Observed Behaviors

Printable version of Observed Behaviors

Job duties and responsibilities are important in establishing performance expectations and reviews. But it’s not just meeting the expectations of a job.  It’s about how the job is performed.

Behaviors matter. They help distinguish between exceptional performance, unsatisfactory performance, and everything in between.  

Behaviors when discussed between supervisor and employee significantly add to the likelihood of successful performance outcomes. Identifying the right behaviors while planning, observing them throughout the year and adding as necessary provide clarity to both employee and supervisor.

The 30 behaviors listed below replace the Universal Performance Dimensions and Job Specific Competencies. These behaviors integrate what was observed being demonstrated, or not demonstrated, which contributed to the employee’s resulting performance for this job duty, responsibility, or position goal.

The reference tool below helps define observable behaviors for performance reviews based on the following rating scales:

1) Unacceptable: Performance consistently fails to meet the minimum expectations for this job duty/responsibility/position goal/previously identified development need.

2) Marginal: Performance meets some, but not all of the expectations for this job duty/ responsibility/position goal/ previously identified development need.

3) Meets Expectations: Performance consistently meets the expectations for this job duty/responsibility/position goal/ previously identified development need.

4) Exceeds Expectations: Performance frequently exceeds the expectations for this job duty/responsibility/position goal/previously identified development need.

5) Exemplary: Performance is consistently superior and significantly exceeds the expectations for this job duty/responsibility/position goal/previously identified development need.

Click on a behavior below to find definitions and examples of observed behaviors by varying performance levels.  

Takes responsibility for accomplishing goals and achieving quality results. Follows through on commitments.

Unacceptable (1)/Marginal (2)

  • Accountable for Results: Does not set, accept or achieve challenging goals

  • Accountable for Results: Makes incomplete or unrealistic commitments; needs frequent reminders to complete tasks

  • Accountable for Results: Demonstrates a lack of thoroughness or accuracy

  • Accountable for Results: Does not complete tasks when problems arise; gives up at the first obstacle

  • Accountable for Results: Diminishes positive achievements of others; does not take responsibility for own negative results and problems

Meets Expectations (3)

  • Accountable for Results: Sets, accepts, and achieves challenging goals

  • Accountable for Results: Makes realistic commitments and follows through

  • Accountable for Results: Demonstrates clear standards for quality results; maintains timeliness and quality

  • Accountable for Results: Effectively completes tasks even when obstacles come up

  • Accountable for Results: Asks questions needed to accomplish tasks

  • Accountable for Results: Acknowledges other’s positive achievements; takes responsibility for negative results and problems

Exceeds Expectations (4)/Exemplary (5)

  • Accountable for Results: Seeks out new goals and exceeds them

  • Accountable for Results: Takes calculated risks that achieve quality results

  • Accountable for Results: Encourages and supports others to take responsibility for results; is a role model for others

  • Accountable for Results: Remains effective in the face of significant and/or long term obstacles

  • Accountable for Results: Models openness and transparency in sharing information

  • Accountable for Results: Takes responsibility for personal and organizational success and failure

Treats everyone as a valued customer, whether internal to the team/department or external such as students/other constituents. Consistently strives to provide excellent customer service.

Unacceptable (1)/Marginal (2)

  • Customer Service-focus: Does not meet minimum customer service requirements for job duties/responsibilities

  • Customer Service-focus: Typically fails to smile or greet customers politely

  • Customer Service-focus: Does not seek out solutions for customer needs

  • Customer Service-focus: Does not consistently follow through on commitments to customers

  • Customer Service-focus: Does not consistently help colleagues with customers when needed

Meets Expectations (3)

  • Customer Service-focus: Makes customer service a personal priority

  • Customer Service-focus: Strives to meet expectations of customers; is consistent in dealing with customers

  • Customer Service-focus: Steps in to help colleagues with customers when needed

  • Customer Service-focus: Listens to customers and notices service process or system problems; suggests and/or implements solutions

  • Customer Service-focus: Fixes processes and shares solutions with others to eliminate repetitive issues

  • Customer Service-focus: Is “Assertively Friendly” in dealing with customers; smiles, answers questions consistently, aims to please

  • Customer Service-focus: Consistently treats external customers as well as colleagues with courtesy, while delivering excellent service

Exceeds Expectations (4)/Exemplary (5)

  • Customer Service-focus: Recognized as a department role model for excellent customer service

  • Customer Service-focus: Will consistently go the extra mile to solve a customer concern or question

  • Customer Service-focus: Seeks and creates solutions to large-scale customer service issues which require working across organizational boundaries

  • Customer Service-focus: Routinely seeks and uses customer feedback to improve service delivery

  • Customer Service-focus: Creates a customer-oriented environment including décor, friendly tone, and body language

  • Customer Service-focus: Notices colleagues working on customer issues, routinely steps in to help and offer suggested improvements

  • Customer Service-focus: Keeps track of customer concerns or systematic problems, offers solutions, leads or assists in implementation of improvements

Makes effective decisions in a timely manner, sometimes with incomplete information and under tight deadlines and pressure; uses a mixture of analysis, wisdom, experience, and judgment.

Unacceptable (1)/Marginal (2)

  • Balanced Decision-making: Does not actively participate in the decision-making process

  • Balanced Decision-making: Frequently bases conclusions on little or no input from others

  • Balanced Decision-making: Does not effectively analyze information or alternatives

  • Balanced Decision-making: Does not make timely or effective decisions. Once a decision is reached, actions do not support it.

