Website Competency Dictionary 1

7/28/2019 Website Competency Dictionary 1

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For Chicago State University to succeed in today's competitive and complex environment, employees at alllevels need to develop and demonstrate the required competencies to perform the job that is the knowledge,skills, abilities and behaviors that drive superior performance at work."

What is a competency?

A competency is defined as the identified knowledge, skills and abilities required to perform effectively in aspecific job. Competencies are demonstrated through observable behaviors. Each competency has a Proficiencylevel set for each position to indicate the level of mastery needed to perform the responsibilities successfully.

Each competency description identifies examples of performance standard to be achieved according to a targetperformance outcome. These standards are a type of absolute standard (no variations or scales of Proficiency).Proficiency levels describe the performance level achieved and/or required on a scale. The Proficiency levelscale is a continuum of Proficiency ranging from Level I to Level III Level. The Proficiency level allows for arange of performance. Each competency that a person can display has some sort of Proficiency level to it. Thereis no judgment about the performance level achieved, only a description.

What is a proficiency level?

A proficiency level is a set of descriptions of behavior indicators. Each level in the scale describes a stage inyour development of competence. Proficiency levels are useful in two ways: (1) to decide what to aim for and(2) to know when you achieve your goals.

Proficiency levels: Describes the output and outcomes produced according to a proficiency scale that providesfor behaviors on the job in terms of a range of designated behavior indicators all within certain work andorganizational constrains.

Level I

The Proficiency level required to successfully perform at the level of new entrant or a person who canonly handle the competency in its Level I format and requires regular supervision and direction. Thepurpose of training and development is to move the Proficiency level from that of Level I to at leastLevel II for all middle managers.

Level I IThis Proficiency level indicates that the person can perform the competency at the minimum requiredlevel, i.e., able to display the competency at the required level, without supervision. This is the standardthat any performance improvement program and training or coaching effort seeks to achieve.

Level I II

This Proficiency level indicates that the performer has fully mastered the competency, works withoutsupervision, is capable of instructing others on the competency and capable of solving or applying thecompetency to a wide range of new or different situations.

Displaying Proficiency

The University requires a competency to be displayed, achieved through the completion of pre-establishedcriterion test or supporting evidence that the requisite competency has been displayed and the particular


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Proficiency level attained. Thus, the Proficiency level achieved is based on demonstrated capabilities and jobcompetence.

Furthermore, a single achievement of the competency at the requisite level is not always sufficient, since thefollowing criteria must also be met:

Proficiency levels in competencies must be demonstrated. Progression of proficiencies and competencies is based on competencies that have been successfully

demonstrated. Even if a person or that persons superior feels that the person possesses the capability to

achieve a Proficiency level on that competency. If it has not been successfully demonstrated, then theperson or the superior cannot claim to possess Proficiency in that competency.

The Proficiency in a competency must have a quality of sustainability to it. Prior experience to the competency can be used to claim Proficiency at a specific level of the

competency, but evidence needs to be produced to support this claim. Nevertheless, what is important isan evaluation of what is the current level of Proficiency. Competency in one organization is not alwaysdirectly transferable to another organization or department, but the fundamental capabilities shouldundoubtedly be displayed.


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Concern for Others

DefinitionMust be able to consider the needs and difficulties of others and take an active interest in their feelings,capabilities and perspectives in order to assist them with the difficulties they face and act with integrity, warmthand concern.

Key Words: Concern for Others; Integrity; Warmth and Affection; Respect for Others;

Behavioral Indicators:1. Considers the needs and feelings of others.2. Respects the rights, needs, feelings, and perspectives of others.3. Involves others in decisions that will affect them.4. Supports others in their difficult situations.5. Shows respect to others in their daily dealings with them.6. Contributes positively to the welfare of those they interact with and serve.

PROFICIENCY LEVELS: Concern for Others

LEVEL I

Shows consideration towards others especially during their difficult situations. Generally attends to the needs and feelings of others, without regards to how they express themselves. Is respectful of persons who show cultural racial, physical, language, capacity and any other differences. Responds to others and is attentive to the needs of others. Treats others fairly and with respect.

LEVEL I I

Attends to the needs and feelings of others, irrespective of how they express themselves, especially inconflict situations.

Puts in place conditions conducive to customers, individuals and teams. Takes cultural, racial, physical, and any other differences of individuals into account in communication

with others and modifies own responses and behavior accordingly.

Responds voluntarily, promptly and with enthusiasm to the anxieties, needs and predicament of others. Shows awareness of the impact of self on others and adjust responses accordingly.

LEVEL II I

Openly recognizes the unique contribution of each person and responds supportively and with respect. Respects and protects the dignity, integrity and rights of each person.

Shows versatility in his/her relations with others. Anticipates the reluctance and feelings of others to the proposal(s) being made. Responds to the different needs, feelings and capabilities of others and uses feedback to gauge the

effectiveness and appropriateness of own responses.


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Innovative Ideas

DefinitionMust be able to generate ideas, fresh perspectives and innovative approaches in order to contribute solutions toproblems, overcome constraints and generate new solutions to problems.

Key Words: Generating Ideas; Thinking outofthe-box; Creative Thinking.

Behavioral Indicators:1. Generates new ideas, concepts, plans, or approaches and finds unusual or different, but effective,

solutions to problems or opportunities.2. Develops insights into the circumstances surrounding problems or issues.3. Develops outside-the-box solutions to problems.4. Encourages non-traditional, imaginative approaches to the completion of daily work assignments and

the resolution of stubborn problems.5. Interacts with others in a manner that invites others to think differently and originally.

PROFICIENCY LEVELS: Innovative Ideas

LEVEL I

Sometimes develops original and fresh improvements to own areas of work. Uses organizing techniques to organize and process information that leads to new or different

approaches to meeting work objectives.

Examines the relationships among two or more items or objects and identifies a rule or principle that canbe used to solve one or more issues.

Applies an unusual approach to problem analysis and solving. Sometimes uses analogies, appropriate examples, biographies, etc. to make a point. Generates novel combinations of existing products and services to meet new expectations.

LEVEL I I

Develops or supports the introduction of new and improved methods, procedures or technologies tosolve problems.

Recognizes when something is not working and is able to switch tactics or directions. Treats each issue from a multiple of perspectives and angles and seek workable solutions; does not

automatically choose the first solution that comes to mind.

Encourages others to adopt non-traditional, innovative approaches to the completion of their daily workassignments.

Challenges the status quo and we-always- did- it- this- way kinds of attitudes.

Willingly accepts new ideas from others and sees their application to the present situation.

LEVEL II I Develops well-argued and structured ideas based on issue identification, comprehensive analysis and

synthesis of issues for complex and stubborn problems.

Articulates the competitive advantage or value achievable through new ideas and initiatives. Exercises judgment in ensuring involvement of more senior personnel and technical experts in content

and formulation of ideas.

Usually generates new ideas that have a significant impact in the workplace by creating new/improvedservice, being more cost effective and providing better value to the customer.


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Customer Service Orientation

DefinitionMust be able to display positive attitudes and behaviors, which demonstrate an awareness and willingness torespond to customers in order to respond to and meet their needs, requirements and expectations.

Key Words: Customer Awareness; Customer Requirements; Customer Responsiveness;

Behavioral Indicators:1. Listens to and responds to customer needs within guidelines.2. Clarifies customers needs or expectations, when doubt exists.3. Obtains an understanding of the specific customers needs and requirements.4. Complies with agreements entered into with customers or gives early notice of any deviations.5. Provides a timely response to customers complaints, feedback and comments.6. Actively inform customers of intentions.

PROFICIENCY LEVEL S: Customer Service Orientation

LEVEL I

Shows positive attitudes that indicate customers are important. Knows what customers rights are and what expectations they are entitled to hold in terms of customer

services.

Knows what services must be provided to their customers. Directs customers to the appropriate persons or sources to have their problems resolved. Knows the profiles of customers and responds to their requests in an informed, knowledgeable and

polite manner.

