Core Competencies 2012

Defining the
Core Competencies
Leadership Development Program 2012 University of California, Berkeley
Table of Contents
Executive Summary
Project Sponsors and Team
Acknowledgements
Introduction and Project Overview

The Competency Framework
Project Objective
6
7
8
Research
10
Findings
Campus Research
Benchmarking
11
11
11
Berkeleys Core Competency Definitions

Adapting the UC Competencies for Berkeley
13
13
Behavioral Anchors Matrix

Overview
Matrix of Behavioral Anchors
15
15
16
Performance Management: Recommendations

Overview
Recommendations
Berkeleys Performance Management Cycle
Application of Recommendations
19
19
19
20
22
Career Development: Recommendations

Overview
Recommendations
Berkeleys Career Development Tools
23
23
25
26
28
Recruitment and Hiring: Recommendations

Overview
Recommendations
Berkeleys Hiring Guide
32
32
32
33
33
Conclusion
36
Bibliography
Literature Review
37
37
Appendices
Appendix A: Project Proposal
38
Appendix B: Project Charter
40
Appendix C: Research Methods and Analysis

Literature Review
Campus Research
UC Competencies Research
Behavioral Anchors Validation
Benchmarking Research
44
44
44
45
45
46
Appendix D: Campus Research Findings

Focus Group Questions
Focus Group Responses Summary
Sample Hiring Packet from Environment, Health & Safety
49
49
53
57
Appendix E: Behavioral Anchors Validation Survey
63
Appendix F: Benchmarking Findings

Benchmarking Research Summary Table
Core Competencies Frequency Chart
Findings Relevant to Behavioral Anchors
Findings Relevant to Performance Evaluation
Findings Relevant to Career Development
Findings Relevant to Recruitment and Hiring
71
71
73
78
78
82
84
Appendix G: UC System-Wide Core Competencies
88
Appendix H: UC Berkeley Core Competencies
94
Appendix I: UC System/Berkeley Core Competencies Comparison
96
Appendix J: Matrix of Behavioral Anchors

Teamwork and Collaboration
Service Focus
Resource Management and Stewardship
98
99
101
103
Appendix K: Competency Framework with Behavioral Indicators
105
Appendix L: Career Development Activities and Resources
106
Appendix M: Recruitment and Hiring Resources

109
ii
Appendix N: Benchmarking Resources

Appendix N-1
Appendix N-2
Appendix N-3
Appendix N-4
Appendix N-5
Appendix N-6
Appendix N-7
Appendix N-8
Appendix N-9
Appendix N-10
Appendix N-11
Appendix N-12
Appendix N-13
Baylor University
Cornell University
Microsoft
Sarasota County
Stanford University
State of Georgia
State of Tennessee
Texas A&M
University of California Davis
University of California Los Angeles
University of Michigan
University of Pennsylvania
University of Virginia
119
124
137
138
149
151
164
175
178
187
196
200
209
iii
Executive Summary
Executive Summary
Berkeley is renowned for its world-class academic talent. Creating a workforce of
comparable capability is essential if the campus intends to achieve financial
sustainability through improved operations. An important step in accomplishing this is
to adopt a competency-based human resource management system. This will ensure
that the campus is better equipped to recruit and develop the right talent for the right
jobs, resulting in a highly productive staff well suited to obtaining the best outcomes.
This report addresses how to implement such a system for Berkeleys non-represented
employees in the areas of performance management, career development and hiring. It
focuses on three of Berkeleys ten core competencies:
Teamwork and Collaboration defined as collaborating with colleagues in order to

achieve results in alignment with the operations and mission of the University of
California.
Service Focus defined as valuing and delivering high-quality, professional,

responsive and innovative service.
Resource Management and Stewardship defined as demonstrating integrity,

accountability and efficient stewardship of university resources in a manner
consistent with the UC Standards of Ethical Conduct and other policies.
A competency encompasses any quality that contributes to successful job performance