Meets Expectations (3)

  • Balanced Decision-making: Identifies the need for a decision and gathers related information

  • Balanced Decision-making: Involves and informs others; listens to different ideas

  • Balanced Decision-making: Analyzes information and considers available alternatives

  • Balanced Decision-making: Makes consistently effective decisions in environments of complexity, ambiguity and uncertainty

  • Balanced Decision-making: Makes timely decisions that improve or resolve issues

  • Balanced Decision-making: One a decision is reached, actively supports it

Exceeds Expectations (4)/Exemplary (5)

  • Balanced Decision-making: Sought out by others for advice on decision-making

  • Balanced Decision-making: Encourages information analysis and exchange; creates a supportive environments where diverse views can be explored

  • Balanced Decision-making: Uses models and tools to improve the decision-making process

  • Balanced Decision-making: Takes balanced risks with alternative perspectives that redefine current thinking and practices

  • Balanced Decision-making: Once a decision is make, serves as an advocate and leader

Demonstrates knowledge and understanding of diversity and inclusion by appreciating diversity among employees, managing diversity in ways that allow each employee to contribute constructively and leveraging that diversity in ways that positions the employee and work team for more effective performance. The supervisor’s knowledge, behavior and skills associated with effectively managing diversity contribute to a productive work environment that is equitable, inclusive and respectful for all employees.

Unacceptable (1)/Marginal (2)

  • Commitment to Inclusion, Diversity and Equity: Treats people differently with partiality depending on cultures, gender, race or position

  • Commitment to Inclusion, Diversity and Equity: Rarely participates in events that are diversity-related and makes little efforts to promote them

  • Commitment to Inclusion, Diversity and Equity: Exhibits insensitivity to staff member diversity in actions or communication. (Use of insensitive jokes or inappropriate language that alienate others)

  • Commitment to Inclusion, Diversity and Equity: Ignores/ does not engage in differing viewpoints and insights for work

  • Commitment to Inclusion, Diversity and Equity: Ignores/ does not engage in differing viewpoints and insights for work

  • Commitment to Inclusion, Diversity and Equity: Shows lack of understanding how diversity impacts role, and how their role impacts the success of diversity, equity and inclusion; Ignores compliance requirements

Meets Expectations (3)

  • Commitment to Inclusion, Diversity and Equity: Treats people fairly and respectfully regardless of culture, gender, race or position

  • Commitment to Inclusion, Diversity and Equity: Actively participates in events that are diversity-related

  • Commitment to Inclusion, Diversity and Equity: Exhibits sensitivity to staff member diversity in actions or communication. (Interrupts insensitive jokes or inappropriate language that alienate others)

  • Commitment to Inclusion, Diversity and Equity: Considers and honors different opinions, styles and ways of working

  • Commitment to Inclusion, Diversity and Equity: Acknowledges the value of diversity with others; takes actions to increase diversity in the workplace

Exceeds Expectations (4)/Exemplary (5)

  • Commitment to Inclusion, Diversity and Equity: Consistently champions diversity; reports inappropriate behavior by others

  • Commitment to Inclusion, Diversity and Equity: Consistently participates in professional development regarding diversity, equity and inclusion

  • Commitment to Inclusion, Diversity and Equity: Consistently models behavior that exhibits a positive regard for employee diversity in actions or communication. (Consistently interrupts insensitive jokes or inappropriate language that alienate others)

  • Commitment to Inclusion, Diversity and Equity: Leverages diverse backgrounds and talents in decision-making. Creates effective teams that reflect the spectrum of differences in the community

  • Commitment to Inclusion, Diversity and Equity: Champions inclusion and equity; involves others to improve outcomes (hiring, promotion, retention, climate)

Continually strives to develop work skills. Identifies and pursues learning and career development goals. Effectively applies new learning and development in daily work and career progression.

Unacceptable (1)/Marginal (2)

  • Develops Self and Others: Does not participate in annual learning or developmental goals process

  • Develops Self and Others: Participates in few, if any learning or development opportunities

  • Develops Self and Others: Unwilling to work projects unfamiliar or outside of one’s comfort zone when it is necessary to develop skills

  • Develops Self and Others: Does not or rarely applies knowledge learned to practical use in daily work

Meets Expectations (3)

  • Develops Self and Others: Actively participates in annual learning and development goal process

  • Develops Self and Others: Actively participates in formal and on-the-job learning or career development activities

  • Develops Self and Others: Willing to take on work that builds new skills

  • Develops Self and Others: Applies new skills or knowledge to practical use in daily work

Exceeds Expectations (4)/Exemplary (5)

  • Develops Self and Others: Has a long-term career development plan; supports others to do the same

  • Develops Self and Others: Proactively identifies needs for development and seeks out formal and on-the-job learning or career development opportunities

  • Develops Self and Others: Has a history of success developing others

  • Develops Self and Others: Volunteers for “Stretch” assignments in different or challenging areas to develop new or more proficient skills

  • Develops Self and Others: Serves as a mentor/coach in area/s of expertise to someone in the organization

  • Develops Self and Others: Use a mix of selecting talent and developing it to support the department

Develops and uses collaborative relationships to build informal or form teams and accomplish team goals. Establishes and maintains respectful, cooperative, and productive working relationships with co-workers, team members, supervisors, and other members of the university community.

Unacceptable (1)/Marginal (2)

  • Teamwork: Does not support or involve all team members; does not share credit for good ideas and successes

  • Teamwork: Does not collaborate in setting responsibilities, roles or structures

  • Teamwork: Devalues members’ abilities; slows down reasonable process; does not trust the team to perform

  • Teamwork: Does not give or accept feedback; provides feedback that is not relevant or is inappropriate

  • Teamwork: Withholds information and/or expertise from the team

  • Teamwork: Does not help others; does not ask for help or rejects offers of help to achieve team goals

  • Teamwork: Participates only to serve self-interests and individual goals at the expense of team goals

Meets Expectations (3)

  • Teamwork: Involves and supports all team members; shares credit for good ideas and successes

  • Teamwork: Collaborates to set responsibilities, roles and/or structures that lead to team success

  • Teamwork: Acknowledges team members’ abilities and supports their decisions; trusts the team to perform

  • Teamwork: Appropriately gives and receives feedback from team in order to accomplish goals; listens and responds constructively to other team members’ ideas

