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TABLE OF CONTENTS

COMPETENCIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Core and Job Competencies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Competencies that Apply to Your Job. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
How to Use this Guide. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Competencies at a Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

CORE COMPETENCIES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Acting Ethically and with Integrity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Supporting a Diverse and Inclusive Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

FRONT LINE STAFF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6


Serving Customers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Displaying Creativity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Prioritizing and Organizing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Acquiring and Analyzing Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Supporting Coworkers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Managing Performance (Managing at Least One Full-Time Staff Member) . . . . . . . . 11

MID LEVEL STAFF. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12


Championing Customer Needs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Evaluating and Implementing Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Developing Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Making Accurate Judgments and Decisions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Building and Supporting Teams. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Managing Talent (Managing at Least One Full-Time Staff Member). . . . . . . . . . . . . . . . 17

UPPER LEVEL STAFF. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18


Building a Customer Focused Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Driving Continuous Improvement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Acting Strategically . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Thinking Broadly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Collaborative Leadership. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Leading and Inspiring People (Managing at Least One Full-Time Staff Member). 23

COMPETENCIES
The way you do your work is just as important as what you accomplish. Thats the importance of
competencies. Competencies are realistic, observable behaviors that relate to your goals. In other words, they
are the skills you need to fulfill the responsibilities of your job. This Competency Guide is designed to give
greater detail about the competencies required of you in your position. It is intended to make clear what
the standards of performance are across all levels of staff positions, and ensure that the university maintains
consistent expectations of managers. Competencies make up 30 percent of your performance rating, with
the additional 70 percent coming from your goals.
Core and Job Competencies
There are two types of competencies and each is described in detail in this guide. The first type is core
competencies. Core competencies are the behaviors and skills that are expected of every staff member,
regardless of level. AUs two core competencies, also stated values of the university, include Acting Ethically
and with Integrity, and Supporting a Diverse and Inclusive Community. In the guide, youll find a
definition for each core competency, as well as descriptions of three levels of performance does not
meet expectations, meets expectations, and exceeds expectations to provide a consistent, transparent
definition for all levels of staff.
The second type of competency is called job competency. Job competencies are assigned to you based on
the level of your position the higher the level of your job, the greater the skills and behaviors that are
expected of you based on the scope and impact of your work. There are three levels of job competencies a
set for front line, mid level, and upper level staff. Unlike the old Performance Management Program's staff
competencies in which individuals chose which competencies applied to them, competencies are assigned in
the new PMP. Assigned competencies make sure a consistent, transparent, and high standard of behavior is
in place and provide common criteria on which all staff will be evaluated.
Competencies that Apply to Your Job
All positions in the Associate, Specialist and Coordinator/Analyst bands are assigned Front Line
competencies. Positions in the Senior Coordinator, Project Leader, Team Leader, and Function Leader,
Cluster B are assigned Mid Level Competencies. Positions in Function Leader, Cluster A and Division
Leader are assigned Upper Level Competencies. Regardless of level, if you supervise at least one full-time
staff member, you will have one people management competency that defines your responsibilities as a
people manager.
How to Use this Guide
Core competencies are listed on the first pages of the guide and are color-coded red. Job competencies follow
and are sorted by position level: front line (yellow), mid level (green), and upper level (blue). Included in
each level are the people management competencies that apply to staff who manage at least one full-time
staff member. At the top of each competency, you will see a four-point definition for the competency. The
table on each page goes into greater detail of the different performance proficiencies.

PERFORMANCE MANAGEMENT STAFF COMPETENCIES: CREATING ASUCCESSFULU

Competencies at a Glance
The table below provides the names of the competencies that apply to each of three levels, and offers more
information on which level applies to your job:
FRONT LINE
CORE

MID LEVEL

Core
Competencies

UPPER LEVEL

Acting ethically and with integrity

Supporting a diverse and inclusive community

JOB

MANAGERIAL

Customer
Support

Serving customers

Innovation
and Change

Displaying creativity

Planning and
Organizing

Prioritizing and

Problem
Solving
Collaboration

People
Management

Championing customer

Building a customer

needs

focused organization

Evaluating and

Driving continuous

implementing ideas

improvement

Developing plans

Acting strategically

Acquiring and

Making accurate

Thinking broadly

analyzing information

judgments & decisions

Supporting coworkers

Building and

Collaborative

supporting teams

leadership

Managing talent

Leading and

organizing

Managing performance

inspiring people

We recommend that you keep this guide as a handy reference. The competencies and their details are
replicated in the AsuccessfulU performance system, making performance management easy for you and your
manager.