or, put simply, how a job gets done. Core competencies are those that organizations
identify as contributing the most towards achieving strategic results.
In order to translate core competencies effectively from the conceptual to the
concrete, employees need to understand what the practice of each competency entails.
A behavioral anchors matrix is an excellent way to accomplish this and forms the
backbone of competency-based human resource management in all its phases. Thus
the central deliverable is the matrix of behavioral anchors applied to the three
competencies addressed in the scope of this project.
The matrix contains approximately ten specific, easily observable behaviors that
demonstrate each competency at the five rating levels for Berkeley: Unsatisfactory,
Needs Improvement, Meets Expectations, Exceeds Expectations and Exceptional.

Executive Summary
Example of a behavioral anchor for the competency of service focus
The main recommendations for the implementation and utilization of a competency-

based human resource management system include:
Performance Management
Develop a behavioral anchor matrix for Berkeleys ten core competencies modeled
on the matrix presented in this report and employ it year round in all phases of the
performance management cycle: planning, check-in and assessment. This will:
Result in greater consistency in evaluation ratings across departments and
individual supervisors.
Help staff more readily identify behaviors that improve their evaluation
ratings and thereby strengthen performance.
Career Development
Implement individual development plans with linked activities (training,
workshops, classes) and resources for the ten core competencies to guide staff in
improving their competency skill level.
Develop a competency-based proficiency scale to recognize that different jobs

require different levels of proficiency for successful performance.
Map all jobs using the behavioral anchors matrix and job description to determine
the level of proficiency needed within a competency to support career
development and succession planning.
Hiring
Develop a hiring toolkit that includes behavioral interview questions, an interview
note taking form and an interview guide to help managers make use of
competency-based hiring techniques.
Executive Summary
To fully support these recommendations, targeted training programs for both

managers and staff must be developed and website content should be regularly
updated to make the tools and supporting information accessible.
Creating and implementing a competency-based human resource management system
is a significant investment, but one that is essential if Berkeley is committed to creating
a high performance culture that can help realize its strategic goals.

Project Sponsors
Jeannine Raymond, Assistant Vice Chancellor, Human Resources
Richard K. Lyons, Dean, Haas School of Business
Functional sponsors
Darrylyn Swift, FAVCO VC-Admin Immediate Office
Paul Carroll, Senior Organizational Consultant, Human Resources
Process Consultant
Kendall Moalem, Sr. Business Analyst, Engineering Research Support Organization
(ERSO)
Core Competencies Project Team
Claudia Cohan, University Relations
David Kim, Theater, Dance & Performance Studies
Wanda Nieters, Biosciences Divisional Services
Nithya Raghunathan, UC Berkeley Extension
Olga Sandoval Salcido, Statistics
Andrea Sohn, Graduate Division
Michael Thompson, Athletic Study Center
Michelle Ziegmann, Educational Technology Services

Acknowledgements
Acknowledgements
The Defining Core Competencies team would like to thank the following individuals for
their kind assistance with this project:
Inette Dishler, COrWE, UC Berkeley

Kathy Mendonca, COrWe, UC Berkeley
Nilima Bhatia, College of Letters and Science, UC Berkeley
Kathryn Burkgren and Peter Halladay, Organizational Effectiveness, Cornell
University
Karen Berardi, Human Resources, UC Berkeley
Cindy Durant, Environment, Health & Safety, UC Berkeley
Steve Garber, Educational Technology Services, UC Berkeley
Kelly Howard, Office of the President Human Resources
Liz McDonough, UC Berkeley Extension
Erin Hanson, UC Berkeley Extension
Ellen Gobler, Communications & Events, Graduate Division
Lisa Kubicki, Stanford University
Heather MacArther, Former leader in performance management and career
development for Disney
Rejeana Mathis, Management Development Specialist, UCLA Campus Human
Resources
Carina Celesia Moore, UC Davis
Tami Nutt, Baylor University
Trish Pulley, Strategic Learning Solutions (SLS) Division, State of Tennessee
Rob Schmieder, Microsoft
Phillip Smith, University of Michigan
We would also like to extend our appreciation and thanks to our families, supervisors,
co-workers, the dozens of colleagues who participated in focus groups, the staff at
private and public universities and corporate organizations that took part in our
interviews, the Center for Organizational & Workforce Effectiveness (CorWE), Human
Resources at UC Berkeley, Cal Dining and the dozens of UC Berkeley staff members who
responded to our survey. We could not have completed this project without your
participation and support.