  • Teamwork: Willingly shares expertise and important or relevant information with team members

  • Teamwork: Contributes to meeting the goals of the team

  • Teamwork: Offers support for others’ ideas and proposals; works for solutions that all team members can support

  • Teamwork: Expresses disagreement constructively

Exceeds Expectations (4)/Exemplary (5)

  • Teamwork: Creates a feeling of success, belonging and positive team spirit – people want to be on a team with this employee; defines success in terms of the whole

  • Teamwork: Recognized as an expert in developing collaborative team responsibilities, roles and structures; asked to consult/train others

  • Teamwork: Keeps team performance and morale high even during times of heavy workload or pressure

  • Teamwork: Recognized as a mentor and role model for appropriately giving and receiving feedback

  • Teamwork: Coaches team members to share information and expertise to achieve team goals

  • Teamwork: Encourages and supports team members to offer and ask for help; develops ways to improve support to strengthen team capabilities

Trusted, authentic, self-aware, above reproach. Operates by, and adheres to the University’s beliefs and holds others accountable to them. Interacts with others in a way that gives confidence in self and the organization. Acts in the university’s best interests and puts those interests above personal goal or unit or office. Works within the limits of authority to achieve goals.

Unacceptable (1)/Marginal (2)

Integrity: Ignores compliance requirements.

Integrity: Does not act according to policy or procedure.

Integrity: Fails or is inconsistent following directions or policies set out by University authorities.

Integrity: Is inconsistent in keeping his/her word. Says one thing and often does another.

Integrity: Fails to and/or demeans University beliefs in public and in work activities.

Integrity: Fails to tell the truth in certain situations.

Integrity: Deviates from either the letter or spirit of the law.

Integrity: Puts the university at risk with actions or in failing to act.

Meets Expectations (3)

  • Integrity: Keeps confidences; is widely trusted

  • Integrity: Recognizes and admits mistakes

  • Integrity: Presents truthful and honest information in a manner that is helpful and constructive

  • Integrity: Stands up for beliefs when they are in the University’s best interest

  • Integrity: Complies with the letter & spirit of laws, regulations, and University policies & procedures

  • Integrity: Walks the talk; keeps promises

Exceeds Expectations (4)/Exemplary (5)

  • Integrity: Uses knowledge wisely; works to prevent breaches in confidences; stops rumors

  • Integrity: Takes action to correct mistakes and helps others learn from them

  • Integrity: Has the courage to address difficult issues in an appropriate manner

  • Integrity: Consistently and outwardly supports the University’s beliefs

  • Integrity: Identifies ethical dilemmas and conflicts of interest and takes action to avoid and prevent them

  • Integrity: Creates an environment of trust; is a role model to others

Is actively engaged in the work of the University and operates in positive ways to support University goals. Demonstrates deep regard for University history, beliefs and commitments when working and interacting with others.

Unacceptable (1)/Marginal (2)

  • Works with Passion: Actions do not demonstrate that the university’s mission, traditions and commitments are considered in daily work

  • Works with Passion: Does not demonstrate respect for University resources

  • Works with Passion: Work activities do not support University goals or the community

Meets Expectations (3)

  • Works with Passion: Is aware of beliefs, traditions and commitments and considers them in daily work

  • Works with Passion: Demonstrates respect for University resources

  • Works with Passion: Work activities support the University and departmental goals

Exceeds Expectations (4)/Exemplary (5)

  • Works with Passion: Preserves and is sought out to educate others about the University history, mission, beliefs, and commitments

  • Works with Passion: Demonstrates superior stewardship of University resources

  • Works with Passion: Reflects best intentions in all work interactions; considered an ambassador for the University

Effectively adjusts to changes in work processes and environment and alters behavior to align with evolving situations. Openly receives new ideas and accepts other perspectives.

Unacceptable (1)/Marginal (2)

  • Adaptability: Unwilling to change; interferes or interrupts group progress

  • Adaptability: Unwilling to take action in the face of uncertainty

  • Adaptability: Unwilling to take a chance on the unknown

  • Adaptability: Not open to new ideas and opinions; may be unwilling or unable to adapt behaviors

Meets Expectations (3)

  • Adaptability: Open-minded and receptive to change; focuses on the benefits of change

  • Adaptability: Can decide and act, when necessary, without having the whole picture

  • Adaptability: Can shift gears comfortably; enjoys the challenge of unfamiliar tasks or ways of doing things

  • Adaptability: Open to new ideas and opinions; willingly accepts new ideas and opinions and changes behaviors accordingly

Exceeds Expectations (4)/Exemplary (5)

  • Adaptability: Treats change as an opportunity for learning and growth; acts as a champion for change

  • Adaptability: Helps others deal with uncertainty; makes the picture clear

  • Adaptability: Quickly masters the new ideas; helps others to take on new challenges

  • Adaptability: Actively seeks a diversity of ideas and opinions; able to take the best ideas of others and apply them to the situation

Invests in the development of strategic internal and external partnerships; collaborates to reach productive agreements and foster goodwill.

Unacceptable (1)/Marginal (2)

  • Builds Partnerships: Does not willingly seek or build partnerships

  • Builds Partnerships: Guards information closely; builds walls instead of bridges

  • Builds Partnerships: Is disinterested in supporting other departments’ or areas’ work

  • Builds Partnerships: Works with blinders on; doesn’t understand, or is unconcerned about the impact of actions on others

Meets Expectations (3)

  • Builds Partnerships: Identifies key relationships to be developed or strengthened

  • Builds Partnerships: Exchanges information with partners to build relationships and solve potential problems

  • Builds Partnerships: Collaboratively works to meet the needs of own and partner’s areas

  • Builds Partnerships: Understands the effects of own area’s actions and decisions on partners

Exceeds Expectations (4)/Exemplary (5)

  • Builds Partnerships: Develops strong relationships across disciplines and hierarchies

  • Builds Partnerships: Identifies opportunities to break down silos

  • Builds Partnerships: Works in conjunction with partners to achieve goals for the greater good of the University; is willing to abandon own goals if necessary

  • Builds Partnerships: Initiates dialogue to carefully consider the impact of actions on other individuals and areas; is proactive rather than reactive

Clearly conveys information and ideas to individuals and groups through a variety of communications modes, including formal presentations. Practices attentive and active listening; synthesizes information from multiple resources and incorporates it into current discussion content.

