
licat
ion
of th
e co
mpe
tenc
y re
quire
d to
be
succ
e ssf
ul in
the
job
A
bilit
y to
han
dle
non-
rout
ine
prob
lem
s an
d si
tuat
ions
Req
uire
s m
inim
al g
uida
nce
or s
uper
visi
on /
wor
ks in
depe
nden
tly
C
onsi
sten
tly d
emon
stra
tes
succ
ess
in th
e co
mpe
tenc
y
Cap
able
of a
ssis
ting
othe
rs in
the
appl
icat
ion
of th
e co
mpe
tenc
y
Adv
ance
d
H
ighl
y de
velo
ped
know
ledg
e, u
nder
stan
ding
, and
app
licat
ion
of th
e co
mpe
tenc
y re
quire
d to
be
succ
essf
ul in
the
job
and
orga
niza
tion
(tota
l mas
tery
)
Can
app
ly k
now
ledg
e ou
tsid
e th
e sc
ope
of o
ne’s
pos
ition
Is a
ble
to c
oach
or t
each
oth
ers
on th
e co
mpe
tenc
y
Has
a lo
ng-te
rm p
ersp
ectiv
e
Hel
ps d
evel
op m
ater
ials
and
reso
urce
s in
the
com
pete
ncy
Expe
rt
S
peci
alis
t/Aut
horit
y le
vel k
now
ledg
e, u
nder
stan
ding
, and
app
licat
ion
of th
e co
mpe
tenc
y re
quire
d to
be
succ
essf
ul in
the
job.
Rec
ogni
zed
by o
ther
s as
an
expe
rt in
the
com
pete
ncy
and
is s
ough
t out
by
othe
rs th
roug
hout
the
orga
niza
tion
(exp
ert i
n th
e ar
ea)
W
orks
acr
oss
team
, dep
artm
ent,
and
orga
niza
tiona
l fun
ctio
ns
A
pplie
s sk
ill a
cros
s m
ultip
le p
roje
cts
or fu
nctio
ns
A
ble
to e
xpla
in is
sues
in re
latio
n to
bro
ader
org
aniz
atio
nal i
ssue
s
Cre
ates
new
app
licat
ions
or p
roce
sses
Has
a s
trate
gic
focu
s DD D
RR RAA A
FF FTT T
22 2// / 11 1
22 2// / 22 2
00 000 0
88 8 44 4
:: : 33 300 0
PP PMM M
154
Team
wor
k an
d C
oope
ratio
n D
efin
ition
: Coo
pera
tes
with
oth
ers
to a
ccom
plis
h co
mm
on g
oals
; wor
ks w
ith e
mpl
oyee
s w
ithin
and
acr
oss
his/
her d
epar
tmen
t to
achi
eve
shar
ed g
oals
; tre
ats
othe
rs w
ith d
igni
ty a
nd re
spec
t and
mai
ntai
ns a
frie
ndly
dem
eano
r; va
lues
the
cont
ribut
ions
of o
ther
s
Uns
atis
fact
ory
Perf
orm
er
Succ
essf
ul P
erfo
rmer
Ex
cept
iona
l Per
form
er
Te
nds
to is
olat
e on
esel
f fro
m o
ther
s w
hile
w
orki
ng to
war
d te
am g
oals
and
obj
ectiv
es
C
onsi
sten
tly w
orks
with
oth
ers
to a
ccom
plis
h go
als
and
task
s
Fr
eque
ntly
use
s op
portu
nitie
s to
wor
k w
ith
othe
rs a
s a
teac
hing
tool
to im
part
orga
niza
tiona
l kno
wle
dge
and
help
oth
ers
succ
eed
S
omet
imes
trea
ts o
ther
team
mem
bers
with
ho
stilit
y or
indi
ffere
nce
Tr
eats
all
team
mem
bers
with
a re
spec
tful,
cour
teou
s, a
nd p
rofe
ssio
nal m
anne
r; su
ppor
ts
team
des
pite
diff
eren
t poi
nts
of v
iew
or
setb
acks
A
ctiv
ely
seek
s to
elim
inat
e “c
lique
s” a
nd
assi
sts
in p
robl
em s
olvi
ng s
o th
at a
ll te
am
mem
bers
can
be
incl
uded
in w
ork
proc
esse
s
Ta
lks
abou
t com
mitm
ent t
o te
amw
ork
but
does
not
alw
ays
dem
onst
rate
it in
his
/her
ac
tions
C
onsi
ders
the
view
s of
oth
er p
eopl
e (a
nd
depa
rtmen
ts, i
f rel
evan
t) w
hen
anal
yzin
g a
situ
atio
n or
dev
elop
ing
a so
lutio
n
B
uild
s lo
yalty
am
ong
othe
r tea
m m
embe
rs
(and
dep
artm
ents
, if r
elev
ant)
acro
ss th
e S
tate
; pro
mot
es th
e S
tate
as
a te
am
W
orks
wel
l with
som
e pe
ople
but
not
oth
ers;
is
not
gen
eral
ly re
gard
ed a
s a
“team
pla
yer”
Con
sist
ently
wor
ks w
ell w
ith a
var
iety
of
diffe
rent
peo
ple;
rare
ly e
ncou
nter
s so
meo
ne
he/s
he c
anno
t wor
k ef
fect
ivel
y w
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7 Revised 1/2012
Individual Development Plan Worksheet (Sample)
Name Jane Doe
Title
Date 7/15/20XX
Development is a partnership between the agency, the employee, and the manager. One of the key
steps of development is to establish a development plan. There are three components to consider
when creating this plan:
Development in current role Expand skill set and knowledge areas Prepare for future roles
Considering the three components, complete the sections below. After the development plan is completed, meet with your manager to review the plan.
Strengths
Strengths can be based on your current job performance or your career aspirations.
1. Customer Service – Strong focus on meeting the needs of internal customers 2. Teamwork and Cooperation – Open to input from others and considers others‘ opinions before
moving forward 3. Results Orientation – Very focused on achieving agreed upon results 4. 5.
Development Needs Development needs can be based on your current job performance or your career aspirations.
1. Presentation Skills 2. Influence Skills 3. I am moving into a more cross functional role where I won‘t have authority over others. I need to
be able to influence others to see my perspective and accept my recommendations for moving forward.
4.
Development Focus
Select two or three areas from the lists above to focus on for the current year.
1. Presentation skills 2. Influence skills 3.
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Individual Development Plan Worksheet (Sample)
Employee Development Plan: Identify and list activities that will support the identified focus areas
Use a wide variety of development approaches On-The-Job Learning Timeframe Completed Self-Directed Learning
(Books, Articles, Job
Shadowing, etc.)
Timeframe Completed
Before next presentation, practice in front of mgr. Incorporate feedback.
By 12/20XX (mid-yr)
Read Presentation Skills
201. Summarize key points and share with team.
By 12/20XX (mid-yr)
Conduct a stakeholder‘s analysis at beginning of next project
By 12/20XX (mid-yr)
Read Influence Without
Authority. Summarize key points and share with team.
By 6/20XX (year end)
Classes / Workshops /
Conferences
Timeframe Completed Professional/Community
Activities
Timeframe Timeframe Completed Completed
Join Toastmasters. Participate in at least 5 sessions this year.
By 6/20XX (year end)
Mentoring eframe Completed Timeframe Completed Assessments Timeframe Completed
Ask XXX, who is a master presenter, if I can observe her next presentation.
By 12/20XX (mid-yr)
Take the DiSC profile to get a better understanding of my own communication style.
By 6/20XX (year end)
Formal Education Timeframe Completed Other Timeframe Completed
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ACCOUNTABILITY
Definition: Accepts full responsibility for self and contribution as a team member; displays honesty and truthfulness; confronts problems quickly; displays a strong commitment to organizational success and inspires others to commit to goals; demonstrates a commitment to delivering on his/her public duty and presenting oneself as a credible representative of the Agency and State to maintain the public‘s trust. Suggested Activities for Development
• Ask your team members to set their own milestone dates and then hold to these dates, except on rare occasions when slippage is clearly justified.
• Create a personal set of guiding principles for handling confidential information.
• Find an executive whose values and principles you admire. Invite that person to address your employees in a meeting. Ask the executive to cover topics such as the importance of ethics in business and how to make principled decisions.
• Identify someone whom you believe is trustworthy. Talk with this person to find out what they do to earn trust from others and model their behavior.
• Keep a log of each commitment that you make. Review the promises that you made and whether or not you followed through on them and why. Devise a plan to work on specific issues.
• Negotiate realistic deadlines the next time you receive a project and choose your commitment carefully. Hold yourself accountable to the agreed deadline.
• Review policies related to ethics, privacy, and confidentiality. Discuss with team members how these policies may apply in your work unit.
• Whenever faced with a tough decision, ask yourself these three questions: 1) Is it legal? Will you be violating either company policy or law? 2) Is it fair and balanced? Are all people involved being treated fairly – in both the long term and short term? 3) How will you feel when it‘s done? Will you be proud of what you did? If it was published in the newspaper, would you feel comfortable with your family and friends reading it?
Books
1. Accountability: Freedom and Responsibility Without Control by Rob Lebow and Randy Spitzer (Berrett-Koehler Publishers, 2002). Accountability shows how to get people in organizations to be more personally accountable for high performance in their work and for the success of the organization – without resorting to the traditional management systems that rely on control and manipulation. Contrasted with three other commonly used accountability models, the authors recommend Personal Accountability over all others. The authors show that by gaining a higher sense of self-worth and autonomy, the quality of employee decision-making skills is greatly improved. They then outline the seven steps needed to attain Personal Accountability, including: surroundings, seeds of change, and style of leadership.
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2. Ethics: Theory and Practice, 10th Edition by J. Thiroux (Prentice Hall, 2008). With a clear presentation, Ethics: Theory and Practice educates readers about ethical theory and has them apply what they learn to specific classic and contemporary moral problems (lying, cheating, establishing ethical business practices, honoring ethical obligations in medicine, etc.). Managing Business Ethics by K. Nelson and L. Trevino (Wiley, 2010). While most business ethics texts focus exclusively on individual decision making (what should an individual do) this resource presents the whole business ethics story. Highly realistic, readable, and down-to-earth, it moves from the individual to the managerial to the organizational level, focusing on business ethics in an organizational context to promote an understanding of complex influences on behavior.
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Customer Service
Definition: Understands that all State employees have external and/or internal customers that they provide services and information to; honors all of the State‘s commitments to customers by providing helpful, courteous, accessible, responsive, and knowledgeable service.
Suggested Activities for Development
Ask your manager about an especially difficult or complicated client problem. Ask to work with her or him in resolving the issue.
Conduct interviews with customers to determine their needs and satisfaction with current services. Contact organizations that pride themselves on service or contact your competitors. Visit them as a
customer and observe the customer contact person providing service. Evaluate the contact person‘s knowledge, interactive style, ability to meet customer needs, and follow-up.
Create a board for employees to write down the ‗the most asked about‘ or ‗most frequent issue‘ facing (internal or external) customers. For a group activity, brainstorm for creative solutions. Develop a FAQ and post for information.
Examine everything you do against this criteria: ―Does this contribute to meeting customer needs?‖ Or ―what value does this add to the customer?‖
Hold a department meeting to focus on top issues that impact your customers. Help the team come up with ways to focus on the top three things that will make the biggest impact/difference. Develop a plan to accomplish those three things.
Keep a log of customer problems. Track whether they have been resolved and how they have been resolved. Review the log once a week to see if there are any unresolved problems. Devise a strategy to solve these problems.
Keep track of how long it takes to solve customers‘ problems. Work to decrease the time. Keep a log that demonstrates improvements in response time.
Learn terms that are unique to your customers. Keep a log of terms. List customers (internal and external) with whom you have had negative encounters. Review any
patterns. Note situations, types of people, etc., that are difficult to handle. List the requirements you believe your customers have. Then ask your customers what their
requirements are. Note the differences. Listen to the questions new employees ask about your work processes, services, etc. These may
be clues to improvement opportunities. Make a flow chart to show how team issues affect customers. Take the lead in working with your
team to help solve internal issues. Spend the day with a manager or director who is recognized for having great customer service.
Observe and model her or his behavior.
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Books
Exceptional Service, Exceptional Profit: The Secrets of Building a Five-Star Customer Service Organization by Leonardo Inghilleri, Micah Solomon, Horst Schulze (AMACOM, 2010). Learn the Loyalty-Building Secrets of Distinguished—and Exceptionally Successful—Service Companies. A must-read guide on how to apply five-star service techniques to every industry and every price point. This book will guide managers and anyone interested in transforming their interactions with clients. Leonardo Inghilleri and Micah Solomon cover considerable ground—from the finer details of greeting customers or giving directions to larger strategies for training employees or maintaining customers‘ trust online.
Getting Naked: A Business Fable About Shedding The Three Fears That Sabotage Client Loyalty (J-B Lencioni Series) by Patrick Lencioni (Wiley, John & Sons, Incorporated, 2010). Getting Naked tells the remarkable story of a management consultant who is trying desperately to merge two firms with very different approaches to serving clients. One relies on vulnerability and complete transparency; the other focuses on proving its competence and protecting its reputation for intellectual prowess. In the process of managing the merger, the consultant is forced to learn life-changing lessons that prove to be as relevant as they are painful. As he does in his other books, Lencioni provides readers with concepts that are accessible and compelling. Here, he explains the three fears that provoke service providers—whether they are internal consultants, sales people, financial advisors, or anyone else serving long-term clients—to unknowingly sabotage their ability to build trust and loyalty. And, as always, Lencioni provides a practical approach for overcoming those fears.
Customer Service: Career Success Through Customer Loyalty / Edition 5 by Paul R. Timm (Prentice Hall, 2010). Customer Service: Career Success through Customer Loyalty, provides a systematic process for building service skills that all business people need. Presented in a friendly, conversational manner, the text is filled with examples that demonstrate the link between service skills and career achievement. This edition is reorganized so it is easy to see how key concepts fit together. New information is included on internal customers, emerging technologies, and stress-reducing techniques. Throughout the text, there is an emphasis on transforming good service intentions into a workable plan that exceeds customer expectations and creates loyalty and success.
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TEAMWORK AND COOPERATION
Definition: Cooperates with others to accomplish common goals; works with employees within and across his/her department to achieve shared goals; treats others with dignity and respect and maintains a friendly demeanor; values the contributions of others
Suggested Activities for Development
As a team building exercise, have each team member describe how each person contributes to the team uniquely. Make a list for each person to show the differences and likenesses of all team members.
Ask someone you trust and respect to observe your interactions with others for a day. Ask for feedback on the way you interact with others.
Clearly communicate to peers and team members: procedural changes or innovations, upcoming projects affecting them, team‘s role, mission, etc.
Consistently meet with all direct reports monthly – no exceptions. Create a system where employees can recognize each other for good work. Develop a reward and recognition program for your team/department. Develop a short list of ‗values‘ with your department or unit to guide decision-making and
interpersonal behavior. Get your team involved in making the list. Review the list at meetings. Develop effective give-and-take relationships with key individuals in the organization, both vertically
and laterally. Keep in touch with people on an on-going basis. Devise a plan to create team spirit in your work unit or department (e.g., organize informal team
get-togethers, contests, parties, team chants, impromptu celebrations or participate in community service activities, etc).
Each week, volunteer to help at least one person in your work unit or department. Facilitate a group discussion with team members to solve a problem in your work unit or
department. Identify a critical issue within your organization. Volunteer to lead a task force to solve the problem
that involves people from different departments. Identify a current obstacle that is impeding your team from working effectively. Determine the root
causes and possible solutions. Share your ideas with your manager. Develop a plan to implement the solutions you have identified. Monitor the results.
If you are a manager, meet with peers from other work units or departments to find how your team can work more effectively with other work units. Devise a plan to implement some of their suggestions.
Keep a record of all your involvement in committees, meetings, and informal team activities for a period of time. Work to increase the involvement and keep track of your progress.
Make a habit of asking people who do not normally work together to work on projects together. Once a month, pass along an interesting article to someone in your work unit or department that
would benefit from the information. Recognize team members‘ contributions at each team meeting. Return phone calls and e-mails in a timely manner.
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Seek feedback from your manager and staff regarding your team management techniques. Work to improve problem areas.
Volunteer to participate on a project that will require a high level of cross-functional teamwork. Volunteer to summarize notes from team meetings and send them to all team members. Work with a manager or co-worker who has effectively managed teams to develop your skills in this
area. Work with people you do not normally work with or do not know very well. Work with team members to create or refine the team‘s mission statement.
Books
Team Players and Teamwork: Working with Personalities to Develop Effective Teams by Glenn M. Parker (Wiley, John & Sons, Incorporated, 2008). In this book, leaders and members identify their team player style. Parker explains how each style contributes to five key leadership functions. With guidelines for personal development and team-building strategies, this book shows how effective teamwork ultimately leads to increased productivity, reduced costs, improved quality, innovation, better customer service, and more rapid commercialization of products.
The Big Book of Team-Motivating Games: Spirit-Building, Problem-Solving and Communication Games for Every Group by Mary Scannell, Edward Scannell (The McGraw-Hill Companies, 2009). Keeping your team motivated and challenged, especially during tough economic times, can be difficult. But this collection of high-energy, play-anywhere games, provides you with all the fun, inspiring material you need to build team spirit, communication, and trust among coworkers-day in and day out.
The Five Dysfunctions of a Team: A Leadership Fable by Patrick M. Lencioni (Jossey-Bass, 2002). In keeping with the parable style, Lencioni begins by telling the fable of a woman who, as CEO of a struggling Silicon Valley firm, took control of a dysfunctional executive committee and helped its members succeed as a team. Story time over, Lencioni offers explicit instructions for overcoming the human behavioral tendencies that he says corrupt teams (absence of trust, fear of conflict, lack of commitment, avoidance of accountability and inattention to results). Succinct yet sympathetic, this guide will be a boon for those struggling with the inherent difficulties of leading a group.
The Gold Standard: Building a World-Class Team by Mike Krzyzewski, Jamie K. Spatola (Grand Central Publishing, 2010). Half a book on basketball, half a book on management techniques, THE GOLD STANDARD captures Coach K's personal style and approach to getting different (and sometimes difficult) people to work hard and succeed in reaching a common goal.
The One Minute Manager Builds High Performing Teams by Ken Blanchard, Donald Carew, Eunice Parisi-carew (HarperCollins Publishers, 2009). This book explains how all groups move through four stages of development on their way to becoming a high performing team -- Orientation, Dissatisfaction, Integration, and Production.
The Speed of Trust: The One Thing that Changes Everything by Steven Covey (Free Press, 2006). Trust is so integral to our relationships that we often take it for granted, yet in an era marked by business scandals and a desire for accountability this book is a welcome guide to nurturing trust in our professional and personal lives. Drawing on anecdotes and business cases from his years as CEO of the Covey Leadership Center, the author effectively reminds us that there's plenty of room for improvement on this virtue. Covey outlines 13 behaviors of trust-inspiring leaders, such as demonstrating respect, creating transparency, righting wrongs, delivering results and practicing accountability.