PERFORMANCE MANAGEMENT STAFF COMPETENCIES: CREATING ASUCCESSFULU

CORE COMPETENCIES
ACTING ETHICALLY AND WITH INTEGRITY
Follows through on commitments; lets others know his/her true intentions.
1. Acts in an honest and trustworthy manner based on personal accountability and conviction to do the
right thing.
2. Demonstrates a high level of dependability in all aspects of the job.
3. Thinks carefully about the likely effect on others of one's words, actions and behavior. Maintains
stable performance and emotional control when faced with opposition, pressure, hostility from others
and/or stressful conditions.
4. Maintains confidentiality of sensitive information; explains to people why he/she can or cannot
share certain types of information.
PROFICIENCY

PERFORMANCE INDICATORS AND BEHAVIORAL EXAMPLES

Does not meet

does not fulfill commitments


says one thing and does another
intentionally makes inaccurate statements to influence or mislead
others
is not tactful or diplomatic
does not stay calm when facing others anger, or complaints
does not adhere to work schedule (arrival, lunch, departure)
shares sensitive or confidential information
does not comply with American Universitys policies and procedures

Meets

fulfills commitments
words and actions are consistent
expresses views openly and honestly
is tactful and diplomatic
stays calm when facing others anger or complaints
adheres to work schedule
maintains sensitive or confidential information
complies with American Universitys policies and procedures

Exceeds

exceeds the expectations of those to whom commitments were made


expresses views openly and honestly and encourages others to do
the same
is a role model for tactful and diplomatic behavior
effectively defuses anger and other adverse reactions and remains a
calming force for others
consistently adheres to work schedule (arrival, lunch, departures)
serves as model to others on compliance with American Universitys
policies and procedures

PERFORMANCE MANAGEMENT STAFF COMPETENCIES: CREATING ASUCCESSFULU

SUPPORTING A DIVERSE AND INCLUSIVE COMMUNITY


Works well with people of diverse personalities, learning styles, and life experiences,
as well as group or social differences including race, ethnicity, class, gender, sexual
orientation, socioeconomic, country of origin, cultural, political, religious, or other
affiliations. Seeks out, values, and utilizes the knowledge and experiences of the diverse
community.
1. Calls attention to comments, behaviors, or practices that may be perceived as unfair, biased, or critical
toward people with certain backgrounds and beliefs; does not tolerate practices that promote biases or
stereotyping.
2. Encourages and promotes practices that support all types of diversity; reviews policies and practices to
make sure they do not adversely affect people from different demographic or cultural groups.
3. Enjoys working with people who come from different backgrounds; shows appreciation for the values
and histories of other people; strives to learn from people whose backgrounds and experiences are
different from his/her own.
4. Sensitive to cultural differences and beliefs; shows respect for the beliefs and traditions of others;
avoids doing or saying things that might offend others.
PROFICIENCY

PERFORMANCE INDICATORS AND BEHAVIORAL EXAMPLES

Does not meet

uses language or behavior that is exclusionary or offensive in nature


does not solicit opinions from many diverse perspectives
does not consider different ideas when making a decision
unaware of biases that impact decision-making
communicates and/or mentors selectively
does not adhere to American Universitys policy on nondiscrimination and harassment

Meets

uses language or behavior that is inclusive and non-offensive


solicits diverse views and opinions
aware of biases that affect decision-making and seeks other input
attempts to communicate with and/or mentors
adheres to American Universitys policy on non-discrimination and
harassment

Exceeds

creates a respectful workplace and does not tolerate insensitivity


recognizes, seeks, and considers diverse views and opinions
goes out of way to include others
successfully communicates with and/or mentors colleagues and
direct reports
promotes American University policy on non-discrimination and
harassment

PERFORMANCE MANAGEMENT STAFF COMPETENCIES: CREATING ASUCCESSFULU

FRONT LINE STAFF


SERVING CUSTOMERS
Has sufficient knowledge of programs and services and helps customers enthusiastically;
communicates well with customers and follows up as necessary; is always professional and
represents the organization positively.
1. Builds strong relationships with customers; proactively reaches out to learn about customer goals and
interests; stays aware of customer needs, concerns and satisfaction.
2. Effectively manages customer expectations; does not promise things that he/she cannot deliver.
3. Resolves customer concerns in a calm, positive, and sensitive manner; makes customers feel valued
and appreciated.
4. Responds promptly to customer questions and requests; takes responsibility for meeting customer
needs.