Berkeley has extraordinary needs but limited resources.

How do we best invest in our staff?
Jeannine Raymond, Vice Chancellor
Human Resources, UC Berkeley
We want to make UC Berkeley an environment

where we all are doing our best work.
Richard K. Lyons, Dean
Haas School of Business, UC Berkeley


Berkeley is widely regarded as the greatest public university in the world. Central to this
achievement is the academic talent of its faculty and students, who are actively
recruited through a rigorous process and continually evaluated using well-established
standards.
A third group exists that is also essential to our universitys standing: the 12,000+1 staff
members. Through their efforts, knowledge and interactions, staff play a critical role in
achieving the strategic priorities of Berkeley. As important as they are to the well being
of this institution, there is not the same systematic process for staff recruitment,
evaluation and development as there is for the faculty and students.
The consequence of lacking such a process is a limited ability to shape a workforce that
maximizes effectiveness and efficiency in fulfilling Berkeleys mission. It is critical to put
in place practices that recruit for and encourage the attitudes, habits and behaviors
that contribute to a culture of high performance. This report intends to address this
need through evaluating the application of competency-based human resource
management and making recommendations on how to implement this for non-
represented staff at Berkeley.

1
Campus and Personnel Program. Retrieved from

http://www.ucop.edu/ucophome/uwnews/stat/headcount_fte/oct2011/11tbl10.pdf
Increasingly, organizations that use competency-based systems are referred to as

visionary or high performance organizations that are trying to compel excellent-not
average-behavior and practices.2,3
The Competency Framework

Managing talent in an organization is a deliberate process that requires focused
planning and a means for integrating all related activities. The goal is to make sure that
the right people are doing the right things to accomplish the right outcomes.
More organizations are finding that using competencies as the backbone of a human
resource management system creates a structured, defensible and rigorous process for
recruiting and developing a highly productive work force well suited to carry out
required business strategies.4 Organizations benefit from working with competencies
because it gives them a better, more sophisticated way to manage, measure and
improve the job performance of their employees. It also helps in reinforcing values and
encouraging common culture and behavior.
A competency is an underlying characteristic of a person which results in effective
and/or superior performance on the job.5 It includes any attribute, knowledge, skill,
ability or other quality that contributes to successful job performance. Put simply,
competencies are the how side of job performance.
For a competency framework to be useful as a human resource management tool, it
must not only identify and define the competencies necessary for effective job
performance but also provide behavioral examples that illustrate how employees
successfully exhibit particular competencies on the job. These examples are known as
behavioral anchors. They must be based on specific, observable behaviors and day-to-
day performance, not isolated incidents. Created this way, behavioral anchors
articulate the specific actions that have the most direct impact on successful

2
Collins, J.C., & Porras, J.I. (1996, September-October). Building your companys vision. Harvard Business
Review, p.73.
3
Reagan, P.M. (1994, March-April). Transform organizations using competency development. Journal of
Compensation and Benefits, p.25-28.
4
Rob Schmeider, Senior Director of Talent Management, Microsoft
5
Klemp, G. O. (Ed.) (1980) The assessment of occupational competence. Washington, D.C.: Report to the
National Institute of Education, p. 21.
performance and are invaluable in gauging how effectively a competency is being