LEVEL I I

Voluntarily responds to customers requirements promptly and effectively. Has a detailed knowledge of the services required by the specific customer and the service standards that

are required to be met to satisfy that customers expectations.

Communicates with customers to determine whether any problems exist. Works in partnership with customers, solves their problems and encourages their participation and

acknowledges their views.

Develops and sustains productive working relationships with internal and external customers.LEVEL II I

Proactively engages with customers.

Is frequently in contact with customers and knows how they evaluate the quality of services that theyreceive.

Deals promptly with customers problems to their satisfaction. Identifies how services can be changed or improved that will better satisfy the customers expectations. Addresses conflicts or difficulties with customers before problems escalate. Goes out of their way to help customers, the public and others with their difficulties or in carrying out

their daily duties.


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Problem Solving

DefinitionMust be able to solve problems by analyzing situations and apply critical thinking in order to resolve problemsand decide on courses of action and implement the solutions developed in order to overcome problems andconstraints. Must be able to define issues, problems and opportunities, generate different courses of action,evaluate the constraints and risks associated with each course of action identified and selects the viable option

in order to address the problems and/or opportunities identified.

Key Words: Decision Making; Option Evaluation; Creativity; Decisiveness.

Behavioral Indicators:1. Creates relevant options for addressing problems/opportunities identified.2. Identifies the constraints and risks associated with the options identified.3. Identifies and evaluates the advantages/benefits associated with the options identified.4. Considers and evaluates the alternative courses of action identified.5. Selects an effective option, based on the information available at the time.6. Acts decisively by committing the option chosen to a course of action.

PROFICIENCY LEVELS: Problem Solving

LEVEL I

Responds to problems, issues and opportunities as they are identified. Identifies a solution to the problem identified. Develops methods of dealing with the constraints identified. Identifies the decision to be made. Waits for permission/support to implement to decision identified.

LEVEL I I Creates relevant options for addressing problems/opportunities identified. Identifies the constraints and risks associated with the options identified. Considers, evaluates and seeks others opinions for alternative courses of action. Selects an effective option, based on the information available at the time. Acts decisively by committing the option chosen to a course of action. Displays confidence in the decision made when challenged.

LEVEL II I

Creates relevant and creative options.

Generates viable options for the problems or opportunities identified. Determines the long term implications of each option or constraint before selecting an option. Includes the appropriate persons in the decision as and when required. Uses judgment in determining which decision should be supported and mandated by persons at a higher

level

Ensures that buy-in and understanding of the decision made before committing it to action. Implements decisions or commits decisions to action within an appropriate amount of time.


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Analytical Thinking

DefinitionMust be able to identify and define problems, extract key information from data and develop workable solutionsfor the problems identified in order to test and verify the cause of the problem and develop solutions to resolvethe problems identified.

Key Words: Problem Analysis; Data Analysis; Judgment.

Behavioral Indicators:1. Collects information and data.2. Extracts relevant data in order to identify possible causes for the problem.3. Critically examines issues by breaking them down into manageable parts.4. Analyses information to determine and ascertain the most likely cause of the problem.5. Identifies the logical, factual outcomes based on the data, information and analyses conducted.6. Identifies action to prevent the problem from occurring partially or totally.

PROFICIENCY LEVELS: Analytical Thinking

LEVEL I

Undertakes a process of information and data collection and analysis for integration purposes. Identifies and makes sets of information and determines their relationships. Codifies this data to detect trends and issues in the data and information in a logical and factual manner. Makes logical deductions from data. Identifies a solution for resolving the problem.

LEVEL I I

Collects all the relevant information and data needed to address the problem. Organizes, classifies and synthesizes the data into fundamental issues. From the information, identifies the most probable causes of the problem. Reduces the information down into manageable components. Identifies the logical outcomes from the analyses of the data collected. Identifies the options and solutions for addressing the problems analyzed.

LEVEL II I

Collects, integrates and analyses all relevant data and information and reduces that information down tomanageable components and/or charts, diagrams or graphs.

Identifies a number of solutions to complex problems integrating findings from several differentdisciplines, identifies and evaluates the various options developed and selects the most effectivesolution.

Draws logical and objective conclusions from the data and validates them as the prime cause andcontributing causes.

Identifies a number of solutions to the problem by identifying and evaluating the various optionsdeveloped and selects the most effective solution.


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Self-Management

DefinitionMust be able to use introspection, self-evaluation and self-management techniques in order to pro-actively andcontinuously improve own behavior and performance.

Key Words:Time Management; Personal Organization; Reliability; Self-improvement.

Behavioral Indicators:1. Realistically assesses own strengths and weaknesses and their impact on others relative to the

requirements of the work.2. Seeks and effectively uses feedback from others to assess and improve own performance.3. Manages own time effectively.4. Seeks to improve own performance and takes corrective actions to remedy any shortfalls identified.5. Takes full responsibility for own achievements.6. Perseveres in the face of performance obstacles for the achievement of work objectives.7. Consistently chooses ethical courses of action for workplace behavior.8. Is reliable, punctual and conscientious.

PROFICIENCY LEVELS: Self-Management

LEVEL I

Tries to manage own time if there are not too many interruptions. Accepts feedback on own performance. Finds it difficult to persevere when experiencing obstacles. Knows the organizations code of ethical and expected workplace behavior. Is generally punctual and reliable. Deals with work issues one at a time and as they arise.

LEVEL I I

Manages time efficiently and effectively. Gives and seeks feedback on own performance. Perseveres in the face of performance obstacles for the achievement of work objectives. Consistently chooses an ethical course of action for workplace behavior. Is reliable and punctual. Consistently demonstrates a preference for openness, honesty and integrity. Is well prepared and organized for meetings, team contributions and work assignments. Forms relations with seniors, staff and peers that produce trust and approachability.

LEVEL II I

Time management and personal organization is a natural component of everyday conduct. Actively seeks feedback on own performance and voluntarily improves own performance. Generally overcomes performance obstacles and is successful in the workplace. Prefers openness, honesty and integrity. Thinks about things in advance and is well prepared and organized for events and tasks as they arise. Is proactive, able to prioritize tasks and activities. Manages others time and advises and coaches others on effective self-management strategies.


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Team Work and Collaboration

DefinitionMust be able to work co-operatively with other individuals and makes valued contributions to the outputs ofothers in order to assist own team or project to achieve the required outputs.

Key Words:Team Membership; Meets Obligations; Group Participation.

Behavioral Indicators:1. Co-operates with team members to resolve problems and achieve goals.2. Participates in the development of team goals and plans.3. Supports team members by encouraging participation and listening to others ideas.4. Acknowledges others skills, experience, knowledge, creativity and contributions.5. Keeps team members abreast of individual progress.6. Shares information.7. Addresses conflicts within the group without the help from the team leader.8. Makes contributions that are valued by team members.

PROFICIENCY LEVELS: Teamwork and Collaboration

LEVEL I

Does what is required of a team member. Works well in teams comprising members of ones own work unit or discipline. Supports teams who provide information and contributions deemed to be important by oneself. Provides team members with information when requested or as the need arises.

LEVEL I I

Can be relied upon to make contributions of value to the team. Is viewed as a valued team member. Maintains or enhances self-esteem of others in all communications with team members. Shares all relevant or useful information with other team members. Recognizes and manages the individual social styles of the team members.

LEVEL II I

Actively supports and contribute to the efforts of other team members. Is flexible and can work with a wide variety of different people on different tasks. Creates a team spirit by speaking positively of others. Shares all relevant information and passes on additional information that may be important to other team

members. Encourages other team members to participate and facilitates when appropriate.


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Technical Proficiency

DefinitionMust be able to apply the technical knowledge and skills required in the specialist and professional job role andresponsibilities in order to achieve the expected outputs.

Key Words: Technical Expertise; Occupational/Professional Proficiency; Applied Knowledge.

