VSU S GUIDE TO COMPETENCIES AND BEHAVIORALLY ANCHORED RATING SCALES (BARS)

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1 OVERVIEW Valdosta State University s performance management process focuses on what the employee does objectives and job responsibilities as well as how the employee does it competencies. Competencies are attributes, knowledge, skills, abilities, and other characteristics that contribute to individual success in the organization; they focus on how things get done. Competencies help drive individual and organizational performance. As part of the performance management process all employees are evaluated on seven core competencies: Accountability, Agility, Collaboration, Communication, Integrity, Productivity, and Service Excellence. These core competencies have been identified as critical for all levels of employees to demonstrate on a consistent basis for individual and organizational success. Five additional competencies have been identified as critical for exempt-level employees in leadership roles. These include: Inclusivity, Innovation, Results-Driven, Strategy, and Talent Management. RATING SCALE At the end of the performance year and during mid-year check-in employees will be rated on their performance against the relevant competencies. All ratings will be made using the following scale: Unsuccessful Emerging Successful Distinguished Exemplary Performance falls short of the minimum criteria and standards of this competency. Immediate and substantial improvement is necessary to address this area. Performance in this area is inconsistent and needs alignment and/ or development. Performance feedback and efforts to reinforce competency may provide the tools to achieve success. Incumbent meets the expected standards. Performance is steady, reliable, consistent, and maintained with a minimum amount of supervision. Performance clearly and consistently exceeds the expectation levels of this performance area. Demonstrates unusual proficiency in obtaining results with this competency and is recognized as a leader or mentor. BEHAVIORAL ANCHORS This document provides behavioral anchors (examples) of the competencies: Behavioral examples of the competencies are provided using the University s 5-point performance rating scale. These are examples of what behaviors could look like and are not inclusive of all behaviors that demonstrate each level of performance for the competency. Rather, this is a tool to help guide evaluations of employee performance and should not be used as a checklist for employees behaviors. Use this tool to help form an image of employee performance compared to the University s expectation. 1

2 Core: Accountability Definition: Accepts full responsibility for finding solutions to problems; takes ownership in the mission of the University and understands role in student success and satisfaction; Displays strong commitments to further organizational and community success; effectively addresses setbacks and ambiguity. Occasionally does not Follows through and Consistently meets meet commitments or meets personal personal time delivers commitments commitments on time. commitments. late. Holds self and others Consistently holds selfaccountable Occasionally demonstrates accountable for making for making a lack of accountability in principled decisions; decisions and addressing making decisions; is addresses unethical unethical behavior; stands uncomfortable addressing behaviors head-on. behind their own ethical unethical behavior. Commits to goals and principles in the face of Is reluctant to take takes initiative to achieve conflict. ownership of team them. Consistently commits to performance; provides Takes responsibilities goals and encourages limited coaching to team. seriously and consistently team members to become Is not always aware of the meets the public s involved in achieving importance of expectations for quality, objectives. responsibilities and the service, and Initiates responsibility and connection between the professionalism. demonstrates consistency job and public Almost always displays in meeting job and public expectations. calm, competent, and expectations. Usually presents a professional image. Consistently presents a professional image. Accepts responsibilities calm, competent, and Seeks out help from for finding solutions to professional image. supervisors when finding problems Regularly finds solutions solutions for problems for solving problems. Does not meet commitments or delivers commitments late. Bends the rules when faced with pressure from customers. Fails to take ownership of personal or team performance; refrains from coaching team members to improve performance. Dismisses the importance of responsibilities and the connection between the position and public perceptions. Fails to present themselves in a way that is consistent with University image. Expects other employees to find solutions to problems they are tasked with solving. Exceeds commitment to others by frequently delivering work early. Maintains ethical principles even in the most challenging circumstances. Generates enthusiasm among team members for accomplishing shared goals to elevate the team s success. Holds a strong commitment to exceeding customer service expectations. Consistently presents themselves as a polished professional. Goes above and beyond to find solutions for problems that are beyond the scope of their job responsibilities. 2