demonstrated.
Establishing a competency-based human resource management system helps a
company hire people who have high potential to succeed, ensure that they receive the
training and development necessary to realize that potential, and provide an appraisal
system that gives the feedback and coaching employees need to perform well.
Project Objective
Our project team has been tasked with identifying easy-to-apply, observable examples
of behaviors for three of Berkeleys ten core competencies for non-represented staff.
The competencies addressed are:
Teamwork and Collaboration: Collaborates with colleagues in order to achieve results
in alignment with the operations and mission of the University of California.
Service Focus: Values and delivers high quality, professional, responsive and innovative
service.
Resources Management and Stewardship: Demonstrates integrity, accountability and
efficient stewardship of university resources in a manner consistent with the UC
Standards of Ethical Conduct and other policies.
Behaviors were identified for the five levels of job performance applied to evaluating
non-represented staff: Unsatisfactory, Needs Improvement, Meets Expectations,
Exceeds Expectations and Exceptional.
For the three competencies addressed, the report will provide:
1. Recommendations for how to use and implement these behavioral anchors in
the human resource management process at Berkeley.
2. Specifics on how employees can strengthen these competency-based skills.
3. Resources for competency-based hiring.

The intent of this project is twofold: 1) to offer a standardized approach for managers
in hiring and developing talent, and 2) to give staff behavioral definitions of what it
looks like to demonstrate competencies in the performance of their jobs. Taken
together, this will put the campus on firmer footing toward instigating a high

performance culture. It is the hope that the information and process presented here
will serve as a model for establishing behavioral anchors for the remaining core
competencies and offer guidance for their use in all aspects of competency-based
human resource management.
Research
Research
To collect the necessary information for generating the project deliverables, the
research approach consisted of:
1.
2.
3.
4.
Literature Review
Campus Research including Focus Groups
A detailed discussion of the methodology can be found in Appendix C.

A subset of the research methodology proposed by Lyle Spencer in Competence at
Work: Models for Superior Performance guided us through the process of developing
the behavioral anchors. Spencers complete approach would be ideal for a longer term,
more comprehensive project in this area.6
Although we completed our research as discrete tasks with different subgroups
taking on each area our recommendations present the findings in an integrated way.
By blending the information gained within each realm, we have generated a more
dynamic set of recommendations, the backbone of which is the behavioral anchors.

Spencer, L.M., Jr., & Spencer, S.M. (1993). Competence at Work: Models for Superior Performance. New
York: John Wiley & Sons, Inc., p. 94
10
Findings
Findings
Our findings yielded a wealth of information that was invaluable to creating our
deliverables. At each step of the way, we assessed the strength of our findings and their
application to our scope.
Campus Research
Understanding the perspective of Berkeley staff around the use of core competencies
was central to our project approach. The comments from focus group participants were
extensive and detailed, and can be found in Appendix D. Highlights from the overall
findings include:
Managers and most staff were familiar with Berkeleys core competencies, but
primarily in the context of performance evaluations once a year.
Managers found rating staff in the core competencies cumbersome, with the
general feeling that not all competencies apply to all staff.
Managers and staff generally agreed that there is great inconsistency in how staff
are rated in the core competencies area of performance evaluations.
Managers and staff generally agreed that managers lack sufficient resources for
helping staff improve performance in the core competency areas.
Managers and staff provided many examples of behaviors for the three core
competency areas, which greatly informed the matrix of behavioral anchors
developed in this project.
Managers provided several examples of questions asked during interviews to assess
candidates in the three core competency areas.

