Core Competencies - UC Berkeley HR - University of …hrweb.berkeley.edu/files/attachments/Core-Competencies... · 2017-07-14Core Competencies - UC Berkeley HR - University of California

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.

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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.


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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


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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.


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Teamwork & Collaboration


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Service Focus


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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.


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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.


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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


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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.


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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.


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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


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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.”


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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).


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Illustration 3: Sample Individual Development Form, page 1 of 2


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Illustration 4: Sample Individual Development Form, page 2 of 2


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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.


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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


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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


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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

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“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

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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

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Appendix B: Project Charter The Project Charter, signed by the project sponsors, appears on the following pages.

41

42

43

Research Methods and Analysis

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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


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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.


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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


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• 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)


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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

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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)


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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?


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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?


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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?


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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.


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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.


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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.


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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

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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?

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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%


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


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


72

Private Universities HR Tool Baylor Cornell Stanford U Penn Core Competencies

✔ ✔ ✔ ✔

Behavioral Anchors

✔ ✔ ✔ ✔


✔ ✔ ✔ ✔

Used in Hiring ✔ ✔ ✗ ✔

Used in Career Development

✔ ✔ ¢ ✔


✔ ✔ ✔ ✔


Government Agencies HR Tool Georgia Sarasota Tennessee Core Competencies

✔ ✔ ✔

Behavioral Anchors

✔ ✔ ✔


✔ ✔ ✔

Used in Hiring ✔ ✔ ✔


✔ ✔ ✔


¢ ¢ ✔



73

Corporations HR Tool Disney Microsoft Nordstrom Southwest Core Competencies

✔ ✔ ✔ ✔

Behavioral Anchors

✔ ✔ ✔ ✔


✔ ✔ ✔ ✔

Used in Hiring ¢ ¢ ¢ ¢


¢ ¢ ¢ ¢


¢ ¢ ¢ ¢


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


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


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).


80

Illustration 10: Cornell University Behavioral Matrix


81

Illustration 11: Cornell University Performance Evaluation


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


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


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


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:


86

Illustration 14: University of Virginia Behavioral Interviewing Guide


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.


• 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.


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.


• 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.


• 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.


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.


• 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.


• 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.


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.


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.


• 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.


• 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.


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


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


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.


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.


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?

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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?

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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


CompetenCy:

Question:



CompetenCy:

Question:



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:



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).



4. Summarize what your supervisor could do to help you succeed in your job (e.g., resources, communications, work environment, coaching, etc.)



5. Optional: Are there any career goals that you would like to discuss with your supervisor?



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:



Comments from division or department head, if any:

123

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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

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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

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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.

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137

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 &




ContinuousContinuous––Innovative Innovative

LearnerLearner

*Ensures the delivery of quality services.

*Promotes two-way communication efforts.


*Leads efforts to meet or exceed customer & community expectations.



*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.



*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






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)



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.


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



141

*

Process Process Improver & Improver &




ContinuousContinuous--Innovative Innovative

LearnerLearner

*Leads initiatives that result in the delivery of quality services.

*Champions two-way communication efforts.


*Drives efforts to meet or exceed customer & community expectations.



*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.



*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






142

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).



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.


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



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.

145

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.”


“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


Sarasota County Lifeguard

147

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?


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STANFORD UNIVERSITY PERFORMANCE EVALUATION FORM—COMPETENCIES DEFINITIONS

©Copyright Stanford University 2011

Page 1 of 2

149

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.

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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

ith o

n a

task

/pro

ject

P

rovi

des

guid

ance

to o

ther

s as

they

wor

k th

roug

h co

nflic

ts a

nd d

isag

reem

ents

so

they

ca

n be

com

e be

tter “

team

pla

yers

”

W

aits

for o

ther

s to

sol

ve in

terp

erso

nal/t

eam

co

nflic

ts a

nd p

robl

ems

R

egul

arly

initi

ates

com

mun

icat

ion

to h

elp

solv

e in

terp

erso

nal/t

eam

con

flict

s an

d pr

oble

ms

Fa

cilit

ates

com

mun

icat

ion

betw

een

peop

le

expe

rienc

ing

conf

lict w

ho h

ave

prev

ious

ly

been

una

ble

to s

olve

pro

blem

s

In

cons

iste

ntly

par

ticip

ates

in S

tate

, Age

ncy,

an

d D

epar

tmen

t mee

tings

, act

iviti

es, a

nd

even

ts

C

onsi

sten

tly a

ttend

s an

d ac

tivel

y pa

rtici

pate

s in

Sta

te, A

genc

y, a

nd D

epar

tmen

t mee

tings

, ac

tiviti

es, a

nd e

vent

s w

hen

aske

d or

requ

ired

V

olun

teer

s on

com

mitt

ees

that

are

out

side

ty

pica

l job

resp

onsi

bilit

ies;

exc

eeds

the

expe

ctat

ions

of h

is/h

er jo

b in

par

ticip

atin

g in

S

tate

initi

ativ

es a

nd p

rogr

ams

P

rovi

des

inco

nsis

tent

feed

back

with

diff

eren

t m

embe

rs o

f the

team

Pro

vide

s ba

lanc

ed fe

edba

ck to

impr

ove

team

co

llabo

ratio

n an

d fu

nctio

ning

on

a co

ntin

uous

ba

sis

P

roac

tivel

y w

orks

with

team

mem

bers

to

impr

ove

team

col

labo

ratio

n an

d fu

nctio

ning

on

a co

ntin

uous

bas

is

155

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.