PROFICIENCY

PERFORMANCE INDICATORS AND BEHAVIORAL EXAMPLES

Does not meet

doesn't follow service procedures or know products well


inadequate customer follow-through
inconsistent customer communication
does not take accountability for service problems
unavailable to customers

Meets

available to customers
follows service procedures
follows through with customers
handles service problems
knows products and/or services
professional demeanor

Exceeds

always available to customers


always follows service procedures
always handles customer inquiries
communicates well with customers
highly professional demeanor
takes responsibility for service problems

PERFORMANCE MANAGEMENT STAFF COMPETENCIES: CREATING ASUCCESSFULU

DISPLAYING CREATIVITY
Uses creativity appropriately to drive progress and encourages others to do the same;
makes innovation a priority among team members; encourages reasonable and calculated
risk taking.
1. Considers situations and problems from novel and diverse perspectives; views things differently from
how others might approach them.
2. Develops imaginative ideas to drive the business forward; comes up with creative, new ways of doing
things.
3. Produces a wide range of ideas and suggestions when presented with a problem or challenge.
4. Questions existing assumptions and beliefs; encourages people to think of alternative ways of doing
things.
PROFICIENCY

PERFORMANCE INDICATES AND BEHAVIORAL EXAMPLES

Does not meet

can be inflexible problem-solver


does not give others the freedom to innovate
could take more risks
needs to create new ideas more frequently
may not actively support change
sometimes overreacts to mistakes

Meets

accepts and supports change


is a creative problem solver
suggests new ideas and approaches to tactical problems
supports team creativity and innovation
willing to take calculated risks
takes mistakes in stride

Exceeds

actively encourages team innovation


is a decisive and calculated risk-taker
generates many creative, yet feasible approaches to tactical
problems
embraces new ideas and view changes as exciting opportunities
makes relevant connections between new ideas

PERFORMANCE MANAGEMENT STAFF COMPETENCIES: CREATING ASUCCESSFULU

PRIORITIZING AND ORGANIZING


Allocates time and attention based on what is most important to achieve key goals and
objectives. Effectively organizes and balances tasks and priorities to keep multiple projects
on track.
1. Allocates time and attention based on what is the most important to achieve key goals and objectives;
spends time on the things that matter most for achieving objectives.
2. Approaches work in an organized and systematic manner; effectively manages tasks, information,
and requests; keeps track of his/her assigned activities and commitments; able to stay on top of lots of
information and activities.
3. Assigns and communicates work priorities; lets people know what things are most important;
recognizes that some activities are not as critical as others; communicates when something is nice to
have rather than a requirement.
4. Identifies potential roadblocks or obstacles that may affect progress; takes steps to address and resolve
problems before they occur.

PROFICIENCY

PERFORMANCE INDICATORS AND BEHAVIORAL EXAMPLES

Does not meet

treats all tasks as equally important


focuses on amount of work instead of quality
work is not aligned with organization's mission and strategy
inadequate time-management skills
sometimes lacks initiative to accomplish critical tasks
does not base task completion on level of priority

Meets

organized
communicates priorities to coworkers
overcomes obstacles that impede progress
focuses on important tasks and takes initiative to get them done
prioritizes work based on university goals and supervisor direction
practices good time-management

Exceeds

quickly distinguishes important tasks


eliminates obstacles for self and other
is extremely well organized
helps others to remain focused on key objectives

PERFORMANCE MANAGEMENT STAFF COMPETENCIES: CREATING ASUCCESSFULU

ACQUIRING AND ANALYZING INFORMATION


Consults the appropriate resources to obtain and/or analyze information. Asks the right
questions to assess and interpret information received.
1. Collects information from a range of sources to assist and guide job activities; constantly updates his/
her knowledge regarding job relevant problems and topics.
2. Interprets and analyzes information, including instructions and guidelines, to make appropriate
decisions.
3. Consults with others on problems and activities; reaches out to others to gather relevant information
and ideas.
4. Demonstrates effective skills collecting and researching facts and information pertaining to his/her
work; knows how to get the information needed to do their job.
PROFICIENCY

PERFORMANCE INDICATORS AND BEHAVIORAL EXAMPLES

Does not meet

makes decisions without consulting others or asking for their input


has difficulty finding information needed to make effective decisions
does not interpret information accurately at times
occasionally misunderstands directions or guidelines

Meets

reaches out to others to gather relevant information or ask for


assistance in interpreting information
constantly updates his/her knowledge regarding job relevant
problems and topics
asks effective questions to obtain, interpret or analyze information
to help him/her perform their job
demonstrates effective skills researching facts and instructions
pertaining to his/her work
knows how to get the information needed to do their job