Unacceptable (1)/Marginal (2)

  • Communicates Effectively: Talks more than listens; formulates a response instead of hearing others’ points and information

  • Communicates Effectively: May be unclear or provide information too early, too late, or ambiguously

  • Communicates Effectively: Hoards information, neglects to update necessary individuals or provides updates too frequently and when not necessary

  • Communicates Effectively: Overuses a single form of communication, e.g., email, or overuses an inappropriate form of communication

Meets Expectations (3)

  • Communicates Effectively: Listens more than talks; tries to understand others before responding

  • Communicates Effectively: Organizes and presents information in a logical sequence and in a timely manner

  • Communicates Effectively: Keeps employees/manager/team members informed on a regular and consistent basis about progress and problems

  • Communicates Effectively: Chooses the appropriate mode of communication and adheres to accepted conventions

Exceeds Expectations (4)/Exemplary (5)

  • Communicates Effectively: Demonstrates active listening skills; solicits, listens, and acts on input from others

  • Communicates Effectively: Sees and communicates patterns and connections between new information and current processes

  • Communicates Effectively: Actively seeks information and willingly shares it, anticipating problems

  • Communicates Effectively: Demonstrates expertise with multiple modes of communication; alters approach, as needed, for different audiences

Uses the imagination to create something new or different, such as work products, inventions, works of art, or performances. Identifies new and different approaches or solutions to situations, problems and opportunities.

Unacceptable (1)/Marginal (2)

  • Creativity and Innovation: Fails to identify the need for new and different approach or solution to situation when one is required

  • Creativity and Innovation: Does not conceptualize new or different ways of doing things; resists new ideas

  • Creativity and Innovation: Quick to discredit the creative efforts of others and does not foster an atmosphere of collaboration

  • Creativity and Innovation: Wastes time on ideas that will not work or are unrelated to the task at hand

Meets Expectations (3) 

  • Creativity and Innovation: Identifies the need for new and different approach or solution to situation when one is required

  • Creativity and Innovation: Receptive to new ideas; able to provide new approaches to situations

  • Creativity and Innovation: Brainstorms well with others; respectful of other’s ideas

  • Creativity and Innovation: Able to identify several alternatives, approaches, product options, or adaptations of current processes for use when necessary

Exceeds Expectations (4)/Exemplary (5) 

  • Creativity and Innovation: Understands the value of continuous improvement and seeks information to facilitate the growth of new ideas

  • Creativity and Innovation: Thinks “out of the box”; consistently comes up with unique ideas

  • Creativity and Innovation: Creates an atmosphere or climate that is open to ideas. Consistently refines and/or builds on the ideas of others

  • Creativity and Innovation: Projects how potential ideas may play out and is able to identify and then choose the best idea for the circumstance

Practices objective rather than subjective modes of reasoning and action. Maintains perspective when assessing qualitative and quantitative information. Appropriately challenges and questions common beliefs.

Unacceptable (1)/Marginal (2)

  • Critical Thinking: Approaches problem solving in a disorganized subjective manner

  • Critical Thinking: Does not look at issues from multiple perspectives

  • Critical Thinking: Draws conclusions without conducting a thorough analysis

  • Critical Thinking: Tied to common beliefs, even when not supported by data

Meets Expectations (3) 

  • Critical Thinking: Uses objective information to approach problem- solving

  • Critical Thinking: Looks at issues and solutions from multiple perspectives; balances qualitative and quantitative information

  • Critical Thinking: Looks beyond the obvious; doesn’t stop at the first answer

  • Critical Thinking: Able to challenge common beliefs through careful analysis

Exceeds Expectations (4)/Exemplary (5)  

  • Critical Thinking: Uses data to predict and address hidden problems; able to solve the most complex problems

  • Critical Thinking: Can easily anticipate and pose future scenarios to address issues and solutions and respond accordingly

  • Critical Thinking: Sees the “big picture”; finds answers that support strategic goals

  • Critical Thinking: Proactively uses rigorous analysis to challenge common beliefs, and provide innovative solutions

Recognizes and fosters the implementation and acceptance of constructive change within the workplace.

Unacceptable (1)/Marginal (2) 

  • Facilitates Change: Rarely seeks information about change initiatives

  • Facilitates Change: Establishes barriers to change

  • Facilitates Change: Does not alter behavior when faced with change

  • Facilitates Change: Does not recognize or foster an atmosphere of change

  • Facilitates Change: Consistently resists and is disruptive to change process

Meets Expectations (3)  

  • Facilitates Change: Listens actively to others and presents own ideas for a balance of perspective
  • Facilitates Change: Seeks role models exhibiting change behaviors and similarly adapts self

  • Facilitates Change: Challenges the status quo

  • Facilitates Change: Acts as an advocate for change leaders

Exceeds Expectations (4)/Exemplary (5)  

  • Facilitates Change: Sustains and reinforces change vision, creating milestones and symbols to rally support

  • Facilitates Change: Recognizes barriers to change and works pro-actively to remove impediments

  • Facilitates Change: Persistent; models change behavior through consistent words and actions in support of the change

  • Facilitates Change: Creates a sense of urgency with regard to change; is able to clearly define the business value or imperative for change

  • Facilitates Change: Motivates people to change through interpersonal influence; leads by example

Consistently displays a professional presence and confidence; creates a positive first impression as an individual and as a representative of the University.