Behavioral Indicators:1. Demonstrates technical proficiency in areas of work-units responsibility.2. Understands the technical difficulty and complexity of work undertaken and advises others accordingly.3. Accounts for the technical difficulty and complexity of own work and that of staff, where appropriate, at

key milestones.4. Ensures the appropriately applied procedures, requirements, regulations, or policies related to

specialized areas of expertise in the production of work-unit outputs or results.5. Performs tasks specific to area of expertise reliably, skillfully and accurately.6. Accomplishes complex tasks in area of expertise without supervisory assistance.

PROFICIENCY LEVELS: Technical Proficiency

LEVEL I

Undertakes basic or routine tasks (in some cases under supervision and technical direction). Has acquired a recognized, academic qualification for the technical skills or knowledge relevant to the

job role or chosen profession, but is not recognized for depth of technical experience.

Generally contributes a theoretical understanding of technical terms, concepts and methodologies.LEVEL I I

Has acquired relative experience of the technical job roles and responsibilities. Has acquired a broad, working knowledge of the local and international practices, generally recognized

principles, approaches, methodological frameworks and best practice theories. Accomplishes the technical tasks required by the work unit largely independently. Seeks other professionals and specialists to collaborate on innovative application of technical

proficiency.

LEVEL II I

Has conducted scientific research, benchmarking or surveys in professional occupation or technical job. Proactively shares and exchanges views, procedures, best practice and implementation dos and

donts.

Uses extensive first-hand application and implementation experiences that have been gained in a varietyof contexts and requirements for the technical proficiency.

Is recognized by peers, fellow professionals, own work group and other business units for technicaldepth of knowledge.

Accomplishes complex tasks in areas of expertise without supervision. Directs and assists technical teams to accomplish highly technical tasks in complex situations. Has achieved recognition within the profession for contributions in thought leadership. Has acquired and been awarded formal recognition for meeting the requirements of the profession.


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Applied Strategic Thinking

DefinitionMust be able to operationalize and implement the strategic imperatives and policies as allocated to the work-unit into services, products and implementation frameworks in order to convert and implement strategic plansand policies in service delivery programs.

Key Words: Practical Thinking; Operationalize Strategies; Analyses Strategic Direction.

Behavioral Indicators:1. Analyses strategies and converts them into the requirements and services that the work-unit must

provide.2. Breaks down the strategic mandate into activities to be implemented and identifies the program and

projects required to operationalize those mandates.3. Prioritizes or re-prioritize objectives, activities and services to be undertaken by the work-unit based on

the interpretation of the strategic mandates to be implemented.4. Ensures that the work-unit is structured appropriately in order to implement the required strategic

initiatives.

PROFICIENCY LEVELS: Applied Strategic Thinking

LEVEL I

Implements any changes required in work-units services resulting from changes in strategy or strategicpriorities.

Develops proposals for additional resources required by changes in strategic objective. Analyses whether a change in strategic direction will impact upon existing service and products

provided.

Understands and communicates the vision and mission, role and objectives of the department and work-unit.

Incorporates a long-term perspective and broader organizational implication in planning, decision-making and problem solving.

LEVEL I I

Determines the services and service standards to be developed and implemented based upon strategicdirection.

Determines the resources or change in resources or re-allocates resources that will be required toeffectively execute the provided strategic direction.

Develops work plans and/or programs to implement provided strategic direction. Identifies new projects required due to changes in strategic direction.

LEVEL II I

Interprets the strategic direction developed for the organization or division and develops the services andperformance measures.

Obtains and promptly applies resources needed to implement the changes required by the strategicmandate.

Develops the sub-process and support mechanism that will be needed for any new initiatives required toimplement strategic mandates or any changes in strategic direction.


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Applying Technology

DefinitionMust be able to effectively evaluate, identify and use appropriate technologies in the workplace in order toenhance productivity, efficiency, responsiveness and the quality of service provided in order to aid theachievement of the organizations goals and objectives.

Key Words: Evaluate Technology; Best Practice.

Behavioral Indicators:1. Identifies technological changes, scientific research, methodologies and automation options that would

support/enhance success in the achievement of objectives of the work-unit and the Department.2. Encourages staff to stay abreast and informed about technological changes, scientific research and

automation.3. Applies evolving technologies and methodologies to the Department or work-units needs.4. Ensures that all staff is trained and competent to apply new technology.5. Advises on the appropriate systems to use in the Department.

PROFICIENCY LEVELS: Applying Technology

LEVEL I

Uses technology and information systems available in the workplace. Identifies shortcomings of technologies currently in use. Adapts his or her method of working to accommodate changes in the technological developments. Understands the information systems and technology programs utilized by the work-unit and effectively

utilizes the technology to get work done.

LEVEL I I

Tests new technologies, work processes and practices to make transactions and the collection of data andinformation more effective. Evaluates recent technological innovations as they relate to workplace systems. Integrates technology and information technology systems with workplace activities in order to resolve

operational problems.

Ensures technology is adequate to help achieve business objectives. Ensures staff has access to the appropriate technology.

LEVEL II I Promotes the use of new technologies and systems in the workplace to support key decision makers,

customers and stakeholders.

Regularly evaluates the appropriateness of technological improvements and workplace tools andproducts.

Justifies investment in technology by conducting cost-effectiveness analyses. Establishes links between computerized workplace systems, customers and other computer systems of

the Department.

Recommends the adoption of new technology and systems for the work-unit or work practices toimprove service delivery.


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Budgeting and Fiscal Management

DefinitionMust be able to plan the work-units budget and manage income and expenditure, through responsibleimplementation of policies, practices and decisions in order to achieve unit objectives effectively andefficiently.

Key Words: Budgeting; Financial Planning; Budget Analysis and Control.

Behavioral Indicators:1. Prepares work-unit budget required to achieve unit objectives.2. Maintains internal control policies and processes in line with Law, Statues, Rules, Regulations and

Mandates.3. Prepares short-term (1 year) and longer-term (2-5 years) budget plans.4. Ensures conformity with auditing requirements.5. Monitors revenue and expenditure for the purpose of sound fiscal responsibility.6. Fosters an environment where cost-benefit outcomes are continuously improved.7. Prepares consolidated financial reports for presentation to superior(s).

PROFICIENCY LEVEL S: Budgeting and Fiscal Management

LEVEL I

Prepares the annual budget requirements for the work-unit and submits to the Vice President ofAdministration and Finance and/or the Budget Director, along with required internal controls.

Develops options and recommendations for budget targets. Maintains the financial records and systems for budget inputs. Provides analytical support to the Finance function in the preparation of financial proposals, submissions

and projected costs to be included in budgets and allocations.

Identifies and provides initial analysis of problem areas or issues relating to the implementation ofpolicies, procedures, administrative systems and performance standards.

LEVEL I I

Develops own work-unit budget and manages the units finances in accordance with the Universitypolicies.

Interprets and provides advice on existing financial policies. Promotes adherence to university policy and overall financial function. Reviews and monitors budget to ensure that the required financial procedures are adhered to and all

monies are accounted for.

Monitors, in a broad scope, compliance with policy.LEVEL II I

Develops, monitors and evaluates processes and tools to ensure that financial policies, procedures,systems and standards

Co-ordinates the review and formulation of policies, procedures and systems across the organization. Promotes adherence to standards of service and provides overall direction regarding financial

management practices.

Monitors and evaluates overall policies, procedures, systems and standards of the organization.


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Diagnostic Information Gathering & Delivery

DefinitionMust be able to collect data and information, analyze and translate information into knowledge for planning,decision-making or management reporting and to communicate and distribute to different audiences, using avariety of information and communication technologies (e.g. intranet, e-mail, video-conferencing,telecommunications, etc.) in order to provide and communicate information for decision making, reporting,

document storage and planning.

Key Words:Communication and Information Management; Information Distributors.

Behavioral Indicators:1. Supports operational functions and the public with the provision of information and through information

exchange and dissemination.2. Facilitates adequate information flow to enhance and ensure informed decisions.3. Sources data, analyses it and converts it into information.4. Contributes to the development of knowledge management within the Department.5. Evaluates the effectiveness of data-gathering and distribution channels (e.g., web pages, notice boards,

filing and storing, etc).6. Interprets information and develop or indicate a response.