3 Core: Agility Definition: Quickly and effectively adapts to changing situations by altering their approach or way of thinking. Applies creative problem solving skills to develop solutions that eliminate unnecessary obstacles for students, parents, and other institutional constituents. Shows difficulty adjusting Adapts to changing Understands and to change depending on priorities and additional appreciates different and the situation. demands. opposing perspectives and In some instances, shows a Is flexible, open and shares new ideas for the lack of appreciation and receptive to new group to consider. understanding of different information, ideas and Actively supports changing perspectives. approaches which direction, goals, priorities In some situations enhance VSU s capacity to and responsibilities. demonstrates apathy or thrive in the future. Is willing to experiment resistance in adjusting to Accepts and cooperates in and take risks in trying a changing situations, the implementation of different approach. priorities and change. Switches roles and responsibilities. Modifies one s preferred procedures easily to Reluctantly modifies one s way of doing things when facilitate change and can preferred way of doing it benefits the whole be relied upon to help things. focusing on long term others in this process. Occasionally provides vision rather than short Effectively comes up with solutions that remedy term gains. creative solutions for questions or concerns with Consistently answers problems with institutional institutional processes. questions and comes up processes. with solutions that are related to institutional processes. Fails to change usual patterns of behavior or performance to meet specific expectations. Is not receptive to new information or viewpoints. Is unwilling to try or support a new approach. Refuses to modify one s way of doing things. Unsuccessful in coming up with solutions for providing answers that remove institutional obstacles. Anticipates and proactively responds to changing situations to achieve work results- generating new ideas, information and explores new possibilities. Embraces and champions change and works effectively within a variety of situations, individuals and/or groups to respond to change. Inspires, encourages, and provides guidance and support in response to change. Maintains and promotes receptivity, flexibility, and focus when dealing with uncertainty, change and transition. Predicts potential problems with institutional process and provides creative solutions for how to resolve those issues. 3

4 Core: Collaboration Definition: Cooperates with employees within/across departments to accomplish shared goals; treats others with dignity and respect while maintaining a friendly demeanor; acknowledges the values of others contributions to shared goals. Tends to isolate themselves from others while working toward team goals and objectives. Treats other team members with hostility or indifference. Talks about commitment to collaboration, but rarely demonstrates it in their actions. Works well with some people, but not others; is not generally regarded as a "team player". Usually waits for others to solve interpersonal conflicts and problems. Rarely participates in meetings, activities, and events Provides inconsistent feedback with different members of the team. Occasionally works with others to accomplish goals and tasks, although tends to complete projects individually. Occasionally demonstrates lack of interest and respect towards other members of the team. Is occasionally resistant to others' viewpoints when analyzing a situation or developing a solution. Sometimes has difficulty working well with others who have different viewpoints or perspectives. Occasionally initiates communication to resolve problems within the team. Occasionally attends and participates in meetings, activities and events. Sometimes is unwilling to provide feedback to team members. Consistently works with others to accomplish goals and tasks. Treats all team members with a respectful, courteous, and professional manner; supports team despite different points of view or setbacks. Considers the views of other people (and departments, if relevant) when analyzing a situation or developing a solution. Consistently works well with a variety of different people; rarely encounters someone they cannot work effectively with on a task/project. Regularly initiates communication to help solve interpersonal conflicts and problems. Consistently attends and actively participates in meetings, activities, and events when asked or required. Provides balanced feedback to improve team collaboration and functioning on a continuous basis. Proactively works with members of the team to complete goals. Demonstrates respect, professionalism and courtesy to team members and values the input of others. Honors commitment to teammates and is open to incorporating others' views to resolve a situation. Initiates interaction with teammates and others; generally works well with all people. Communicates in a manner that helps resolve interpersonal conflict and problems. Frequently attends department meeting, activities and events based on their own initiative; encourages others to attend. Provides feedback focused on improving the working relationship of the team. Frequently uses opportunities to work with others as a teaching tool to impart organizational knowledge and help others succeed. Actively seeks to eliminate "cliques" and assists in problem solving so that all team members are included; proactively and continuously improves collaboration. Builds loyalty among other team members (and departments, if relevant); promotes the University as a team; incorporates the viewpoints of team members to the same degree as their own. On a continuous basis, provides guidance to others as they work through conflicts and disagreements; and facilitates communication between people experiencing conflict who have previously been unable to solve problems. Volunteers on committees that are outside typical job responsibilities; exceeds the expectations of the job in participating in University initiatives and programs. 4