Unacceptable (1)/Marginal (2) 

  • Professionalism: Does not establish positive relationships with customers or coworkers

  • Professionalism: Loses composure easily

  • Professionalism: Is more committed to own needs vs. those of others

  • Professionalism: Doesn’t meet the minimum standards and expectations of internal and external customers

Meets Expectations (3)  

  • Professionalism: Establishes positive relationships with customers and coworkers

  • Professionalism: Maintains composure when dealing with others

  • Professionalism: Is dedicated to meeting the expectations and requirements of internal and external customers

  • Professionalism: The feedback from customers & coworkers is almost always positive

Exceeds Expectations (4)/Exemplary (5)  

  • Professionalism: Establishes positive relationships with senior managers, customers and the general employee population

  • Professionalism: Maintains composure under extreme or unusual circumstances

  • Professionalism: Skillfully handles the criticisms, complaints, and special requests of customers

  • Professionalism: Consistently builds effective relationships with customers and coworkers, and gains their trust and respect

Effectively manages time and resources to ensure that individual work is completed efficiently.

Unacceptable (1)/Marginal (2) 

  • Individual Efficiency: Unable to prioritize own work tasks

  • Individual Efficiency: Gives up too easily in the face of obstacles

  • Individual Efficiency: Disorganized, wastes time; may be unable to say no

  • Individual Efficiency: Doesn’t have or follow a plan; may rely too much on self; conversely, may push tasks off on others

Meets Expectations (3)  

  • Individual Efficiency: Understands what’s critical and what’s not; able to prioritize

  • Individual Efficiency: Able to eliminate roadblocks as they arise

  • Individual Efficiency: Uses time efficiently & effectively; focuses on the priorities

  • Individual Efficiency: Plans the work and works the plan; ensures that resources and time are available to complete individual tasks; works to avoid conflicts

Exceeds Expectations (4)/Exemplary (5)  

  • Individual Efficiency: Links individual tasks to larger strategic goals, without losing sight of the little things

  • Individual Efficiency: Anticipates roadblocks; plans and takes action to handle them; helps others remove similar obstacles

  • Individual Efficiency: Gets more done in less time than others; can attend to multiple priorities

  • Individual Efficiency: Can orchestrate complex projects to achieve a goal; takes advantage of available resources to complete work

Collects and makes effective use of information needed to manage an organization or ongoing activities within it.

Unacceptable (1)/Marginal (2) 

  • Manages Information: Fails to protect, or misuses sensitive information

  • Manages Information: May provide too much or too little information, or does not provide timely, accurate information

  • Manages Information: Data not collected or reviewed in a timely manner or on a regular basis

  • Manages Information: Provides information that may be unclear

Meets Expectations (3)  

  • Manages Information: Understands and applies policies and procedures for managing sensitive information

  • Manages Information: Provides timely, accurate information that meets the needs of the organization

  • Manages Information: Collects and reviews data on a regular basis to determine progress, anticipate needs, and make necessary adjustments to personnel or processes

  • Manages Information: Provides the information people need to know and do their jobs

Exceeds Expectations (4)/Exemplary (5)  

  • Manages Information: Creates an environment that supports effective management of sensitive information

  • Manages Information: Anticipates the needs of the organization and provides information to support those needs

  • Manages Information: Recognizes opportunities and advises the organization based on detailed and timely review of available information

  • Manages Information: Provides information that inspires high level of employee engagement and productivity

Succeeds in understanding others. Is open and skilled in using one's interpersonal style to meaningfully interact with others, including empathy, humility and patience. Demonstrates tolerance and civility when engaging with employees, colleagues and customers.

Unacceptable (1)/Marginal (2) 

  • Interpersonal Versatility: Does not build relationships easily; May be seen as unapproachable or insincere

  • Interpersonal Versatility: Is threatened by others’ strengths, or takes advantage of others’ weaknesses

  • Interpersonal Versatility: Unable to read others well; misinterprets the intentions, actions, or words of others; makes incorrect assumptions

  • Interpersonal Versatility: Does not adopt style to the situation; may attack in the face of conflict or criticism

Meets Expectations (3)  

  • Interpersonal Versatility: Can interact effectively with a variety of people in the workplace; puts others at ease

  • Interpersonal Versatility: Recognizes and understands the strengths and weaknesses of others

  • Interpersonal Versatility: Notices and accurately interprets what others are feeling, based on their choice of words, tone of voice, expressions, and other nonverbal behavior

  • Interpersonal Versatility: Is diplomatic and tactful; communicates sensitive issues in a non-threatening way; resolves conflict calmly

Exceeds Expectations (4)/Exemplary (5)  

  • Interpersonal Versatility: Easily relates to, and is convincing to a wide variety of people; highly regarded

  • Interpersonal Versatility: Recognizes, understands, and capitalizes on the strengths of others; seeks to develop others’ weaknesses

  • Interpersonal Versatility: Uses knowledge of others’ behavior to frame own position and influence others

  • Interpersonal Versatility: Able to sway opposing views and deliver constructive criticism so it is recognized and accepted; defuses high-tension situations comfortably; does not get rattled

Is professionally and technically accomplished to perform one’s job. Achieves an accomplished level of technical and professional skill or knowledge in position- related areas; consistently staying abreast of current developments and trends in areas of expertise.