To help validate the behavioral anchors that were identified by the Core Competency
project team, an electronic survey was conducted on campus. On average 94% of
respondents were in agreement with the anchors proposed. The full results can be
found in Appendix E.
Benchmarking
From our exploration of other organizations it was clear that the application of core
competencies in human resource management was a priority. All told, we gathered
competency data on fifteen organizations. Below is a list of the ten most commonly

11
Findings
occurring competencies, and how often they were part of the competencies listed by
the organizations surveyed.
Competency
Frequency
Service Focus
93%
Communication
87%
Teamwork & Collaboration
73%
Diversity & Inclusion
67%
Resource Management
60%
Job Mastery & Continuous Learning
53%
Decision-Making
53%
Innovation & Change Management
53%
Leadership
47%
Strategic Planning & Organization
47%

The full list of competencies used by the fifteen organizations, including alternate titles
used for each competency, can be found in Appendix F.
There was wide variation in the stages of development for using competencies
within each organization as well as how they were structured and used:
Some organizations provide a universal set for everyone in the organization
(University of Pennsylvania).
Others (Microsoft) apply a core set across the organization and allow the
functional unit to choose an additional smaller number of competencies
tailored to the job or group.
Some organizations differentiate competencies between managers and
employees (Baylor University), and some have competencies only for
managers and supervisors (State of Tennessee).
Still others use a cafeteria style (Stanford) where a subset of competencies is chosen by
either the units, the manager, or through the process of mapping specific competencies
to functional areas. See Appendix F for full set of findings from benchmarking.
12

As part of the project, our team was tasked with comparing the Berkeley core
competencies (Appendix H) with the University of California system-wide competencies
(Appendix G), and making a recommendation about how to align them.
The Leadership Development Programs Core Competency project team recommends
that the Berkeley campus adopt the set of core competencies proposed in 2011 by the
University of California for all campuses. Several factors led to this recommendation:
Almost all of the elements of the Berkeley competencies are represented in the UC
system-wide competencies, so there would be minimal loss of those elements that
Berkeley has identified.
The same elements of the Berkeley competencies are provided with more clarity
and detail in the correlating UC system-wide competencies; the UC system-wide
core competencies include additional competencies of Employee Engagement, and
Job Mastery and Continuous Learning, which seem beneficial to job performance.
A system-wide online performance evaluation system is expected to be
implemented, making the UC system universal across all of the campuses.
An analysis comparing the two sets of core competencies is available in Appendix I.

We also learned that some of the UC level management training programs in which
Berkeley leadership is engagedincluding the Management Skills Assessment Program
(MSAP) and the forthcoming University of California Management Development
Programfocus on the UC system-wide competencies. More managers will be using
these competencies as they interact with the UC system and other campuses, so
alignment of Berkeley with these competencies facilitates those interactions.
Adapting the UC Competencies for Berkeley

We recommend adopting the UC system-wide competencies as they are currently
written, with two exceptions:
1. There are several references in the competency definitions that refer to
University of California policies, principles or values. We recommend changing
these to reference Berkeley policies, principles or values where applicable.
13
2. We recommend retaining the term Stewardship and referring to this

competency as Resource Management and Stewardship (UC calls this
competency Resource Management). The team feels strongly that the term
Stewardship instills a stronger sense of ownership and personal responsibility
than Resource Management. Because some people in the focus groups felt
that the definition of stewardship only applied to financial resources, a title that
combined the two terms is optimal for clarity.
14

Overview
The central deliverable for this Core Competencies project is the matrix of behavioral
anchors for the core competencies of Teamwork and Collaboration, Service Focus and
Resource Management and Stewardship. This matrix gives tangible, observable
examples of behaviors at each level of performance. It serves to provide explicit
connections between the definition and the demonstration of a competency. Although
a behavioral anchors matrix is not intended to be all-inclusive, it guides and informs all
aspects of competency-based human resource management.
The process we used to arrive at the matrix was complex and multi-faceted. Through
literature reviews to focus groups to benchmarking, we were exposed to a number of
ideas related to behaviors of these competencies that contributed to this matrix.

Snapshots of the proposed matrix of behavioral anchors are provided on the next
several pages. The complete reference can be found in Appendix J. Recommendations
for utilization of the matrix are included in the sections that follow.