5 Core: Communication Definition: Expresses thoughts clearly and respectfully both orally and in writing; demonstrates effective listening skills; clearly understands instructions and conveys information effectively. Inconsistently expresses Expresses thoughts Writes and speaks thoughts clearly, whether clearly, both orally and in frequently in varied orally or in writing. writing. settings and styles to Occasionally does not Demonstrates effective convey messages and demonstrate adequate listening skills by being ideas in persuasive, effective listening skills via attentive and focused. effective and inspiring distraction, disinterest, Asks questions and shares manner. over reactive response, knowledge and Exhibits talented balance interruption and/ or information to help in listening to, seeking and somewhat inaccurate others clearly understand drawing out others views; restatement of others processes and desired accurately synthesizes view. results. individual and group In some situations is Gives, receives and acts conclusions. reluctant to question or upon helpful and timely Effectively encourages share knowledge and/or feedback. others to share knowledge information in timely and information in manner. accordance with roles and Rarely gives and receives responsibilities. helpful and timely Proactively communicates feedback and provides helpful and timely feedback. Ineffectively expresses thoughts clearly, whether orally or in writing. Fails to demonstrate effective listening skills via distraction, disinterest, over reactive response, interruption and/ or somewhat inaccurate restatement of others view. Does not ask questions or share knowledge and information to help others clearly understand processes and desired results. Fails to give and receive helpful and timely feedback. Consistently demonstrates highly effective and tailored writing and speaking styles to convey messages and ideas to varied audiences to build understanding, commitment and organizational effectiveness. Consistently exhibits earnest listening and consideration to build trust and confidence while carrying input forward to appropriate parties. Consistently models highly effective behaviors in sharing knowledge and information that propels and teaches others to perform in like manner. Consistently demonstrates effective communication and feedback- regular, timely, concise and effective while being sensitive to political issues. 5

6 Definition: Upholds the principles of trust and honesty. Is not honest and trustworthy Displays openly or passive aggressive behaviors Inappropriately focusing on advancing his/her own position on an issue VSU S GUIDE TO COMPETENCIES AND BEHAVIORALLY ANCHORED RATING SCALES (BARS) Core: Integrity At times lacks respect and Conveys respect and Promotes respect, professionalism in professionalism in professionalism, and positive interactions. interactions. behavior in others. Does not Has not established a Is honest and trustworthy, use role to advance personal reputation of having high has high standards of needs. Leads through listening, standards of personal personal conduct. honoring others ideas and conduct. Seeks to understand rather issues. At times inappropriately than be understood. focuses on advancing their own position on an issue. Delivers honest and candid feedback that seeks to develop others and helps those receiving the message to move forward. Is a role model for high standards of personal conduct. Known for interpersonal effectiveness. 6