Exceeds

gets information needed from others in the quickest means possible


helps others seek and acquire information faster than they can do on
their own
pushes for better access to information and clearer instructions
when needed
keeps knowledge up to a professional and expert level
finds new ways to analyze information and problem solve more
effectively
always follows protocol with sensitive information

PERFORMANCE MANAGEMENT STAFF COMPETENCIES: CREATING ASUCCESSFULU

SUPPORTING COWORKERS
Contributes to team performance by providing encouragement and support. Helps others
overcome obstacles and successfully accomplish goals.
1. Adjusts his/her work approach to accommodate needs and preferences of others; considers how his/her
actions will affect others; listens and acts on suggestions made by others.
2. Looks for ways to help his/her coworkers; responds positively to requests for assistance; shares
information and ideas to help others achieve their goals.
3. Shows appreciation toward other people in the organization; thanks people for their contributions;
welcomes new members to the organization.
4. Volunteers to assist with group activities and needs; looks for ways to contribute to the team.

10

PROFICIENCY

PERFORMANCE INDICATORS AND BEHAVIORAL EXAMPLES

Does not meet

does not respond to others' needs


rarely accommodates others
could be more open-minded
could be more collaborative
does not support new members
excessively critical of others

Meets

willing to help
appreciates others
welcomes new team members
collaborates with others
seeks help to resolve team conflicts
proactively shares information and suggestions to help new team
members get up to speed as fast as possible

Exceeds

flexible and open-minded


excellent listening skills
able to resolve conflict
promotes team spirit
always includes others

PERFORMANCE MANAGEMENT STAFF COMPETENCIES: CREATING ASUCCESSFULU

MANAGING PERFORMANCE
(Managing at Least One Full-Time Staff Member)
Has an authentic interpersonal style that engages others and encourages high
performance. Uses personal influence to encourage and support.
1. Clearly defines and communicates roles and responsibilities; follows up to make sure people
understand and are committed toward meeting their goals and objectives.
2. Delivers feedback, recognition, and rewards in a consistent manner; holds people equally accountable
for meeting performance expectations regardless of their background, position, or past performance.
3. Gives people constructive feedback when their behavior does not align with stated goals and/
or university procedures; lets people know where they stand in terms of performance; clearly
communicates when people are not meeting expectations.
4. Holds people accountable for accomplishing objectives and complying with rules and policies;
recognizes and rewards people who achieve results and deliver on performance expectations;
differentiates the rewards given to employees based on their level of performance.
PROFICIENCY

PERFORMANCE INDICATORS AND BEHAVIORAL EXAMPLES

Does not meet

Meets

Exceeds

sometimes provides feedback as an attack, rather than tactful,


constructive criticism
does not set clear expectations
needs to challenge poor performers and confront tough issues
rarely communicates the connection between employees'
performance and AU's organizational goals
handles tough performance issues tactfully and professionally
establishes clear focus to help employees support organizational
goals
sets clear standards
builds trust
proactively identifies and resolves potential performance issues
sets ambitious goals and holds employees accountable for achieving
them
motivates employees to continually exceed the expectations they
set for themselves

PERFORMANCE MANAGEMENT STAFF COMPETENCIES: CREATING ASUCCESSFULU

11

MID LEVEL STAFF


CHAMPIONING CUSTOMER NEEDS
Provides timely and professional service to both internal and external customers (students,
faculty, staff, and other constituents); is responsive to customer needs and requests; is
always courteous to the customer and considers the needs of the customer when making
decisions.
1. Actively gathers and monitors information on customer satisfaction; informs people regarding
customer service levels and trends related to customer satisfaction.
2. Defends customer interests and goals; acts as an advocate for the customer during internal
conversations within the organization.
3. Encourages people to think about customers when making decisions; reminds people that customer
service is everyone's responsibility.
4. Places high priority on customer needs and concerns; calls attention to issues that impact customer
satisfaction; views things from the perspective of customers.
PROFICIENCY

PERFORMANCE INDICATORS AND BEHAVIORAL EXAMPLES

Does not meet

sometimes appears unresponsive to customers


doesn't seek to understand customer perspective
inadequate concern for customer satisfaction
should seek more customer feedback

Meets

regularly seeks and considers customer perspective


courteous to all customers
follows through with internal and external customers, asking them if
there is anything further he/she may do to help
regularly seeks customer feedback to improve own performance
includes customer viewpoint in decision making