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.


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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http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-author-exact=Patrick%20M.%20%20Lencioni/002-3118475-9584069

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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DepartmentofHumanResourcesStrategicLearningSolutionsDivision“IntegratingKnowledgeandPerformance”

InterviewPracticesforAgencyHiringManagers Page7 ForEstimatePurposeOnly

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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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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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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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.

175

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.

176

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/

177

DRAFT Career Compass Core Competencies Model Staff Development and Professional Services 12/06/10

1

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.

178


2

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

179


3

2. Decision Making Makes sound decisions while demonstrating integrity



• 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


• 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

4. Principles of Community

Demonstrates respect, equitable behavior and empathy for a diverse community Behavioral Indicators – Operational 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



• 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

181


5

6. Quality Improvement Strives for high quality performance and takes initiative to make improvements and deliver results



• 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



• 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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6

8. Stewardship and Managing Resources Demonstrates accountability, discretion and sound judgment in managing university resources Behavioral Indicators – Operational 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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7

9. Strategic Planning

Uses a holistic approach to align priorities with overarching goals, and measures outcomes of planning efforts



• 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



• 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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8

11. Managing People (additional core competency for managers and supervisors)

Coaches, evaluates and develops people; aligns performance with university goals



• 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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186

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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







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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


competency:

Managing Conflict: ensures productive resolution of conflict; recognizes different viewpoints;

brings conflict into the open, and encourages those involved to find appropriate solutions.


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.


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


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


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

rship,

Power and

Systems

• Leading Meetin

gs That B

uild Com

mitm

ent

• Leading Effective Meetin

gs

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

Develop

s and uses

collabo

rative relatio

nships

to build inform

al or formal

team

s and accomplish

team

goals.

Key

• Leadership Strategies (m

ultip

le day program

) •

The Exceptional A

ssistants' Network Leaders

Program (m

ultip

le day program

) •

The Art & Scien

ce of D

onor Develop

men

t Follow‐up

Lunch Discussions

• A M

usical Study of Leade

rship, Pow

er and

Partne

rship

• Gen

erational D

ifferen

ces

• Leading Th

rough Ch

ange

• Leading Effective Meetin

gs

• Effective Co

aching

for Leade

rs

• Growing Inne

r Intelligen

ce fo

r Leade

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

e To

ols and Techniqu

es fo

r the Middle

Manager

• Helping

The

Troub

led Em

ployee

• 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

e Path to

Peace and

Harmon

y

• Allocatin

g Team

Respo

nsibilitie

s •

A Goo

d Team

Attitu

de

• Assertiv

eness in Teams

• Ba

rriers to

Team Com

mun

ication

• Bringing

out th

e Be

st in

Others

• Clarifying Individu

al and

Team Expectatio

ns

• Co

nstructiv

e Feed

back in Teams

• Moo

d Managem

ent

• Negotiatin

g with

Team M

embe

rs

• Non

judgmen

tal Spe

ech

• Organizational Teamwork

• Overcom

ing Team

Challenges

• Principles of A

ssertiv

eness

• Proactive Team

Mem

bers

• Re

ceiving Feed

back Gracefully

• Re

ceiving Feed

back in

Teams

• Supp

ortive Listen

ing in Teams

• Team

Building Activities

• Team

Collabo

ratio

n Techniqu

es

• Team

Diversity Assessm

ent

• Team

s and Succession

Plann

ing

• Th

e Co

aching

Personalities on

You

r Team

•

The I of T

eamwork

• Th

e Initial Team M

eetin

g •

The Three Myths Regarding

Leade

rship

• Th

e Virtue

in Teamwork

• To

lerance with

in Teams

• Und

erstanding

Creativity

•

Und

erstanding

Integrity

•

Und

erstanding

Intellectual Capita

l •

Und

erstanding

the Bo

rderless Econo

my

• Und

erstanding

Virtual Employees

• Work Va

lues Inde

x •

Working

Effectiv

ely with

Agreeable Peo

ple

• Working

Effectiv

ely with

Ope

n Peop

le

• Working

Effectiv

ely with

Un‐team

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

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Core Competencies - UC Berkeley HR - University of …hrweb.berkeley.edu/files/attachments/Core-Competencies... · 2017-07-14Core Competencies - UC Berkeley HR - University of California