7 Core: Productivity Definition: Completes tasks with a high level of quality while meeting set deadlines. Usually sets realistic goals; Establishes and achieves Consistently sets and occasionally does not clear, specific performance achieves performance achieve established goals. goals, expectations, and goals, expectations and Occasionally focuses time, priorities. priorities. energy, and other Aligns their efforts with Consistently aligns resources on activities that team objectives. individual goals with the are not aligned with the Works around typical team's objectives. team's objectives. problems and obstacles to Identifies issues early on; Occasionally becomes get results. Initiates alternatives to sidetracked resolving Manages own time well in problems and obstacles to problems and obstacles. order to complete deliver consistent results. Occasionally demonstrates allocated tasks on time and Consistently practices time a lack of planning and with high quality. management in planning completes tasks late. Work results delivered and balancing tasks to meet Occasionally produces work meets stated needs and or exceed deadlines with results that "miss the mark", are complete, accurate and high-quality. failing to meet stated needs, of good quality. Work results delivered go or that are incomplete, Uses resources as beyond the stated needs to inaccurate or of poor expected, resulting in address anticipated needs quality. quality work that stays and/or best practices and Sometimes utilizes within established are consistently complete, unnecessary resources to parameters. accurate and of good complete tasks exceeding Takes responsibility and quality. timed guidelines. stays focused on problems Maximizes available Occasionally loses energy or until an effective solution resources while maintaining interest before resolving can be found. quality. difficult problems. Consistently focuses on problems until a viable resolution is achieved. Sets unrealistic goals - goals that are either too easy or too difficult to achieve. Does not achieve established goals on a consistent basis. Focuses time, energy, and other resources on activities that are not aligned with the team's objectives. Easily becomes sidetracked on less important matters when obstacles present themselves. Completes tasks late or with poor quality due to lack of planning or balancing of commitments. Produces work results that "miss the mark", failing to meet stated needs, or that are incomplete, inaccurate or of poor quality. Tends to secure and/or use more resources than are needed to complete a task, which often results in costs that exceed budget. Loses energy or interest before difficult problems can be solved. Identifies "vital few'' goals and allocates time and resources accordingly to achieve those goals when faced with competing priorities. Recognizes when others have set goals that are misaligned with the Universities objectives and provides guidance/coaching to team members to better meet the needs of the team and its customers; always aligns individual goals with the teams objectives. Navigates unique circumstances and obstacles quickly and effectively to solve problems. Manages own time exceptionally well and frequently completes tasks early and with higher-than- expected quality. Delivers work results of the highest quality that address both stated and anticipated needs as well as best practices; works with team members to help ensure that all work produced by the team meets those same standards. Frequently uses fewer than expected resources while still delivering highquality work on time, resulting in cost savings or improved efficiencies. Responsible for more complex problems and always maintains focus until a viable solution can be found. 7