Exceeds

12

actively seeks customer feedback


always follows through on all commitments to customers
always looks for new ways to help customers
always seeks customer's perspective
always conscientious with customers, no matter the attitude of
customers
anticipates and responds effectively to customer viewpoints

PERFORMANCE MANAGEMENT STAFF COMPETENCIES: CREATING ASUCCESSFULU

EVALUATING AND IMPLEMENTING IDEAS


Uses creativity appropriately to drive progress and encourages others to do the same;
makes innovation a priority among team members; encourages reasonable risk taking.
1. Clearly defines requirements and resources needed to implement new ideas; approaches innovation
with a practical, task oriented mindset.
2. Considers constraints that limit innovation; works within constraints to create novel approaches; finds
ways to make the most out of existing resources; separates critical requirements from nice to haves in
order to create workable solutions.
3. Converts ideas from general concepts into actionable plans; swiftly moves from ideas to
implementation.
4. Views ideas and suggestions from a pragmatic, user oriented perspective; effectively determines if ideas
will work in operation.
PROFICIENCY

PERFORMANCE INDICATORS AND BEHAVIORAL EXAMPLES

Does not meet

Meets

Exceeds

treats feedback as personal attacks


focuses on creating ideal applications rather than zeroing in on
practical innovations
develops unworkable or unmanageable ideas and plans
sometimes fails to account for operational constraints that may limit
or impact the ability to execute ideas
moves slowly from ideas to implementation because unable to fully
accept change
views ideas and suggestions from a pragmatic, user oriented
perspective
effectively determines if ideas will work in operation, given available
resources
finds ways to make the most out of existing resources, even amid
change
clearly defines requirements and resources needed to implement
new ideas
approaches innovation with a practical, task-oriented mindset
converts ideas from general concepts into actionable plans
successfully presents ideas to superiors
critical of ideas and determines successful implementation tactics
teaches others to develop/improve evaluating and implementing
skills
identifies ways to improve ideas without delaying implementation
promotes ideas and drives creativity
develops creative, easy, executable ideas

PERFORMANCE MANAGEMENT STAFF COMPETENCIES: CREATING ASUCCESSFULU

13

DEVELOPING PLANS
Proactively develops plans that meet the organization's goals; engages in short-term as
well as long-term planning, including contingency plans and ways to maintain focus on key
objectives; considers wise use of resources in setting plans.
1. Accurately estimates time and resources needed to accomplish tasks; carefully thinks through planned
activities and identifies what will be required to carry them out.
2. Clearly defines goals and milestones and the actions required to accomplish them.
3. Effectively documents plans; uses tools and methods to support effective communication of plans;
designs plans at an appropriate level of detail that is easy to understand.
4. Plans activities taking into account interdependencies and resource requirements; considers possible
changes, constraints or other obstacles that might affect plans; creates alternate plans when necessary.

14

PROFICIENCY

PERFORMANCE INDICATORS AND BEHAVIORAL EXAMPLES

Does not meet

doesn't follow long-term plans


doesn't get support for plans
doesn't make contingency plans
doesn't plan for others' time
develops inadequate long-range plans

Meets

takes initiative to create contingency plans and anticipate needs


follows long-term plans
aligns plans with key goals
allocates adequate resources
generates support to accomplish goals

Exceeds

always follows long-term plans


creates excellent contingency plans
effectively allocates resources and time
is an outstanding planner
creates plans that support organizational goals
gets critical support from organization

PERFORMANCE MANAGEMENT STAFF COMPETENCIES: CREATING ASUCCESSFULU

MAKING ACCURATE JUDGMENTS AND DECISIONS


Makes confident, timely, fact-based, decisions drawing on a broad range of resources. Acts
on decisions with a sense of calculated risk-taking. Ensures others understand the decision
before moving forward.
1. Able to logically defend and explain judgments and decisions; provides clear rationale for decisions.
2. Bases decisions and evaluations on a careful and systematic review of relevant facts and information.
3. Considers short and long-term implications of decisions; thinks through the consequences of different
courses of action.
4. Takes steps to clearly and accurately define the problem before seeking a solution; avoids making
assumptions or rushing to judgment.
PROFICIENCY

PERFORMANCE INDICATORS AND BEHAVIORAL EXAMPLES

Does not meet

makes decisions based on inadequate information


needs to consider consequences of decisions
does not regularly get input from others
does not adequately explain decisions
sometimes overreacts to mistakes

Meets

competent under pressure


makes timely decisions
makes decisions systematically
uses good judgment
makes collaborative decisions
willing to take risks