PROFICIENCY LEVEL S: Diagnostic Information Gathering & Delivery

LEVEL I

Distributes information gained from other sources. Uses non-electronic and cumbersome paper for information collection and distribution as provided to

the work-unit.

Knows about knowledge management and its components. Collects data, information and graphics for use in own work-unit. Uses information or data effectively to persuade and support a position.

LEVEL I I

Sources data, analyses it and converts it in reports and presentations. Develops databases and tools for reports and web distribution. Provides information in a format that is attractive, interesting and useful. Evaluates the effectiveness of data-gathering and distribution channels (e.g. web pages, complaints, etc.) Installs and maintains document management, storage and retrieval systems. Maintains effective communication channels enabled with current technologies.

LEVEL II I Maximizes the use of databases to provide useful, widely recognized and user-friendly information to

other departments, work-units, customers and the public.

Identifies new information and communication technology that improves on current systems andservices provided.

Provides leadership in the collection and provision of data and information for use in the departmentsknowledge management center.

Evaluates and improves the effectiveness of the information and communication function in own workunit.


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Continuous Improvement

DefinitionMust be able to measure and improve or upgrade work methods, procedures and systems and decrease costs inorder to improve the quality and cost efficiency of services and products delivered to customers.

Key Words: Work Method Improvement; Cost Efficiency; Productivity.

Behavioral Indicators:1. Identifies areas and ways in which work methods can be improved.2. Improves the effectiveness of work methods, systems and operational equipment by addressing

operational costs, revenue expenditure and donor fund management.3. Implements performance improvement through technological solutions, product development, services,

business-unit planning, business process simplification and value-based management techniques.4. Enhances the effectiveness of employees through the appraisal and review of efficient human resources

capacity.5. Leverages the value of information technology and assets to improve services, enhance staff

productivity, organizational improvement, operational efficiency and good governance.

PROFICIENCY LEVELS: Continuous Improvement

LEVEL I

Systematically evaluates and observes why similar activities take a different course in differentsituations.

Systematically evaluates why agreed goals are not met, contrary to all expectations. Systematically evaluates why mistakes are made or reoccur. Facilitates discussions on what customers expect of the department and negotiates mutual expectations. Reflects on the results and impact of processes and not activities. Determines the results of tasks in terms of quality and internal efficiency (management of time andscarce resources). Identifies the critical, limiting factors. Determines the minimum requirements needed to be met for each task and process, in terms of human

resources, financial resources, and technical resources.

Reflects on how the department co-operates and co-ordinates work and determines the ideal mix ofinstitutions and groups to deliver inputs (e.g., higher education, public sector and private sector) toimprove the co-ordination of inputs.

Uses technical knowledge or prior experience to develop and present alternatives and recommendations.LEVEL I I

Applies specialist knowledge of one area of business processes and understanding of related processes toproduce work products.

Matches appropriate methods to identified improvement needs. Maintains credibility and facilitates buy-in through effective discussions with primary stakeholders and

sustained relationships with peers.

Leverages knowledge and prior experience to develop, present and defend conclusions andrecommendations and implementation strategies/plan.

Develops and recommends improvements or redesigns processes. Evaluates and implements process improvement solutions.


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Contributes to capacity building and process improvement knowledge bases through feeding back bestpractices and redefining tools and techniques as appropriate.

Articulates the value-added or realized benefits from an improvement project by outlining specificperformance measures, targets and goals.

LEVEL II I

Leverages knowledge and experience to design and implement organization-wide improvementsolutions to complex problems.

Identifies and addresses critical success factors for complex improvement projects or initiatives. Secures commitment and participation from senior level personnel by sustaining and leveraging

relationships and leading project critical presentations.

Is recognized as a subject-matter-expert outside own business-unit, and as a technical advisor to projectteams.

Applies depth of technical knowledge to deliver customer products and services across multiple facets ofthe organization in a complex inter-governmental environment.

Reviews improvement solutions, documents lessons learnt and recommended improvements. Identifies and resolves critical and complex improvement issues within a network of university

departments producing and exchanging services.


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Customer Focus and Responsiveness

DefinitionMust be able to achieve excellence in delivering the planned customer service outcomes (i.e. service levels andstandards) for the department and monitoring the units service delivery in order to achieve the service deliverytargets and to ensure the highest level of customer care and customer satisfaction.

Key Words: Service Delivery; Service Standards; Setting Service Level Standards;

Behavioral Indicators:1. Listens and responds to customer needs within legislative frameworks, and policy guidelines.2. Clarifies the customers interests or expectations, when doubt exists.3. Makes sure that customer needs or requirements are met.4. Regularly takes steps to improve the quality of services produced by the work-unit.5. Establishes plans and programs for satisfying the customers needs and expectations.6. Delivers services to customers within the agreed service levels.

PROFICIENCY LEVELS: Customer Focus and Responsiveness

LEVEL I

Identifies services required by customers and develops appropriate service standards. Matches customers needs and service standards. Develops and implements processes for setting and reviewing products and services. Follows through on customers questions, requests and complaints. Provides a formal customer service that acknowledges a diverse customer base.

LEVEL I I

Monitors customer service standards to ensure that established standards are met. Introduces new customer service standards to respond to particular customer needs. Establishes a schedule or plan for satisfying customer needs and expectations. Pursues the completion of work objectives that supports meeting customer needs and expectations. Delivers services or products to client or customer in a timely manner. Follows up with the customer or client in a timely manner to ensure that the services were satisfactory. Develops improvement processes for setting and reviewing products and services.

LEVEL II I

Productively delivers high quality services related to the planned outcomes. Possesses an understanding of quality considerations and concepts and develops a quality assurance

plan. Develops quality control measures and procedures to determine compliance with a standard or

benchmark.

Looks for information about real, underlying needs of others, beyond those expressed initially. Matchesthose needs to available services.

Looks for long-term benefits to the customer and adjusts approach accordingly. Measures compliance with the organizations mandate and measures customers satisfaction against a

standard or benchmark.


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Developing Others

DefinitionMust be able to develop and coach others and constructively review the work of others in order to improve andadvance the skills, knowledge and performance levels of those who report to them.

Key Words: Growth and Development; Performance Improvement; Skills Development.

Behavioral Indicators:1. Identifies competency gaps for subordinates and develops personal development plans for employees.2. Comprehensively assesses the performance of individuals assigned to the work-unit.3. Gives detailed work instructions and/or on-the-job demonstrations.4. Provides planned on-the-job learning and skill development opportunities for subordinates.5. Recognizes and rewards (praise, etc) the expansion of skills and performance improvement.6. Ensures budget allocations for staff to be appropriately trained to meet work standards.7. Transfers and develops skills to work-unit employees.

PROFICIENCY LEVELS: Developing Others

LEVEL I

Articulates tasks and expectations and sets realistic standards. Observes, assesses, counsels, coaches, and evaluates subordinate leaders. Motivates subordinates to develop themselves. Balances the organizations tasks, goals, and objectives with subordinates personal and professional

needs.

Encourages initiative. Maintains a work climate in which team members feel included and vital to the success of the team, and

encourages others to take on challenges.

LEVEL I I

Diagnoses performance issues, and determines appropriate development approach to suit theindividuals learning style.

Paces the level and quality of instruction or coaching to allow assimilation of the learning matter. Invests time in coaching and mentoring. Arranges specific assignments or projects to challenge others and stretch their abilities and self-

confidence.

Gives others the autonomy to approach issues in their own way, including the opportunity to make andlearn from mistakes.

Seeks training opportunities for the continued update of skills. Actively renews own personal and professional skills, applies them to new areas and remains current in

area of work.

Regularly contributes to, and takes from, relevant professional forums/bodies of knowledge.LEVEL II I

Contributes knowledge sharing in area of technical expertise in a complex and challenging environment,e.g. across campus or departments within own peer group.

Contributes to and helps implement the departments training and development strategy.


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Assesses organizational needs to formulate and implement development plans, outlining specificperformance measure targets and goals.

Mentors by investing adequate time and effort in counseling, coaching, and teaching their individualsubordinates and subordinate leaders.