8 Core: Service Excellence Definition: Provides helpful, courteous, accessible, responsive, and knowledgeable services and information. Addresses student, faculty, staff, alumni, parent, retiree and other constituent s questions and concerns in a timely and responsive manner. Sometimes has difficulty Willingly provides Provides assistance to assisting others and assistance and useful others; frequently providing needed information to meet stretches beyond normal information in a timely needs; takes appropriate call of duty to provide manner; doesn't actions to provide service; often consistently initiate follow accurate information; demonstrates considerable up; sometimes has assumes ownership of knowledge of services difficulty resolving issues. issues and takes provided; demonstrates Usually greets others appropriate steps to expertise in correcting promptly; sometimes has correct problems. problems; listens to be reminded to be Greets others promptly attentively to needs, more attentive to the and respectfully face-toface confirms issues and person being served; or over the phone; delivers appropriate generally has positive listens attentively to results. relationships with others; verify understanding of Demonstrates a high level is occasionally indifferent needs; quickly establishes of respect and to others concerns; can and maintains positive professionalism when sometimes be impatient relationships with the serving others; listens and lacking in person; takes an interest intently and engages the understanding of the in and understands their person to understand needs of the other person. needs; shows respect by needs and delivers Is occasionally difficult to remaining patient, calm consistent results; shows contact in person or over- and polite. interest in, anticipates and the-phone; is sometimes Is easy to contact in responds to needs in a slow in responding to person or over the phone; timely manner; requests and issues; may responds promptly and Remains respectful, calm keep others waiting longer courteously to requests and patient in all situations than appropriate; doesn't and issues; ensures that when assisting others. always advise the person wait times are Easily available to address of services provided by the reasonable; makes helpful needs in person or by University that are information about phone; consistently available to them. services or their responds in a prompt manner to issues and Consistently fails to provide assistance and information to others or begrudgingly provides minimal service; fails to identify or solve service issues; does not incorporate learning from past mistakes. Consistently fails to greet others promptly and be polite in interactions; is not attentive to the person or considerate of other s needs; fails to leave a positive impression with the person; inappropriately reacts to situations Is difficult to contact in person or over the phone; takes an unreasonably long time to respond to requests and issues; fails to address unreasonable wait times; fails to make information about services or the University available to others when it is in their power to do so. Does not answer questions in an understandable way; has difficulty identifying resources that could Anticipates needs and regularly stretches beyond normal responsibilities to provide excellent service; takes ownership of issues, actively seeks ways to improve service; makes useful improvement suggestions to the appropriate manager or leader. Maintains a professional and respectful demeanor at all times when serving others; is attentive to needs, even during busy periods; continually improves relationships with others by focusing individualized attention; empathizes with a variety of people and helps them feel understood; acts respectfully and diplomatically to diffuse even the most difficult situations. Makes self fully available in person and over the phone by being flexible with time and schedule in order to provide services and information; finds ways to reduce wait times; identifies ways to improve the accessibility of information and services for the customer. 8

9 enhance the persons' experiences. Doesn't always respond to the thoughts and concerns of the person in a timely manner; sometimes provides incomplete answers or information; occasionally fails to meet commitments and services needed. University available to the person. Seeks out, confirms and understands person s needs and/or problems then responds to his/her thoughts and concerns; answers questions as completely as possible; honors commitments to provide needed services and information and resolve issues in a timely manner. Seeks to be trained and informed in order to clearly understand other s needs, problems and issues; answers questions in an easy to understand way or identifies a resource that can help the person; meets needs by acting professionally and applying a good working knowledge of available services and information. requests; ensures that wait times are reasonable. Proactively engages others and seeks to improve access of information and services. Regularly updates understanding of needs and quickly adapts solutions to changing demands; provides information that a person needs even if the person does not know exactly what to ask for; anticipates needs and resolves issues before situations require action. Regularly shares knowledge of the University; shows others how to easily navigate to available services and information. 9

10 Leadership: Inclusivity Definition: Creates an environment of honesty, openness, and free of fear where mistakes are viewed as learning opportunities; Willingly admits to mistakes and offers apologies if warranted; Demonstrates fairness, consistency in decision making, and a willingness to listen to new ideas; Works with others to solve problems rather than finding blame; Values and respects each member of the team, regardless of position; Acknowledges the support and contributions of others in achieving results. May minimize own Willingly admits to Regularly models behavior mistakes while pointing mistakes and offers that makes it comfortable blame at others. apologies if warranted. for others to admit their Exhibits behaviors that Creates an environment mistakes. hinder a fully honest and free of fear where Turns mistakes into open environment. mistakes are viewed as opportunities to teach Behaviors instill opportunities for learning. others and improve unnecessary worry and Creates an environment processes. mistrust among those with of honesty and openness Appreciates when others whom they work. where people can be bring forward new ideas or Inconsistently listens to themselves and feel different perspectives. new ideas and valued. Understands a diverse perspectives from others. Demonstrates fairness range of perspectives. Occasionally treats people and consistency in Reaches out to all they differently based on their decision-making; works work with establishing position or status. with others to solve effective work At times des not problems rather than relationships. acknowledge the support finding blame. Effectively uses recognition and contributions of Demonstrates a tools to motive people to others. willingness to listen to achieve higher levels of new ideas, alternatives performance. and perspectives. Acknowledges the support and contributions of others in achieving results. Does not disclose mistakes and/or assigns blame. Behaviors cause others to dislike working with him/her. Does not demonstrate behaviors that create an effective work environment. Is not open to new ideas and may discourage sharing of divergent perspectives. Does not acknowledge actions of individuals or groups who have contributed to achieving results. Is viewed as a leader who people want to work for because of the respect they demonstrate toward others even when mistakes are made. Invites people with different perspectives to contribute to solutions. Effectively uses their own and others experience gained outside of the unit or Valdosta State University. Leverage divergent perspectives towards achieving results. Inspires team members to build effective work relationships focused on achieving organizational goals. Fosters an environment where staff and team members hold each other accountable and celebrate success. 10