Exceeds

constantly seeks input from others


can make tough, unpopular decisions
proactively considers options and/or contingencies
makes decisions promptly and efficiently, never reacting impulsively
systematically gathers information
uses excellent judgment

PERFORMANCE MANAGEMENT STAFF COMPETENCIES: CREATING ASUCCESSFULU

15

BUILDING AND SUPPORTING TEAMS


Is an honest and dependable team player who contributes to group collaboration and
consensual decision making and shows empathy and respect for others. Builds and
maintains good working relationships.
1. Actively participates in team meetings and activities; involves others in decisions and projects;
leverages the skills and interests of coworkers to achieve goals and solve problems.
2. Encourages people to think of themselves as a team; talks about projects and goals in terms of group
accomplishments and efforts; focuses on shared interests and goals.
3. Shows enthusiasm toward being a member of the group; conveys respect and appreciation toward the
talents and contributions of fellow team members; takes pride in being part of the team.
4. Supports team decisions; gets behind team projects; actively contributes time and effort to help the
team achieve its shared goals.
PROFICIENCY

PERFORMANCE INDICATORS AND BEHAVIORAL EXAMPLES

Does not meet

sometimes doesn't meet responsibilities


occasionally misses team deadlines
does not share information at times
needs to support team leader and team decisions
excessively critical
damages relationships

Meets

proactively supports team activities and identifies way to help


others
supports team leader and team vision
meets team deadlines
open-minded
listens to team members
works well with others

able to resolve conflict effectively


always a team player
clear on responsibilities and deadlines
possesses excellent listening skills
builds exceptionally strong relationships

Exceeds

16

PERFORMANCE MANAGEMENT STAFF COMPETENCIES: CREATING ASUCCESSFULU

MANAGING TALENT
(Managing at Least One Full-Time Staff Member)
Has an authentic interpersonal style that engages others and encourages high
performance. Uses personal influence to encourage and support each employee and
connects their role to organizational and team success. Provides timely guidance
and feedback to help others strengthen specific knowledge and develop skill areas to
accomplish tasks or solve problems.
1. Holds people accountable for accomplishing objectives and complying with rules and policies;
recognizes and rewards people who achieve results and deliver on performance expectations;
differentiates the rewards given to employees based on their level of performance.
2. Gives people constructive feedback when their behavior does not align with stated goals and/
or university procedures; lets people know where they stand in terms of performance; clearly
communicates when people are not meeting expectations.
3. Encourages people to fully realize their potential; supports people's career goals and encourages them
to move to develop in their career; actively promotes people's talents and helps them move to new
positions within the organization.
4. Invests time and resources towards building the capabilities of team members; ensures that people's
jobs contain a healthy mix of developmental activities; helps people define career goals and establish
development plans to achieve them.
PROFICIENCY

PERFORMANCE INDICATORS AND BEHAVIORAL EXAMPLES

Does not meet

Meets

Exceeds

does not set clear expectations


needs to challenge poor performers and confront tough issues
sometimes gives feedback in an ineffective manner
does not always seek to understand employee's development
interests
mentors selectively
gives constructive criticism by sharing examples
partners with all employees to encourage their development
regularly provides constructive feedback in a professional manner,
focusing on both strengths and weaknesses
handles tough performance issues tactfully and professionally
fosters inclusion and collaboration throughout the development
process
proactively identifies and resolves potential performance issues
gives concrete assistance that reflects strong understanding of
employee's development needs
provides clear feedback that is thoughtful, well-informed, and
engaging
leverages team member skills and identifies unique ways to develop
their talents

PERFORMANCE MANAGEMENT STAFF COMPETENCIES: CREATING ASUCCESSFULU

17

UPPER LEVEL STAFF


BUILDING A CUSTOMER FOCUSED ORGANIZATION
Scans the environment for opportunities to serve students and customers or accelerate
performance; encourages people to execute on opportunities to drive services forward.
1. Calls attention to opportunities to serve students and customers or accelerate performance; encourages
people to take chances to drive service forward.
2. Utilizes resources to move the programs and service forward; creates compelling arguments explaining
the advantages associated with different opportunities.
3. Moves to increase the capabilities and performance of the unit; willing to take risks to capitalize on
opportunities.
4. Scans the environment for opportunities to generate new programs or service or increase operational
efficiencies.
PROFICIENCY