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163
12 Core Competencies
LEAD an ORGANIZATION: Guide overall strategic and operational direction
Competency-Description Behaviors
1. Mission-Driven
Demonstrates through actions, absolute clarity as to the purpose of the organization
1. Ensures their organization has a relevant mission that instills a sense of purpose 2. Uses the mission as a focal point when making decisions 3. Clearly communicates the organization’s mission to all employees 4. Drives the mission through a formal strategic planning process 5. Engages others in dialogue when creating and evaluating strategies to meet the mission 6. Balances daily operational objectives when implementing long term mission-critical
strategies 7. Strategically plans for the workforce that is required to meet the mission 8. Inspires others to higher levels of performance
2. Customer Focus
Places the customer at the center of strategic and operational planning
1. Clearly identifies the full range of customers to be served 2. Builds relationships with customers by listening and seeking feedback 3. Follows through on commitments made to customers 4. Identifies and monitors customer metrics to improve performance 5. Recognizes behaviors that promote customer satisfaction 6. Anticipates and responds to changing customer needs
3. Change Management
Improves organizational performance through innovation and change
1. Approaches change using innovative thinking 2. Effectively manages multiple changes at one time 3. Provides straightforward reasons for the change 4. Enlists multiple levels of support for the change 5. Uses a variety of communication methods throughout the change initiative 6. Takes into account the human side of any change 7. Effectively manages the change initiative through to sustainability
ACHIEVE RESULTS: Drive targeted actions that can be measured and linked to organizational performance Competency-Description Behaviors
4. Accountability
Establishes clear expectations for self and others to achieve stated goals and objectives
1. Holds self accountable for actions 2. Clearly communicates objectives, deadlines and desired results 3. Establishes clear roles and responsibilities 4. Establishes regular review and oversight procedures against a plan 5. Knows what to measure and establishes measurement procedures 6. Gives regular feedback to ensure performance goals are met 7. Recognizes others for achieving goals
5. Decision Making
Demonstrates ability to make timely and effective decisions
1. Balances short and long term needs of the organization when making decisions 2. Involves others appropriately in the decision making process 3. Determines information needed to make a sound decision 4. Will make decisions when only a limited amount of information is available 5. Implements a decision for sustainability
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LEAD PEOPLE: Enable direct reports to achieve high performance and full potentialCompetency-Description Behaviors
6. Empowerment
Creates an environment where employees are given the responsibility and accountability to act
1. Ensures that people have the resources needed to complete their work 2. Avoids micromanagement 3. Gives employees freedom to make mistakes and learn from them 4. Encourages people to exercise initiative 5. Inspires others to make tough decisions
7. Performance Management
People managers achieve agency results by hiring, assessing, developing and retaining quality talent, one employee at a time
1. When hiring, aligns the job responsibilities to the long term needs of the organization 2. When hiring, uses behavioral based interviewing skills to identify most qualified 3. Utilizes best practices in new hire assimilation as first step in retention 4. Sets specific measurable objectives that link employee performance to mission 5. Provides timely feedback based on observation of performance 6. Continuously evaluates performance to ensure organizational results 7. Addresses poor performance in a timely manner 8. Uses coaching skills when developing the employee 9. Works with the employee to generate a relevant development plan 10. Provides challenging stretch learning opportunities 11. Provides opportunities for employees to contribute to organizational decisions 12. Demonstrates concern for the overall well-being of each employee 13. Intentionally works to build a strong manager-employee relationship
8. Teambuilding
Successfully builds and sustains high performing teams
1. Instills team commitment to deliver excellent results 2. Creates strong morale and purpose in the team 3. Defines clear roles and expectations 4. Leverages each team member’s technical expertise and strengths 5. Leads effective productive team meetings 6. Recognizes and celebrates accomplishments as a team
BUILD RELATIONSHIPS: Collaborate and network across structural boundaries to create performance solutionsCompetency-Description Behaviors
9. Trust
Creates an environment of mutual respect and instills confidence that all words and actions are the truth
1. Ensures there is always alignment between words and action 2. Acts in the best interest or the greater good of the organization 3. Speaks truthfully 4. Follows through on commitments 5. Openly contributes relevant facts and information 6. Professionally protects sensitive/proprietary information
10. Effective Communication (written, oral)
Understands and uses the power of the spoken and written word
1. Actively listens 2. Uses questioning techniques to gain full understanding of the communication 3. Demonstrates effective non-verbal skills; i.e. eye contact, body language 4. Clearly and concisely expresses ideas and disseminates information 5. Ensures use of proper grammar and language in written communication (email or formal
documentation) 6. Adapts communication style to the audience and situation 7. Actively engages others in discussion 8. Shares information in a timely manner
DEVELOP SELF: Expand depth and breadth of leadership capabilityCompetency-Description Behaviors
11. Ethics
Honest, direct, and truthful in all actions
1. Tells the truth regardless of the situation 2. Honest in all situations 3. Ensures there is no misrepresentation of self for personal gain 4. Keeps confidences 5. Takes full ownership for mistakes
12. Self-awareness Holds an accurate assessment of strengths and weaknesses and is willing to develop for the long term benefit of the organization
1. Demonstrates a deep understanding of his/her emotions, and how they impact behavior2. Seeks experiences and opportunities to build breadth and depth of knowledge 3. Seeks feedback to professionally grow 4. Leverages strengths and compensates for weaknesses 5. Approaches challenges/barriers as learning opportunity 6. Relates well to all employees, up, down, and across the organization, regardless of age,
gender, race, culture, etc. 7. Works through organizational channels and internal politics to accomplish objectives
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Hiring the Best Employee
Here are examples of characteristics of the “best employee:”
Achieve, and often exceed, expected results on a regular basis
Are committed and will not give up regardless of the challenges
Always prepare fully for whatever the task at hand is in order to ensure success
Work hard at their jobs
Consistently go out of their way to help others, often on their own time
Take the initiative to improve things related to the job
Plan, organize, anticipate and stay on top of everything related to the job
Fight for the resources necessary to meet the job requirements
Take the initiative to learn whatever it takes to do their jobs better
Are back at it in a day or two after setbacks and disappointments
Work well with others, helping the team achieve success even if they do not always get their own way
Are creative, good at planning or good at coming up with new ideas
Solve problems related to the job to make processes better
Take feedback, are coachable and change things when they do not work right
Article by Lou Adler, President of The Adler Group; Training and Consulting Firm, 2009.
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Behavioral Based Interviewing How an interview is conducted explains a lot about how the organization operates and the value of the position. Effective interviewing and selection needs to be a structured, well‐planned process connected to the HR office within the agency to ensure that accurate agency hiring policies and practices are followed.
• In a traditional interview, you ask a series of questions which typically have straight‐forward answers like:
“What are your strengths and weaknesses?”
“What major challenges and problems did you face?”
“How did you handle those challenges/problems?”
“Describe a typical work week.”
Behavioral‐based interviewing is interviewing based on discovering how the potential employee acted in specific previous employment related situations. The logic is that how you behaved in the past is a good indicator of how you will behave in the future – past performance predicts future performance.
• In a behavioral interview, you have decided what skills are needed in the person to hire based on agency need and you ask questions to find out if the candidate has those skills.
Instead of asking…
How would the applicant behave in a particular situation?
Ask instead…
How did the applicant behave in a particular situation?
How an applicant responds will determine if there is a fit between the applicant’s skills and the position the agency is seeking to fill.
Behavioral‐based interview questions are more pointed, more probing and more specific.
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Examples of Behavioral‐based Interview Questions
1. Adaptability • Describe a major change that occurred in a job that you held. How did you
adapt to this change?
• Tell us about a situation in which you had to adjust to changes over which you had no control. How did you handle it?
• Tell us about a time that you had to adapt to a difficult situation.
• Tell about a time when your priorities at work changed quickly.
2. Critical Thinking
• Tell us about a time when you had to analyze information and make a recommendation. What kind of thought process did you go through? What was your reasoning behind your decision?
• Tell us about your experience in past jobs that required you to be especially alert to details while doing the task involved.
• Tell us about a situation where attention to detail was important in accomplishing an assigned task.
3. Communication
• Describe a situation in which you were able to effectively "read" another person and guide your actions by your understanding of their individual needs or values.
• Describe a situation when you were able to strengthen a relationship by communicating effectively. What made your communication effective?
• Describe a situation where you felt you had not communicated well. How did you correct the situation?
• Describe the most significant written document, report or presentation which you had to complete.
• Explain how you keep team members informed about information that affects their jobs?
• Explain how you keep your manager informed about what the projects and priorities you are working on?
• Describe how you go about explaining a complex technical problem to a person who does not understand technical jargon?
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4. Conflict Resolution
• Describe a time when you took personal accountability for a workplace conflict and initiated contact with the individual(s) involved to explain your actions.
5. Customer Focused
• Describe a time you were responsible for establishing rapport with a customer.
• Give an example of a time you worked through a problem with a customer. Explain the result.
• Give an example of a situation you had to improve relations with your customers.
6. Decision Making
• Give an example of a time in which you had to be relatively quick in coming to a decision.
• Using a current job situation, describe the steps you go through to ensure your decisions are correct and effective.
• Describe a problem you have had coordinating technical projects and how you worked through it to a solution.
• Explain a situation when you had to make a highly technical decision and how you went about making the decision.
7. Initiative
• Describe a situation in which you had to go above and beyond the call of duty in order to get a job done.
• Describe a specific example of when you anticipated problems in the area you were working on and how you were able to influence a solution.
• Give an example of what you do differently from your peers that makes your work unique.
8. Innovation
• Tell us about a problem that you solved in a unique or unusual way and the outcome.
• Explain a suggestion you made to improve the way job processes/operations worked and the results.
• Describe a time you thought “outside the box” at work and the outcome.
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9. Integrity • Describe a situation in which you acted with integrity in your job/work
relationship.
• If you can, tell about a time when your trustworthiness was challenged and how you reacted/responded.
10. Organizational Skills • Describe a specific example of a project that best describes your organizational
skills.
• Describe your system of planning and organizing your day. Give us an example of how this has helped you to produce quality work while still meeting established deadlines.
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Acceptable/Unacceptable Interview Questions Determine if the question is acceptable or unacceptable to ask during an interview by placing an “a” or “u” in the space next to the question.
1. Are you a U.S. citizen? __________
2. Are you able to work with our required schedule? _________
3. What is your native language? _________
4. Do you belong to a club or social organization? __________
5. What are your long‐term career goals? __________
6. What religion do you practice? __________
7. How old are you? __________
8. How long have you lived here? __________
9. Are you available to work overtime on occasion? __________
10. Is this your maiden name? __________
11. Who is your closest relative to contact in case of an emergency? __________
12. If you get pregnant, will you continue to work, and will you come back after maternity leave? __________
13. Have you ever been disciplined for your behavior at work? __________
14. Do you smoke or drink? ___________
15. How tall are you? __________
16. How many sick days did you take last year? __________
17. Are you able to start work at 8:00 a.m.? ___________
18. Have you ever been arrested? __________
19. Do you have any disabilities? __________
20. Are you a member of the National Guard or Reserves? _________
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DepartmentofHumanResourcesStrategicLearningSolutionsDivision“IntegratingKnowledgeandPerformance”
InterviewPracticesforAgencyHiringManagers Page31 ForEstimatePurposeOnly
Review the following concerning the Acceptable/Unacceptable Interview Questions:
1. Unacceptable. If you are attempting to determine if the applicant is legally able to work in the U.S., it is better to ask, “Are you authorized to work in the U.S.?”
2. Acceptable. Don’t ask about which religious holidays the applicant observes in order to determine if scheduling is an issue.
3. Unacceptable. An applicant may be sensitive to common assumptions about his/her language. If you wish to determine the applicant’s level of fluency in a language, it is better to ask, “What languages do you read, speak or write fluently?”
4. Unacceptable. This question is too revealing of the applicant’s political and religious affiliations and doesn’t relate to the job. Make sure the wording focuses on the job functions, “Are you a member of a professional or trade group that is relevant to our industry?”
5. Acceptable. Be careful not to ask questions that indicate you are trying to find out how much longer the applicant may plan to work before he/she retires.
6. Unacceptable. If you wish to find out about weekend work schedules, ask directly, “What days are you available to work?”
7. Unacceptable. You may ask if a candidate is legally old enough to work. “Are you over the age of 18?” is acceptable. There may be certain job classes that do have a legitimate age limitation, such as police officers, military, etc.
8. Unacceptable. If the job requires familiarity with the local culture, then ask about the applicant’s current situation, “What is your current address and phone number? Do you have an alternative location where you can be reached?”
9. Acceptable. In attempting to determine the applicant’s ability to travel or work overtime, avoid questions about family obligations or situations, such as “Do you plan to have children?”
10. Unacceptable. A woman’s marital status does not have to be shared with a potential employer. If such information is necessary for reference purposes, it is better to ask, “Have you worked or earned a degree under another name?”
11. Unacceptable. This question touches upon the applicant’s personal life. Better to ask, “In case of emergency, whom should we notify?”
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InterviewPracticesforAgencyHiringManagers Page33 ForEstimatePurposeOnly
12. Unacceptable. Of course you want an applicant that if hired plans to stick around with your organization for a lengthy time. But questions relating to a woman’s pregnancy plans are off‐limits. Better to ask, “What are your long‐term career goals?”
13. Acceptable. However, be cautious of asking such questions as, “How do you feel about inter‐office dating?” because it may appear to make assumptions about an applicant’s marital status, or be seen as a “come‐on.”
14. Unacceptable. Even though you may want to know if an applicant has a drinking problem or will miss work due to taking smoke breaks, or for insurance related concerns, it is better to ask, “In the past, have you been disciplined for violating company policies forbidding the use of alcohol or tobacco products?”
15. Unacceptable. This question is too personal. If the job requires an individual to do something that involves height, directly ask, “Are you able to reach items on a shelf that’s five feet tall?”
16. Unacceptable. This question gets too close to potential disability related issues.
17. Acceptable. Being able to start work on time is important, but avoid asking questions about an applicant’s location, such as, “How far is your commute?”
18. Unacceptable. Ask only about crimes that HR determines relate directly to the essential job responsibilities, “Have you ever been convicted of “x” (fraud, theft, etc.)?”
19. Unacceptable. NEVER ask a question that touches upon a person’s visible disability, or a “hidden” disability (mental disability, learning disability, diabetes, etc.). Focus on the applicant’s ability to perform the essential functions of the job. “Are you able to perform “x” for this job?”
20. Unacceptable. It is unacceptable to discriminate against an applicant or employee, based on assumptions of upcoming military commitments.
Information and questions from, HRWorld at www.hrworld.com
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InterviewPracticesforAgencyHiringManagers Page37 ForEstimatePurposeOnly
Carefully consider questions that may be unacceptable, particularly in the following areas.
Name (don’t ask if a woman is Miss, Ms. or Mrs.)
Age
Birthplace/National Origin
Race/Color
Gender
Religion/Creed
Citizenship (require proof of citizenship after a hiring decision has been made; don’t ask if parents and/or spouse is native born or naturalized)
Marital status/Parental status (for insurance and tax purposes, ask such questions after hiring)
Relatives (ask for name, relationship and contact information of person to be notified in case of emergency only after hiring)
Military Service (don’t ask for type of discharge and require military discharge certificate only after hiring)
Education (don’t ask about the specific nationality, racial or religious affiliation of schools attended)
Criminal Record (don’t inquire about arrests)
Organizations (don’t inquire into organizational affiliations)
Photographs (don’t ask for photograph or take a picture during the interview; a photograph may be requested after hiring)
Work Schedules (don’t ask about willingness to work any particular religious holiday)
Physical Data (may ask applicant to prove ability to perform essential job duties; don’t ask for non specified job‐related physical data)
Disability
Other Qualifications (don’t ask about any non job‐related inquiry that may present information permitting unlawful discrimination)
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Texas A&M University Core Competencies 07/20/10 Page 1 of 2 Employee & Organizational Development Division of Finance
Texas A&M University Core Competencies
What are core competencies? Competencies are the knowledge, skills, and attributes that are required for successful job performance. Thirteen competencies were identified through campus-wide assessments, with input from staff and faculty, as being essential for Texas A&M University employees. Demonstrating these “Core Competencies” will help employees support the university’s mission (what it does) and vision (what it strives to do). In addition to the core competencies, which are identified below, employees must demonstrate the knowledge, skills, and attributes associated with their specific job duties and responsibilities.
Training and resources for each core competency can be located on the Employee & Organizational Development website at http://eodinfo.tamu.edu/CompetencyTraining/CoreCompetencies/.
I. Working at Texas A&M Knowing what Texas A&M does as an organization, how it works, and what it stands for is critical for both our success as employees of Texas A&M and the success of our university. This competency group helps us understand our work culture, comply with essential policies, and contribute to a save working environment.
1. Organizational Alignment and Culture This competency speaks to the critical importance of our understanding of the mission, vision and culture of Texas A&M.
2. Organizational Compliance
This competency focuses on policies, regulations and rules, and their relevance and implications to us as employees.
3. Safety at Texas A&M
Safety is a top priority at Texas A&M. This competency addresses personal safety, office safety, and campus safety.
II. Professional Excellence Professional excellence is critical for both individual and organizational success. This competency group includes tips for presenting ourselves in a positive and professional light, strategies for managing change, and common tools to help us solve problems at work.
4. Personal Excellence
Personal excellence is about achieving excellence as an employee at Texas A&M. It is at the core of being a “professional." It is about approaching your work and the people you work with – your supervisor, your colleagues and your customers – in a professional and respectful manner.
5. Adapting to Change
In today’s world, change is a norm rather than an exception. As employees, we have to be open and willing to adapt to change, whether it occurs at the organization, departmental or unit level. This competency focuses on handling change in your work environment and adjusting to organizational changes.
6. Problem Solving
While the type of problems we encounter may vary depending on what we do, problem solving, in general, is about finding ways to answer questions or satisfy a request or need. This competency includes being able to use common tools and approaches to solving problems at work.
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Core Competency Definitions 07/20/10 Page 2 of 2 Employee & Organizational Development Division of Finance
III. Working with Others We all interact with others, including our customers, supervisors and coworkers, to get the job done. This competency group includes skills required to work productively as a team member, communicate effectively with others at work, provide good customer service, and treat everyone with respect.
7. Teamwork
Teamwork is an important part of the work culture at Texas A&M. As an employee of Texas A&M, you are likely to be working as part of a team – either formal or informal – at some point in your job. This competency focuses on working effectively as a team member.
8. Communication Skills
To be effective in your job, you must be able to communicate well with a variety of people. This competency focuses on the essentials of effective communication that all of us need to succeed at Texas A&M.
9. Customer Service
Nothing is more critical for an organization’s success than ensuring that the needs of its customers are met. As employees of Texas A&M, we support customers, both external customers such as students and visitors, and internal customers such as co-workers and employees in other departments or units who require our services. This competency focuses on the necessary skills required to provide high quality service to our customers.
10. Diversity
“The world is our campus” is a quote often said about the diversity of our university. We have students, staff, and faculty from not only different parts of the state and country, but also from all over the world. We must be able to effectively work with people from different backgrounds, experiences, values and beliefs. This competency focuses on the importance of diversity and inclusion in the workplace, and about our role in contributing to a community of respect.
IV. Core Computer Skills Basic knowledge in how to use a computer has become an essential need in the workplace. This competency cluster includes skills to help you navigate the Internet, send and receive email, and use commonly-used software.
11. TAMU Web Navigation Skill
Employees are frequently required to access TAMU online systems such as the Single Sign-on (SSO) and the Howdy portal to look up employment-related information, complete a required training, or search for jobs within the university. This competency focuses on skills that are needed to navigate and access Texas A&M and Texas A&M System online resources.
12. Basic Computer Software Skill
Understanding basic computer software can help university employees grow in their careers. This competency focuses on providing skills for new computer users to help familiarize them with the following commonly-used software: Microsoft Word, Excel and PowerPoint.
13. TAMU Email Fundamentals
Email has become an integral part of communicating for many employees because of its efficiency and convenience. All employees have access to the TAMU NEO email system. The fundamentals of creating, sending and receiving emails using the TAMU NEO email system are addressed in this competency.