11 Leadership: Innovation Definition: Seeks to advance products, processes, services, technologies, and ideas; Uses foresight to identify opportunities and challenges using creative and imaginative measures. Does not look for Is passive at Looks for Anticipates needs and Routinely searches for advancements in products, processes, identifying opportunities in advancement in products, services, figures out new ways to meet them. needs in order to anticipate new ideas and services, technologies challenges; shows technologies or ideas. Often contributes ways to meet those needs. or ideas. little initiative to make Identifies creative ideas to Easily and effortlessly Resists opportunities changes. opportunities in improve the work. anticipates needs of others and challenges, and In some situations challenges and shows Builds to cooperate and develops new ways to fails to show initiative does not demonstrate initiative to make working relationships meet them. to make changes. innovative, creative, changes. to encourage other Consistently demonstrates Fails to demonstrate and informed risk Demonstrates creativity and risk creative behavior and innovative, creative taking. innovative, creative taking in others. inspires it in others. and informed risk Inconsistently and informed risk Encourages others to Champions the creative taking. demonstrates taking. take positive action on contributions of others. Does not show foresight and Shows foresight and problem-solving and Proactively seeks foresight and imagination to see possibilities, opportunities, and trends. imagination to see possibilities, opportunities, and trends. imagination to see possibilities, opportunities, and trends. or new assignments. opportunities to expand knowledge of innovative solutions, ideas, and best practices. 11

12 Leadership: Results-Driven Definition: Demonstrates an understanding of the scope of the University, enabling them to accomplish work; Articulates and delivers outcomes in support of the University s goals; Takes action to ensure stewardship within his/her organization and the University; Delivers results in a timely manner and within budget; Keeps a sustainable future in mind. Regularly needs to be Demonstrates an Understands the internal reminded of the University understanding of the and external dynamics scope to align their work. scope of the University, affecting the University. Achieves some goals but enabling them to Develops their team to not all key goals. accomplish work. increase capacity to deliver Does not adequately align Articulates and delivers on the University s goals. their staff s efforts to outcomes in support of Develops their team so ensure good stewardship. the University s goals. members consider how Delivers compromised Takes action to ensure their actions impact other results (by time, budget, stewardship within their areas of the University. sustainability, or other department and the Frequently exceeds expectations). University. expectations for delivering Delivers results on time results on time, within and within budget. budget and sustainability. Delivers results today with a sustainable future in mind. Does not understand the scope of the University as it relates to their work. Fails to deliver on unit goals. Fails to align their staff s efforts to ensure good stewardship. Fails to deliver quality results on time, within budget and using sustainable practices. Educates others on the dynamics affecting the university to help them accomplish their work. Fully delivers on key goals and contributes to the success of other teams or projects. Creates an environment where their team actively contributes to the success of others. Consistently exceeds expectations for delivering results on time, within budget and sustainability. 12