Delivers innovative developmental solutions. Maintains relationships with senior human resources practitioners to ensure that learning is a valued

strategic performance enabler.

Ensures that training policies support the strategy and drive the desired behaviors. Reads benchmarks and learns across a wide spectrum and works to build the intellectual capital of the

organization.


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Diversity Management

DefinitionMust be able to adapt to diverse cultural practices, customs, values and norms of individuals and groups in ordeto meet equity requirements, contribute to the transformation of work unit and department.

Key Words: Diversity Citizenship; Cultural Sensitivity.

Behavioral Indicators:1. Recognizes the contributions of those who have different cultural, religious, ethnic, gender, sexual

preference or other individual differences toward the achievement of work-unit or the departmentalobjectives.

2. Considers the match between the organizational culture and the expectations of customers.3. Provides opportunities that will enhance a more diverse and better workforce able to accomplish work-

unit objectives.4. Drives the compliance with employment equity and affirmative action initiatives.5. Takes active steps to eliminate acts, behavior and speech, which reflect discrimination and prejudice.6. Ensures that all management practices implemented are free of social, gender, religious, ethnic,

disability and cultural discrimination.7. Provides employment opportunities that will make the workforce more diverse and better able to

accomplish work unit objectives.8. Uses formal and informal methods to increase the sensitivity of others to diversity.

PROFICIENCY LEVELS: Diversity Management

LEVEL I

Understands and is willing to accept the practices, customs, values and norms of other individuals orgroups.

Appreciates and respects the differences of others and looks for ways to gain new knowledge andunderstanding of individuals and groups through learning or active participation in work activities.

Implements affirmative action and equity goals and requirements in the prescribed manner.LEVEL I I

Provides opportunities that will enhance a more diverse workforce and provides opportunities and equalaccess to development opportunities irrespective of their racial, gender and cultural backgrounds.

Takes disciplinary action against discrimination and gender abuse. Makes an acute effort to eliminate prejudice, discrimination and systemic barriers that exist within the

work environment.

Ensures that all management practices and policies are free of discrimination.LEVEL II I

Actively promotes diversity through planned activities aimed at building sensitivity to and support forothers.

Actively helps and supports programs that are meant to promote diversity. Assists and supports others in their efforts to deal with and address diversity. Actively tries to change prejudices in the current environment. Educates others about the value of

diversity.

Develops solutions to overcome the constraints that inhibit the attainment of employment equity.


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Impact and Influence

DefinitionMust be able to make an impact, persuade and influence individuals or groups in order to gain support andaction for ideas, proposals or initiatives put forward in order to achieve a specific objective or result.

Key Words: Persuasiveness; Credibility; Assertiveness.

Behavioral Indicators:1. Convinces individuals and groups to support decisions with persuasive arguments2. Makes a favorable impression that encourages others to listen and be responsive.3. Displays confidence and strong beliefs and opinions.4. Excites the audience and keeps them interested.5. Is confident and persuasive.

PROFICIENCY LEVELS: Impact and Influence

LEVEL I Takes time to create favorable impressions. Convinces others of the viewpoint or proposals being made, with assistance of others in authority. Has limited impact on the audiences addressed. Makes an impact on peers and colleagues but is limited in terms of influencing old experts or more

senior members of staff.

Uses one and the same set of persuasion tools and techniques in all situations. Is able to get a point across without offending others. Uses information or data effectively to persuade and support a position.

LEVEL I I

Creates favorable first impressions quickly. Is confident and persuasive. Maintains audience interest during discussion, presentations and meetings. Supports and defends proposals made, and convinces others of the benefits and value of the proposals

presented.

Uses an in-depth understanding of the interactions within a group to move towards a specific agenda Uses direct persuasion in a discussion or presentation.

LEVEL II I

Persuades large and opposing audiences to agree with the proposals made. Uses a wide variety of interpersonal styles and communication methods to gain agreement oracceptance of the idea, plan decision or service being presented. Is seen as being authoritative and trustworthy when explaining and presenting difficult concepts and

proposals.

Readily influences and impacts on audiences of a wide variety of different backgrounds and uses a widevariety of persuasion tools and techniques to do so.

Motivate subordinates to accomplish assigned tasks and missions. Mediates peer conflicts and disagreements.


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Conflict Resolution

DefinitionMust be able to anticipate, diffuse and resolve disagreements, confrontations, tensions and complaints in apractical and constructive manner in order to achieve results, solve service delivery difficulties, gain acceptanceto plans, policy implementation and proposals.

Key Words: Resolves Problems; Interpersonal Maturity; Negotiating; Conflict Management.

Behavioral Indicators:1. Recognizes the potential for conflicts, confrontation and disagreement.2. Resolves conflicts, confrontations and disagreements in a constructive manner.3. Addresses formal and informal complaints and resolves them to mutual satisfaction.4. Resolves problems and conflicts with employees, customers and stakeholders.5. Assumes responsibility for own actions and the consequences for actions undertaken and decisions

made.6. Maintains positive, productive working relationships despite differing/conflicting situations and

personalities.

PROFICIENCY LEVELS: Conflict Resolution

LEVEL I

Is consciously aware of differences and conflict-related issues. Confronts opposition cautiously and observes the conflict with a levelheaded assessment of the risks and

potential damage, and understanding of own role in the conflict, before becoming actively involved.

Demonstrates diplomacy and tact. Confronts problems openly and constructively. Is able to get a point across without offending others. Uses information or data effectively to persuade and support a position.

LEVEL I I

Views opposing parties as equal partners in terms of their right to express their own viewpoints. Patiently listens to and makes an effort to understand other viewpoints. Acts calmly and rationally in conflict situations with empathy and self-detachment. Demonstrates a willingness to see things from the others point of view. Enthusiastically accepts and promotes change.

LEVEL II I

Views complexity and ambiguity as a challenge.

Adapts rapidly to changed circumstances. Supports others through change. Leads a team through uncertainty or ambiguity to achieve a positive and beneficial outcome for the

team.


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Planning and Organizing

DefinitionMust be able to plan and organize the work of the work-unit and groups, using goal setting, objectives, targets,creating work schedules and work-plans with associated budgets and resources, according to the Departmentsprocedures, in order to achieve the tasks, functions and results/outputs required of the work-unit.

Key Words: Schedule Work; Organizing; Allocate Resources; Achieves Results; Develop Plans.

Behavioral Indicators:1. Develops annual plans for the work unit.2. Analyses goals and schedules component tasks accordingly.3. Organizes and prioritizes tasks so they can be performed within the budget and to achieve the most

efficient use of time.4. Sequences activities and develop schedules.5. Identifies and allocates resources.

PROFICIENCY LEVELS: Planning and Organizing

LEVEL I

Sets short-term and longer-term business plans and goals and cascades it to the work-team andindividual performance objectives.

Achieves goals established, but over-runs time allocated or exceeds budget. Translates objectives into specific plans. Prepares clear plans and a strategic focus before starting to work on projects or implement initiatives. Measures progress and monitors performance and results. Achieves goals in a timely manner, despite obstacles encountered, by organizing, re-prioritizing and re-

planning.

LEVEL I I

Translates objectives into specific plans. Sets goals and objectives relevant to the function and focuses on the customers needs. Attends to and manages multiple tasks and details by focusing on key priorities and delegation to others. Identifies and allocates resources. Develops contingency plans for potential problems. Co-ordinates work efforts when necessary to produce deliverables.

LEVEL II I

Taps into the resources of other work-units and departments, employing methods such as cross-functional teams to achieve results.

Utilizes all departmental tools and best practices to enhance effectiveness and efficiency. Attends to and manages multiple tasks and projects by focusing on key priorities and delegating to

others.

Assist others to plan and organize their work. Identifies and acts on opportunities to partner with other units in the Department to achieve desired

results.


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Project Management

DefinitionMust be able to plan and manage projects, activity schedules, resource allocation, time scales and timelines withassociated budgets in order to deliver projects on time, within cost and at the required quality level.