Unacceptable (1)/Marginal (2) 

  • Technical/Professional Knowledge: Using out of date skills and technologies; lacks the technical and professional knowledge to do the job

  • Technical/Professional Knowledge: Lacks interest or experience in higher education or in one’s functional area

  • Technical/Professional Knowledge: Doesn’t learn new technical skills willingly when required

  • Technical/Professional Knowledge: Does not demonstrate a willingness to learn, or to apply new technical/professional knowledge to the job

Meets Expectations (3)  

  • Technical/Professional Knowledge: Has the technical and professional knowledge to do the job at a high level of accomplishment

  • Technical/Professional Knowledge: Knowledgeable in best practices affecting his/her department or function

  • Technical/Professional Knowledge: Willing and able to learn new skills and knowledge

  • Technical/Professional Knowledge: Takes advantage of technical courses and seminars affecting productivity; is eager to learn new things

Exceeds Expectations (4)/Exemplary (5) 

  • Technical/Professional Knowledge: A subject matter expert. Able to bridge technical and professional knowledge with personal, interpersonal, and managerial skills

  • Technical/Professional Knowledge: Can anticipate future consequences and trends accurately; is a go-to person for best practices in his/her department or function

  • Technical/Professional Knowledge: Continuously experiments with and creates new processes in order to be at the leading edge of innovation in the workplace

  • Technical/Professional Knowledge: Readily applies new learning to the job; is sought out to explain or instruct in new technology or business processes

Understands how the University operates and the reasoning behind key practices; savvy; accomplishes tasks through formal and informal channels and networks

Unacceptable (1)/Marginal (2) 

  • Organizational Agility: Does not take the time to learn how things work within and beyond their organization

  • Organizational Agility: Does not take the initiative or lacks the ability to get things done outside their area

  • Organizational Agility: Does not navigate complex situations effectively

  • Organizational Agility: Does not understand the impact of their actions; may be unaware of the needs of stakeholders

Meets Expectations (3)  

  • Organizational Agility: Understands the operations within and beyond their individual work unit

  • Organizational Agility: Willing and able to get things done through formal and informal channels

  • Organizational Agility: Can navigate complex situations effectively

  • Organizational Agility: Is sensitive to the university culture; understands other stakeholders and their needs

Exceeds Expectations (4)/Exemplary (5)  

  • Organizational Agility: Understands why things work the way they do; knowledgeable of trends outside of university

  • Organizational Agility: Develops a strong network through the University; an expert at navigating through the organization

  • Organizational Agility: Anticipates potential problems and plans accordingly

Makes people and their needs a primary focus of action; takes full responsibility for fostering productive people relationships; focused on creating goodwill

Unacceptable (1)/Marginal (2) 

  • People Focus: Is a poor listener; impatient and easily frustrated when interacting with others

  • People Focus: Seldom interacts with colleagues; does not build productive work relationships

  • People Focus: Works around rather than through others; discounts or discredits others’ contributions or suggestions

  • People Focus: Rarely acknowledges the contribution of others; discredits other’s ideas

  • People Focus: Consistently forces ideas and suggestions on others; unwilling to compromise

Meets Expectations (3)  

  • People Focus: Listens more than talks; is patient yet persistent

  • People Focus: Takes time to build productive working relationships

  • People Focus: Values, appreciates, and includes others; acknowledges their perspectives and ideas

  • People Focus: Expresses gratitude and appreciation to others who provide information, assistance, or support

  • People Focus: Finds common ground and solves problems for the good of all

Exceeds Expectations (4)/Exemplary (5)  

  • People Focus: Consistently practices active listening skills

  • People Focus: Demonstrates genuine concern and interest in others; notes and recalls important information about others

  • People Focus: Sees the larger picture; willing to sacrifice personal goals for the greater good

  • People Focus: Helps others without being asked; volunteers for special projects; goes the extra mile

  • People Focus: Seeks out opposing views; sees differences as a strength rather than a weakness

Stays with a position or plan of action until the desired objective is obtained or is no longer reasonably attainable

Unacceptable (1)/Marginal (2) 

  • Persistence: Gives up too soon or moves on to something that’s going better

  • Persistence: Does not change course, when needed to reach an objective

  • Persistence: Consistently unable to complete tasks

  • Persistence: Unable to recognize when a goal cannot be achieved

Meets Expectations (3)  

  • Persistence: Actively works to overcome obstacles by changing strategies, doubling efforts, using multiple approaches

  • Persistence: Able to modify a plan in order to reach an objective

  • Persistence: Pursues work with energy, drive, and a need to finish

  • Persistence: Recognizes when a goal cannot be achieved, and adjusts focus appropriately

Exceeds Expectations (4)/Exemplary (5)  

  • Persistence: Often sought out by others to assist in the creation of strategies to overcome bottlenecks and complications

  • Persistence: Changes course with ease; keeps others focused on the objective

  • Persistence: Takes charge, when called upon, to complete tasks that others are unable to complete

  • Persistence: Almost always redirects energy into related achievable goals, if necessary

Establishes courses of action for self and others to ensure that work is completed efficiently. Develops ways to get work done; effectively organizes people and activities; sees opportunities for cooperation and integration where others might not.

Unacceptable (1)/Marginal (2) 

  • Plans and Organizes: Does not anticipate or see how multiple activities come together; unable to break assignments down into manageable tasks

  • Plans and Organizes: Does not allocate sufficient time for completing tasks

  • Plans and Organizes: Does not plan well and is disorganized

  • Plans and Organizes: Does not demonstrate an ability to utilize people and other resources to complete work

  • Plans and Organizes: Unable to handle multiple activities

Meets Expectations (3)  

  • Plans and Organizes: Determines project/assignment requirements by breaking them down into tasks

  • Plans and Organizes: Allocates appropriate amounts of time for completing own and others’ work

  • Plans and Organizes: Manages schedules well; develops and sticks to timelines and milestones

  • Plans and Organizes: Takes advantage of available resources to complete work efficiently

  • Plans and Organizes: Can orchestrate multiple activities at once to accomplish a goal

Exceeds Expectations (4)/Exemplary (5)  

  • Plans and Organizes: Successfully handles projects and assignments that are risky and filled with uncertainty

  • Plans and Organizes: Develop strategies to complete work by actively spending time to understand and analyze group processes

  • Plans and Organizes: Successfully manages even the most complex project schedules

  • Plans and Organizes: Is an expert at marshalling resources to get things done

  • Plans and Organizes: Consistently maintains effectiveness when things don’t go as planned

Continually seeks to improve work processes, products and services. Sweats the details. Ensures that work is free from errors and is accomplished safely; takes action to correct problems.