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Employee Development Information revised 01/27/12 #724a Page 1 of 1
Employee Development Information The tenth dimension – Employee Development ‐ of the Texas A&M University Performance Development for Nonfaculty Employees evaluates the supervisor’s efforts in providing development opportunities for each of their employees. In completing Part 2 of the employee evaluation form, the supervisor and employee will identify key performance objectives for the upcoming performance period and the professional development needed to support the employee’s success in meeting these objectives. Supervisors are encouraged to consider their department and organization objectives in identifying and promoting appropriate employee development. The employee’s professional development can be achieved through a variety of activities. A partial list of suggested development activities follows: • Workshops • Professional organizations • Certifications • Local/State/National conferences • Assignments that stretch • Personal coaching • Job shadowing • Leading by demonstration • After‐action reviews • In‐process reviews • Informal counseling • Reading assignments • Report assignments • Cross‐training • Buddy assignments • On‐the‐job training • Assignment to teams/committees • Committee leadership • Mentoring Employee & Organizational Development (EOD) offers training in support of the use of the Performance Development form and procedures. The training is designed to assist supervisors and managers who are interested in improving their performance development techniques. For information on EOD workshops: http://eodinfo.tamu.edu/
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DRAFT Career Compass Core Competencies Model Staff Development and Professional Services 12/06/10
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UC Davis Career Compass Core Competencies Model
Core Competencies (1 through 10 are listed in alphabetical order and 11 is an additional core competency specifically for managers and supervisors)
1. Communication - Shares information with and receives information from constituencies using oral, written and interpersonal communication skills
2. Decision Making - Makes sound decisions while demonstrating integrity
3. Leadership - Inspires others toward a common vision and fosters trust and ethics
4. Principles of Community - Demonstrates respect, equity and empathy for a diverse community
5. Problem Solving - Identifies problems and seeks best solutions
6. Quality Improvement - Strives for high quality performance and takes initiative to make improvements and deliver results
7. Service Focus - Values and delivers high quality, innovative service to all customers
8. Stewardship and Managing Resources - Demonstrates accountability, discretion and sound judgment in managing university resources
9. Strategic Planning - Uses a holistic approach to align priorities with overarching goals, and measures outcomes of planning efforts
10. Teamwork - Encourages cooperation, collaboration and partnerships
11. Managing People - Coaches, evaluates and develops people; aligns performance with university goals (NOTE: This is an additional core competency for managers and supervisors)
Levels of Core Competencies and Behavioral Indicators Each core competency in this model has a brief descriptor as well as several behavioral indicators. There are two levels within each of the core competencies – operational and mastery. The mastery level builds upon the operational level of each core competency. The model is intended to serve as a flexible guide.
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Core Competency Descriptions and Behavioral Indicators
1. Communication Shares information with and receives information from constituencies using oral, written and interpersonal communication skills
Behavioral Indicators – Operational level
Behavioral Indicators – Mastery level
• Builds and maintains effective working relationships with customers and colleagues
• Leverages working relationships with customers and colleagues to build strong connections, cooperation and collaboration
• Receives information to seek and understand differing perspectives
• Actively seeks perspectives from others to ensure inclusiveness and understanding
• Uses interpersonal skills to build cooperative relationships
• Models interpersonal communication that invites participation and future dialogue
• Receives and learns from feedback • Encourages feedback and uses it as a factor when considering personal and or organizational changes
• Tailors and presents information to diverse audiences using a variety of communication delivery methods (e.g., written, electronic, oral, interpersonal)
• Tailors and delivers high-level presentations to diverse audiences using a variety of communication delivery methods (e.g., written, electronic, oral, interpersonal)
• Creates clear and concise written communication
• Creates impactful written communication; improves others’ writing through editing and feedback process
• Uses negotiation and mediation skills • Facilitates management of differences by addressing them openly and encouraging mutually beneficial resolutions
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2. Decision Making Makes sound decisions while demonstrating integrity
Behavioral Indicators – Operational level
Behavioral Indicators – Mastery level
• Distinguishes relevant from irrelevant information
• Helps others distinguish relevant from irrelevant information and resolves discrepancies
• Uses sound judgment and integrity to make clear, transparent decisions
• Models the use of sound judgment and integrity to make clear, transparent decisions regarding complex and/or sensitive issues or materials
• Makes decisions based on relevant information
• Makes independent, critical decisions based on relevant information
• Makes decisions in a timely manner • Applies solutions based on decisions in a timely manner
3. Leadership
Inspires others toward a common vision and fosters trust and ethics Behavioral Indicators – Operational level
Behavioral Indicators – Mastery level
• Demonstrates individual leadership skills (e.g., interpersonal, communication, political acumen)
• Models leadership skills and aligns actions with shared values
• Generates trust and credibility; displays honesty, integrity and ethical behavior
• Exemplifies integrity and expects honest, ethical behavior from others
• Inspires others to act • Inspires others to act and fosters a climate of motivation
• Employs political acumen skills • Demonstrates a high level of political acumen in all situations
• Influences others • Persuades and encourages others to adapt to desired changes
• Accepts responsibility for successes and failures
• Enables others to accept responsibility for their own work and creates a culture of accountability
• Develops self • Coaches and develops others
• Recognizes and acknowledges achievements of others
• Recognizes and acknowledges efforts as well as achievements of others
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4. Principles of Community
Demonstrates respect, equitable behavior and empathy for a diverse community Behavioral Indicators – Operational level
Behavioral Indicators – Mastery level
• Promotes and sustains a community that acknowledges and celebrates differences
• Advocates for the UC Davis Principles of Community in all interactions
• Creates opportunities for inclusion in a variety of settings
• Designs and advocates for inclusive practices in all settings
• Shows respect for people and their differences
• Advocates for deep understanding and respect for the diversity of cultures, values, perspectives and beliefs
• Works to understand the perspectives of others and demonstrates empathy
• Works to understand the perspectives of others and encourages them to provide their perspectives
• Works to build mutual respect, fairness and equity
• Models and promotes mutual respect, fairness and equity to foster a sense of belonging
5. Problem Solving
Identifies problems and seeks best solutions
Behavioral Indicators – Operational level
Behavioral Indicators – Mastery level
• Identifies issues and problems • Communicates in a variety of media, information regarding issues and problems
• Gathers and organizes data related to problems
• Exercises independent judgment in gathering and organizing data related to problems
• Analyzes and synthesizes data to generate potential solutions
• Analyzes and synthesizes highly sensitive and complex data to generate potential solutions
• Consults others during various phases of the problem solving process
• Mobilizes others during various phases of the problem solving process
• Demonstrates creative and innovative thinking to find best solutions
• Models creative and innovative thinking to find best solutions
• Responds to challenges and problems in a timely manner
• Anticipates challenges and problems and responds in a timely manner
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6. Quality Improvement Strives for high quality performance and takes initiative to make improvements and deliver results
Behavioral Indicators – Operational level
Behavioral Indicators – Mastery level
• Sets and meets quality improvement targets
• Uses benchmarking and reviews best practices to set and meet quality improvement targets
• Strives for efficient, effective, high quality performance
• Takes initiative and evaluates trends to improve efficiency and effectiveness resulting in high quality performance in self and in the organization
• Delivers results by deadlines • Manages timeframes and deadlines
• Responds to difficult situations and takes initiative to make improvements
• Displays resiliency and takes proactive measures to make improvements
• Focuses on quality • Ensures the delivery of high quality results
7. Service Focus Values and delivers high quality, innovative service to all customers
Behavioral Indicators – Operational level
Behavioral Indicators – Mastery level
• Seeks to understand organizational business needs
• Identifies and assesses organizational business needs
• Seeks to understand customer needs • Identifies and assesses customer needs
• Responds to customer needs • Models innovative ways to respond to customer needs
• Recommends solutions to customer needs
• Uses best practices to develop solutions and respond to customer needs
• Assumes shared accountability for improving service delivery
• Evaluates customer satisfaction and uses the data to improve service delivery
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8. Stewardship and Managing Resources Demonstrates accountability, discretion and sound judgment in managing university resources Behavioral Indicators – Operational level
Behavioral Indicators – Mastery level
• Exercises accountability in managing university resources
• Models accountability in managing university resources in an open, effective manner
• Uses discretion and sound judgment • Models the use of discretion and sound judgment
• Understands university values
• Embraces university values and integrates them when managing any resources
• Understands and applies university policies and procedures
• Establishes and promotes university policies and procedures
• Manages resources
• Displays stewardship when allocating and managing resources
• Manages budgets • Oversees budgets
• Adheres to university safety guidelines
• Models and promotes behavioral safety in accordance with university safety guidelines
• Manages risks
• Raises awareness in others about managing risks
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9. Strategic Planning
Uses a holistic approach to align priorities with overarching goals, and measures outcomes of planning efforts
Behavioral Indicators – Operational level
Behavioral Indicators – Mastery level
• Understands the “big picture” and vision of the organization
• Champions the organization’s vision
• Aligns priorities with goals • Establishes priorities and ensures their alignment with goals
• Measures outcomes • Establishes methodology for measuring outcomes; communicates results
• Seeks input from a variety of constituencies
• Seeks input from a variety of constituencies and uses the feedback to redirect efforts as needed
• Considers alternative solutions • Seeks, evaluates and implements alternative solutions
• Comprehends connections within complex issues
• Encourages others to appreciate connections within complex issues
• Creates budgets • Oversees budgets
• Implements change • Manages change
• Organizes projects and associated time and priorities
• Oversees project management and implements strategies
10. Teamwork Encourages cooperation, collaboration and partnerships
Behavioral Indicators – Operational level
Behavioral Indicators – Mastery level
• Cooperates and collaborates • Fosters cooperation and collaboration in others through trust-building and relationships
• Is flexible • Encourages and enables flexibility
• Contributes to the team • Facilitates and models teamwork across the organization
• Shares accountability • Creates a culture of accountability
• Works in partnership with others • Fosters partnerships towards a shared vision
• Organizes effective teams • Builds effective teams across organizations and levels, inside and outside own organization
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11. Managing People (additional core competency for managers and supervisors)
Coaches, evaluates and develops people; aligns performance with university goals
Behavioral Indicators – Operational level
Behavioral Indicators – Mastery level
• Recruits, selects and works to retain employees
• Facilitates the recruitment, selection and retention of employees
• Delegates tasks, sets performance expectations and supervises work of others
• Delegates assigned tasks in alignment with operational goals
• Monitors and assesses work performance • Coaches to maximize achievement of performance expectations
• Provides objective behavioral feedback • Models objective behavioral feedback
• Creates opportunity for employee development
• Champions employee development for career growth and mobility
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rati
on
, net
wo
rkin
g, a
nd
man
agin
g co
nfl
ict
– 3
60
deg
ree
man
agem
ent
app
roac
h (
man
agin
g u
p, d
ow
n, a
nd
acr
oss
all
org
aniz
atio
nal
leve
ls)
Res
ou
rce
Ma
na
gem
ent
Ass
ess
curr
ent
and
fu
ture
nee
ds
bas
ed o
n o
rgan
izat
ion
al g
oal
s an
d b
ud
get
real
itie
s, a
nd
rea
dily
sh
are
reso
urc
es
to s
up
po
rt o
rgan
izat
ion
al
init
iati
ves
to im
pro
ve e
ffec
tive
nes
s an
d e
ffic
ien
cy
Res
ult
s O
rien
tati
on
D
eliv
er m
easu
rab
le r
esu
lts,
tra
nsl
ate
idea
s in
to c
on
cret
e a
ctio
ns,
rem
ove
bar
rier
s an
d m
ob
ilize
res
ou
rce
s fo
r su
cce
ss
Ris
k M
an
ag
emen
t A
pp
ly lo
ss p
reve
nti
on
tec
hn
iqu
es, c
om
pre
hen
sive
kn
ow
led
ge o
f ge
ner
al li
abili
ty is
sue
s, w
ork
er’s
co
mp
ensa
tio
n, i
nju
ry a
nd
dam
age
s, a
nd
sel
f-in
sura
nce
pro
gram
s
Serv
ice
Ori
enta
tio
n
(Cu
sto
mer
fo
cus)
Iden
tify
, att
ract
an
d r
etai
n c
ust
om
ers
by
off
erin
g h
igh
qu
alit
y p
rod
uct
s an
d s
ervi
ces,
tai
lore
d t
o c
ust
om
ers’
nee
ds
and
exp
ecta
tio
ns
Sta
ff M
an
ag
emen
t a
nd
D
evel
op
men
t
Man
age
hu
man
res
ou
rces
to
op
tim
ize
pro
du
ctiv
ity
thro
ugh
wo
rkfo
rce
pla
nn
ing,
gap
an
alys
es, b
est
hir
ing
pra
ctic
es,
an
d r
etai
nin
g an
d r
ecru
itin
g ta
len
t
Stra
tegi
c Fo
cus
(V
isio
n &
st
rate
gic
pla
nn
ing
)
Iden
tify
an
d c
om
mu
nic
ate
visi
on
, sh
ort
an
d lo
ng
ran
ge g
oal
s, a
imed
at
ach
ievi
ng
ind
ivid
ual
, gro
up
an
d o
rgan
izat
ion
al o
bje
ctiv
es
Tea
m F
ocu
s D
evel
op
an
d m
anag
e te
ams
in w
ays
that
en
sure
th
e h
igh
est
po
ssib
le a
ttai
nm
ent
of
gro
up
go
als,
as
we
ll as
hig
h le
vels
of
ind
ivid
ual
sat
isfa
ctio
n
and
per
son
al s
kill
dev
elo
pm
en
t
Tech
no
log
ica
l Acu
men
U
nd
erst
and
th
e im
pac
ts o
f te
chn
olo
gica
l ch
ange
s o
n t
he
org
aniz
atio
n, a
nd
str
ateg
ical
ly a
pp
ly n
ew t
ech
no
logi
es
that
ad
d v
alu
e to
th
e o
rgan
izat
ion
, by
imp
rovi
ng
effi
cien
cy a
nd
eff
ecti
ven
ess
Co
ach
ing
an
d M
ento
rin
g
Act
ual
ize
the
cap
abili
tie
s o
f e
mp
loye
es
thro
ugh
co
ach
ing,
gu
idan
ce, m
oti
vati
on
, en
gage
men
t, a
s w
ell a
s ca
pit
aliz
e o
n in
div
idu
al d
iffe
ren
ces
tow
ard
s ac
hie
vin
g e
mp
loye
e co
mm
itm
ent
and
org
aniz
atio
nal
su
cce
ss
187
Rev. 05NA2012
Navigating the
Recruitment and Selection
Process
Guide for UCLA Hiring Managers/Supervisors
Prepared and Provided by:
UCLA Campus Human Resources Employment Services
188
17
III. Manage the Process Sample Behavioral Interview Questions Behavioral-based interviewing is interviewing based on discovering how the applicant acted in specific past employment-related situations. The logic is that how they behaved in the past will predict how they will behave in the future, i.e. past performance predicts future performance.
Behavioral interview questions will be more pointed, more probing and more specific than traditional interview questions. Typically they begin with: give me an example… tell me about a time…describe a situation…
Give an example of a goal you reached and tell me how you achieved it. Describe a decision you made that was unpopular and how you handled implementing it. Have you gone above and beyond the call of duty? If so, how? What do you do when your schedule is interrupted? Give an example of how you handle it. Have you had to convince a team to work on a project they weren't thrilled about? How did
you do it? Tell me about how you worked effectively under pressure. Give me an example of a problem you faced on the job and tell me how you solved it. Tell me about out a situation in the past year in which you had to deal with a very upset
customer or co-worker. How did you resolve the situation? Give me an example of an important goal you had to set and tell me about your progress in
reaching that goal.
Can you tell me about a time when you suggested a new way of doing something? What
happened? Describe a situation where others you were working with on a project disagreed with you
ideas. What did you do?
189
18
III. Manage the Process Interview Do's and Don'ts Before you use any of the following questions be sure you can justify a job- or business-related reason for doing so. Additional information about risks and issues related to interviews can be found at the bottom of this page.
• Once the list of job-related interview questions is created, use it consistently for all applicants for the same position. • Try to first put the applicant at ease with introductory and welcoming remarks. • Ask open-ended questions which focus on behavioral descriptions rather than simply "yes or no" questions (i.e. have them describe a work Situation in which they handled stress well rather than just asking if they can "handle stress well"). • Listen; don't do all the talking. • Stay away from questions that have more to do with personal lifestyles than job experience. Phrase the question so that the answer will describe on-the-job qualities instead of personal qualities. If the question is not related to performance on the job, it should not be asked.
In almost all instances, the following topics should be avoided in an interview:
• Age - is irrelevant unless you are concerned about child-labor violations under the Fair Labor Standards Act, in which case you can ask for proof that he/she is old enough to work. • Arrest record - do not ask at all • Association with present employees - this information is not relevant to an applicant's ability to perform successfully in a particular job, and the tendency to either encourage or prohibit the employment of friends or relatives of existing employees may create an adverse impact on members of protected classes.
190
19
III. Manage the Process Interview Do's and Don'ts
• Bankruptcy and credit affairs - never ask about bankruptcy since it is illegal to discriminate on this basis under the Federal Bankruptcy Law - all credit inquiries must comply with the Fair Credit Reporting Act. • Citizenship - unless required by law or regulation, you may not ask applicants if they are U.S. citizens since it is considered discriminatory under the Immigration Reform and Control Act. You may ask if candidates are authorized to work in the United States. • Disability - the Americans with Disabilities Act makes it illegal to ask questions about an applicant's disability or perceived disability - it is crucial to focus on the job, not on the disability. • Driver's license - avoid asking about it unless the job requires one since it could statistically screen out females, minorities and/or individuals with disabilities. • Educational attainment - relevant if it is directly related to successful job performance - if not, avoid it because it could potentially screen out minorities. • Emergency-contact information - unnecessary at the application stage - and it can be discriminatory if it reveals information about the applicant's membership in a protected class. • English-language skills - only ask if it is a requirement of the job (i.e. an English teacher) - otherwise it could be construed as national-origin discrimination. • Height and weight - can be discriminatory - it is important to focus on what the job requires, not the person's physical characteristics. • Marital status/name changes/spouse/children - any questions relating to these issues may be construed as discriminatory, especially against women - none are job-related. • Organization or club membership - this might reveal protected-class information and it is irrelevant
191
20
III. Manage the Process Interview Do's and Don'ts
• Race, color, religion, sex, or national origin - EEOC guidelines prohibit asking questions that may reveal this information; rejected applicants could have grounds for a discrimination suit if any of these questions were part of the application process. • Union affiliation - could be considered an unfair labor practice under the National Labor Relations Act if the applicant claims he or she was not hired because of the union affiliation. • Veteran status/military records - general questions about a person's background in the military should only be asked if based on business necessity or job-related reasons. If requested, such information should include a statement that general or dishonorable discharge will not be an absolute bar to employment, but that other factors will be taken into consideration. • Weekend work/shift changes - unless required for the job, the applicant should not have to state whether or not they can work on the weekends - this could screen out applicants who cannot work on some weekend days because of their religious beliefs.
192
23
III. Manage the Process Before the Interview Develop an Interview Plan Decide ahead of time what information and questions you will cover in the interview. Establish a Time Schedule Schedule the interviews allotting the same amount of time for each applicant. Allow 10 – 15 minutes before each interview for the committee to review the interviewee’s
materials. Allow 10 – 15 minutes after each interview to assess the interviewee. Avoid scheduling more than four to six interviews in one day (consider level of the position
and number of people involved in the process). Make sure the interviewee has applied on-line in PeopleAdmin and print their completed employment application for the interview.
Arrange the Setting Prepare an interview setting that is conducive to good communication and ensures privacy. Hold all incoming phone calls and visitors. Gather Materials If possible, have available: A copy of the organization chart The job description/analysis Recruitment material sent to the public A listing of the salary and benefits Your interview plan Important: The interviewer format and core questions must be essentially the same for all interviewees to ensure equal treatment. Review Resume/Application The interviewer should read (re-read) each applicant’s resume before the interview: Knowledge of the interviewee’s background will help you establish good rapport. Areas needing clarification will be identified, e.g., unexplained gaps in employment, lack of detail regarding experience, the meaning of job titles (which can vary considerably between companies), etc.
193
24
III. Manage the Process The Interview Process
The Interview allows you to obtain job-related information about the interviewee’s skills
and abilities as related to your opening. Clarify information about their work history, education and background. In addition, you will be able to assess how they answer behavior-related questions regarding past employment experiences – which is a strong predictor of how they will handle future work experiences.
During the Interview - Follow the Interview Plan I. Introduction Introduce yourself and describe the role you will play in the selection process. Discuss with the interviewees what is going to happen during the allotted time for the interview and its purpose. II. Position Review Summarize the duties of the position and the selection criteria. III. Questions for the Interviewee The core questions must be essentially the same for all interviewees to ensure equal treatment. IV. Questions from the Interviewee Invite and answer any questions applicants may have. V. Closing Review the selection process and explain to the interviewee how and when he/she will be next contacted. Do not give any indication of the applicant’s standing relative to other prospective candidates. Build Rapport It is to the interviewer’s benefit to attempt to make the interviewee feel at ease in the interview. A cordial greeting, appropriate verbal communication and a genuine concern for the interviewee’s well being will drastically reduce the interviewee’s anxiety and ultimately encourage them to present their best responses.
194
25
III. Manage the Process The Interview Process Questions Ask prepared questions that will elicit responses about job-related skills, knowledge and abilities needed to evaluate the interviewees. Follow up and probe as necessary. Allow enough time for the applicant to add information that may be relevant but may not have been covered by your questions. Note Taking Inform the interviewee at the beginning of the interview that you will be making notations to help you remember all the facts.