Key Words: Project Planning; Project Execution and Monitoring; Achieving Project Outputs.

Behavioral Indicators:1. Defines the projects scope and objectives.2. Develops and writes project charters.3. Plan resources (time, money, materials, consultants/service providers) for the execution of project.4. Implements, executes and monitors projects.5. Re-plans or manages the re-planning of projects as part of daily project management.6. Produces or manages the production of project deliverables or outputs that are within budget and at the

right quality levels.

PROFICIENCY LEVELS: Project Management

LEVEL I

Manages a small or non-complicated project or sub-project team. Organizes the team and develops a work plan (e.g. MS-Project Gantt chart, allocates tasks in accordance

with stated objectives)

Maintains project records (e.g. working papers, audit trails, evidence of sign-off by senior personnel). Maintains project management documentation (e.g. status reports, issues tracking, timesheets, and

payments).

Updates project work plans. Agrees and makes amendments as appropriate. Maintains critical paths, follows changes to timetables, responsibilities and deliverables. Assesses the quality of the work performed by team members. Raises scope/boundary issues related to the teams area of work. Prepares written objectives for team members including sub-contractors or consultants. Monitors progress against the work-plan, reporting variations and issues in a timely and appropriate

fashion, recommending and taking appropriate actions.

Provides feedback, supervision and coaching to team members, including technical assistance requiredto ensure successful completion.

Promotes teamwork and encourages team members to put team objectives ahead of personal objectives.LEVEL I I

Manages a project team of full-time staff with specialist capabilities in a specialized, technical area. Develops (to a large degree) the contract and in particular the technical approach to the project, the work

description and scope for the project (or sub-project).

Assigns responsibilities, sets priorities, delegates tasks to others, and contributes needed resources; co-ordinates work efforts when necessary to produce deliverables.

Attends to multiple tasks and details by focusing on key priorities and delegation to others. Makes decisions, taking into consideration the requirements for public accountability and stakeholder

issues.

Measures progress and monitors performance and results; keeps work on track. Identifies and acts on opportunities to partner with other departments and institutions, to achieve desired

results.


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Manages the financial performance of the project (e.g. monitoring hours and expenditure, variationorders, contribution versus amount billed, accounts payable, contractual obligations, appropriate sign-off.

Manages the risks identified and incorporates specific activities to overcome or reduce the risks.LEVEL II I

Manages a large, complex and integrated project operating primarily in an integration role. Integrates products and services from different service providers, in a complex or large project. Manages a range of skill mixes and disciplines, manage across multiple sites/departments. Manages a third-party provider directly contracted to the Department or donor agency. Manages the contractual aspects ensuring all work was performed in accordance with the contract. Establishes the project management processes and risk and control processes. Applies advanced techniques such as Goal Directed Project Management (GDPM), PERTand Critical

Path Analysis techniques to the overall project.

Develops contingency plans for potential problems. Taps into a variety of resources to achieve results, such as crossfunctional teams, developmental

assignments, etc.

Manages and motivates project staff so that they remain enthusiastic and produce quality project outputsdespite project constraints and setbacks.


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Team Leadership

DefinitionMust be able to build cohesive and productive work and project teams in order to achieve the required outputs,either as a work unit or as a component within the organization.

Key Words: Managing Meetings; Inspiring Team Members; Facilitating and Supporting.

Behavioral Indicators:1. Values the contribution of all team members.2. Focuses own efforts on working with the team to achieve the desired results.3. Participates in activities that lead to a sense of identity on projects.4. Motivates and inspires others to self-empowerment and self-respect.5. Evaluates performance of the team in order to ensure the achievement of the teams objectives.

PROFICIENCY LEVELS: Team Leadership

LEVEL I Ensures that groups have all the necessary information and explains reasons for a decision. Creates the conditions that enable the team to perform at its best (e.g. setting clear direction, providing

appropriate structures, getting the right people).

Sets a good example by personally modeling desired behavior. Expresses positive attitudes and expectations of the team and team members. Displays willingness to learn from others, including subordinates and peers. Solicits ideas and opinions to help form specific decisions and plans. Publicly credits others who have performed well. Provides the resources and tools for teams to complete their tasks.

LEVEL I I

Recognizes the value of using teams to accomplish work-unit or the departmental objectives. Acts to build team spirit for purposes of promoting the effectiveness of the group or business process. Discusses progress of projects periodically with the team to ensure the goals and objectives of the team

can be accomplished.

Encourages groups to work together by agreeing the goals, processes, tasks and completion of tasks. Applies group process skills to assist the team achieve their results. Recognizes and praises the team for their effort and achievements. Acts to promote good working relationships regardless of personal likes and dislikes. Encourages the achievement of results through teamwork, co-operation and collaboration.

LEVEL II I

Uses complex strategies such as team assignments, cross training, etc., to promote team morale andproductivity.

Encourages teamwork through the use of appropriate verbal and non-verbal messages. Creates an environment that encourages open communication amongst team members. Creates an environment that encourages collective problem solving amongst the team members. Seeks consensus among diverse viewpoints as a means of building group commitment.


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Flexibility

DefinitionIs open to change and new information; rapidly adapts to new information, changing conditions, or unexpected obstacles.

Key Words: Change Agent, Adaptability, Change Management

Behavioral Indicators:1. Adapts effectively to change by accepting changes in work processes readily and with an optimistic

perspective of the resulting benefits2. Works through situations or issues involving ambiguity or setbacks by systematically evaluating options

and establishing appropriate action plans3. Understands the requirements of different situations and effectively adapts his/her behavior even when

under stress and pressure4. Readily accepts new technology as part of his/her job and uses it to continually improve efficiency or

the quality of his/her work products

PROFICIENCY LEVEL S: Flexibility

LEVEL I

Meets with team to adjust and coordinate schedules to accommodate all team members Adjusts staff assignments based on feedback and work load priorities Uses staff feedback to streamline processes in order to meet deadlines Adjusts project plan based on input from staff and stakeholders

LEVEL I I

Realigns resources to meet changing customer needs Takes feedback into consideration while implementing organizational change Adjusts organizational priorities quickly as situations change Shifts university goals and initiatives to align with priorities

LEVEL II I

Recognizes when changing customer or organizational expectations require new approaches and takesthe necessary steps to meet new standards

Implements a successful action plan after a major organizational change Prioritizes, considers alternatives, and responds quickly and effectively to unexpected and rapidlychanging conditions


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Vision

DefinitionTakes a long-term view and builds a shared vision with others; acts as a catalyst for organizational change.Influences others to translate vision into action.

Key Words: Strategic Vision, Future state

Behavioral Indicators:1. Communicates a clear, vivid, and relevant description or picture of where the organization should be in

3, 5, or 10 years2. Expresses the vision in a way that resonates with others as demonstrated by their words and actions3. Builds a shared vision with others4. Influences others to translate vision to action

PROFICIENCY LEVELS: Vision

LEVEL I

Meets with staff to address concerns about new organizational structure Develops and generates support for work group vision Involves staff in setting annual goals to ensure buy-in Conducts interviews with staff to ascertain organization's needs Conveys vision of agency to staff and stakeholders

LEVEL I I

Involves employees and stakeholders in an organizational change process by conducting meetings andproviding frequent updates

Acknowledges organizational strengths and develops plan to address areas needing improvement Communicates vision and mission of new office to employees while incorporating employee feedback

for ideas on accomplishing new goals and objectives

LEVEL II I

Directs and provides guidance to managers to develop long-term strategic plan for the division Educates agency officials about new system and outlines how the long-term benefits align with agency

goals

Conducts workshop with employees, human resources staff, and customers to build a vision, strategy,and goals for the unit

Develops an approach to improve efficiency and effectiveness of the organizational structure by usingcreative reorganizing concepts

Considers various viewpoints from internal and external sources when developing new organizationalmission and vision

Builds nationwide coalitions to develop and garner support for shared programs


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Integrity

DefinitionBehaves in an honest, fair, and ethical manner. Shows consistency in words and actions. Models high standardsof ethics.