15
Teamwork & Collaboration
16
Service Focus
17
Resource Management & Stewardship
18
Performance Management Recommendations
Performance Management: Recommendations

Overview
Competencies define how a job gets done and help build a culture of employees who
contribute successfully to the organizations intent. Core competencies are the specific
competencies that organizations identify as contributing most to achieving strategic
outcomes. Consequently, core competencies warrant an important place in the
performance management process to ensure that the workforce is held accountable for
behavior as well as results.
To effectively translate core competencies from the conceptual to the concrete,
employees need to understand what the practice of each competency entails. A
behavioral anchors matrix is an excellent aid to accomplishing this and forms the
backbone of competency-based performance management in all its phases.
Although not all of the behaviors listed in the matrix will be readily applicable to all job
positions, they are intended to provide a range of observable behaviors and to trigger
further elaboration by the manager with examples and more specific details of the
behavior.
Recommendations
Coupling insights gained from campus focus groups with examples from our benchmark
research from other organizations, we offer the following recommendations for a more
effective application of core competencies in the performance evaluation process:
1. Establish a Behavioral Anchor Matrix: Develop a core competency behavioral
anchor matrix for all Berkeley core competencies modeled on the one
presented in this report to:
Assist managers in completing the core competency ratings on the
performance evaluations for their staff.
Encourage the most essential behaviors in the workforce that collectively
contribute to creating a high performance culture.
Provide concrete and tangible examples of behaviors that employees can
strive for to excel in expressing the core competencies.

19
2. Use the Matrix of Behavioral Anchors throughout the Year: Managers and staff
should become familiar with this matrix and it should be employed at all phases
of the performance management cycle: planning, check-in and assessment. This
will:
Result in greater consistency in evaluation ratings across departments and
individual supervisors.
Help staff more readily identify behaviors that will improve their evaluation
ratings, and thereby strengthen performance.
3. Guide Staff: Include competency-related questions on the self-assessment to
help employees gauge their proficiency in how they do their job.
4. Guide Managers: Require all managers and supervisors responsible for
completing performance evaluations to take a course on understanding the
Berkeley performance evaluation so they are well versed in the core
competency definitions and the application of the rating scale.
5. Create Better Tools: Develop an online performance evaluation system that can
track an employees performance and development goals throughout his or her
career on campus.
6. Reward and Recognize to Motivate: Create meaningful rewards and means of
recognition within the performance evaluation process.

Berkeleys Performance Management Cycle

Berkeley is continually striving for improvement, and the performance management
process is constructive to the success of employees, the efficiency of work units and the
organizational effectiveness of the campus as a whole. Staff and their managers can use
the process to align around expectations and as a venue for fair, honest, continuous
feedback that motivates everyone to perform at their best and to help them develop in
their careers.
At Berkeley, the yearlong cycle is divided into the three phases of planning, check-in
and assessment.
20
Illustration 1: The Performance Management Cycle from UC Berkeley HR Website
Performance Evaluation Form

The written performance assessment is Phase III of UC Berkeleys Performance
Management Cycle (http://hrweb.berkeley.edu/performance-management/cycle) and
the evaluation form for non-represented staff consists of four sections:
Part 1. Job Success Factors
a. Key Responsibilities Specific to This Job
b. Core Competencies
Part 2. Last Periods Goals
Part 3. Next Periods Goals
Part 4. Professional Development Plan
Staff is encouraged to complete a self-assessment of their accomplishments for the
current evaluation period before they meet with their managers to review