195
UM ORGANIZATIONAL COMPETENCY DEFINITIONS
1) Advancing the Mission Demonstrates ability to operate effectively in a manner consistent with the University of Michigan mission and culture; demonstrates understanding of the unique issues related to higher education. 2 ) Building Relationships/ Interpersonal Skills Values organizational diversity; treats others with respect; promotes cooperation; effectively manages relationships. 3) Creative Problem Solving/Strategic Thinking Develops and creates ideas, processes and approaches that shape the future; takes risks and makes decisions based on facts; uses analysis and critical thinking skills to solve problems; ensures that decisions are aligned with articulated strategic directions of management. 4) Communication Demonstrates effective verbal, written, listening, and presentation communication skills. 5 ) Development of Self and Others Seeks opportunities to learn and to develop themselves and others; applies new skills/knowledge needed to add value to the performance of the organization; sets developmental goals for self and others; seeks performance feedback. 6 ) Flexibility/Adaptability to Change Responds positively to and champions change to others; demonstrates an ability to incorporate innovative practices into the workplace to enhance effectiveness and efficiency. 7 ) Leadership/Achievement Orientation Influences others to accomplish the mission in ways consistent with the values of the organization; Holds self (and others) accountable to meet goals and objectives; accomplishes desired outcomes; sets an example of integrity and ethics through demonstrated performance. 8 ) Quality Service Strives to meet the expectations of internal and external customers; demonstrates skill and knowledge specific to serving others.
196
U-M
Org
aniz
atio
nal C
ompe
tenc
ies
Prof
essi
onal
Com
pete
ncie
s
Page
1
Org
aniz
atio
nal C
ompe
tenc
y #1
: A
dvan
cing
the
Mis
sion
D
efin
ition
: Dem
onst
rate
s abi
lity
to o
pera
te e
ffec
tivel
y in
a m
anne
r con
sist
ent w
ith th
e U
nive
rsity
of
Mic
higa
n m
issi
on a
nd c
ultu
re; d
emon
stra
tes u
nder
stan
ding
of t
he u
niqu
e is
sues
rela
ted
to h
ighe
r ed
ucat
ion.
Org
aniz
atio
nal C
ompe
tenc
y #2
: Bui
ldin
g R
elat
ions
hips
/ Int
erpe
rson
al S
kills
D
efin
ition
: Val
ues o
rgan
izat
iona
l div
ersi
ty; t
reat
s oth
ers w
ith re
spec
t; pr
omot
es c
oope
ratio
n;
effe
ctiv
ely
man
ages
rela
tions
hips
Org
aniz
atio
nal C
ompe
tenc
y #3
: C
reat
ive
Prob
lem
Sol
ving
/Str
ateg
ic T
hink
ing
Def
initi
on: D
evel
ops a
nd c
reat
es id
eas,
proc
esse
s and
app
roac
hes t
hat s
hape
the
futu
re;
take
s ris
ks a
nd m
akes
dec
isio
ns b
ased
on
fact
s; u
ses a
naly
sis a
nd c
ritic
al th
inki
ng sk
ills t
o so
lve
prob
lem
s; e
nsur
es th
at d
ecis
ions
are
alig
ned
with
arti
cula
ted
stra
tegi
c di
rect
ions
of
man
agem
ent.
Level 1
Lev
el 1
- Dem
onst
rate
s kno
wle
dge
of th
e pr
imar
y m
issi
on o
f the
Uni
vers
ity a
nd H
ealth
Sy
stem
s • A
rticu
late
s the
mis
sion
of t
he U
nive
rsity
and
/or H
ealth
Sys
tem
s. • D
escr
ibes
the
stru
ctur
e of
the
Uni
vers
ity, i
nclu
ding
role
s and
hie
rarc
hy re
latin
g to
thei
r job
by
the
job
by.
Lev
el 1
– D
evel
ops a
nd m
aint
ains
pos
itive
rel
atio
nshi
ps
• Int
erac
ts w
ith p
eopl
e in
a fr
iend
ly, o
pen,
hon
est,
acce
ptin
g m
anne
r. • R
espe
cts d
iver
sity
; dem
onst
rate
s res
pect
for t
he o
pini
on o
f oth
ers;
val
ues e
ach
pers
on's
cont
ribut
ion
to th
e te
am.
• Wor
ks to
geth
er to
enh
ance
team
goa
ls/o
bjec
tives
. • M
aint
ains
agr
eed
upon
leve
ls o
f con
fiden
tialit
y.
• Ini
tiate
s com
mun
icat
ion
and
resp
onds
to o
ther
s in
a tim
ely,
sens
itive
man
ner.
• Exh
ibits
a c
onfid
ent a
nd p
ositi
ve a
ttitu
de, a
ccep
ts ta
sks w
illin
gly.
• D
emon
stra
tes p
olite
ness
and
em
path
y w
ith o
ther
s. • P
rom
otes
coo
pera
tion
in th
e w
orkp
lace
.
Lev
el 1
– P
reve
nts a
nd so
lves
sim
ple
prob
lem
s, se
ekin
g he
lp w
hen
requ
ired
from
co
lleag
ues a
nd m
anag
emen
t • F
inds
pra
ctic
al a
nd w
orka
ble
solu
tions
that
will
be
easy
to im
plem
ent.
• Rec
ogni
zes i
f a p
robl
em n
eeds
to b
e ad
dres
sed;
seek
s the
app
ropr
iate
leve
l of a
ssis
tanc
e or
app
rova
l. • D
isce
rns w
hen
it is
app
ropr
iate
to se
ek a
ssis
tanc
e or
app
rova
l fro
m su
perv
isor
. • T
akes
leve
l of a
ctio
n ne
eded
whe
n op
portu
nitie
s for
impr
ovem
ent a
re id
entif
ied.
• M
akes
spec
ific
chan
ges i
n ow
n w
ork
met
hods
or s
yste
ms t
o im
prov
e pe
rfor
man
ce (e
.g.
fast
er, l
ower
cos
t, im
prov
es q
ualit
y, c
usto
mer
satis
fact
ion,
reve
nues
).
Level 2
Lev
el 2
– A
pplie
s und
erst
andi
ng o
f pri
mar
y co
nstit
uenc
y gr
oups
at t
he U
nive
rsity
to th
eir
job
• Dem
onst
rate
s aw
aren
ess o
f the
div
ersi
ty o
f con
stitu
ency
gro
ups o
f the
Uni
vers
ity a
nd th
eir r
oles
an
d pu
rpos
es a
nd is
sues
. • A
ccom
plis
hes t
asks
thro
ugh
the
form
al a
nd in
form
al st
ruct
ures
and
hie
rarc
hies
in th
e U
nive
rsity
or
Hea
lth S
yste
m se
tting
(e.g
. eff
ectiv
ely
navi
gate
s thr
ough
and
aro
und
chan
nels
). D
escr
ibes
the
expe
ctat
ions
, pur
pose
and
issu
es o
f the
con
stitu
ency
gro
up th
ey p
rimar
ily se
rve
(e.g
. stu
dent
s, fa
culty
).
Lev
el 2
– M
aint
ains
pos
itive
rel
atio
nshi
ps in
side
and
out
side
of w
ork
grou
p • U
ses f
orm
al/in
form
al n
etw
orks
to a
ccom
plis
h ta
sks a
nd o
bjec
tives
. • D
evel
ops a
nd m
aint
ains
smoo
th, c
oope
rativ
e w
orki
ng re
latio
nshi
p w
ith p
eers
, co-
wor
kers
an
d m
anag
ers.
Lev
el 2
– P
rovi
des n
eces
sary
att
entio
n to
solv
e di
ffer
ent l
evel
pro
blem
s, of
ten
mul
titas
king
to so
lve
mod
erat
e le
vel p
robl
ems
• Def
ines
a p
robl
em, a
naly
zes c
ause
s, id
entif
ies p
ossi
ble
solu
tions
, sel
ects
the
best
so
lutio
n an
d de
velo
ps a
ctio
n pl
ans.
• Han
dles
seve
ral p
robl
ems a
t one
tim
e.
• Loo
ks fo
r im
prov
ed w
ays t
o co
llect
and
ana
lyze
dat
a fo
r dec
isio
n-m
akin
g.
• Eva
luat
es th
e w
ay th
ings
are
don
e. G
ener
ates
new
idea
s and
goe
s bey
ond
the
stat
us q
uo.
• Mak
es a
ppro
pria
te d
ecis
ions
und
er c
ondi
tions
of u
ncer
tain
ty.
• Ass
ists
gro
up m
embe
rs in
pro
blem
solv
ing
and
deci
sion
-mak
ing
proc
esse
s.
Level 3
Lev
el 3
– H
as w
orki
ng k
now
ledg
e of
the
vari
ous c
onst
ituen
cy g
roup
s tha
t com
pris
e th
e U
nive
rsity
and
/or
Hea
lth S
yste
ms
• Eva
luat
es, p
lans
and
mod
ifies
act
ions
bas
ed o
n th
eir i
mpa
ct o
n th
e co
nstit
uenc
y gr
oup
they
serv
e.
• Act
ivel
y pa
rtici
pate
s in
prof
essi
onal
org
aniz
atio
ns to
stay
abr
east
of c
urre
nt d
evel
opm
ents
pe
rtain
ing
to se
rvin
g th
eir h
ighe
r edu
catio
n-re
late
d co
nstit
uenc
y gr
oups
. • M
onito
rs a
nd a
rticu
late
s pro
fess
iona
l tre
nds r
elat
ing
to se
rvin
g th
eir c
onst
ituen
cy g
roup
. • D
escr
ibes
the
expe
ctat
ions
and
pur
pose
and
issu
es o
f the
con
stitu
ency
gro
up th
ey p
rimar
ily se
rve.
Lev
el 3
– M
anag
es d
iffer
ence
s con
stru
ctiv
ely
• Off
ers c
onst
ruct
ive
criti
cism
and
feed
back
in a
pos
itive
fash
ion
(e.g
., ob
ject
ive,
hon
est,
timel
y).
• Add
ress
es a
nd m
anag
es c
onfli
ct.
Lev
el 3
- U
ses c
reat
ive
thin
king
to im
prov
es p
roce
sses
; sol
ves c
ompl
ex p
robl
ems
• Mak
es d
ecis
ions
bas
ed o
n an
alys
is, e
xper
ienc
e, a
nd in
put f
rom
oth
ers.
• Des
igns
pra
ctic
es, p
roce
sses
and
pro
cedu
res a
nd re
engi
neer
s pro
cess
es to
ada
pt to
ch
angi
ng o
rgan
izat
iona
l/uni
t nee
ds.
Level 4
Lev
el 4
– D
emon
stra
tes c
ompl
ex u
nder
stan
ding
of t
he m
ultip
le c
onst
ituen
cy g
roup
s with
in
the
Uni
vers
ity a
nd/o
r H
ealth
Sys
tem
• D
emon
stra
tes c
ompl
ex u
nder
stan
ding
of t
he is
sues
per
tain
ing
to th
eir s
peci
fic c
onst
ituen
cy
grou
p.
• Des
crib
es th
e ex
pect
atio
ns, p
urpo
se a
nd is
sues
of m
ultip
le c
onst
ituen
cy g
roup
s (e.
g. st
uden
ts,
facu
lty, r
esea
rche
rs) a
nd th
eir r
elat
ed c
urre
nt is
sues
in a
hig
her e
duca
tion
setti
ng.
• Arti
cula
tes i
nter
-gro
up is
sues
to re
solv
e pr
oble
ms.
L
evel
4 -
solv
es c
ompl
ex p
robl
ems,
deve
lops
eff
ectiv
e st
rate
gies
• P
lans
and
act
s stra
tegi
cally
, ana
lyzi
ng d
ata
and
utili
zing
tren
d in
form
atio
n.
Level 5
Lev
el 5
: Dem
onst
rate
s und
erst
andi
ng o
f mul
tiple
con
stitu
ency
gro
ups i
n th
e U
nive
rsity
and
w
orks
to im
prov
e re
latio
nshi
ps a
mon
g th
ose
grou
ps
• Dem
onst
rate
s kno
wle
dge
of tr
ends
in h
ighe
r edu
catio
n re
latin
g to
thei
r con
stitu
ency
gro
up a
nd
func
tiona
l are
a.
• Adv
ance
s pro
gram
s tha
t res
ults
in in
crea
sed
cros
s-un
iver
sity
eff
ectiv
enes
s.
197
U-M
Org
aniz
atio
nal C
ompe
tenc
ies
Prof
essi
onal
Com
pete
ncie
s
Page
2
Org
aniz
atio
nal C
ompe
tenc
y #4
: C
omm
unic
atio
n D
efin
ition
: D
emon
stra
tes e
ffec
tive
verb
al, w
ritte
n, li
sten
ing,
and
pre
sent
atio
n co
mm
unic
atio
n sk
ills.
Org
aniz
atio
nal C
ompe
tenc
y #5
: D
evel
opm
ent o
f Sel
f and
Oth
ers
Def
initi
on: S
eeks
opp
ortu
nitie
s to
lear
n an
d to
dev
elop
them
selv
es a
nd o
ther
s; a
pplie
s new
sk
ills/
know
ledg
e ne
eded
to a
dd v
alue
to th
e pe
rfor
man
ce o
f the
org
aniz
atio
n; se
ts
deve
lopm
enta
l goa
ls fo
r sel
f and
oth
ers;
seek
s per
form
ance
feed
back
.
Org
aniz
atio
nal C
ompe
tenc
y #6
: Fl
exib
ility
/Ada
ptab
ility
to C
hang
e D
efin
ition
: Res
pond
s pos
itive
ly to
and
cha
mpi
ons c
hang
e to
oth
ers;
dem
onst
rate
s an
abili
ty to
inco
rpor
ate
inno
vativ
e pr
actic
es in
to th
e w
orkp
lace
to e
nhan
ce e
ffec
tiven
ess a
nd
effic
ienc
y.
Level 1
Lev
el 1
– C
omm
unic
ates
cle
arly
and
eff
ectiv
ely
with
indi
vidu
als
• Cle
arly
get
s poi
nt a
cros
s ver
bally
and
in w
ritin
g, w
ith m
essa
ges t
hat h
ave
the
desi
red
effe
ct.
• Lis
tens
atte
ntiv
ely
(with
out i
nter
rupt
ing)
. • E
xpre
sses
self
non-
verb
ally
show
ing
resp
ect,
atte
ntiv
enes
s and
und
erst
andi
ng.
• Ask
s cle
ar a
nd re
leva
nt q
uest
ions
; cla
rifie
s que
stio
ns a
nd d
irect
ions
from
oth
ers.
Lev
el 1
–D
evel
ops s
elf w
ith g
uida
nce
• Par
ticip
ates
in g
row
th o
ppor
tuni
ties –
take
s ini
tiativ
e fo
r con
tinuo
us d
evel
opm
ent a
nd
impr
ovem
ent.
• App
lies p
erfo
rman
ce fe
edba
ck.
• Kee
ps m
anag
er u
pdat
ed o
n pr
ogre
ss re
lativ
e to
per
form
ance
dev
elop
men
t goa
ls.
• Mod
ifies
beh
avio
rs b
ased
on
lear
ning
from
exp
erie
nce.
Lev
el 1
– P
ositi
vely
par
ticip
ates
in c
hang
e • U
nder
stan
ds a
nd a
ccep
ts th
e ne
ed fo
r cha
nge.
• D
eals
with
oth
ers r
esis
tanc
e to
cha
nge
with
tact
and
und
erst
andi
ng.
• Con
stru
ctiv
ely
voic
es c
once
rns a
nd p
ropo
ses a
ltern
ativ
es.
• Coo
pera
tes i
n th
e im
plem
enta
tion
of c
hang
e.
Level 2
Lev
el 2
– C
omm
unic
ates
cor
rect
ly a
nd k
now
ledg
eabl
y w
ith in
divi
dual
s • S
peak
s con
cise
ly.
• Use
s tec
hnic
al te
rms k
now
ledg
eabl
y.
• Spe
aks u
sing
cor
rect
gra
mm
ar.
• Use
s cor
rect
gra
mm
ar &
spel
ling
& p
unct
uatio
n w
hen
writ
ing.
• S
peak
s eff
ectiv
ely
in fr
ont o
f a g
roup
or t
eam
. • P
arap
hras
es w
hat i
s sai
d.
• Use
s app
ropr
iate
met
hods
of c
omm
unic
atio
n fa
ce-to
-fac
e, e
tc. t
o ac
hiev
e de
sire
d re
sults
. • M
odifi
es c
omm
unic
atio
n st
yle
in a
ccor
danc
e w
ith a
war
enes
s of d
iffer
ence
s.
Lev
el 2
– T
akes
initi
ativ
e to
dev
elop
self
• See
ks a
nd a
pplie
s fee
dbac
k on
per
form
ance
. • S
eeks
coa
chin
g fr
om o
ther
s. • P
rovi
des t
rain
ing
to n
ew c
olle
ague
s, Se
rves
as a
trai
ning
reso
urce
to le
ss e
xper
ienc
ed st
aff.
• Sha
res o
wn
know
ledg
e an
d ex
perti
se w
ith o
ther
s. • D
isse
min
ates
info
rmat
ion
gain
ed fr
om a
ttend
ing
prof
essi
onal
dev
elop
men
t opp
ortu
nitie
s. • P
artic
ipat
es in
pro
fess
iona
l org
aniz
atio
n/un
its (a
s app
ropr
iate
).
Lev
el 2
– A
ssis
ts im
plem
enta
tion
of c
hang
e
• Act
s to
impl
emen
t cha
nge
appr
oach
es th
at p
rodu
ce d
esire
d ou
tcom
es.
• Ask
s con
stru
ctiv
e qu
estio
ns to
gen
erat
e m
ultip
le p
ersp
ectiv
es o
f the
impa
ct o
f a g
iven
ch
ange
on
the
wor
kgro
up o
r wor
kpla
ce.
Level 3
Lev
el 3
– C
omm
unic
ates
eff
ectiv
ely
to g
roup
s, va
ryin
g st
yle
to fi
t the
aud
ienc
e, a
ctiv
ely
com
mun
icat
es w
ith th
ose
with
diff
erin
g op
inio
ns a
nd d
iffer
ing
leve
ls o
f und
erst
andi
ng
• Lis
tens
and
par
aphr
ases
oth
ers’
diff
erin
g op
inio
ns.
• Use
s ope
n-en
ded
ques
tions
to e
ncou
rage
com
mun
icat
ion.
• C
reat
es m
ater
ials
and
del
iver
s cle
ar p
rese
ntat
ions
tailo
red
to th
e ty
pe a
nd le
vel o
f the
or
gani
zatio
n/un
it.
Lev
el 3
– C
ontr
ibut
es to
the
deve
lopm
ent o
f oth
ers a
nd st
rive
s to
be in
the
fore
fron
t of
thei
r pr
ofes
sion
• P
rovi
des e
ffec
tive
coac
hing
to o
ther
s. • C
halle
nges
self
criti
cally
eva
luat
e th
eir o
wn
stre
ngth
s and
wea
knes
ses.
• Par
ticip
ates
in p
rofe
ssio
nal o
rgan
izat
ion/
units
as a
ppro
pria
te; S
eeks
opp
ortu
nitie
s for
pr
ofes
sion
al g
row
th to
be
or re
mai
n in
the
fore
fron
t of s
peci
alty
or p
rofe
ssio
n.
• Net
wor
ks w
ith o
ther
s out
side
the
unit
or o
rgan
izat
ion/
unit.
• M
ento
rs in
divi
dual
s and
teac
hes o
ther
s acr
oss t
he o
rgan
izat
ion/
unit
(e.g
., le
ads
disc
ussi
ons/
wor
ksho
ps).
Lev
el 3
– P
lans
, im
plem
ents
and
com
mun
icat
es e
ffec
tive
chan
ge a
ppro
ache
s with
in a
w
orkg
roup
• D
evel
ops a
nd im
plem
ents
cha
nge
appr
oach
es th
at p
rodu
ce th
e de
sire
d ou
tcom
es.
