Building excellent customer relationships Updated February 2013 CONTRA INDICATORS

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1 Building excellent customer relationships Updated February 2013 Identifies with our customers and uses effective communication techniques to build positive relationships, making customers feel valued and respected N.B Customers refers to colleagues, students, academic staff, members of the public and external partners Deals with all customers in a professional, pleasant, polite and responsive manner Puts customers at ease and treats all as valued and important, respects difference and diversity Uses non-verbal communication (e.g. body language, eye contact and voice tone) to build rapport Uses straightforward language avoiding jargon Has a positive attitude in finding solutions Sets realistic customer expectations Listens to customers and is open to their ideas Acknowledges and respects others views Takes ownership of issues, seeks a resolution, and keeps the customer informed Recognises own limitations; seeks assistance or redirects a query to the right person Knows where to refer customer for appropriate information Considers the views of others before acting Demonstrates genuine empathy and warmth Is pleasant and positive even in difficult/sensitive situations Modifies own style and language to reflect the communication needs of the other person Takes responsibility for ensuring queries reach the correct place for resolution Tries to understand by asking appropriate questions about the nature of the enquiry/issue Listens carefully to a customer s problem or request and asks questions to get to the heart of the issue; does not assume their needs Considers a range of options/methods when communicating to a broad audience and selects the most appropriate style and approach (ie , face to face, newsletter) Uses questioning and active listening to build rapport Consciously varies the pace and style of the conversation to achieve the best outcome e.g. when dealing with complaints/issues Talks confidently to groups of different sizes and in different settings Presents material in an appealing/engaging way Uses different influencing styles to shape customer s requirements and achieve desired outcomes Goes the extra mile i.e assisting someone outside your area, going out of your way to help even if it isn t part of your role Avoids contact with customers preferring to complete other tasks Does not pay attention to personal image, including appearance and personal hygiene Inappropriate handling of telephone calls, answering in a dismissive manner, failing to answer phones or failing to divert calls Does not communicate well, fails to pass information on, keeps things to themselves Is dismissive of customers, fails to listen or offer help and advice Does not deal with problem / query promptly puts things off Is very formal with customers, not willing to be flexible to resolve problems Confuses customers by communicating using jargon will not / is unable to explain problems in appropriate terms Fails to keep negative emotions under control (i.e. anger, frustration, use of inappropriate language or becoming openly upset/distressed)

2 Supporting and educating others Updated February 2013 Using our knowledge and experience to ensure customers and colleagues get the most from the range of services available to them Understands customer queries and then finds them a colleague who can help Shares knowledge and information with other colleagues when prompted/asked Responds quickly to customer queries/requests for information offering hands on support where appropriate Asks open questions to fully understand the customers information needs and queries Provides accurate instructions to customers Understands when it is appropriate to refer questions to others Explains information in a clear and simple way Goes out of their way to ensure the customer has the right level of support e.g. gets them to try it out before they leave them or check back with them Checks that the customer has understood the answer/ solution Proactively anticipates customers needs and ensures they consider ways of promoting services Looks for ways to educate customers around the most common queries Provides one to one support where appropriate within own area of expertise Coach and support for other colleagues Considers the learning needs of different customer groups Adopts different styles to ensure people get the most from the learning Observes other colleagues delivering educational sessions and provides structured and constructive feedback Shares best practice with other customers Ensures best practice is adopted and delivered consistently across the Service Evaluates educational sessions using feedback from customer groups and peers, modifying sessions as appropriate Takes time to educate customers, explaining policies and procedures, allowing customers to help themselves in future. Refers customers to the documentation/reference material when asked a question, without giving the specific information e.g. section/page Says I don t know - you will have to speak to someone else OR that s not my responsibility/area without referring to the right person Is unwilling to share own knowledge and experience with others prefers to be the source of expertise Provides customers with an answer without checking the customer s understanding of the answer/solution

3 Developing ourselves Updated February 2013 Developing the skills, knowledge and behaviours we need to take the Service forward Demonstrates an awareness of own strengths and areas for development Demonstrates a willingness to learn Listens, evaluates and acts upon feedback Seeks advice when uncertain Demonstrates the ability to work independently on familiar and routine tasks Understands own workload and is able to prioritise Takes ownership for keeping updated with service information which affects job role Is willing to try new ideas when asked to do so Always willing to have a go, in spite of uncertainty/ ambiguity Remains positive when faced with new and different experiences Takes initiative and proactively identifies and acts upon development needs Actively develops knowledge of relevant services offered Keeps up dated essential training and development Identifies and takes advantage of opportunities for learning, seeking coaching, training and experiences to help development Demonstrates an energetic and positive attitude towards development Is self-motivated and is accepting of future challenges Takes time to prepare for appraisals Seeks and acts on feedback from others Responds positively and flexibly and continues to work effectively in a changing environment Sees change as an opportunity for personal development Enthusiastically learns and adopts new ways of working Understands and manages own reactions to change Demonstrates personal resolve and energy to complete tasks especially when faced with obstacles. Continues to work calmly and effectively under pressure Actively seeks out current thinking and new developments around own subject area Actively seeks out opportunities to learn more about own profession e.g. through conferences, reading literature and relevant professional networks. Uses time effectively to partake in informal day to day development activities Adapts positively to changing circumstances, modifying style and approach Effectively responds to and handles unfamiliar situations Believes training is only for people who want to progress to a different role Shows no interest or lacks understanding in developing self and resists support to do this Generally negative, responds negatively to feedback from others Requires constant supervision and support Not willing to be flexible to resolve problems Becomes aggressive or un-cooperative when asked to do something different Gives up easily when faced with new and different experiences Fails to act when faced with uncertainty and ambiguity

