APPLYING ORGANIZATIONAL COMPETENCIES

R O N S O B E R - L P D

OBJECTIVES

• Understand the U-M organizational competencies

and how they apply to your role

• Apply the concept of “line of sight” to meeting your

team goals

• Writing smart goals

• Connecting organizational competencies to

performance

• Use a best-practice performance management

model as part of your managerial toolkit

LINE OF SIGHT

LINE OF SIGHT EXERCISE

• Think about your role

• What are your tasks?

• How do they contribute to team goals?

• How do they contribute to the goals of the Stamps School?

• How do they contribute to the overall mission of the University of Michigan?

• At your table, take turns sharing your personal line

of site

FROM A STEWARDSHIP PERSPECTIVE

WHAT ARE COMPETENCIES?

• Measurable or observable knowledge, skills, and

abilities (KSAs) critical to successful job performance.

• They allow you to:

• Plan how they will organize and develop their workforce

• Determine which job classes best fit their business needs

• Recruit and select the best employees

• Develop staff to fill future business needs

TYPES OF COMPETENCIES

• Organizational

• competencies are clusters of university-expected,

observable behaviors which distinguish everyone’s

work performance.

• Functional/technical

• competencies are clusters of behaviors required to

perform the specific job duties and scope of

responsibilities of an individual’s position

ORGANIZATIONAL COMPETENCIES

• 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.

• Building Relationships

• Values organizational diversity; treats others with respect;

promotes cooperation; effectively manages relationships.

ORGANIZATIONAL COMPETENCIES

• Communication

• Demonstrates effective verbal, written, listening, and

presentation communication skills.

• Creative Problem Solving

• 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.

ORGANIZATIONAL COMPETENCIES

• 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

• Flexibility and 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.

ORGANIZATIONAL COMPETENCIES

• Leadership and Advancement

• 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.

• Quality Service

• Strives to meet the expectations of internal and external

customers; demonstrates skill and knowledge specific to serving others.

A DEEPER DIVE

• At your table:

• Take a few minutes to review the details of the 8

organizational competencies

• Discuss

• How you think you would be able to use these competencies

for your own growth

• How you feel they can be used to help support the growth of

your staff

• What you should not use the competencies for

DOES THIS LOOK FAMILIAR?

PERFORMANCE MANAGEMENT OVERVIEW

Vision, Mission, Values, Goals

Selection and Hiring

Work Planning

Feedback & Coaching

Performance Review

Rewards & Recognition

Compensation

FROM A STEWARDSHIP PERSPECTIVE

PERFORMANCE MANAGEMENT OVERVIEW

Vision, Mission, Values, Goals

Selection and Hiring

Work Planning

Feedback & Coaching

Performance Review

Rewards & Recognition

Compensation

The Organization

The Team

The Individual

WORK PLANNING

• Goals and objectives for the upcoming year

• Use line of sight

• Not a contract, but a guide

• A fluid, changing document

THE FLINT WORK PLANNING TEMPLATE

WRITING GOALS

S.M.A.R.T. Goals

S – Specific

M – Measurable

A – Attainable

R – Realistic

T – Timely

SMART OR NOT?

• Complete projects as required

• Answer phones and respond to email inquiries

• Complete all proposals within decided-upon

timeframe

• Attend weekly team meetings, or notify team within

1 day if you are unable to attend a meeting

• Support development functions of the school

• Complete meeting minutes, using standard

template and distribute to meeting attendees no

more than 2 working days after meeting

GOAL EXERCISE

• Think of your daily work and choose a specific task

that you would have on a work plan

• Using the S.M.A.R.T. guidelines, write a set of goals

that would describe this task.

• Share with your table

WORK PLAN EXAMPLE

FOUR PART FEEDBACK MODEL

Identify the Situation

(the context)

Next steps

(new actions, solutions to address issue or reinforce

desire ones)

Describe the behavior(s)

(your observations of what they took action on)

Describe impact/

consequences

(the results of their actions)

POSITIVE FEEDBACK

Context Behavior Impact Next Steps

Yesterday

when

Professor

Smith

stopped by

your office ...

I saw you put down

the budget you

had been working

to get done and

go to our website

to get some

information. You

then got up and

walked her from

your office towards

the office that

could help her.

She stopped by

later to tell me

how helpful you

had been. Your

flexibility and

willingness to go

out of your way to

help really model

our commitment

to customer

service!

I really

appreciate

that you'll

continue to do

this. It shows

your

commitment to

customer

service.

CORRECTIVE FEEDBACK

Context Behavior Impact Next Steps

At our staff

meeting

yesterday …

Every time that

Susie spoke, you

turned away

and started

talking with Bob,

or you opened

your laptop and

checked your

email.

Susie noticed this.

After the 3rd or 4th

time you did this,

Susie stopped

saying anything for

the rest of the

meeting. Susie

knows a lot about

our topic; I think we

really missed out on

her ideas.

From now on,

during staff

meetings please

focus your full

attention on

each speaker so

that everyone

continues to

participate and

we work more

effectively as a

team.

EVALUATION – STAFF REVIEW

• Conducting the review

• Focus on work plan goals and achievements

• Review the work plan section by section

• Celebrate achievements

• Discuss areas for improvement – Have the staff member drive this conversation

• Do not bring any surprises to the annual review!

EVALUATION – STAFF REVIEW

• Prepare for the review

• Ask staff to bring a copy of their work plan, focusing on

achievements

• Review any notes you have from previous coaching sessions

with the staff member

• Review any agreed-upon actions that you have discussed

in the past – Actions by you and by the staff member

• Carve out dedicated time for preparation and give it your

undivided attention.

EVALUATION – STAFF REVIEW

• Powerful Questions

• Thinking back on the past year:

• What work excited you and gave you energy?

• What work did you find draining and tapped your energy?

• What areas of development would you like to focus on in

the next year?

• As a manager, what can I do to better help you meet your

objectives?

A GOOD REVIEWER

• Focuses on observable behavior

• Listens well

• Coaches

• Maintains an atmosphere of open honest dialogue

AVOID

Halo A tendency to rate high on one quality which may influence a higher than deserved rating on another quality, such as rating someone high because you personally like him/her.

Horns A rating of unsatisfactory on one quality may influence a lower than deserved rating elsewhere, such as rating someone low because you do not like his/her personal style.

Central

Tendency

Rating performance as average or around the midpoint. This is the most common and serious of the rater tendencies.

Recent

Behavior

Basing the rating on recent performance on a project rather than overall performance throughout the past year.

Spillover

Effect

Allowing past performance appraisals to unjustly influence current ratings

THANK YOU!