PERFORMANCE INDICATORS AND BEHAVIORAL EXAMPLES

Does not meet

Meets

Exceeds

18

focuses on existing activities without thinking about new


opportunities
overlooks chances to develop new programs or services or improve
operational performance
reluctant to take risks associated with leveraging opportunities
takes a guarded, conservative approach toward opportunities
sometimes fails to act on opportunities
does not push him/herself or others to take decisive action to realize
opportunities
looks for opportunities to generate new programs or services or
increase operational efficiencies
willing to take risks to capitalize on opportunities
calls attention to opportunities to grow the programs or services or
accelerate performance
encourages people to take chances to drive the performance forward
utilizes resources to move programs and services forward
creates compelling arguments explaining the advantages associated
with different opportunities
always capitalizes on promising opportunities
proactively forecasts impact of potential opportunities to make
sound resource decisions
promotes engaging communication about future opportunities
takes chances that result in benefits to the university
finds innovative opportunities for employees and partners
successfully generates new programs, services, or operational
efficiencies

PERFORMANCE MANAGEMENT STAFF COMPETENCIES: CREATING ASUCCESSFULU

DRIVING CONTINUOUS IMPROVEMENT


Uses formal and informal tools and techniques to achieve operational excellence. Maintains
a constant focus on efforts to improve performance, quality and efficiency of work
processes.
1. Emphasizes the use of standardized work methods that support incremental, ongoing improvement;
examines past practices and results in order to learn from experience.
2. Establishes methods to continuously monitor and improve performance of systems and processes;
creates and utilizes metrics to drive continuous improvement.
3. Seeks out and adopts practices from other departments or companies that can be used to improve
performance; compares and benchmarks performance practices against those of other organizations.
4. Utilizes specialized methods and techniques to support continuous improvement.
PROFICIENCY

PERFORMANCE INDICATORS AND BEHAVIORAL EXAMPLES

Does not meet

rarely proactive about development


sometimes criticizes and resists reasonable changes
provides few corrective solutions
does not adequately monitor performance

Meets

actively tracks performance improvement efforts of self and others


to ensure success
understands organization's strengths and weaknesses to suggest
feasible improvements
actively monitors performance on an ongoing basis
identifies and takes action when performance is lagging
focuses on improving quality by encouraging others to embrace
necessary changes

Exceeds

seeks innovative ways to overcome weaknesses


takes initiative and action
willing to make innovation a high priority and invest in improvement
pushes others to constantly focus on performance improvement
is highly committed to improvements at all levels (employee,
department, university, etc.)
champions operational excellence

PERFORMANCE MANAGEMENT STAFF COMPETENCIES: CREATING ASUCCESSFULU

19

ACTING STRATEGICALLY
Identifies key issues and relationships relevant to achieving long range goals or vision;
commits to course of action to accomplish goals after developing alternatives based on
logical assumptions, facts, available resources, constraints, and organizational values.
Develops priorities with the right balance of short and long-term wins.
1. Addresses activities that do not align or support the broader strategic goals of the university; prioritizes
resources based on the strategic objectives of the organization; calls attention to activities that do not
align with the university's mission, vision, and strategy.
2. Aligns day-to-day activities around broader organizational goals and objectives; evaluates current
actions and decisions based on whether they support future goals and objectives.
3. Defines job tasks and objectives based on the broader strategic goals of the university; assigns people
projects and activities that are directly linked to strategic goals and needs.
4. Recognizes and rewards people based on how their actions support the broader needs of the university;
encourages people to work on activities that have the greatest value for helping the university achieve
its strategic goals.
PROFICIENCY

PERFORMANCE INDICATORS AND BEHAVIORAL EXAMPLES

Does not meet

doesn't demonstrate understanding of the industry


needs to focus team on strategy
doesn't always take initiative to anticipate problems
doesn't generate strategic alternatives
often does not consider long-term goals

Meets

puts the organization first


aligns day-to-day work with overall strategy
demonstrates understanding of the industry
aware of competitors and partners
considers multiple strategic approaches
balances short and long-term goals

Exceeds

clearly maps steps toward strategy


focuses team on strategic goals
demonstrates mastery level knowledge of industry and
organizational dynamics
accurately analyzes complex issues
generates many alternative solutions
uses short-term goals to support long-term strategy

20

PERFORMANCE MANAGEMENT STAFF COMPETENCIES: CREATING ASUCCESSFULU

THINKING BROADLY
Able to approach problems from different perspectives.
1. Approaches issues from a high level, system perspective; identifies broader contextual issues,
constraints and objectives that may affect the current situation or problem.
2. Recognizes connections between different elements of complex systems; considers how changes to one
part of a system will affect other areas.
3. Recognizes interdependencies between different actions and outcomes; considers long-term
consequences and implications associated with actions or events.
4. Sees relationships between diverse systems, organizations, or environments; considers problems and
actions from a range of viewpoints.
PROFICIENCY