Key Words: Trustworthiness, Ethical, Honesty

Behavioral Indicators:1. Treats others fairly and with respect2. Takes responsibility for own work, including problems and issues3. Uses applicable professional standards and established procedures and policies when taking action and

making decisions4. Identifies ethical dilemmas and conflict of interest situations and takes action to avoid and prevent them5. Anticipates and prevents breaches in confidentiality and/or security

PROFICIENCY LEVEL S: Integrity

LEVEL I

Provides staff with accurate information about the vision of the agency and outlines changes in anupfront manner

Remains fair and objective when determining skill set needed for projects to select effective teammembers

Maintains confidentiality of sensitive information by establishing new policies and procedures forhandling such information

Establishes open and honest communication with employees Addresses concerns with employee behavior in a confidential and respectful manner

LEVEL I I

Instills a climate of trust by admitting own mistakes and taking responsibility for one's actions Discusses potential ethical problems and wrong-doing with employees and responds appropriately Communicates honestly with employees regarding potential changes affecting the organization to ensure

staff are treated fairly

Investigates issues and takes corrective action, as appropriateLEVEL II I

Promotes a climate of openness and honesty and does not penalize responsible dissent Does not acquiesce to inappropriate personal requests for favors, political pressure, or promise of gain Displays fortitude to support ethical actions that may negatively impact self or stakeholders


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Attention to Detail

DEFINITION:

Thoroughness in accomplishing a task through concern for all the areas involved, no matter how small.Monitors and checks work or information and plans and organizes time and resources efficiently.

Key Words: Quality Assurance, Thoroughness, Efficiency

BEHAVIORAL INDICATORS:

1. Provides accurate, consistent numbers on all paperwork.2. Provides information on a timely basis and in a usable form to others who need to act on it.3. Maintains a checklist, schedule, calendar, etc., to ensure that small details are not overlooked.4. Carefully monitors the details and quality of own and others' work.5. Expresses concern that things be done right, thoroughly, or precisely.6. Takes necessary actions to produce work that requires little or no checking.

PROFICIENCY LEVELS: Attention to Detail

LEVEL I

Double-checks the accuracy of information and work product to provide accurate and consistent work. Provides information on a timely basis and in a usable form to others who need to act on it. Carefully monitors the details and quality of own and others' work. Expresses concern that things be done right, thoroughly, or precisely. Completes all work according to procedures and standards.

LEVEL I I

Sets up procedures to ensure high quality of work Monitors the quality of work by setting up procedures Acts to verify information Checks the accuracy of own and others' work Develops and uses systems to organize and keep track of information or work progress Prepares for meetings and presentations Organizes information or materials for others Reviews and checks the accuracy of information in work reports

LEVEL II I

Complete with regard to every detail; not superficial or partial Performed or written with great care and completeness Painstakingly careful and accurate Exhaustive: performed comprehensively and completely


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Drive for Results

DefinitionMotivated by success and passionate about working and achieving higher results. Persists to complete tasks /responsibilities, even in the face of difficulties, is optimistic and tenacious all through. Operates with personalownership and looks for ways and means to improve performance all the time. Displaying a strong commitmentto making service performance improvements and a determination to achieve positive service outcomes for the

students and staff.

Key Words: Ability to execute plans, Results-oriented

Behavior Indicators:

1. Setting ambitious targets which may exceed the minimum standard required and takingcalculated risks all with the aim of delivering added value to the service.

2. Focusing own, and others, energy on what really makes a difference, rather than beingconstrained by methods which were used in the past.

3. Seeking out opportunities to improve delivery of service through partnership and new ways ofworking.

PROFICIENCY LEVELS: Drive for Results

LEVEL I

Takes actions that lead to the delivery of set service targets. Shows determination to meet the objectives set by others. Keeps track of and measures outcomes against own standards, over and above those set by others. Takes actions that lead to quantifiable service improvements. Encourages others to find ways of delivering services that will better serve the needs of customers while

meeting local targets.

LEVEL I I

Sets self and others stretching goals, over and above those required to meet national standards andtargets, where these will help to improve local services.

Takes the necessary actions to meet these goals; identifies and applies measures to track and quantifyachievement.

Overcomes obstacles to achieving goals and uses failure as an opportunity to learn.LEVEL II I

Shows determination to achieve goals over time; resists any pressure to be deflected from thisattainment.

Prepares to challenge others and address poor performance where this is impacting on effective servicedelivery.

Takes calculated risks, based on learning and experience, to achieve longer-term service improvements.


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Accountability

Definition

Accepts full responsibility for self and contribution as a team member; displays honesty and truthfulness; confrontsproblems quickly; displays a strong commitment to organizational success and inspires others to commit to goals;demonstrates a commitment to delivering on his/her public duty and presenting oneself as a credible representative of theUniversity

Key Words: Ownership, Responsible

Behavioral Indicators:1. Helps and supports fellow employees in their work to contribute to overall organization success.2. Demonstrates understanding of the overall business its goals, purpose, functions, competition, etc.

that helps increase employee commitment and interest.3. Looks beyond the requirements of ones own job to offer suggestions for improvements of overall

organization operations.4. Takes personal ownership in organizations success.

PROFICIENCY LEVELS: Accountability

LEVEL I

Consistently meets commitments to others or delivers on commitments on time Takes ownership of personal or team performance; coaches team members to improve performance Never dismisses the importance of his/her responsibilities and the connection between his/her job and

public perceptions

Always presents oneself in a way that is consistent with the image the University wants to portray.LEVEL I I

Holds self and others accountable for making principled decisions; addresses unsatisfactory andunethical behavior head-on

Commits to the Universitys goals and finds ways to get team members more involved towardaccomplishing University objectives

Takes his/her responsibilities seriously and consistently meets the publics expectations for quality,service, and professionalism

Consistently presents a calm, competent, and professional image to the public and other Universityemployees

LEVEL II I

Exceeds his/her commitment to others by frequently delivering work early

Lives the University values and maintains his/her ethical principles even in the most challengingcircumstances

Generates enthusiasm among team members for accomplishing shared goals that elevates the team andensures the University success

Holds a strong commitment to exceeding the publics expectations for how the State should provideservice to its students and staff

Presents oneself as a polished professional who exemplifies success and credibility; inspires others to bemore professional


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Manages Performance

DefinitionClearly establishes and communicates expectations and accountabilities; monitors and evaluates performance;provides effective feedback and coaching; identifies development needs and helps employees address them toachieve optimal performance and gain valuable skills that will translate into strong performance in future roles

Key Words: Performance Management; Talent Management; Coaching and Feedback

Behavioral Indications:1. Facilitates the recruitment, selection and retention of employees2. Delegates assigned tasks in alignment with operational goals3. Coaches to maximize achievement of performance expectations4. Models objective behavioral feedback5. Champions employee development for career growth and mobility

PROFICIENCY LEVELS: Manages Performance

LEVEL I

Establishes departmental and individual goals; Clearly communicates departmental and individual goalsand accountabilities

Provides adequate resources for employees to accomplish their goals up front and upon request ofemployees; removes barriers as needed to help accomplish team goals

Monitors the right performance measures; Gives frequent and candid performance feedback on howemployees are doing their jobs

LEVEL I I

Actively coaches individuals and teams to strengthen their performance

Takes responsibility for identifying individual employee development needs and finding ways to addressthem

Notices and shows appreciation when expected results and behaviors are realized; Retains highperformers through recognition of accomplishments and development/career opportunities

Focuses on the skills needed for the current position as well as the qualities needed to be successful infuture roles within the University when hiring

LEVEL II I

Directs individuals to focus on the most vital departmental goals to maximize personal success withinthe department

Monitors employee progress and proactively makes adjustments in resource allocations; proactivelyremoves barriers to help accomplish team goals Demonstrates courage by taking resolute action against weak performers Inspires others to strengthen their coaching skills to drive overall University objectives Identifies patterns in employee behavior that indicate development needs across the University and

identifies ways to systemically enhance the skills of University employees.