• Com
mun
icat
es a
nd c
ham
pion
s cha
nge
idea
s and
requ
irem
ents
with
pee
rs a
nd a
ssis
ts w
ith
broa
der i
mpl
emen
tatio
n an
d as
sess
men
t of e
ffec
tiven
ess.
• Com
mun
icat
es w
ith o
ther
s abo
ut th
e ra
tiona
le a
nd n
eed
for t
he c
hang
e.
Level 4
Lev
el 4
– E
ffec
tivel
y co
nvey
s com
plex
topi
cs to
div
erse
aud
ienc
es w
ith th
e us
e of
vis
ual a
ids;
ap
plie
s und
erst
andi
ng o
f mul
tiple
con
stitu
ency
gro
ups i
n th
e U
nive
rsity
and
wor
ks to
im
prov
e re
latio
nshi
ps
• Cle
arly
and
con
cise
ly c
omm
unic
ates
(and
resp
onds
to q
uest
ions
on)
com
plex
info
rmat
ion.
• U
ses v
isua
l aid
s to
com
mun
icat
e co
mpl
ex m
ater
ial.
• Lis
tens
to a
nd p
arap
hras
es o
ther
s with
diff
erin
g op
inio
ns.
Lev
el 4
– C
ontr
ibut
es to
the
deve
lopm
ent o
f oth
ers a
nd p
rovi
des m
ento
ring
op
port
uniti
es
• See
ks o
ppor
tuni
ties t
o pr
esen
t or p
artic
ipat
e in
pro
fess
iona
l act
iviti
es, w
rites
for p
ublic
atio
n.
• Sup
ports
pro
gram
s tha
t pro
vide
dev
elop
men
t opp
ortu
nitie
s for
ass
ocia
tes a
nd o
ther
s. • C
ham
pion
s inn
ovat
ive
skill
s and
tech
nica
l tra
inin
g in
itiat
ives
to k
eep
self
and
othe
rs c
urre
nt
in fi
eld.
• C
halle
nges
oth
ers t
o cr
itica
lly e
valu
ate
stre
ngth
s and
wea
knes
ses.
Leve
l 4 –
Pro
activ
ely
prop
oses
and
impl
emen
ts c
hang
e • S
urfa
ces r
esis
tanc
e to
cha
nge
with
col
leag
ues a
nd c
o-w
orke
rs a
nd w
orks
to d
imin
ish
the
resi
stan
ce.
• Ide
ntifi
es a
reas
for p
oten
tial c
hang
e an
d br
ings
the
idea
s to
the
orga
niza
tion
thro
ugh
chan
nels
(wor
kgro
up, t
eam
, man
ager
, etc
.) • C
onfe
rs w
ith e
xter
nal a
nd in
tern
al in
nova
tors
and
thou
ght l
eade
rs to
inte
rpre
t the
ap
plic
atio
n of
the
lead
ing
prac
tice
to p
ositi
ve e
ffec
t ent
erpr
ise-
wid
e.
• Org
aniz
es a
nd p
rovi
des t
he re
sour
ces n
eces
sary
to e
ffec
tivel
y im
plem
ent l
arge
-sca
le
chan
ge.
Level 5
Lev
el 5
– A
ctiv
ely
influ
ence
s tho
se w
ith d
iffer
ing
opin
ions
and
diff
erin
g le
vels
of
unde
rsta
ndin
g • D
emon
stra
tes a
dvan
ced
oral
and
writ
ten
com
mun
icat
ions
e.g
. sho
win
g se
nsiti
vity
to to
ne,
audi
ence
and
org
aniz
atio
nal/u
nit p
oliti
cs.
• Per
suad
es o
ther
s with
diff
eren
t opi
nion
s usi
ng e
ffec
tive
stra
tegi
es, a
rgum
ents
and
mat
eria
ls.
Lev
el 5
– T
akes
a le
ader
ship
rol
e in
pro
mot
ing
inno
vativ
e pr
ofes
sion
al g
row
th a
cros
s th
e or
gani
zatio
n • S
eeks
to d
evel
op su
perio
r ski
lls to
acc
ompl
ish
mis
sion
crit
ical
obj
ectiv
es w
hile
mai
ntai
ning
a
deep
leve
l of a
dvan
ced
know
ledg
e of
prin
cipl
es, p
ract
ices
and
pro
cedu
res u
sed
in th
e fu
nctio
nal a
rea.
• P
rese
nts t
o pr
ofes
sion
al o
rgan
izat
ion/
units
, oth
er u
nive
rsiti
es, a
nd/o
r priv
ate
sect
or fi
rms.
• Ser
ves o
n na
tiona
l or i
nter
natio
nal c
omm
ittee
s and
wor
king
gro
ups.
• Per
form
s in
an a
dvis
or/c
onsu
ltant
/trai
ner r
ole.
198
U-M
Org
aniz
atio
nal C
ompe
tenc
ies
Prof
essi
onal
Com
pete
ncie
s
Page
3
Org
aniz
atio
nal C
ompe
tenc
y #7
: L
eade
rshi
p/A
chie
vem
ent O
rien
tatio
n D
efin
ition
: Inf
luen
ces o
ther
s to
acco
mpl
ish
the
mis
sion
in w
ays c
onsi
sten
t with
the
valu
es o
f the
org
aniz
atio
n; H
olds
self
(and
oth
ers)
ac
coun
tabl
e to
mee
t goa
ls a
nd o
bjec
tives
; acc
ompl
ishe
s des
ired
outc
omes
; set
s an
exam
ple
of in
tegr
ity a
nd e
thic
s thr
ough
dem
onst
rate
d pe
rfor
man
ce.
Org
aniz
atio
nal C
ompe
tenc
y #8
: Q
ualit
y Se
rvic
e D
efin
ition
: Stri
ves t
o m
eet t
he e
xpec
tatio
ns o
f int
erna
l and
ext
erna
l cus
tom
ers;
dem
onst
rate
s ski
ll an
d kn
owle
dge
spec
ific
to se
rvin
g ot
hers
.
Level 1
Lev
el 1
–Lea
rns w
hat i
s exp
ecte
d to
do
the
job
wel
l • D
emon
stra
tes b
ehav
iors
that
are
alig
ned
with
the
valu
es a
nd e
thic
s of t
he o
rgan
izat
ion/
unit
and/
or p
rofe
ssio
n.
• Fol
low
s the
pra
ctic
es a
nd p
roce
dure
s of t
he o
rgan
izat
ion/
unit
(e.g
. Sta
ndar
d Pr
actic
e G
uide
, Ste
war
dshi
p do
cum
ent,
depa
rtmen
tal p
olic
ies)
. • P
roje
cts s
elf-
conf
iden
ce a
nd a
utho
rity
whe
n ac
cept
ing
wor
k ch
alle
nges
. • S
ets a
nd m
easu
res p
erfo
rman
ce a
gain
st g
oals
and
eva
luat
es re
sults
. • D
oes w
hat h
e/sh
e sa
ys is
goi
ng to
do;
Fol
low
s thr
ough
on
proj
ects
& o
ther
task
s as a
ssig
ned.
• A
ccep
ts re
spon
sibi
lity
for o
wn
safe
ty; a
nd u
nder
stan
ds a
ccou
ntab
ility
for s
afet
y an
d en
viro
nmen
tal a
spec
ts o
f the
ir jo
b.
• Fol
low
s dire
ctio
ns; a
ccep
ts a
ccou
ntab
ility
for m
ista
kes;
take
s cor
rect
ive
actio
n.
• Use
s res
ourc
es e
ffec
tivel
y an
d ef
ficie
ntly
.
Lev
el 1
–E
stab
lishe
s and
mai
ntai
ns e
ffec
tive
rela
tions
hips
with
inte
rnal
and
ext
erna
l cus
tom
ers i
n a
man
ner
that
pro
vide
s sat
isfa
ctio
n fo
r th
e cu
stom
er w
ithin
the
reso
urce
s tha
t can
be
mad
e av
aila
ble
• Con
firm
s/cl
arifi
es u
nder
stan
ding
of c
usto
mer
requ
ests
for i
nfor
mat
ion
and
or a
ssis
tanc
e.
• Giv
es a
ccur
ate
info
rmat
ion
abou
t pro
duct
s and
serv
ices
pro
vide
d.
• Kee
ps c
usto
mer
up
to d
ate
abou
t pro
gres
s of p
roje
cts.
• App
lies o
rgan
izat
iona
l/uni
t pol
icie
s with
dip
lom
acy.
Level 2
Lev
el 2
– U
nder
stan
ds w
hat i
s exp
ecte
d to
do
the
job
wel
l; fu
nctio
ns e
ffec
tivel
y in
a te
am; e
xerc
ises
pos
itive
influ
ence
• B
uild
s rap
port
and
cred
ibili
ty w
ith o
ther
s to
gain
com
mitm
ent.
• Ide
ntifi
es re
sour
ces (
peop
le, f
undi
ng, m
ater
ials
, etc
.) ne
eded
and
coo
rdin
ates
exp
ertis
e to
acc
ompl
ish
goal
. • U
nder
stan
ds th
e fu
nctio
ns a
nd in
terr
elat
ions
hips
of t
he im
med
iate
wor
k ar
ea to
the
orga
niza
tion/
unit.
• T
akes
ow
ners
hip
of p
roce
sses
and
pro
ject
ass
ignm
ents
; rep
riorit
izes
task
s as n
eces
sary
for e
ffic
ienc
y, a
ccur
acy
and
timel
y co
mpl
etio
n.
• Pro
vide
s a st
abili
zing
influ
ence
dur
ing
chan
ge a
nd tr
ansi
tion.
• R
emai
ns c
alm
and
del
iber
ate
whe
n co
nfro
nted
by
wor
k re
late
d st
ress
or o
ppos
ition
from
oth
ers.
• Exh
ibits
flex
ibili
ty/a
dapt
abili
ty in
cha
ngin
g en
viro
nmen
ts.
• Dem
onst
rate
s will
ingn
ess t
o ta
ke o
n ad
ded
resp
onsi
bilit
y.
Lev
el 2
– C
onsi
sten
tly m
eets
the
orga
niza
tion’
s exp
ecta
tions
for
exem
plar
y cu
stom
er se
rvic
e • A
sses
ses u
rgen
cy o
f cus
tom
er re
ques
ts fo
r inf
orm
atio
n an
d/or
serv
ice
and
resp
onds
acc
ordi
ngly
. • D
emon
stra
tes t
he a
bilit
y to
see
issu
es fr
om c
usto
mer
’s p
ersp
ectiv
e.
• Mai
ntai
ns c
lear
com
mun
icat
ion
with
cus
tom
er re
gard
ing
mut
ual e
xpec
tatio
ns.
• Tak
es p
erso
nal r
espo
nsib
ility
for r
esol
ving
cus
tom
er is
sues
.
Level 3
Lev
el 3
– C
reat
es a
nd a
chie
ves o
wn
mea
sure
s of s
ucce
ss
• Mea
sure
s and
insu
res v
alue
/retu
rn o
f pro
cess
impr
ovem
ent i
nitia
tives
; see
ks b
est p
ract
ices
. • P
rom
otes
the
prin
cipl
es o
f div
ersi
ty.
• Acc
epts
acc
ount
abili
ty fo
r mis
take
s and
take
s cor
rect
ive
actio
n.
• Dev
elop
s spe
cific
act
ion
step
s, ac
hiev
es d
eadl
ines
or m
ilest
ones
. • R
espo
nds q
uick
ly in
a c
risis
, set
s prio
ritie
s, an
d de
mon
stra
tes p
ersi
sten
ce.
Lev
el 3
- Fo
cuse
s eff
orts
on
fulfi
lling
exp
ecta
tions
by
seek
ing
insi
ght i
nto
cust
omer
nee
ds a
nd d
evel
opin
g so
lutio
ns th
at p
rovi
de v
alue
for
the
cust
omer
• M
akes
self
avai
labl
e to
ass
ist,
espe
cial
ly in
crit
ical
per
iods
. • R
espe
ct id
eas a
nd p
eopl
e by
seek
ing
to u
nder
stan
d ot
her p
oint
s of v
iew
, bas
ing
deci
sion
s on
data
/fact
, sha
ring
info
rmat
ion,
and
seek
ing
win
-win
so
lutio
ns.
• Use
s jud
gmen
t whe
n ad
dres
sing
the
need
s of a
ngry
and
/or d
iffic
ult c
usto
mer
s. • R
ecom
men
ds a
ppro
ache
s, pr
oduc
ts o
r ser
vice
s whi
ch a
re n
ew a
nd d
iffer
ent f
rom
thos
e re
ques
ted
by th
e cu
stom
er.
• Pro
vide
s exp
lana
tions
of t
he im
pact
or c
onse
quen
ces o
f pro
duct
s/se
rvic
es re
ques
ted
by c
usto
mer
s.
Level 4
Lev
el 4
– A
cts t
o ad
dres
s cur
rent
issu
es a
nd d
eter
min
e fu
ture
pri
oriti
es; l
eads
ad
hoc
or p
roje
ct te
ams
• Man
ages
to o
utco
mes
with
in id
entif
ied
cons
train
ts (e
.g. i
dent
ified
reso
urce
s of b
udge
t.)
• Rec
ogni
zes t
he a
chie
vem
ent a
nd c
ontri
butio
n of
oth
ers
• Del
egat
es a
nd e
mpo
wer
s oth
ers
• Cre
ates
a c
ultu
re in
whi
ch p
eopl
e do
thei
r bes
t • E
xcel
s at b
uild
ing
team
s for
succ
ess
• Mak
es e
ffec
tive
use
of te
am re
sour
ces
• Mak
es m
axim
um u
se o
f the
div
erse
tale
nts o
f tea
m m
embe
rs
• Res
olve
s tea
m c
onfli
cts w
ith fi
ness
e.
Lev
el 4
- M
aint
ains
unw
aver
ing
focu
s on
alig
ning
all
activ
ities
to p
rodu
ce m
axim
um v
alue
for
the
cust
omer
• M
easu
res c
usto
mer
satis
fact
ion
and
uses
dat
a to
eff
ect i
mpr
ovem
ents
. • R
ecom
men
ds a
ppro
ache
s, pr
oduc
ts o
r ser
vice
s whi
ch a
re n
ew a
nd d
iffer
ent f
rom
thos
e re
ques
ted
by th
e cu
stom
er.
• Pro
vide
s cus
tom
ers e
xpla
natio
ns a
bout
pra
ctic
al im
pact
to th
em o
f pro
duct
s/se
rvic
es re
ques
ted.
• A
ctiv
ely
shar
es e
xper
tise
and
best
pra
ctic
es in
cus
tom
er se
rvic
e w
ith o
ther
dep
artm
ents
.
Level 5
L
evel
5 -
Rel
entle
ssly
impr
oves
the
valu
e de
liver
ed to
cus
tom
ers
• Dev
elop
s a st
rate
gic
rela
tions
hip/
partn
ersh
ip w
ith c
usto
mer
s bas
ed o
n in
-dep
th k
now
ledg
e an
d un
ders
tand
ing
of th
e cu
stom
er’s
ob
ject
ives
/bus
ines
s. • L
eads
cus
tom
ers t
o ne
w in
sigh
ts th
roug
h ed
ucat
ion
of p
ossi
ble
new
way
s fro
m b
enef
iting
from
pro
duct
s and
serv
ices
. • E
xcel
lent
cus
tom
er se
rvic
e.
• Fos
ters
col
labo
ratio
n an
d br
eaks
bar
riers
, whi
ch im
pede
goo
d se
rvic
e de
liver
y.
• Tak
es a
ctio
ns to
impr
ove
empl
oyee
’s o
r wor
k gr
oup’
s cus
tom
er se
rvic
e fe
edba
ck.
199
University of Pennsylvania Core Competencies Competency Definitions for all Staff (in alphabetical order)
Accountability: takes responsibility for all work activities and personal actions; follows through on commitments; implements decisions that have been agreed upon; maintains confidentiality with sensitive information; acknowledges and learns from mistakes without blaming others; recognizes the impact of one's behavior on others.
Adaptability: responds to changing circumstances by being innovative and altering behavior to better fit different situations; consistently exhibits optimism and energy; learns new skills, performs work in different ways; successfully works with new colleagues; professionally deals with personal discomfort in a changing work environment; willing to be flexible; remains calm in stressful situations.
• Demonstrates tolerance for uncertainty • Demonstrates adaptability through adopting a plan, behavior or approach
Clear Communication: expresses oneself clearly and effectively when speaking and/or writing to individuals or groups; listens attentively; ensures that information is understood by all parties; shares information in a timely manner using the most appropriate method; presents well‐organized information in a group setting.
• Maintains a constructive, open dialogue with others and speaks with candor • Presentation Skills: engages audience by presenting well‐organized material in an
understandable format • Speaks persuasively and in a convincing manner • Proofreads documents to ensure proper language usage
Initiative: takes action to improve a situation without waiting for explicit instructions; understands how one's own actions relate to the University's and department's strategic goals; recognizes and responds to opportunities in order to reach a goal; seeks new and improved techniques, solutions, and approaches to completing assignments.
• Recognizes opportunities and uses them to reach a goal • Seeks innovative approaches to completing assignments
Managing Resources: allocates time and resources efficiently and effectively; prioritizes work and delegate as appropriate; works to minimize institutional risk by acting as a responsible steward for the University.
200
• Manages time well • Delegates assignments to appropriate teams and/or individuals and ensures that they
have the proper power and authority to carry them out • Uses resources efficiently and effectively to reach goals in the spirit of responsible
stewardship • Uses teams as a way of managing resources and selects team members with the
necessary skills and personal characteristics required to achieve excellence
Organization/Project Management: organizes large amounts of information by creating and maintaining well organized systems; follows logical approaches to completing work; brings a project from inception to successful completion; translates strategies into step‐by‐step plans for action; monitors work progress to completion; effectively prioritizes; pays close attention to detail.
• Gets the right people involved in project planning and goal setting • Completes projects successfully and on time • Seeks innovative approaches to process management • Acts quickly to implement plans/projects • Delegates tasks appropriately
Problem Solving: generates creative approaches to addressing problems and opportunities; identifies and weighs options, makes sound decisions after reviewing all relevant information; anticipates and plans for potential problems; takes calculated risks; recognizes impact of solutions.
• Seeks out relevant information before making decisions • Anticipates problems and thinks ahead about next steps • Generates original ideas and develops creative approaches for addressing problems or
opportunities
Service Orientation: acts professionally and calmly at all times when interacting with others; consistently demonstrates concern and courtesy towards colleagues and customers; treats all people respectfully; takes personal responsibility for correcting problems; follows up with individuals to ensure satisfaction with the level of service they have received.
• Works well with members of the University community (e.g., students, faculty, staff) • Remains calm in stressful situations • Demonstrates pleasant disposition that puts people at ease
Technology/Specialized Knowledge: demonstrates ability to use technology effectively
201
and productively; continually updates skills and knowledge; addresses problems as they arise or seeks help as appropriate.
• Is willing to learn about technology • Explores and regularly uses technology to perform tasks more effectively • Troubleshoots basic technology problems and knows where to find assistance for
complex problems • Follows advances in technology that are necessary to stay current in one's field
Valuing Diversity: treats all individuals fairly and respectfully, works effectively with others, regardless of their background, position, or status; ensures that opportunities are equally available to all; respects different values and viewpoints.
• Consistently looks at issues from multiple perspectives, respecting the viewpoints and values of others
• Treats people with fairness, respect, and consideration without regard for their position, status or background
• Proactively minimizes barriers and ensures opportunities are equally available to all • Understands multiple cultures (i.e. academic, administrative) and is able to work
across boundaries
Working Collaboratively: works collegially with others, cooperating in both interpersonal and team relationships; fosters enthusiasm and maintains mutual trust, candor and respect. If applicable, manages groups effectively and builds partnerships with others.
• Fosters a sense of collegial partnership and teamwork • Manages groups effectively by facilitating the participation and contributions of
others and building shared goals • Encourages cooperation and establishes common ground to achieve larger
organization objectives • Builds network of informal friendly relationships to get things done • Works well as a member of a team • Recognizes talented people and brings them together in unique ways to accomplish
goals
Additional Competencies for those who Supervise Others: The competencies below are provided as a guide to help measure management effectiveness. This includes the ability to lead, manage and develop others, articulate a vision that inspires commitment from others, all in a supportive environment. Leadership: creates a vision or goal for one's work unit and communicates it in a way
202
that motivates others to implement it; understands and leverages the organization's structure and relationships; pursues organization support and resources; develops strategies to include divergent opinions and overcome adversity; moves plans forward toward a specific course of action.