Unacceptable (1)/Marginal (2) 

  • Quality Focus: Produces work that is below the quality standard; contains errors, and usually requires rework

  • Quality Focus: May be careless and unconcerned for quality results; conversely, perfectionism may limit productivity

  • Quality Focus: Doesn’t follow effective, accurate, and efficient work processes

  • Quality Focus: Avoids learning the tools and techniques to improve work processes when necessary

  • Quality Focus: Unable to implement changes to own work processes when required

  • Quality Focus: Does not follow safety procedures or report problems

Meets Expectations (3)  

  • Quality Focus: Delivers work which meets the needs of internal and external customers

  • Quality Focus: Initiates action to correct problems or notifies others of issues as appropriate that impact work quality

  • Quality Focus: Watches over job processes, tasks, and work products to ensure freedom from errors, omissions, or defects

  • Quality Focus: Leverages technology to positively impact quality

  • Quality Focus: Is open to suggestions and experimentation

  • Quality Focus: Understands and applies safety standards. Reports and corrects safety problems

Exceeds Expectations (4)/Exemplary (5)  

  • Quality Focus: Consistently produces work that is always among the best

  • Quality Focus: Anticipates and takes action to avoid quality problems

  • Quality Focus: Creates effective work processes and ways to measure quality

  • Quality Focus: Is in the forefront for using tools and techniques to improve work processes

  • Quality Focus: Empowers others to design their own work processes, lending assistance, if necessary

  • Quality Focus: Creates an environment committed to upholding safety standards

Understands the university’s long-term objectives and focuses current activities on what is critical to achieving aligned goals for self, department/school and the University and eliminating non-valued activities

Unacceptable (1)/Marginal (2) 

  • Strategic Focus: Does not understand own role in achieving larger department/school and University objectives

  • Strategic Focus: Does not or rarely aligns daily work activities and resources to support organizational strategies

  • Strategic Focus: Fails to stay informed about long-term University objectives and information that affects individual job and Department/Schools

  • Strategic Focus: Future implications not considered when making plans, considering decisions and taking action

  • Strategic Focus: Disregards trends; does not develop plans for future opportunities or problems

Meets Expectations (3)  

  • Strategic Focus: Understands own role in achieving larger Department/School and University objectives

  • Strategic Focus: Aligns daily work activities and resources to support organizational strategies

  • Strategic Focus: Stays up-to-date on long-term University objectives and information that affects individual job and Department/Schools

  • Strategic Focus: Thinks about future implications when making plans, considering decisions and taking action

  • Strategic Focus: Notices trends and develops plans to prepare for future opportunities or problems

Exceeds Expectations (4)/Exemplary (5)  

  • Strategic Focus: Develops and articulates a clear, concise individual or Department/School strategy that includes the broader University-wide perspective

  • Strategic Focus: Sets and implements goals and activities that support the strategy

  • Strategic Focus: Aligns individual or Department/School activities or operations to better meet long- term objectives, even it results in unpopular or difficult decisions in the short-term.

  • Strategic Focus: Sought out as a trusted resource to inform others about long-term University objectives and information that affects individual jobs and Department/Schools

  • Strategic Focus: Promotes having a strategic, future perspective among peers, management and constituents – and walks the talk

  • Strategic Focus: Identifies patterns or connections that are not obviously related and uses them to address key opportunities and problems that affect Department/School or University objectives

Mentally assembles diverse pieces of information and grasps their significance as a coherent, meaningful whole.

Unacceptable (1)/Marginal (2) 

  • Ability to Conceptualize: Does not combine analysis and strategy to produce ideas or decisions

  • Ability to Conceptualize: Does not understand how various elements fit together in ways that can be explained and understood by others

  • Ability to Conceptualize: Fails to use analytical skills to generate a range of solutions to problems

  • Ability to Conceptualize: Fails to see or understand the path forward

  • Ability to Conceptualize: Fails to effectively translate complex ideas for a variety of audiences

Meets Expectations (3)  

  • Ability to Conceptualize: Combines analysis and strategy to produce ideas or decisions

  • Ability to Conceptualize: Understands how various elements fit together in ways that can be explained and understood by others

  • Ability to Conceptualize: Uses analytical skills to generate a range of solutions to problems

  • Ability to Conceptualize: Sees and understands the path forward

  • Ability to Conceptualize: Can effectively translate complex ideas for a variety of audiences

Exceeds Expectations (4)/Exemplary (5)  

  • Ability to Conceptualize: Inspires consensus and buy-in to strategy and new ideas

  • Ability to Conceptualize: Provides framework to translate big ideas into action

  • Ability to Conceptualize: Leads others around top priority solutions to complex problems

  • Ability to Conceptualize: Maps out a plan for the future; brings team members along toward a common goal

  • Ability to Conceptualize: Anticipates future consequences and trends and aligns work and people around new strategy

Appropriately allocates decision-making authority and/or task responsibility to others; maximizes the use of individual resources to increase organizational effectiveness.

Unacceptable (1)/Marginal (2) 

  • Delegates/Shares Responsibility: Does most things by him/herself; conversely, may over- delegate or leave tasks to others

  • Delegates/Shares Responsibility: Keeps knowledge and expertise to himself/herself

  • Delegates/Shares Responsibility: Does not want to or know how to empower others; may delegate/share some tasks, but not pass on decision- making authority, or set guidelines or parameters

  • Delegates/Shares Responsibility: Controls a person or a situation by paying extreme attention to small details or by finishing the work assigned to others

  • Delegates/Shares Responsibility: Takes credit for the work of others

Meets Expectations (3)  

  • Delegates/Shares Responsibility: Delegates/shares responsibility and accountability for tasks and decisions

  • Delegates/Shares Responsibility: Willingly shares knowledge and expertise with others

  • Delegates/Shares Responsibility: Willingly empowers others by delegating/sharing tasks and decision-making authority.

