Professional Documents
Culture Documents
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
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.
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
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
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.
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
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
Meets
Exceeds
PROFICIENCY
Meets
available to customers
follows service procedures
follows through with customers
handles service problems
knows products and/or services
professional demeanor
Exceeds
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
Meets
Exceeds
PROFICIENCY
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
Meets
Exceeds
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
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
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
Meets
Exceeds
11
Meets
Exceeds
12
Meets
Exceeds
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
Meets
Exceeds
Meets
Exceeds
15
Meets
Exceeds
16
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
Meets
Exceeds
17
Meets
Exceeds
18
Meets
Exceeds
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
Meets
Exceeds
20
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
Meets
Exceeds
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
Meets
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
Meets
Exceeds
23
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