• Creates a compelling vision of the future and communicates it to others in a way that inspires their commitment
• Inspires others through energy, enthusiasm, and optimism • Recognizes the potential impact of global, political, economic, and social changes on
higher education and on the University • Consistently demonstrates passion, enthusiasm and excitement about ideas, work,
people, and/or his/her ability to succeed • Translate visions into strategies and monitors progress
Managing Conflict: ensures productive resolution of conflict; recognizes different viewpoints; brings conflict into the open, and encourages those involved to find appropriate solutions.
• Recognizes and articulates differing opinions: brings conflict into the open and involves people in resolving it
• Encourages others to ask tough questions and disagree • Recognizes the validity of opposing viewpoints and does not act defensively • Mediates conflicts and finds solutions that are satisfactory to all parties • Attacks the problem and not the person in conflict situations
Managing Performance: sets clear goals and expectations for staff; follows progress against goals; provides regular feedback; addresses performance issues promptly; fosters learning and development; provides public recognition of staff accomplishments.
• Ensures that staff members have clear goals and performance expectations • Organizes assignments, tasks, and expectations in a way that fosters opportunities for
learning and development • Explicitly encourages others to achieve developmental goals and provides them with
encouragement, support, time, and resources • Deals firmly and promptly with performance problems; lets staff members know what
is expected of them and when • Provides specific performance feedback, both positive and constructive, as soon as
possible after an event • Stays informed about staff member's progress at meeting performance goals and
expectations by providing regular, effective verbal and written feedback on performance, including the completion of annual written performance appraisals
203
UNIVERSITY OF PENNSYLVANIA
PERFORMANCE AND STAFF DEVELOPMENT PROGRAM
Self-Appraisal Worksheet for all Staff
The Performance and Staff Development Program is designed to:
encourage regular, constructive discussion between you and your supervisor regarding your
performance and progress at meeting goals and expectations
improve your job understanding
promote more effective job performance
establish future goals and responsibilities based on the objectives of the department/unit
enhance your professional growth and development
Your annual Performance and Staff Development Plan is scheduled to be completed soon. To make this
process more productive, you should think about the goals and expectations that you achieved this
appraisal cycle, the quality of your work and performance and competency areas that you would like to
enhance or improve. Also give some thought to the 3 – 5 key competencies (see listing in attached form)
that are vital to your success in your position and/or will enhance your professional development.
The attached Self-Appraisal Worksheet is similar to the Performance and Staff Development Plan that
your supervisor may use to appraise your performance. The Worksheet will help you prepare for the
meeting with your supervisor and should enhance communication between you and your supervisor
regarding your performance and professional development. Before completing the appraisal, you can ask
your supervisor about the competency areas that she or he will be addressing in your Performance Plan.
In order to have a more productive performance appraisal meeting, you should address the same
competencies in your self-appraisal.
The Self-Appraisal Worksheet will be included in your official personnel file in the Division of Human
Resources/Records. If you need more space, please use additional paper and include your name,
department and Penn ID Number on each page.
If you have questions about the Performance and Staff Development Program, contact your supervisor or
the Division of Human Resources/Staff and Labor Relations at 898-6093.
204
University of Pennsylvania
Performance and Staff Development Program
Self-Appraisal Worksheet
For All Staff
Name: ____________________________________________
Last First Middle
Penn ID Number_____________________
Department: ______________________________________ School/Center:
____________________________
Part I – Key Goals, Projects and Responsibilities for this Appraisal Cycle: Describe the key
goals, projects and/or responsibilities that you had for this appraisal cycle in order of importance.
Comment on the performance results obtained for each goal and provide examples to support
each rating.
1. Goal/Project/Responsibility:
Describe performance results, including supporting examples
2. Goal/Project/Responsibility:
Describe performance results, including supporting examples
3. Goal/Project/Responsibility:
Describe performance results, including supporting examples
4. Goal/Project/Responsibility:
Describe performance results, including supporting examples
205
Part II - Future Development: What professional development activities/opportunities (e.g.,
training, special assignments, etc.) would you like to pursue during the next appraisal cycle that
would enhance your job performance?
Part III - Competencies - The following are some competencies that may be vital to your
success in your current position and/or to your professional development. Before completing
this section, you should ask your supervisor which competencies she or he will discuss in your
Performance and Staff Development Plan. Provide comments on the competencies identified by
your supervisor and any other competencies that are vital to your success in your current position
and/or will enhance your professional development. YOU ARE NOT REQUIRED TO
COMMENT ON ALL OF THE COMPETENCIES LISTED. Discuss how you currently
demonstrate the competency and what type of training, work experiences, and other
opportunities you would like to pursue to further develop the competency. Remember, you are
not required to discuss all of the competencies listed.
Accountability: takes responsibility for all work activities and personal actions; follows through
on commitments; implements decisions that have been agreed upon; maintains confidentiality
with sensitive information; acknowledges and learns from mistakes without blaming others;
recognizes the impact of one’s behavior on others.
Describe how you demonstrate competency and how you would like to further develop this
competency:
Adaptability: responds to changing circumstances by being innovative and altering behavior to
better fit different situations; consistently exhibits optimism and energy; learns new skills,
performs work in different ways; successfully works with new colleagues; professionally deals
with personal discomfort in a changing environment; willing to be flexible; remains calm in
stressful situations.
Describe how you demonstrate competency and how you would like to further develop this
competency:
Clear Communication: expresses oneself clearly and effectively when speaking and/or writing
to individuals or groups; listens attentively; ensures that information is understood by all parties;
shares information in a timely manner using the most appropriate method; presents well-
organized information in a group setting.
Describe how you demonstrate competency and how you would like to further develop this
competency:
Initiative: takes action to improve a situation without waiting for explicit instructions;
understands how one's own actions relate to the University's and department’s strategic goals;
recognizes and responds to opportunities in order to reach a goal; seeks new and improved
techniques, solutions, and approaches to completing assignments.
Describe how you demonstrate competency and how you would like to further develop this
competency:
206
Managing Resources: allocates time and resources efficiently and effectively; prioritizes work
and delegate as appropriate; works to minimize institutional risk by acting as a responsible
steward for the University.
Describe how you demonstrate competency and how you would like to further develop this
competency:
Organization/Project Management: organizes large amounts of information by creating and
maintaining well organized systems; follows logical approaches to completing work; brings a
project from inception to successful completion; translates strategies into step-by-step plans for
action; monitors work progress to completion; effectively prioritizes; pays close attention to
detail.
Describe how you demonstrate competency and how you would like to further develop this
competency:
Problem Solving: generates creative approaches to addressing problems and opportunities;
identifies and weighs options, makes sound decisions after reviewing all relevant information;
anticipates and plans for potential problems; takes calculated risks; recognizes impact of
solutions.
Describe how you demonstrate competency and how you would like to further develop this
competency:
Service Orientation: acts professionally and calmly at all times when interacting with others;
consistently demonstrates concern and courtesy towards colleagues and customers; treats all
people respectfully; takes personal responsibility for correcting problems; follows up with
individuals to ensure satisfaction with the level of service they have received.
Describe how you demonstrate competency and how you would like to further develop this
competency:
Technology/Specialized Knowledge: demonstrates ability to use technology effectively and
productively; continually updates skills and knowledge; addresses problems as they arise or
seeks help as appropriate.
Describe how you demonstrate competency and how you would like to further develop this
competency:
Valuing Diversity: treats all individuals fairly and respectfully, works effectively with others,
regardless of their background, position, or status; ensures that opportunities are equally
available to all; respects different values and viewpoints.
Describe how you demonstrate competency and how you would like to further develop this
competency:
207
Working Collaboratively: works collegially with others, cooperating in both interpersonal and
team relationships; fosters enthusiasm and maintains mutual trust, candor and respect. If
applicable, manages groups effectively and builds partnerships with others.
Describe how you demonstrate competency and how you would like to further develop this
competency:
Additional Competencies for those who Supervise Others:
The competencies below are provided as a guide to help measure management effectiveness.
This includes the ability to lead, manage and develop others, articulate a vision that inspires
commitment from others, all in a supportive environment.
Leadership: creates a vision or goal for one’s work unit and communicates it in a way that
motivates others to implement it; understands and leverages the organization’s structure and
relationships; pursues organization support and resources; develops strategies to include
divergent opinions and overcome adversity; moves plans forward toward a specific course of
action.
Describe how you demonstrate competency and how you would like to further develop this
competency:
Managing Conflict: ensures productive resolution of conflict; recognizes different viewpoints;
brings conflict into the open, and encourages those involved to find appropriate solutions.
Describe how you demonstrate competency and how you would like to further develop this
competency:
Managing Performance: sets clear goals and expectations for staff; follows progress against
goals; provides regular feedback; addresses performance issues promptly; fosters learning and
development; provides public recognition of staff accomplishments.
Describe how you demonstrate competency and how you would like to further develop this
competency:
Staff Member’s Signature: __________________________________________ Date: _____________
Revised: 03/01/12
208
U.Va. Key Com
petencies with
Definition
s and Be
haviors by
Proficiency Level
Octob
er 14, 200
9
Page 1
# UVA Key Com
petency
Nam
e UVA Key Com
petency Definition
1.
Accou
ntab
le fo
r Re
sults
Takes respon
sibility for a
ccom
plishing
goals and
achieving
quality results. Follows through on
com
mitm
ents; is always there in th
e clutch.
Unsatisfactory
• Doe
s no
t set, accep
t or a
chieve challenging goals
Effective
• Sets, accep
ts, and
achieves challenging goals
Exceptiona
l•
Seeks ou
t new
goa
ls and
exceeds th
em
• Makes incomplete or unrealistic
com
mitm
ents; n
eeds
freq
uent rem
inde
rs to
com
plete tasks
• Makes realistic
com
mitm
ents and
follows through
• Takes calculated
risks that achieve quality
results
• Dem
onstrates a lack of tho
roughn
ess or accuracy
• Dem
onstrates clear stand
ards fo
r quality results;
maintains timeliness and qu
ality
•
Encourages and
sup
ports othe
rs to
take
respon
sibility for results; is a role m
odel fo
r othe
rs
• Doe
s no
t com
plete tasks whe
n prob
lems arise; gives
up at the
first o
bstacle
• Effectively completes ta
sks even
whe
n ob
stacles
come up
•
Remains effectiv
e in th
e face of significant
and/or long
term
obstacles
• Ra
rely asks qu
estio
ns neede
d to accom
plish tasks
• Asks qu
estio
ns neede
d to accom
plish tasks
• Mod
els op
enne
ss and
transparen
cy in
sharing
inform
ation
• Dim
inishe
s po
sitiv
e achievem
ents of o
thers; doe
s no
t take re
spon
sibility for o
wn ne
gative results and
prob
lems
• Ackno
wledges other’s positive achievem
ents;
takes respon
sibility for n
egative results and
prob
lems
• Takes respon
sibility for p
ersonal and
organizatio
nal success and
failure
2.
Balanced
Decision‐making
Makes effectiv
e de
cision
s in a timely manne
r, som
etim
es with
incomplete inform
ation and un
der tight deadlines and
pressure; uses a mixture of a
nalysis, wisdo
m,
expe
rien
ce, and
judgmen
t.
Unsatisfactory
• Doe
s no
t actively participate in th
e de
cision
‐making
process
Effective
• Iden
tifies the ne
ed fo
r a decision and
gathe
rs
related inform
ation
Exceptiona
l•
Sought out by othe
rs fo
r advice on
decision‐
making
• Freq
uently bases con
clusions on little
or n
o inpu
t from
othe
rs
• Involves and
inform
s othe
rs; listens to
differen
t ideas
• Encourages inform
ation analysis and
exchange; creates a supp
ortiv
e en
vironm
ent
whe
re diverse views can be
explored
• Doe
s no
t effectiv
ely analyze inform
ation or
alternatives
• Analyzes inform
ation and
con
side
rs available
alternatives
• Makes con
sisten
tly effectiv
e de
cision
s in
environm
ents of com
plexity
, ambiguity
and
un
certainty
• Uses mod
els and tools that im
prove the
decision
making process
• Doe
s no
t make tim
ely or effectiv
e de
cision
s
• Makes timely de
cision
s that im
prove or resolve
issues
• Takes balanced
risks with
alte
rnative
perspe
ctives th
at red
efine curren
t thinking
and practices
• Once a de
cision
is reached
, actions do no
t sup
port it
• Once a de
cision
is reached
, actively supp
orts it
• Once a de
cision
is m
ade, serves as its
advocate and
leader
209
U.Va. Key Com
petencies with
Definition
s and Be
haviors by
Proficiency Level
Octob
er 14, 200
9
Page 2
3.
Develop
s Self an
d Others
Continually strives to
develop
work skills. Iden
tifies and pu
rsue
s learning
and
career d
evelop
men
t goals. Effectiv
ely applies ne
w learning
and
develop
men
t in daily work
and career progression
.
Unsatisfactory
• Doe
s no
t actively participate in ann
ual Learning &
Career Develop
men
t Action Plan
process
Effective
• Actively participates in
ann
ual Learning and Career
Develop
men
t Action Plan
process
Exceptiona
l•
Has a long
‐term career d
evelop
men
t plan;
supp
orts others to do the same
• Aligns ann
ual Learning and Career
Develop
men
t Action Plan
with
long
‐term
career goals and
sup
ports othe
rs to
do the
same
• Participates in
few, if any, learning or career
developm
ent o
pportunitie
s
• Actively participates in
formal and
on the job
learning
or career de
velopm
ent o
pportunitie
s •
Proactively iden
tifies ne
eds for d
evelop
men
t and seeks ou
t formal and
on the job learning
or career d
evelop
men
t opp
ortunitie
s
• Has a history of success develop
ing othe
rs
• Unw
illing to work projects unfam
iliar or o
utside
of
one’s comfort zon
e, whe
n ne
cessary to develop
work
skills
• Willing to ta
ke on work that builds ne
w work skills.
•
Volunteers for “stretch” assignm
ents in
differen
t or challenging areas to develop
new
or m
ore proficient skills
• Co
nsistently seeks fe
edback from
others to
improve
• Doe
s no
t or rarely app
lies know
ledge learne
d to
practical use in
daily work
• App
lies ne
w skills or know
ledge to practical use in
daily work
• Serves as a men
tor/coach in area/s of
expe
rtise to som
eone
in th
e organizatio
n •
Uses a mix of selectin
g talent and
develop
ing
it to sup
port th
e ne
eds of th
e de
partmen
t
4.
Strategic Focus
Und
erstands th
e University
’s long
‐term objectiv
es and
focuses curren
t activities on what is critical to achieving aligne
d goals for self, Dep
artm
ent/Scho
ol and
the
University
and
elim
inating no
n‐valued
add
ed activities.
Unsatisfactory
• Doe
s no
t und
erstan
d ow
n role in
achieving
larger
Dep
artm
ent/Scho
ol and
University
objectiv
es
Effective
• Und
erstands own role in
achieving
larger
Dep
artm
ent/Scho
ol and
University
objectiv
es
Exceptiona
l•
Develop
s and articulates a clear, con
cise
individu
al or D
epartm
ent/Scho
ol strategy that
includ
es th
e broade
r University
‐wide
perspe
ctive
• Sets and
implem
ents goals and
activities th
at
supp
ort the
strategy
• Doe
s no
t or rarely aligns daily work activ
ities and
resources to sup
port organizational strategies
• Aligns daily work activ
ities and
resou
rces to
sup
port
organizatio
nal strategies
• Aligns individu
al or D
epartm
ent/Scho
ol
activ
ities or o
peration
s to better meet lon
g‐term
objectiv
es, even it results in
unp
opular
or difficult d
ecisions in
the short‐term
.
•
Fails to
stay inform
ed abo
ut long
‐term University
ob
jectives and
inform
ation that affects individu
al job
and Dep
artm
ent/Scho
ols
• Stays up
‐to‐date on long
‐term University
objectiv
es
and inform
ation that affects individu
al job and
Dep
artm
ent/Scho
ols
• Sought out as a trusted resource to
inform
othe
rs abo
ut long
‐term University
objectiv
es
and inform
ation that affects individu
al jobs
and Dep
artm
ent/Scho
ols
• Future im
plications not con
side
red whe
n making
plans, con
side
ring
decisions and
taking
action
• Thinks abo
ut fu
ture im
plications whe
n making
plans, con
side
ring
decisions and
taking
action
• Prom
otes having a strategic, fu
ture
perspe
ctive am
ong pe
ers, m
anagem
ent a
nd
constitue
nts – and walks th
e talk
• Disregards tren
ds; d
oes no
t develop
plans fo
r future
oppo
rtun
ities or p
roblem
s •
Notices tren
ds and
develop
s plans to prepare fo
r future opp
ortunitie
s or problem
s
• Iden
tifies patterns or con
nections th
at are not
obviou
sly related and uses th
em to
add
ress
key op
portun
ities and
problem
s that affect
Dep
artm
ent/Scho
ol or University
objectiv
es
210
U.Va. Key Com
petencies with
Definition
s and Be
haviors by
Proficiency Level
Octob
er 14, 200
9
Page 3
5.
Team
work
Develop
s and uses collabo
rativ
e relatio
nships to
build inform
al or form
al te
ams and accomplish team
goals.
Unsatisfactory
• Doe
s no
t involve and
sup
port all team
mem
bers; d
oes
not share credit for goo
d ideas and successes
Effective
• Involves and
sup
ports all team m
embe
rs; shares
cred
it for g
ood ideas and successes
Exceptiona
l•
Creates a feeling of success, belon
ging
and
po
sitiv
e team
spirit –
peo
ple want to be
on a
team
with
this employee; d
efines success in
ter m
s of th
e who
le te
am
• Doe
s no
t collabo
rate in
settin
g respon
sibilities, roles or
structures
• Co
llabo
rates to set re
spon
sibilities, roles and
/or
structures th
at lead
to te
am success
• Re
cognized
as an
expert in de
veloping
collabo
rativ
e team
respon
sibilities, roles and
structures; asked
to con
sult/train othe
rs
• Devalue
s mem
bers’ abilities; slows do
wn reason
able
progress; d
oes no
t trust th
e team
to perform
•
Ackno
wledges te
am m
embe
rs’ abilities and
supp
orts th
eir d
ecisions; trusts th
e team
to
perform
• Ke
eps team
perform
ance and
morale high
even
during tim
es of h
eavy workload or
pressure
• Doe
s no
t give or accep
t feedb
ack; provide
s feed
back
that is not relevant o
r is inapprop
riate
• App
ropriately gives and
receives feed
back from
team
in order to
accom
plish goals
• Re
cognized
as a men
tor a
nd role mod
el fo
r approp
riately giving
and
receiving feed
back
• With
holds inform
ation and/or expertise from
the team
•
Willingly shares expertise and im
portant o
r relevant inform
ation with
team
mem
bers
• Co
ache
s team
mem
bers to
share information
and expe
rtise to achieve te
am goals
• Doe
s no
t help othe
rs; d
oes no
t ask fo
r help or rejects
offers of h
elp to achieve te
am goals
• Offers he
lp to
team
mem
bers; accep
ts help whe
n offered to achieve te
am goals
• Encourages and
sup
ports team
mem
bers to
offer a
nd ask fo
r help; develop
s ways to
improve supp
ort to strengthen
team
capabilities
• Participates only to serve self‐interests and individu
al
goals at th
e expe
nse of te
am goals
• Co
ntribu
tes to m
eetin
g the goals of th
e team
•
Actions dem
onstrate com
mitm
ent to
achieving team
’s goals over individu
al goals
6.
Uncom
mon
Integrity
Trusted, authe
ntic, self‐aw
are, abo
ve rep
roach. Ope
rates by
and
adh
eres to
the University
’s core values and
holds others accoun
table for the
m. Interacts with
others in
a way th
at gives con
fiden
ce in
self a
nd th
e organizatio
n. Acts in th
e University
’s best interests and
puts that interest abo
ve personal gain or unit o
r office. W
orks within
the lim
its of a
utho
rity to
achieve goa
ls.