21
performance. Discussing and rating the past years performance, setting goals and
establishing development opportunities are part of the evaluation conversation
between the manager and their staff.
Rating Competencies
Part 1, Section B of the form is devoted to assessing performance of Berkeleys ten core
competencies, using a five-point rating scale. The current form provides a definition of
the competency and asks the manager to rate the employees demonstration of that
competency as Unsatisfactory, Needs Improvement, Meets Expectations, Exceeds
Expectations, or Exceptional. A space is available for comments. Managers are
evaluated on the same competencies as staff with the exception that the competency
Managing People is added to the appraisal form.
It is clear from the focus groups that there is great need for more structure and
guidance on how to competently evaluate, motivate and develop employees in the
area of core competencies. Best practices from the benchmarking research
demonstrate that the most helpful way to do this is to provide a behavioral anchors
matrix that delineates specific behaviors for each level of performance. (See Appendix J
for the complete matrix of behavioral anchors for the three competencies addressed in
the scope of this project.)
If all managers introduce the matrix of behavioral anchors to their staff at the beginning
of the performance management cycle and employ it throughout, it will make the
assessment phase more meaningful and foster consistency across campus. The matrix
will help further discussions between managers and staff on how to strengthen
performance within the core competencies and provide a basis for giving concrete
feedback throughout the year. It will provide specific examples of behaviors which can
be integrated into the development goals that will be evaluated the following year,
making performance management a true cycle.

22
Career Development Recommendations
Career Development: Recommendations

Overview
Making the most of the talents of high potential, high performing staff requires a
systematic career development process within an organization. It also serves to keep
people motivated and striving to do their best. Working with staff to enhance and
improve their skills is a form of recognition that benefits both employees and the
organization. Continuous coaching and mentoring are an integral part of this process
once a specific plan with measurable goals has been developed.
Using core competencies to steer these efforts has increasingly become the preferred
method for creating an effective career development program. In career development,
employees map their skills to jobs and job families through the use of a competency
model. A competency model refers to a group of competencies required in a particular
job and uses the behavioral matrix and the job description to determine the level of
proficiency needed within a competency for a job.
By focusing on how the job gets done, employees develop the dexterity to be skillful in
a variety of content areas. This opens up a more flexible career path and provides
consistent language across job families for what is defined as strong performance.
23
Illustration 2: Competencies as part of organizational development
It is outside the scope of this project to map Berkeley jobs and job families into a
competency model but the following example illustrates how such a framework would
work in support of career development:

Competency
Writing
Junior
Prepares basic
estimate basis
Develop clear, concise
and presentable reports memos,
reports, etc.
and documents that
meet customer specific Needs some
assistance.
needs
Performance Level
Intermediate
Advanced
Develops non-
standard
reports for
special studies
with occasional
assistance.
Proficiently
develops any
report, user
manual, study,
paper, etc. as
needed.
Senior
Expert writer,
may be
published in
professional
publications.
Spencer, L.M., Jr., & Spencer, S.M. (1993). Competence at Work: Models for Superior Performance. New
York: John Wiley & Sons, Inc., p. 94.
24
Recommendations
Depending on the investment that the campus wants to make in this area, there are
immediate and more extensive modifications that would be of benefit to staff and the
organization:
Immediate:
1. Develop Competency-Based Training, Resources and Activities:
Give managers the tools to be able to provide staff with a list of suggested
activities (training, workshops, classes) and resources for each competency
to help improve skills.
Provide development opportunities (e.g. job rotations, job shadowing,
internship programs) for staff to stretch their use of competencies.
2. Implement Individual Development Plans: This individually tailored professional
development tool facilitates improvement in the proficiency of the specified
competencies by committing to fulfilling a set of competency-linked activities
and resources.
3. Learning and Organizational Effectiveness Website:
Update content of the website (http://hrweb.berkeley.edu/learning) to
reflect the new UC system-wide model for competencies once Berkeley
decides to adopt the UC competencies.
Develop training, workshops and tutorials for staff and managers to become
familiar with the content of the website.
Create a portal for managers and supervisors in the Learning and
Organizational Effectiveness website. Invite managers and supervisors to
sign-up for the listserv to receive periodic updates about career
development training opportunities for staff.
Extensive:
4. Undertake a Competency Gap Analysis:
Have department human resource managers (DHRM) conduct competency-
based needs assessment (e.g., 360 evaluation) of their units to determine
the types of education and training necessary to improve performance.
Have DHRM work with the COrWE team to develop a competency-based
training program.