Celebrates expected results and behaviors through creative and spontaneous means; Retains highperformers through recognition of accomplishments and development/career opportunities


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Initiative

DefinitionProactively identifies ways to contribute to the States goals and missions; achieves results without needingreminders from others; identifies and takes action to address problems and opportunities

Key Words: Personal Drive, Take Charge, Readiness to embark on new task

Behavioral Indicators1. Demonstrates a sense of urgency, motivation, and tenacity in achieving objectives.2. Pursues increased challenge and accountability in project tasks.3. Takes responsibility for personal development and the realization of objectives.4. Remains determined in the face of obstacles or pressure.

PROFICIENCY LEVELS: Initiative

LEVEL I

Completes assignments without the need for prompting from his/her supervisor or others Seeks out information on his/her own initiative; may need to follow up with his/her supervisor for

guidance or direction

Demonstrates resilience against challenges and obstaclesLEVEL I I

Successfully completes most tasks independently but asks for additional support, as appropriate, whenfaced with unfamiliar tasks or situations

Focuses on achieving results, rather than activities that may not add value Recognizes and takes appropriate action to effectively address problems and opportunities

LEVEL II I

Takes the initiative to complete assignments early; consistently exceeds expectations regarding thetiming of deliverables

Generates commitment and enthusiasm from others to set and achieve challenging objectives Demonstrates the ability to complete even unfamiliar tasks independently by adapting his/her previously

gained knowledge

Coaches others on how to focus their energy on achieving results without creating more work thannecessary

Provides advice and direction to others on how to recognize and take appropriate action on problems andopportunities


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Professional Development

DefinitionDemonstrates a commitment to professional development by proactively seeking opportunities to develop newcapabilities, skills, and knowledge; acquires the skills needed to continually enhance his/her contribution to theState and to his/her respective profession

Key Words: Continual Learning, Develop one-self

Behavioral Indicators:1. Commitment to improve one's technical and personal growth2. Continues to learn about and improve theories and principles3. Takes advantage of professional development opportunities4. Seeks out new learning experiences

PROFICIENCY LEVEL : Professional Development

LEVEL I Engages in continuous learning opportunities to further develop skills and capabilities in technical and

functional areas

Uses feedback from co-workers and customers to find ways of enhancing his/her performance Accurately identifies his/her own strengths and development needs, leverages strengths, and takes action

to develop areas that can be improved

LEVEL I I

Takes part in professional associations to maintain a current knowledge base and relationships withothers in his/her field

Updates professional knowledge and skills on a regular basis to stay current and apply new trends orbest practices to his/her work at the University

Seeks out continuous learning opportunities that develop self and expands organizational intellectualcapital

Proactively requests feedback from co-workers and customers and uses it to enhance personal and teamperformance

Provides coaching to others to help them leverage their strengths and effectively develop in areas whereimprovement is needed

LEVEL II I

Participates in professional associations to ensure he/she is visible to others in his/her field of expertise Shares new knowledge regarding professional standards with others to ensure they are able to contribute

new ideas to the University

Anticipates student and staff needs/ stays abreast of changes in the external environment and anticipateshow they will impact his/her department and/or University

Helps others enhance their experience with the Universitys performance management program bymentoring and coaching them through the process


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Communication

DefinitionRespectfully listens to others to gain a full understanding of issues; comprehends written material; presentsinformation in a clear and concise manner orally and in writing to ensure others understand his/her ideas;appropriately adapts his/her message, style, and tone to accommodate a variety of audiences.

Key Words: Informative, Willing to share information, Open, honest and direct

Behavioral Indicators

1. Ensures that important information from management is shared with employees and others asappropriate

2. Knows that listening is essential to understanding3. Shares ideas and information with others who might find them useful4. Keeps manager informed about progress and problems5. Ensures that regular consistent communication takes place within area of responsibility6. Gives and receives constructive feedback

PROFICIENCY LEVEL : Communication

LEVEL I

Actively listens to students and staff to put him/herself in other peoples shoes to gain a betterunderstanding of what they are saying

Comprehends written and oral information and direction and takes appropriate action Communicates intentions, ideas and feelings openly and directly Consistently delivers accurate, clear and concise messages orally and/or in writing to effectively inform

an audience

Listens attentively to the speaker and actively asks questions to confirm understanding and avoidmiscommunications

Adapts to the needs of most audiences to ensure his/her message is understoodLEVEL I I

Presents an open and accepting persona that allows even the most reluctant person to express his/herviews

Assists others in comprehending written and oral information and directions so they can take appropriateaction

Encourages an open exchange of ideas and different points of view; tells the truth even when it isunwelcome.

Delivers accurate, clear and concise messages that inform and frequently persuade audiences to takeaction

Demonstrates a keen ability to recognize when others are having difficulty understanding his/hermessage and adapts style

Adapts to the needs of diverse audiences and/or complex situations


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LEVEL II I

Discusses the impact of change efforts honestly and directly with those affected Ensures the Universitys vision and goals are fully understood by translating them into day-to-day

practices; explains the business purpose behind assignments and shifts in priorities so others canunderstand the big picture

Gains strong support from key players to mobilize team to champion and implement University change Communicates the strategic direction in such a way that employees, at all levels, fully understand their

role in achieving University goals; engages employees regularly about student services so they

understand their importance to the University and their potential to contribute


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Grant Administration

DefinitionAdministers grants and cooperative agreements, applying knowledge of organizational needs and deadlines.Acquires and applies critical financial concepts and practices, based upon a thorough understanding of theFederal Government.

Key Words: Principal investigator, Program Administrator

Behavioral Indicators:

1. Serves as a primary point of contact concerning grant matters.2. Plans, directs, coordinates, and manages the various grant functions, including application, awarding,

modifying, closing out.3. Actively collaborates with Sponsor Program to monitor and manage the grant and grant compliance.4. Takes appropriate actions and applies remedies to protect the University and the award of the grant.

PROFICIENCY LEVEL: Grant Administration

LEVEL I

Understands and executes the various stages of the grant lifecycle including pre-award review, grantprogress monitoring, and award closure.

Recognizes factors that influence the grants process. Coordinates actions with program officials regarding administrative and programmatic issues. Develops guidelines for handling and/or adhering to grant changes. Communicates expectations and reinforces requirements with grantees. Leads activities to ensure grantee compliance with the established grant. Analyzes requested budgets and determines awarded budgets.

LEVEL I I

Establishes and maintains realistic budgets Draws accurate conclusions from financial information Uses financial and other quantitative information to manage resources provided for a project Interprets and analyzes the meaning and implications of key financial indicators Understands overall financial performance of the organization and the resulting capacity to manage

supported projects

Uses financial analysis to evaluate strategic options and opportunities and recommend effective andpractical alternatives

LEVEL II I

Demonstrates absolute responsibility for the overall conduct of a sponsored project, including alltechnical, programmatic, financial, compliance and administrative aspects.

Takes full responsibility for controlling the technical direction and academic quality of the project, andensures that a sponsored project is carried out in compliance with the terms, conditions, and policies ofthe Sponsor and the University.


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Diplomacy

DefinitionRespond to difficult, stressful or sensitive interpersonal situations in ways that reduce or minimize potentialconflict and maintains good working relationships among internal and external customers. In a customerservice or personal sense, the ability to recognize awkward or potentially embarrassing situations whichsometimes arise. The skill to be aware of tone and careful choice of words, while at the same time ensuring that

the intended message is clear, polite and readily understood.

Key words: Tact, Discretion, Peacekeeping, Subtlety

Behavior Indicators:1. Understands emotional components behind complex situations.2. Puts oneself in others shoes.3. Interacts pleasantly and positively with others.4. Generally tactful.

PROFICIENCY LEVEL: Diplomacy

LEVEL I

Utilizes one basic approach in dealing with others. May occasionally make unintentional negative or offensive comments. Avoids situations where others share personal problems.

LEVEL I I

Altruistic; goes out of the way to help. Courteous in all situations. Uses appropriate tone of voice in all situations. Effectively handles highly tense situations. Anticipates and prepares for responses.

LEVEL II I

Utilizes multiple approaches in dealing with others. Respectful and consider

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