Unsatisfactory
• Has trou
ble keep
ing agreed
upo
n confiden
ces
Effective
• Ke
eps confiden
ces; is widely trusted
Exceptiona
l•
Uses know
ledge wisely; works to
prevent
breaches in
con
fiden
ces; stops ru
mors
• Co
nsistently blames others for ow
n mistakes
• Re
cognizes and
adm
its m
istakes
• Takes actio
n to correct m
istakes and he
lps
othe
rs learn from
them
•
Presen
ts inform
ation in a m
anne
r that is
coun
terprodu
ctive
• Presen
ts truthful and
hon
est information in a
manne
r that is he
lpful and
con
structive
• Has th
e courage to add
ress difficult issue
s in
an app
ropriate m
anne
r
• Co
nsistently acts in a m
anne
r that doe
s no
t sup
port
the University
value
s and mission
•
Stands up for b
eliefs whe
n they are in
the
University
’s best interest
• Co
nsistently and
outwardly supp
orts th
e University
’s value
s & m
ission
• Doe
s no
t adh
ere to University
policies & procedu
res
• Co
mplies with
the letter & spirit o
f law
s,
regulatio
ns, and
University
policies & procedu
res
• Iden
tifies ethical dilemmas and
con
flicts of
interest and
takes actio
n to avoid and
prevent
them
•
Doe
s no
t follow th
rough on
promises and
commitm
ents
• Walks th
e talk; keeps promises
• Creates an
environ
men
t of trust; is a role
mod
el
211
U.Va. Key Com
petencies with
Definition
s and Be
haviors by
Proficiency Level
Octob
er 14, 200
9
Page 4
7.
Works with Pa
ssion
Is actively en
gaged in th
e work of th
e University
and
ope
rates in positive ways to sup
port University
goals.D
emon
strates de
ep regard for University
history, m
ission
, core value
s and commitm
ents whe
n working
and
interacting with
others.
Unsatisfactory
Actions do no
t dem
onstrate th
at U.Va.’s m
ission
, tradition
s and commitm
ents are con
side
red in daily
work
Effective
Is aware of UVa
’s m
ission
, traditio
ns and
commitm
ents and
con
side
rs th
em in
daily work
Exceptiona
lPreserves and is sou
ght o
ut to
edu
cate others
abou
t the
University
history, m
ission
, core values
and commitm
ents
Doe
s no
t dem
onstrate respe
ct fo
rUniversity
resou
rces
Dem
onstrates respectfor University
resou
rces
Dem
onstrates supe
rior stewardship of University
resources
Work activ
ities do no
t sup
port University
goals or the
commun
ity
Work activ
ities sup
port th
e University’s goals and the
commun
ity
Refle
cts UVa
’s best inten
tions in
all work
interactions; con
side
red an
ambassad
or fo
r the
University
8.
Ability to Con
ceptua
lize
Men
tally assem
bles diverse pieces of inform
ation and grasps th
eir significance as a cohe
rent, m
eaningful w
hole.
Unsatisfactory
Doe
s no
t com
bine
analysis and strategy to
produ
ce
ideas or decisions
Effective
Combine
s analysis and
strategy to produ
ce ideas or
decision
s
Exceptiona
lInspires con
sensus and
buy
‐in to
strategy and
new ideas
Doe
s no
t und
erstan
d ho
w various elemen
ts fit togethe
r in ways that can
be explaine
d and un
derstood
by othe
rs
Und
erstand ho
w various elemen
ts fit togethe
r in
ways that can
be explaine
d and un
derstood
by othe
rs
Provides fram
ework to tran
slate big ideas into
actio
n
Fails to
use analytical skills to
gen
erate a range of
solutio
ns to
problem
s Uses analytical skills to
gen
erate a range of solutions
to problem
s Leads othe
rs aroun
d top priority solutions to
complex problem
s
Fails to
see
or un
derstand
the path fo
rward
Sees and
und
erstan
ds th
e path fo
rward
Maps ou
t a plan for the
future; b
rings team
mem
bers along
toward a common
goal
Fails to
effectiv
ely translate complex ideas for a
variety
of aud
iences
Can effectively translate complex ideas for a
variety
of aud
iences
Anticipates fu
ture con
sequ
ences and tren
ds
and aligns work an
d pe
ople aroun
d ne
w
strategy
9.
Ada
ptab
ility
Effectively adjusts to changes in
work processes and en
vironm
ent a
nd alte
rs beh
avior to align with
evolving situations. O
penly receives new
ideas and accepts othe
r pe
rspe
ctives.
Unsatisfactory
Unw
illing to
change; interferes or interrupts grou
p progress
Effective
Ope
n‐minde
d and receptive to change; fo
cuses on
the be
nefits of cha
nge
Exceptiona
lTreats change as an op
portun
ity fo
r learning
and
grow
th; acts as a champion
for change
Unw
illing to ta
ke action in th
e face of u
ncertainty
Can de
cide
and
act, w
hen ne
cessary,with
out h
aving
the who
le picture
Helps others de
al with
uncertainty; m
akes th
e picture clear
Unw
illing to ta
ke a chance on
the un
know
n Ca
n shift gears com
fortably; enjoys the challenge of
unfamiliar ta
sks or ways of doing
things
Quickly m
asters th
e ne
w ideas; helps others to
take on ne
w challenges
Not ope
n to new
ideas and op
inions; m
ay be un
willing
or unable to adapt beh
aviors
Ope
n to new
ideas & opinion
s; willingly accepts ne
w
ideas & opinion
s and changes be
haviors accordingly
Actively seeks a diversity
of ide
as and
opinion
s;
able to
take th
e be
st ideas of others and apply
them
to th
e situation
212
U.Va. Key Com
petencies with
Definition
s and Be
haviors by
Proficiency Level
Octob
er 14, 200
9
Page 5
10.
Build
s Pa
rtne
rships
Invests in th
e de
velopm
ent o
f strategic internal and
external partnerships; collabo
rates to reach produ
ctive agreem
ents and
foster goo
dwill.
Unsatisfactory
Doe
s no
t willingly seek or bu
ild partnerships
Effective
Iden
tifies key relation
ships to be de
velope
d or
strengthen
ed
Exceptiona
lDevelop
s strong
relationships across
disciplines and
hierarchies
Guards inform
ation closely; builds walls instead of
bridges
Exchanges inform
ation with
partners to build
relatio
nships and
solve poten
tial problem
s Iden
tifies op
portun
ities to
break dow
n silos
Is disinterested
in sup
porting othe
r dep
artm
ents’ or
areas’ work
Collabo
rativ
ely works to
meet the
needs of o
wn and
partne
r’s areas
Works in
con
junctio
n with
partners to achieve
goals for the
greater goo
d of th
e University
; is
willing to aband
on own goals if ne
cessary
Works with
blinde
rs on; doe
sn’t und
erstand, or is
unconcerne
d abou
t the
impact of actions on othe
rs
Und
erstands th
e effects of own area’s actions and
de
cision
s on
partners
Initiates dialogue to carefully con
side
r the
im
pact of actions on othe
r ind
ividua
ls and
areas; is proactiv
e rather th
an reactive
11.
Commun
icates Effectively
Clearly conveys inform
ation and ideas to individu
als and grou
ps th
rough a variety of com
mun
ications m
odes, including
form
al presentations. Practices atten
tive and
activ
e listening; synthesizes inform
ation from
multip
le resou
rces and
incorporates it into current discussion conten
t.
Unsatisfactory
Talks more than
listen
s; fo
rmulates a respo
nse instead
of hearing
others’ points and inform
ation
Effective
Listen
s more than
talks; tries to und
erstand othe
rs
before respo
nding
Exceptiona
lDem
onstrates activ
e listening
skills; solicits,
listens, and
acts on
inpu
t from others
May be un
clear o
r provide inform
ation too early, to
o late, or a
mbiguou
sly
Organizes and
presents inform
ation in a logical
sequ
ence and
in a timely manne
r Sees and
com
mun
icates patterns and
conn
ectio
ns between ne
w inform
ation and
curren
t processes
Hoards inform
ation, neglects to upd
ate ne
cessary
individu
als or p
rovide
s up
dates too freq
uently and
whe
n no
t necessary
Keep
s em
ployees/manager/team m
embe
rs
inform
ed on a regular a
nd con
sisten
t basis abo
ut
progress and
problem
s
Actively seeks inform
ation and willingly shares
it, anticipating prob
lems
Overuses a single fo
rm of com
mun
ication, e.g., em
ail,
or overuses an
inap
prop
riate form
of com
mun
ication
Choo
ses the approp
riate mod
e of com
mun
ication
and adhe
res to accep
ted conven
tions
Dem
onstrates expe
rtise with
multip
le m
odes
of com
mun
ication; alte
rs app
roach, as ne
eded
, for d
ifferen
t aud
iences.
12.
Creativity and
Inno
vation
Uses the im
agination to create something
new
or d
ifferen
t, such as work prod
ucts, inven
tions, w
orks of a
rt, or pe
rformances. Iden
tifies ne
w and
differen
t approaches or solutio
ns to
situ
ations, problem
s and op
portun
ities.
Unsatisfactory
Fails to
iden
tify the ne
ed fo
r new
and
differen
t app
roach
or solution to situ
ation whe
n on
e is req
uired
Effective
Iden
tifies the ne
ed fo
r new
and
differen
t app
roach or
solutio
n to situ
ation whe
n on
e is req
uired
Exceptiona
lUnd
erstands th
e value of con
tinuo
us
improvem
ent a
nd seeks inform
ation to
facilitate the grow
th of n
ew ideas
Doe
s no
t con
ceptualize ne
w or d
ifferen
t ways of doing
things; resists new
ideas
Receptive to new
ideas; able to provide
new
approaches to
situ
ations
Thinks “ou
t of the
box”; con
sisten
tly com
es up
with
uniqu
e ideas
Quick to
discred
it the creativ
e efforts of othersand do
es
not foster an
atm
osph
ere of collabo
ratio
n
Brainstorm
s well w
ith others; respe
ctful of o
ther’s
ideas
Creates an
atm
osph
ere or clim
ate that is ope
n to ideas. Con
sisten
tly refines and
/or bu
ilds on
the ideas of others
Wastes tim
e on
ideas that will not work or are unrelated
to th
e task at h
and
Able to iden
tify several alte
rnatives, app
roache
s,
prod
uct o
ptions, or a
daptations of current processes
for u
se whe
n ne
cessary.
Projects how
poten
tial ide
as m
ay play ou
t and
is able to iden
tify and then
cho
ose the be
st idea
for the
circumstance.
213
U.Va. Key Com
petencies with
Definition
s and Be
haviors by
Proficiency Level
Octob
er 14, 200
9
Page 6
Focused on
the routine; close‐m
inde
d to new
approaches
Challenges th
e status quo
; Loo
ks to
ward the future
Dares to
fail and allows othe
rs to
fail; Is a risk‐
taker w
hile con
tinuing
to respe
ct fu
ture needs
of th
e un
it or organization
13.
Critical Think
ing
Practices objectiv
e rather th
an sub
jective mod
es of reasoning
and
action. M
aintains perspectiv
e whe
n assessing qu
alita
tive and qu
antitative inform
ation.
App
ropriately challenges and
que
stions com
mon
beliefs.
Unsatisfactory
App
roache
s prob
lem solving
in a disorganized
subjectiv
e manne
r
Effective
Uses ob
jective inform
ation to app
roach prob
lem‐
solving
Exceptiona
lUses data to
predict and
add
ress hidde
n prob
lems; able to solve th
e most com
plex
prob
lems
Doe
s no
t loo
k at issues from
multip
le perspectiv
esLooks at issues and
solutions from
multip
le
perspe
ctives; b
alances qu
alita
tive and qu
antitative
inform
ation
Can easily anticipate and po
se fu
ture scenarios
to add
ress issues and
solutions and
respo
nd
accordingly
Draws conclusion
s with
out con
ducting a thorou
gh
analysis
Looks be
yond
the ob
viou
s; doe
sn’t stop at th
e first
answ
er
Sees th
e “big picture”; find
s answ
ers that
supp
ort strategic goals
Tied
to com
mon
beliefs, even whe
n no
t sup
ported
by
data
Able to challenge common
beliefs th
rough careful
analysis
Proactively uses rigorou
s analysis to
challenge
common
beliefs, and
provide
inno
vativ
e solutio
ns
14.
Delegates‐Sha
res
Respon
sibility
App
ropriately allocates de
cision
‐making authority
and
/or task respo
nsibility to
others; m
axim
izes th
e use of individu
al resou
rces to
increase organizational
effectiven
ess.
Unsatisfactory
Doe
s most things by
him
/herself; con
versely, m
ay over‐
delegate or leave ta
sks to others
Effective
Delegates/shares respon
sibility and accoun
tability for
tasks and de
cision
s
Exceptiona
lSeeks op
portun
ities to
delegate/share
respon
sibility and accoun
tability for a
ll team
mem
bers
Keep
s know
ledge and expe
rtise to him
self/he
rself
Willingly shares kno
wledge and expe
rtise with
others
Seeks ou
t ways to share kno
wledge and
expe
rtise that sup
ports the strengths and
interests of others and en
courages
developm
ent
Doe
s no
t want to or kno
w how
to empo
wer others; m
ay
delegate/share som
e tasks, but not pass on
decision‐
making authority
, or set guide
lines or p
aram
eters
Willingly em
powers othe
rs by de
legatin
g/sharing
tasks and de
cision
‐making authority
. Ensures th
at employees can be
successful;
provides clear inform
ation and tools
Con
trols a pe
rson
or a
situ
ation by
paying extrem
e attention to small details or b
y fin
ishing
the work
assigned
to others
Trusts peo
ple to perform
and
finish assignm
ents
Actively provides sup
port with
out rem
oving
respon
sibility; is a te
ache
r & m
entor; expresses
confiden
ce in
the individu
al
Takes cred
it for the
work of others
Recognizes th
e accomplishm
ents of o
thers
Find
s ways for e
mployees & colleague
s to
succeed and be
recognized
15.
Facilitates Cha
nge
Recognizes and
fosters the im
plem
entatio
n and acceptance of con
structive change with
in th
e workplace.
Unsatisfactory
Rarely seeks inform
ation abou
t change initiatives
Effective
Und
erstands and
is able to articulate the value of
specific change initiatives
Exceptiona
lSustains and
reinforces change vision
, creating
mileston
es and
sym
bols to
rally sup
port
Establishe
s barriers to
change
Listen
s activ
ely to others and presen
ts own ideas for
a balance of perspectiv
e Re
cognizes barriers to change and works pro‐
activ
ely to rem
ove im
pedimen
ts
Doe
s no
t alte
r beh
avior w
hen faced with
change
Seeks role m
odels exhibitin
g change beh
aviors and
similarly adapts self
Persistent; m
odels change beh
avior throu
gh
consistent words and
actions in
sup
port of the
change
214
U.Va. Key Com
petencies with
Definition
s and Be
haviors by
Proficiency Level
Octob
er 14, 200
9
Page 7
Doe
s no
t recognize or foster an
atm
osph
ere of change
Challenges th
e status quo
Creates a sense of urgen
cy with
regard to
change; is able to
clearly define the bu
sine
ss
value or im
perativ
e for change
Consistently resists and
is disruptive to change process
Acts as an advocate fo
r change leaders
Motivates peo
ple to change through
interpersonal influen
ce; leads by exam
ple
16.
Gains Com
mitmen
t
Effectively explores alte
rnatives and
position
s to fa
cilitate agreem
ents with the supp
ort a
nd accep
tance of all parties. Uses approp
riate interpersonal styles and
strategies to
gain acceptance of ide
as or p
lans.
Unsatisfactory
Focused on
gettin
g ow
n po
int a
cross with
out
considering othe
rs
Effective
Dem
onstrates good
listen
ing skills
Exceptiona
lUses interpersonal styles to gain the trust o
f all
parties
Allows conflict to de
rail forw
ard progress
deals effectivelywith
con
flict; able to settle
differen
ces be
tween othe
rs
Skillfully diffuses attack, con
tention, and
non
‐ne
gotia
ble issues
Poor negotiator; M
ay give in to
o easily, just to gain
agreem
ent; con
versely, m
ay leave ba
d feelings
Reache
s agreem
ents with
out d
amaging relatio
nships
Skillfully negotiates the toughe
st situ
ations with
internal and
external group
s
Doe
s no
t seek common
groun
dFind
s “w
in‐w
in” solutio
ns
Consistently find
s creativ
e solutio
ns to
the most
difficult p
roblem
s
Und
ermines internal and
/or external sup
port once an
agreem
ent h
as been reache
d Gains internal and
/or external sup
port once an
agreem
ent h
as been reache
d Ch
ampion
s the agreem
ent o
r plan, and
motivates others to be cham
pion
s
17.
Impa
ct
Consistently displays profession
alism and
con
fiden
ce; creates a positive first impression
as an
individu
al and
as a represen
tativ
e of th
e University
.
Unsatisfactory
Doe
s no
t establish po
sitiv
e relatio
nships with
customers
or cow
orkers
Effective
Establishe
s po
sitive relatio
nships with
customers &
coworkers
Exceptiona
l Establishe
s po
sitive relatio
nships with
sen
ior
managers, customers and the gene
ral employee
po
pulatio
n
Loses compo
sure easily
Maintains com
posure whe
n de
aling with
others
Maintains com
posure even in th
e most d
ifficult
situations
Is m
ore committed
to own ne
eds vs. tho
se of o
thers
Is ded
icated
to m
eetin
g the expe
ctations and
requ
irem
ents of internal and
external customers
Skillfully handles th
e criticism
s, com
plaints, and
special req
uests of customers
Doe
sn’t m
eet the
minim
um stand
ards and
expectatio
ns
of internal and
external customers
The feed
back from
customers & cow
orkers is alm
ost
always po
sitiv
e Co
nsistently builds effective relatio
nships with
custom
ers & cow
orkers, and
gains th
eir trust
and respect
18.
Individu
al Efficiency
Effectively manages time and resources to ensure that individu
al work is com
pleted
efficiently.
Unsatisfactory
Unable to prioritize own work tasks
Effective
Und
erstands what’s critical and
what’s no
t; able to
prioritize
Exceptiona
lLinks individu
al ta
sks to larger strategic goals,
with
out losing sight o
f the
little th
ings
Gives up too easily in
the face of o
bstacles
Able to elim
inate roadblocks as they arise
Anticipates roadb
locks; plans and
takes actio
n to handle them
; helps others remove similar
obstacles
Disorganized, wastes tim
e; m
ay be un
able to
say no
Uses tim
e efficiently & effectiv
ely; fo
cuses on
the
prioritie
s Gets more do
ne in
less time than
others; can
attend
to m
ultip
le priorities
215
U.Va. Key Com
petencies with
Definition
s and Be
haviors by
Proficiency Level
Octob
er 14, 200
9
Page 8
Doe
sn’t have or fo
llow a plan; m
ay rely too much on
self; con
versely, m
ay push tasks off o
n othe
rs
Plans the work & works th
e plan; ensures th
at
resources and time are available to com
plete
individu
al ta
sks; works to
avoid con
flicts
Can orchestrate complex projectsto achieve a
goal; takes advantage of a
vailable resources to
complete work
19.
Interpersona
l Versatility
Succeeds in
und
erstanding
others. Is op
en and
skilled in using
one
's interpersonal style to
meaningfully interact with
others, includ
ing em
pathy, hum
ility and
patie
nce. Dem
onstrates tolerance an
d civility whe
n en
gaging
with
employees, colleague
s an
d custom
ers.
Unsatisfactory
Doe
s no
t build relationships easily; M
ay be seen
as
unapproachable or insincere
Effective
can interact effectiv
ely with
a variety of p
eople in
the workplace; p
uts othe
rs at e
ase
Exceptiona
lEasily re
lates to, and
is con
vincing to a wide
variety of peo
ple; highly regarded
Is th
reaten
ed by othe
rs’ stren
gths, or takes advantage
of others’ weaknesses
Recognizes and
und
erstands th
e strengths and
weaknesses of others
Recognizes, und
erstands, and
capita
lizes on
the strengths of others; seeks to
develop
othe
rs’ w
eaknesses
Unable to read othe
rs well; misinterprets th
e intentions, actions, or words of o
thers; m
akes incorrect
assumptions
Notices and
accurately interprets what o
thers are
feeling, based
on their cho
ice of words, ton
e of
voice, expressions, and
other non
verbal beh
avior
Uses know
ledge of others’ beh
avior to fram
e ow
n po
sitio
n and influ
ence others
Doe
s no
t ado
pt style to
the situation; m
ay attackin th
e face of con
flict or criticism
Is diplomatic and
tactful; commun
icates
sensitive
issues in
a non
‐threatening
way; resolves conflict
calm
ly
Able to sway opp
osing view
s and de
liver
constructiv
e criticism
so it is recognized and
accepted
; defuses high‐tension situations
comfortably; d
oes no
t get ra
ttled
20.