13 Leadership: Strategy Definition: Anticipates obstacles and takes calculated risks to achieve a goal; Leads the vision with innovative solutions; Embraces, promotes, and implements change; Secures and utilizes resources to respond to opportunities and problems; Monitors and re-evaluates decisions, priorities, and plans in order to achieve a vision; Takes responsibility for his or her decisions. Does not effectively Anticipates obstacles; Engages others in the anticipate obstacle to takes calculated risks to planning process to achieving goals. achieve a goal. overcome anticipated Is occasionally ineffective Has a definitive objective obstacles. at envisioning or clearly to achieve goals Stays focused on the key articulating end Embraces, promotes, and objectives to be met. deliverables. implements change. Involves others in Is inconsistent at Secures and utilizes implementing change. promoting and resources to respond to Seeks ways to redistribute implementing change. opportunities and resources in a budget Does not consistently problems. constrained environment. secure resources or Monitors and re-evaluates Supports staff in respond to opportunities, decisions, priorities, and implementing decision and problems, or new plans in order to achieve a takes responsibility for the information during vision. team. implementation. Supports staff in Occasionally overanalyzes implementing decisions. and hesitates to make decisions. Demonstrates lack of alignment of personal goals to unit goals; does not effectively align personal and unit goals for faculty and staff. Is indecisive or unfocused about accomplishing specific goals. Is not effective at planning and promoting change. Shows a lack of respect for others time; arrives at or starts meetings late; runs over. Does not make or stand behind decisions. Always produces results congruent with the goals and values of the university. Delivers on multiple objectives to reach a complex vision. Effectively implements systemwide changes. Reallocates resources to achieve priority results. Empowers, prepares, and trusts others to achieve stated goals. Is a trusted leader, sought by others to advise on challenging decisions. 13

14 Leadership: Talent Management Definition: Communicates important information and decisions in a timely manner; Identifies and focuses on the most significant priorities; Provides assistance to others with helpful and timely feedback; Sets achievable goals, milestones, and deadlines; Makes work challenging, meaningful, and engaging for their team; Recognizes and develops talent; Delegates and provides good exposure to their team members; Communicates effectively and conveys a clear understanding of the desired result. Sometimes fails to Communicates important Goes out of their way to communicate information information and decisions share information in a timely and decision in a timely in a timely manner. manner with all who need to manner. Identifies and focuses on know. Ineffectively identifies and the most significant Sustains a strong focus on focuses on the most priorities. key priorities. significant few priorities. Provides others with Encourages team to provide Gives performance helpful and timely helpful and timely feedback. feedback that is too harsh feedback. Seeks input of team when to be embraced or too Sets achievable goals, setting goals; ensures vague to be understood. milestones, and understanding. Sets goals that are not deadlines. Understands each staff achievable, or have Makes work challenging, member s interests and unclear milestones and meaningful, and engaging development goals; deadlines. for their team. considers them when Struggles to make work Recognizes and develops planning work or challenging, meaningful, talent. professional development. and engaging for their Delegates and provides Recognizes, supports, and team. good exposure for their ensures individual Misses opportunities to team members to development plans are recognize and develop promote employee progressing. talent. growth and development. Is comfortable giving upper Is slow to delegate or fails Communicates in a way leadership direct access to to resource, train, and that people have a clear those who are closest to the inform those delegated to understanding of the work. or micromanages. desires result. Partners with staff to outline results and empowers them to follow through. Does not communicate important decisions in a timely manner. Fails to identify and focus on the most significant few priorities. Does not provide others with helpful and timely feedback. Does not set achievable goals, milestones, and deadlines. Does not provide challenging, meaningful, and engaging work for their team. Does not identify and cultivate top talent or actively seek opportunities to increase their exposure and skills. Does not clearly communicate the desired results. Demonstrates trust of others by appropriately taking them into their confidence. Ensures team understands and focuses on key goals; redirects when needed. Is a role model for providing helpful and timely feedback? Empowers individuals and teams to set goals with mutual accountability. Is a role model for making work engaging. Taps opportunities beyond their unit to develop talented individuals for the benefit of the University. Proactively seeks opportunities for talented staff to work with upper leadership. Trusts staff will follow through in communicated assignments; offers them support. 14