  • Delegates/Shares Responsibility: Trusts people to perform and finish assignments

  • Delegates/Shares Responsibility: Recognizes the accomplishments of others

Exceeds Expectations (4)/Exemplary (5)  

  • Delegates/Shares Responsibility: Seeks opportunities to delegate/share responsibility and accountability for all team members

  • Delegates/Shares Responsibility: Seeks out ways to share knowledge and expertise that supports the strengths and interests of others and encourages development

  • Delegates/Shares Responsibility: Ensures that employees can be successful; provides clear information and tools

  • Delegates/Shares Responsibility: Actively provides support without removing responsibility; is a teacher & mentor; expresses confidence in the individual

  • Delegates/Shares Responsibility: Finds ways for employees & colleagues to succeed and be recognized

Effectively explores alternatives and positions to facilitate agreements with the support and acceptance of all parties. Uses appropriate interpersonal styles and strategies to gain acceptance of ideas or plans.

Unacceptable (1)/Marginal (2) 

  • Gains Commitment: Focused on getting own point across without considering others

  • Gains Commitment: Allows conflict to derail forward progress

  • Gains Commitment: Poor negotiator; May give in too easily, just to gain agreement; conversely, may leave bad feelings

  • Gains Commitment: Does not seek common ground

  • Gains Commitment: Undermines internal and/or external support once an agreement has been reached

Meets Expectations (3)  

  • Gains Commitment: Demonstrates good listening skills

  • Gains Commitment: Deals effectively with conflict; able to settle differences between others

  • Gains Commitment: Reaches agreements without damaging relationships

  • Gains Commitment: Finds “win-win” solutions

  • Gains Commitment: Gains internal and/or external support once an agreement has been reached

Exceeds Expectations (4)/Exemplary (5)  

  • Gains Commitment: Skillfully diffuses attack, contention, and non- negotiable issues

  • Gains Commitment: Skillfully negotiates the toughest situations with internal and external groups

  • Gains Commitment: Consistently finds creative solutions to the most difficult problems

  • Gains Commitment: Champions the agreement or plan, and motivates others to be champions

Lives the University’s beliefs and leads by consistent example; daily actions are consistent with espoused values beliefs and demonstrates expectations. Helps others understand the organization's vision and values and keeps them at the forefront of organizational decision-making and action.

Unacceptable (1)/Marginal (2) 

  • Leadership Presence: Behaviors do not reflect the University’s beliefs.

  • Leadership Presence: Actions don’t match words

  • Leadership Presence: Does not show respect for others

  • Leadership Presence: Unable to get things done; waits for others to step in

Meets Expectations (3)  

  • Leadership Presence: Positive about the University and its beliefs; communicates the values to others

  • Leadership Presence: Walks the talk; leads by example

  • Leadership Presence: Demonstrates respect for the rights, dignity, and differences of others.

  • Leadership Presence: Knows how to get things done

Exceeds Expectations (4)/Exemplary (5) 

  • Leadership Presence: Recognizes and rewards others who live and reflect the University’s values beliefs

  • Leadership Presence: Consistently inspires others through words and actions

  • Leadership Presence: Continuously promotes an open and respectful environment

  • Leadership Presence: Is looked to in a time of crisis; moves others to act

Takes positive action, using appropriate interpersonal styles and methods, to reduce tension or conflict between two or more people. Effectively handles antagonistic situations using objectivity and avoiding personal attacks.

Unacceptable (1)/Marginal (2) 

  • Manages Conflict: Avoids conflict situations where action in needed

  • Manages Conflict: May drive for a solution without understanding the problem or before others are ready

  • Manages Conflict: Acts in ways that escalate conflict; may engage in personal attacks

  • Manages Conflict: Gives in and says yes too soon; conversely, may be overly competitive and need to win every dispute

Meets Expectations (3)  

  • Manages Conflict: Recognizes and addresses conflicts quickly

  • Manages Conflict: Collects information to understand the conflict; listens to all sides

  • Manages Conflict: Stays focused on resolving the conflict

  • Manages Conflict: Finds common ground; and settles disputes equitably

Exceeds Expectations (4)/Exemplary (5)  

  • Manages Conflict: Anticipates and acts to address potential conflict situations; helps others address difficult situations

  • Manages Conflict: Identifies and gains agreement on the key issues to be resolved

  • Manages Conflict: Uses conflict as an opportunity for improvement

  • Manages Conflict: Resolves conflicts in ways that strengthens relationships within the organization; creates “win-win” results

Recognizes and acknowledges strengths in others. Provides timely guidance and feedback to help others develop knowledge and skill areas to accomplish tasks or solve problems.

Unacceptable (1)/Marginal (2) 

  • Mentors and Coaches: Does not coach or mentor other employees; does not acknowledge the strengths in others

  • Mentors and Coaches: Feedback is infrequent; avoids difficult conversations

  • Mentors and Coaches: Does not provide clear expectations or guidance, and does not follow-up or check for understanding

  • Mentors and Coaches: Assumes what employees and coworkers need; may have trouble adapting to their needs

Meets Expectations (3)  

  • Mentors and Coaches: Willingly mentors other employees who need help and further development

  • Mentors and Coaches: Provides honest and timely feedback and reinforcement

  • Mentors and Coaches: Explains and demonstrates expected behaviors; encourages questions to ensure understanding

  • Mentors and Coaches: Is an active listener; adapts mentoring to the needs of employees and coworkers

Exceeds Expectations (4)/Exemplary (5)  

  • Mentors and Coaches: Seeks out opportunities to mentor and coach employees; showcases the successes of others

  • Mentors and Coaches: Looks for opportunities to give appropriate feedback on performance; reinforces efforts and checks on progress

  • Mentors and Coaches: Explains, demonstrates, and reinforces expected behaviors, knowledge, and skills; is a role model

  • Mentors and Coaches: Inspires employees and coworkers to develop and grow

Last updated: 04/07/2021