PERFORMANCE INDICATORS AND BEHAVIORAL EXAMPLES

Does not meet

Meets

Exceeds

views problems and situations narrowly


only focuses on those things that are directly and clearly associated
with problem
dismisses or downplays impact his/her actions and decisions may
have over the long-term
makes decisions in isolation without fully considering their
consequences
focuses on problems and issues in isolation
unable to see things from multiple perspectives
identifies broader contextual issues, constraints, and objectives that
may affect the current situation or problem
recognizes interdependencies between different actions and
outcomes
considers long-term consequences and implications associated with
actions or events
sees relationships between diverse systems, organizations, or
environments
recognizes connections between different elements of complex
systems
able to see problems from a range of viewpoints
approaches issues from a high level, system perspective
master of thinking in ways others do not
accurately predicts consequences and always avoids problems
fully understands the effects of one event and their repercussions
and consequences
finds ways to think about problems

PERFORMANCE MANAGEMENT STAFF COMPETENCIES: CREATING ASUCCESSFULU

21

COLLABORATIVE LEADERSHIP
Defuses conflict; encourages negotiation and workplace diplomacy; is a good
communicator who utilizes group decision making to encourage positive group dynamic.
1. Creates consensus and buy-in for ideas and goals with people in other groups, areas or organizations;
builds alliances as appropriate.
2. Diplomatically handles disagreements and conflicts; responds to conflicts with a positive, respectful,
and flexible attitude.
3. Seeks solutions that consider the needs of multiple groups; compromises on positions when
appropriate.
4. Sensitive to how his/her actions may be interpreted by others; looks at things from other people's point
of view; takes care to communicate so actions are perceived positively.
PROFICIENCY

PERFORMANCE INDICATORS AND BEHAVIORAL EXAMPLES

Does not meet

becomes emotional dealing with conflict


alienates people, perhaps unknowingly
does not support colleagues consistently
impatient and pushy at times
sometimes does not come across as credible
can be overly argumentative

Meets

uses good listening, communication skills


diplomatic at all times
politically aware
uses connections to accomplish organizational goals
gives and receives support
shares useful information with team

Exceeds

ensures that self and team listens to all, hears all sides
identifies key decision makers
makes an excellent impression
promotes candid and open atmosphere
very credible and models tact and diplomacy even in the tensest
situations
fair and impartial

22

PERFORMANCE MANAGEMENT STAFF COMPETENCIES: CREATING ASUCCESSFULU

LEADING AND INSPIRING PEOPLE


(Managing at Least One Full-Time Staff Member)
Has an authentic interpersonal style that engages others and encourages high
performance. Uses personal influence to encourage and support. Emphasizes the
importance of people's contributions; lets people know why their work is important and
how it will benefit themselves and others; ties work activities to people's personal career
goals and life interests.
1. Aligns people's day-to-day actions to longer term goals and strategies and helps people see how their
work fits into the larger organizational vision. Gives people a sense of belonging to something greater
than themselves.
2. Emphasizes the importance of people's contributions. Lets people know why their work is important
and how it will benefit themselves and others. Appeals to people at a rational and emotional level.
3. Ties work activities to people's personal career goals and life interests. Helps people see how their
success is tied to the success of the university. Establishes links between organizational goals and
people's personal goals.
4. Holds people accountable for accomplishing objectives and complying with rules and policies;
recognizes and rewards people who achieve results and deliver on performance expectations;
differentiates the rewards given to employees based on their level of performance.
PROFICIENCY

PERFORMANCE INDICATORS AND BEHAVIORAL EXAMPLES

Does not meet

could show more enthusiasm for vision


needs to better understand vision, values
does not put tasks into larger context
assumes people are motivated
needs to challenge poor performers and confront tough issues
does not regularly tailor motivation to individuals

Meets

communicates vision, values to others


considers vision, values when planning
supports values in daily actions, decisions
emphasizes importance of other's contributions
shows an interest in others goals and feelings
handles tough performance issues tactfully and professionally

Exceeds

takes advantage of all viable opportunities to promote AU values and


goals
continually inspires team to achieve goals
proactively identifies and resolves potential performance issues
visionary about the future of AU and the importance of people in
this vision
passionately articulates how individual performance and success
impacts AU

PERFORMANCE MANAGEMENT STAFF COMPETENCIES: CREATING ASUCCESSFULU

23

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