4 Working as a team Updated February 2013 Valuing the contribution made by each team. Working within and across teams, to deliver a consistent level of service to our customers Understands own team s purpose and goals Participates in activities within own team and enables others to participate Understands own strengths and contribution within own team Can be relied upon to complete tasks Willing to be involved and assist the team Makes time to prepare for team meetings /project groups Willingly shares information with others Interacts positively both within own team and with other teams within the Service and the University Encourages, respects and values the contributions of all members of own team and other teams within the Service and the University Proactively takes on additional tasks to help colleagues in own team and other teams Participates actively in team meetings and project groups, providing feedback and suggestions Celebrates successes with colleagues, offering praise, sharing credit and recognition Follows up actions without needing to be reminded Recognises and utilises the strengths of individual team members Ensures all members of the team are consulted encouraging people to have their say Listens to team members concerns and makes time to answer Communicates regularly with other teams within the Service to ensure understanding and shared learning Looks for opportunities to work together across teams to avoid duplication of effort and maximise efficiency Ensures messages are delivered consistently within teams by sharing and agreeing proposed content Supports team members in managing their own reactions to change by being accessible and open, providing assistance and encouragement Promotes a positive response to change amongst the team Unwilling to share their view (e.g. in team meetings) Considers own priorities and agenda at the expense of others Consistently fails to complete tasks to agreed deadlines, putting pressure on others within the team Interferes unnecessarily with work of other team members Is unfairly critical of other team members

5 Continually improving the Service Updated February 2013 Actively seeking and implementing ways of working that enhance the Service Understands the need to change and improve the Service Listens to new ideas with an open mind Looks for ways to do things more efficiently in own role Sees the opportunities presented by changing circumstances Gets involved in activities e.g. annual plan, open days, meetings, project teams, freshers fair, internal focus groups Shows awareness of the service direction and understands how this impacts own role Understands how own role contributes towards the success of the service. Constructively challenges the status quo and suggests improvements Identifies new and improved ways of working within own role/team Evaluates existing working practices and new ideas to identify opportunities for improvement Encourages and welcomes feedback from others Uses creativity and innovation to solve problems Forwards feedback and ideas to an appropriate level or team Encourages and supports others to look for new and creative ways to improve ways of working Maintains the team's motivation and enthusiasm for innovation, even if ideas cannot immediately be implemented (providing the reasons) Helps the team learn from suggested improvements which are not immediately successful Actively seeks good ideas from outside the Service that could work within the Service learning from others, benchmarking Focuses improvement on the things that will add most value to the Service (e.g. by prioritising tasks and developments) Seeking and acting on feedback from customers, to enhance the Service Seeks an understanding of the external environment including influences and trends that may affect the Service and wider university Actively seeks to understand and support proposed changes Takes action to remove barriers to change Sticks to the existing way of doing things says this is the way we do it round here Fails to recognise when there is a need for change Challenges new ideas with resentment and hostility Is unwilling to suggest new ideas Has an attitude of been there, done that, it didn t work

6 Making informed decisions Updated February 2013 Ensuring effective decisions are made through evaluating the impact and consequences and involving the appropriate people Knows what decision should be made Makes decisions within clear guidelines in own area of work Identifies and obtains the information needed to make a decision Anticipates problems and takes appropriate action Considers the risks and consequences before taking action Considers consultation needs for each decision, ensuring all the appropriate people are involved at the right time Keeps people informed of decisions, ensuring everyone understands the rationale Makes objective, impartial decisions Considers the implications of decisions for different stakeholder groups e.g. other teams within the Service and/or University Not being afraid to ask for help with decisons Makes decisions which consider the wider and long term impact on the Service Gathers and analyses data from a number of different sources to validate/evaluate options and support decisions Ensures risks are highlighted and ways to manage them are identified before decisions are finalised Ensures decisions are made at the right level of the Service and involves key stakeholders in the decision making process Takes account of and responsibility for the risks and consequences of making or failing to make a decision Is reluctant to make decisions Regularly fails to consult others when appropriate and makes decisions in isolation Constantly seeks reassurance before making routine decisions in own area of work Regularly fails to escalate issues for them to be resolved Regularly fails to take account of the risk or potential consequences of making or failing to make a decision Avoids seeking additional information to make improved decisions

7 Managing performance and development Updated February 2013 Setting clear expectations, ensuring people deliver against them. Identifying development needs and ensuring they are met Focuses on both strategic and individual objectives Allocates activities to team members to ensure tasks are completed Makes effective use of existing policies and procedures to aid in performance management Ensures the timely discussion and setting of individual objectives with the team, which reflect the overall objectives of the Service Regularly reviews progress against objectives Holds regular review meetings to discuss performance to ensure issues are dealt with in a timely manner Clearly and openly communicates required standards of performance for self and others Generates enthusiasm in others through own personal drive and commitment Tackles performance issues in a timely, structured and objective manner Gets the best out of team members Demonstrates trust, empathy and honesty with team members Recognises individual contributions to success by offering praise and recognition Troubleshoots day to day problems to ensure performance is in line with expectations Tackles conflict directly and seeks resolution Encourages ownership for tasks and responsibilities Acts as a role model for others by displaying self drive and motivation at all times Contributes to the development of a culture of effective performance management Promotes a consistent approach to performance management and is responsive to managers requiring help to resolve particularly difficult individual performance issues Leads by example; sets demanding individual objectives and demonstrates high levels of personal achievement Ensures that appropriate recognition is given for effective performance of individuals and teams Treats team members as friends rather than reporting colleagues Assumes tasks will be completed once they are allocated, without following up Avoids performance issues Disregards inappropriate behaviour as that s just the way they are, or says you can t change personality Allows people to plod along without clear direction and feedback Avoids conflict situations Moves people to alternative roles/teams rather than addressing performance issues directly