Lead
ership Presence
Lives the University
’s core values and
leads by
con
sisten
t example; daily actions are con
sisten
t with
espou
sed values and
dem
onstrates expe
ctations. H
elps others
unde
rstand
the organizatio
n's vision
and
value
s and keep
s them
at the
forefron
t of o
rganizational decision making and actio
n.
Unsatisfactory
Behaviors do
not reflect th
e University
’s core values.
Effective
Positiv
e abou
t the
University
and
its core value
s;
commun
icates th
e values to
others
Exceptiona
lRe
cognizes and
rew
ards others who
live and
refle
ct th
e University
’s value
s.
Actions don
’t m
atch words
Walks th
e talk; leads by exam
ple
Consistently inspires others through words and
actio
ns
Doe
s no
t sho
w respe
ct fo
r othe
rs
Dem
onstrates respect for th
e rights, dignity, and
differen
ces of others.
Continuo
usly promotes an op
en and
respe
ctful
environm
ent
Unable to get th
ings don
e; waits fo
r othe
rs to
step in.
Know
s ho
w to
get th
ings don
e Is looked
to in
a time of crisis; m
oves others to
act.
21.
Man
ages Con
flict
Takes po
sitiv
e actio
n, using
app
ropriate interpersonal styles and metho
ds, to redu
ce te
nsion or con
flict between tw
o or m
ore pe
ople. Effectiv
ely hand
les
antagonistic situ
ations using
objectiv
ity and
avoiding pe
rson
al attacks.
Unsatisfactory
Avoids conflict situ
ations whe
re action in neede
d Effective
Recognizes and
add
resses con
flicts qu
ickly
Exceptiona
lAnticipates and
acts to add
ress poten
tial
conflict situ
ations; h
elps others address difficult
situations
May drive fo
r a solution with
out u
nderstanding
the
prob
lem or b
efore othe
rs are ready
Co
llects inform
ation to und
erstand the conflict;
listens to
all side
s Inde
ntifies and
gains agreemen
t on the key
issues to
be resolved
Acts in ways that escalateconflict; m
ay engage in
person
al attacks
Stays focused on
resolving
the conflict
Uses conflict a
s an
opp
ortunity fo
r im
provem
ent
Gives in
and
says yes too soon
; con
versely, m
ay be
overly com
petitive and ne
ed to
win every dispu
te
Find
s common
groun
d; and
settle
s disputes equ
itably
Resolves con
flicts in ways that stren
gthe
n relatio
nships and
the organizatio
n; creates
“win‐w
in” results
216
U.Va. Key Com
petencies with
Definition
s and Be
haviors by
Proficiency Level
Octob
er 14, 200
9
Page 9
22.
Man
ages In
form
ation
Collects and makes effectiv
e use of inform
ation ne
eded
to m
anage an
organization or ongoing
activities with
in it.
Unsatisfactory
fails to
protect, or misuses sen
sitiv
e inform
ation
Effective
Und
erstands and
app
lies po
licies and proced
ures fo
r managing sensitive inform
ation
Exceptiona
lCreates an
environ
men
t that sup
ports effective
managem
ent o
f sen
sitiv
e inform
ation
May provide
too much or to
o little
inform
ation, or d
oes
not p
rovide
timely, accurate inform
ation
Provides timely, accurate inform
ation that m
eets th
e ne
eds of th
e organizatio
n Anticipates th
e ne
eds of th
e organizatio
n and
provides inform
ation to sup
port th
ose ne
eds
Data no
t collected
or reviewed
in a timely manne
r or on
a regular b
asis
Collects and review
s data on a regular b
asis to
de
term
ine progress, anticipate ne
eds, and
make
necessary adjustmen
ts to
personn
el or p
rocesses
Recognizes opp
ortunitie
s and advises the
organizatio
n based on
detailed and tim
ely
review
of a
vailable inform
ation
Provides inform
ation that m
ay be un
clear
Provides th
e inform
ation pe
ople need to kno
w and
do
their job
s
Provides inform
ation that inspires high level of
employee
engagem
ent a
nd produ
ctivity
23.
Men
tors and
Coa
ches
Recognizes and
ackno
wledges stren
gths in
others. Provide
s tim
ely guidance and
feed
back to
help othe
rs develop
kno
wledge and skill areas to
accom
plish tasks or
solve prob
lems.
Unsatisfactory
Doe
s no
t coach or men
tor othe
r em
ployees; doe
s no
t acknow
ledge the strengths in others
Effective
Willingly men
tors other employees who
need he
lp
and furthe
r develop
men
t
Exceptiona
lSeeks ou
t opp
ortunities to
men
tor a
nd coach
employees; sho
wcases the successes of others
Feed
back is infreq
uent; avoidsdifficult con
versations
Provides hon
est a
nd timely feed
back and
reinforcem
ent
Looks for op
portun
ities to
give approp
riate
feed
back on pe
rformance; reinforces efforts
and checks on progress
Doe
s no
t provide
clear expectatio
ns or g
uidance, and
do
es not fo
llow‐up or che
ck fo
r un
derstand
ing
Explains and
dem
onstrates expe
cted
beh
aviors;
encourages que
stions to
ensure un
derstand
ing
Explains, dem
onstrates, and
reinforces
expe
cted
beh
aviors, kno
wledge, and
skills; is a
role m
odel
Assum
es what e
mployees & cow
orkers need; m
ay have
trou
ble adaptin
g to th
eir n
eeds
Is an activ
e listene
r; adapts men
toring
to th
e ne
eds of
employees & cow
orkers
Inspires employees & cow
orkers to
develop
and
grow
24.
Organ
izationa
l Agility
Und
erstands how
the University
ope
rates and the reason
ing be
hind
key practices; savvy; accom
plishe
s tasks through form
al and
inform
al chann
els and ne
tworks.
Unsatisfactory
Doe
s no
t take the tim
e to learn ho
w th
ings work with
in
and be
yond
their organizatio
n
Effective
Und
erstands th
e op
erations with
in and
beyon
d their
individu
al work un
it
Exceptiona
lUnd
erstands why th
ings work the way th
ey do;
know
ledgeable of tren
ds outside
of U
.Va.
Doe
s no
t take the initiativeor lacksthe ability
to get
things don
e ou
tside their a
rea
Willing and able to
get th
ings don
e through form
al
and inform
al chann
els
Develop
s a strong
network through the
University
; an expe
rt at n
avigating through the
organizatio
n.
Doe
s no
t navigate complex situ
ations effectiv
ely
Can navigate com
plex situ
ations effectiv
ely
Anticipates poten
tial problem
s and plans
accordingly
Doe
s no
t und
erstan
d the im
pact of the
ir actions; m
ay
be unaware of th
e ne
eds of stakeho
lders
Is sen
sitiv
e to th
e U.Va. culture; u
nderstands other
stakeh
olde
rs and
their n
eeds
Uses the po
litical process to
furthe
r University
strategic interests, while creating good
will
25.
Peop
le Focus
Makes peo
ple and their n
eeds a primary focus of action; ta
kes full respon
sibility for fostering
produ
ctive pe
ople re
latio
nships; focused
on creatin
g good
will.
Unsatisfactory
Is a poo
r listene
r; im
patie
nt and
easily frustrated
whe
n interacting with
others
Effective
Listens m
ore than
talks; is patient yet persisten
t Exceptiona
lCo
nsistently practices active listening
skills
Seldom
interacts with
colleague
s; doe
s no
t build
prod
uctiv
e work relatio
nships
Takes tim
e to build produ
ctive work relatio
nships
Dem
onstrates genu
ine concern and interest in
othe
rs; n
otes and
recalls im
portant
inform
ation abou
t others
217
UVa Co
mpe
tency
Definition
Category
UVa Develop
men
t Opp
ortunities
SkillSoft Classes
SkillSo
ft SkillB
riefs/Job Aids
Recommen
ded Re
ading
• Organizations: Leading Th
rough Partne
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Power and
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• Leading Meetin
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uild Com
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ent
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Strategic Learning
to Create and Sustain
Breakthrou
gh Perform
ance. N
ew York: Jo
hn W
iley
& Son
s, 200
2 •
Quigley, Josep
h V. Vision: How
Leade
rs Develop
It,
Share It, and
Sustain It. N
ew York: M
cGraw‐Hill,
1993
Team
work
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s and uses
collabo
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to build inform
al or formal
team
s and accomplish
team
goals.
Key
• Leadership Strategies (m
ultip
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) •
The Exceptional A
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Program (m
ultip
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) •
The Art & Scien
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usical Study of Leade
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• Leading Effective Meetin
gs
• Effective Co
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for Leade
rs
• Growing Inne
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rship
Excellence (m
ultip
le day program
) •
Powerful Listening
for Leaders
• Team
Building
• Managing Across Gen
erations
• Essential W
ork Skills
• Crucial Con
versations
• Key Hum
an Resou
rce: Respo
nsibilitie
s , Practices,
and Re
sources
• Uniqu
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ols and Techniqu
es fo
r the Middle
Manager
• Helping
The
Troub
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• Effective Team
‐building Strategies
• Effectively Co
mmun
icating in Teams
• Th
e Individu
al's Role in a Team
• Participating in Teams Simulation
• Em
otional Intelligen
ce and
Teamwork
• Team
Con
flict: The
Seeds of D
issent
• Team
Dynam
ics
• Analyzing
Workplace W
ar Zon
es
• How
to W
ork with
Arrogant a
nd Dup
licito
us Peo
ple
• Th
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Peace and
Harmon
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• Allocatin
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Respo
nsibilitie
s •
A Goo
d Team
Attitu
de
• Assertiv
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• Ba
rriers to
Team Com
mun
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• Bringing
out th
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Others
• Clarifying Individu
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Team Expectatio
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• Co
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• Moo
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• Negotiatin
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embe
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• Non
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• Organizational Teamwork
• Overcom
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• Principles of A
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• Proactive Team
Mem
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• Re
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• Re
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• Team
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• Team
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• Team
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Plann
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• Th
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Personalities on
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•
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• Th
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The Three Myths Regarding
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• Th
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in Teamwork
• To
lerance with
in Teams
• Und
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•
Und
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Integrity
•
Und
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Und
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Virtual Employees
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Working
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Mem
bers
• Albrecht, Karl. Th
e Northbo
und Train: Finding
the
Purpose, Settin
g the Directio
n, Shaping
the Destin
y of You
r Organization.. N
ew York: Amacom
, 1994
• Ginno
do, W
illiam. The
Pow
er of E
mpo
wermen
t.
Arlington
Heights, IL; Pride
Pub
lications, Inc. 199
6 •
Parker, G
len M. Cross‐Fun
ctional Teams. San
Francisco: Jo
ssey‐Bass, Inc., 1994
• Fisher, Kim
ball; Rayne
r, Steven; and
Belgard,
William. Tips for Team
s. New
York : M
cGraw‐Hill,
1995
•
Lencioni, Patrick M
. The
Five Dysfunctio
ns of a
Team
: A Leade
rship Fable. San
Francisco: Jossey‐
Bass, 2002
• Parker, G
lenn
M. Team Players and
Teamwork. San
Francisco: Jo
ssey‐Bass, Inc., 1990
• Straus, D
avid. H
ow to
Make Co
llabo
ratio
n Work:
Powerful W
ays to Build Con
sensus, Solve Problem
s,
and Make Decisions. San
Francisco: B
errett‐Koe
hler
Publishe
rs, 200
2 •
Wysocki, R
obert K
. Building Effective Project
Team
s. New
York: Jo
hn W
iley & Son
s, 2001
Technical/Profession
al
Know
ledge
To be profession
ally and
technically accom
plishe
d to perform
one
’s job. To
achieve an
accom
plishe
d level of techn
ical and
profession
al skill or
know
ledge in position
‐related areas; to
consistently stay abreast
of current develop
men
ts
and tren
ds in
areas of
expe
rtise.
Threshold
• Re
search Adm
inistration Prim
er
• Re
cords Managem
ent S
eries
• Co
ntrolling
Cash, Che
cks, & Credit C
ards at the
University
of V
irginia
• Re
cords Managem
ent S
eries
• Electron
ic Records M
anagem
ent
• Awards and
Cash Managem
ent
• Going
Paperless? Plann
ing a Digita
l Imaging Project
• Jobs@UVa
Faculty‐Dep
artm
ental U
sers
• Jobs@UVa
University
Staff‐Dep
artm
ental U
sers
• Mastering
Accou
nt Recon
ciliatio
ns
• ODSv‐W
orking
With
Pre‐Defined
Rep
ort s fo
r 11i
• Bu
dgeting Ba
sics
• Stud
ent F
inance: U
AT Training
for Cash
Managem
ent
• P‐Card Ann
ual Training for C
ardh
olde
rs and
Supe
rvisors
• P‐Card Training for New
Purchasing Cardho
lders
• Excel 2007 Advanced
• Cu
stom
er Service Rep
resentative (CSR) C
ertification
• Profession
al in Hum
an Resou
rces (P
HR)
• Senior Professional in Hum
an Resou
rces (SPH
R)
• Ce
rtified
Business Analysis Profession
al (C
BAP)
Certificatio
n •
ITIL V2
• ITIL V3
• PR
INCE
2 Ce
rtificatio
n •
Certified
Associate in
Project M
anagem
ent (CA
PM)
• Project M
anagem
ent P
rofessional (PM
P) ‐ PM
BOK®
Guide
‐ Th
ird Ed
ition
‐aligne
d •
Project M
anagem
ent P
rofessional (PM
P) ‐ PM
BOK®
Guide
‐ Fourth Editio
n‐aligne
d •
Program M
anagem
ent P
rofessional (PgMPSM)
• Six Sigm
a Green
Belt C
ertification (SSG
B)
• Six Sigm
a Black Be
lt Ce
rtificatio
n (SSBB)
• Manager of Q
uality/Organizational Excellence
(CMQ/O
E)Ce
rtificatio
n •
Microsoft Office 2000
: Spe
cialist C
ertification
218
5 | Page
5.
Tea
mw
ork
D
evel
ops a
nd u
ses c
olla
bora
tive
rela
tions
hips
to b
uild
info
rmal
or f
orm
al te
ams a
nd a
ccom
plis
h te
am g
oals
.
Uns
atis
fact
ory
• O
ver i
nvol
ves o
r exc
lude
s som
e m
embe
rs; u
nder
or o
ver-
supp
orts
som
e m
embe
rs;
does
not
shar
e/gi
ve c
redi
t fo
r goo
d id
eas o
r suc
cess
es
Eff
ectiv
e •
Invo
lves
and
supp
orts
team
mem
bers
; sh
ares
cre
dit f
or g
ood
idea
s and
su
cces
ses
Exc
eptio
nal
• C
reat
es a
feel
ing
of su
cces
s, be
long
ing
and
posi
tive
team
spiri
t – p
eopl
e w
ant t
o be
on
a te
am w
ith th
is e
mpl
oyee
; def
ines
succ
ess i
n te
rms o
f the
who
le te
am
• D
oes n
ot c
olla
bora
te in
setti
ng
resp
onsi
bilit
ies,
role
s or s
truct
ures
• C
olla
bora
tes t
o se
t res
pons
ibili
ties,
role
s and
/or s
truct
ures
that
lead
to
team
succ
ess
• R
ecog
nize
d as
an
expe
rt in
dev
elop
ing
colla
bora
tive
team
resp
onsi
bilit
ies,
role
s and
st
ruct
ures
; ask
ed to
con
sult/
train
oth
ers
• D
eval
ues m
embe
rs’ a
bilit
ies;
slow
s do
wn
reas
onab
le p
rogr
ess b
y de
batin
g ev
ery
deci
sion
; doe
s not
trus
t the
team
to
per
form
• A
ckno
wle
dges
team
mem
bers
’ ab
ilitie
s and
supp
orts
thei
r dec
isio
ns;
trust
s the
team
to p
erfo
rm
• K
eeps
team
per
form
ance
and
mor
ale
high
ev
en d
urin
g tim
es o
f hea
vy w
orkl
oad
or
pres
sure
• D
oes n
ot g
ive
or a
ccep
t fee
dbac
k;
prov
ides
feed
back
that
is n
ot re
leva
nt o
r is
inap
prop
riate
• A
ppro
pria
tely
giv
es a
nd re
ceiv
es
feed
back
from
team
in o
rder
to
acco
mpl
ish
goal
s
• R
ecog
nize
d as
a m
ento
r and
role
mod
el fo
r ap
prop
riate
ly g
ivin
g an
d re
ceiv
ing
feed
back
• W
ithho
lds i
nfor
mat
ion
and/
or e
xper
tise
from
the
team
•
Will
ingl
y sh
ares
exp
ertis
e an
d im
porta
nt o
r rel
evan
t inf
orm
atio
n w
ith
team
mem
bers
• C
oach
es te
am m
embe
rs to
shar
e in
form
atio
n an
d ex
perti
se to
ach
ieve
team
goa
ls
• D
oes n
ot h
elp
othe
rs; d
oes n
ot a
sk fo
r he
lp o
r rej
ects
off
ers o
f hel
p to
ach
ieve
te
am g
oals
• O
ffer
s hel
p to
team
mem
bers
; acc
epts
he
lp w
hen
offe
red
to a
chie
ve te
am
goal
s
• En
cour
ages
and
supp
orts
team
mem
bers
to
offe
r and
ask
for h
elp;
dev
elop
s way
s to
impr
ove
supp
ort t
o st
reng
then
team
ca
pabi
litie
s
•
Parti
cipa
tes o
nly
to se
rve
self-
inte
rest
s an
d in
divi
dual
goa
ls
• C
ontri
bute
s to
mee
ting
the
goal
s of t
he
team
•
Act
ions
dem
onst
rate
com
mitm
ent t
o ac
hiev
ing
team
’s g
oals
ove
r ind
ivid
ual g
oals
Beha
vior
al In
terv
iew
Q
uest
ions
•
ell m
e ab
out t
he ti
me
whe
n yo
u w
ere
able
to b
uild
team
spiri
t in
a tim
e of
low
mor
ale.
•
Tell
me
abou
t the
tim
e w
hen
you
wer
e ab
le to
gai
n co
mm
itmen
t fro
m o
ther
s to
real
lyw
orT
k
as a
team
. •
Wha
t was
you
r rol
e in
you
r dep
artm
ent's
mos
t rec
ent “
team
” su
cces
s?
• D
escr
ibe
a te
am e
xper
ienc
e yo
u fo
und
disa
ppoi
ntin
g. In
refle
ctin
g on
this
situ
atio
n, a
re th
ere
step
s you
cou
ld h
ave
take
to th
is?
• D
escr
ibe
the
type
s of t
eam
s you
've
been
invo
lved
with
. Wha
t wer
e yo
ur ro
les?
•
How
wel
l do
you
wor
k w
ith p
eopl
e? D
o yo
u pr
efer
wor
king
alo
ne o
r in
team
s?
• Te
ll us
abo
ut th
e m
ost e
ffec
tive
cont
ribut
ion
you
have
mad
e as
par
t of a
task
gro
up o
r spe
cial
pro
ject
team
. •
Des
crib
e a
situ
atio
n w
here
you
foun
d yo
urse
lf de
alin
g w
ith so
meo
ne w
ho d
idn'
t lik
e yo
u. W
hat d
id y
ou d
o?
• H
ave
you
ever
bee
n in
a p
ositi
on w
here
you
had
to le
ad a
gro
up o
f pee
rs?
How
did
you
han
dle
it?
• D
escr
ibe
a tim
e w
hen
you
had
a di
sagr
eem
ent w
ith a
team
mem
ber.
How
did
you
reso
lve
the
situ
atio
n?
219