25
5. Develop a Competency-Based Proficiency Scale: Create a rating scale that

recognizes that different jobs require different levels of proficiency similar to
the one devised for the State of Georgias competency framework (Appendix N-
6).
6. Map Jobs to a Competency Model: Competency mapping is a process of
identifying and describing key competencies that are critical to success in a job.
The recommendation is to use the proficiency levels required for each job in
conjunction with the job description to create a set of job families tied to
competency similar to the way Career Compass is organized around job
function. Although this requires a significant investment in time and resources,
the benefits are many and include:
Establishing expectations for performance excellence, resulting in a
systematic approach to professional development, improved job satisfaction
and better employee retention.
Identifying the criteria required to be successful in a job, which provides the
foundation for an objective dialogue to occur between manager and staff
around career development that is consistent across the campus.
Supporting a more specific and objective assessment of an individuals
strengths and helping to specify targeted areas for professional
development.
Increasing the effectiveness of training and professional development
programs by linking them to the success criteria (i.e. behavioral standards of
excellence).
Providing common, organization-wide standards for career levels that
enable staff to move across job levels and foster advancement for
employees who have strong proficiencies in the various competencies.
Advancing the workforce in the intended direction systematically and
thereby creating a high performance culture.
Berkeleys Career Development Tools

Career Development at Berkeley (http://hrweb.berkeley.edu/learning/career-
development) is a self-initiated process with support and resources provided by
managers and the organization. The five-part model is used to organize career
development planning activities. The process begins by taking the competencies
26
assessment. Results from this assessment direct the employee to the most applicable
development tools.
Competency and Skill Building

Training and development opportunities are available to help Berkeley staff improve in
each of the ten core competencies included in the Performance Evaluation and
Planning Form. The training opportunities for the three competencies addressed in this
report are:
Teamwork: COrWE custom teambuilding workshops

Service Focus: UC Learning Center (Professional Skills and Career Development
Customer Service)
Resource Management and Stewardship: UC Learning Center (Business &
Operations)
In our campus research, we came across a competency model framework that the new
Shared Services team is currently working on creating as a pilot. The team is mapping
proficiencies for each competency to the job levels defined in Career Compass and
identifying behavioral indicators for each level. See Appendix K for sample chart
Competency Framework with Behavioral Indicators.

27
General career development resources and tools include:
Free UC Berkeley Extension selected courses for eligible employees (available

through December 2012)
Reduced fee to staff for undergraduate or graduate programs
Career counseling through University Health Services
Career library through University Health Services
Career development workshops
Consulting services through COrWe in the form of customized training classes to
address specific workforce effectiveness challenges
Staff mentorship through Berkeley Staff Association
Books 24x7
E-learn
CalPact
Additional related career development resources are:
Keys to Enhance Your Supervisory Success (KEYS)

Leadership Development Program (LDP)
Management Skills Assessment Program (MSAP)
It would be valuable to provide employees with structured tools for strengthening
performance within a core competency. The suggestions below provide such assistance
and should be created for all core competencies.
Sample Individual Development Form
Suggested activities and resources for the three competencies accompany the
competency-based individual development plan form that follows, which is based on
materials from the State of Georgia (see Appendix N-6).
28
Illustration 3: Sample Individual Development Form, page 1 of 2
29
Illustration 4: Sample Individual Development Form, page 2 of 2
30
Sample of Development Activities and Resources
Service Focus
Suggested Activities for Development
Work with manager in resolving an especially difficult customer service related

issue.
Conduct interviews or shadow star performers in the customer service area,
observe and model their behaviors.
Research organizations that are known for excellent customer service; visit them as
a customer and observe the representative providing service.
Create a list of frequently asked questions; brainstorm as a group to come up with
creative solutions and post the FAQ with responses on the website.
Create a log of customer problems. Track the status of these problems and make
note of how they were resolved. Devise a strategy for unresolved problems.
Listen to questions from new employees and ask about work processes, services,
etc. This may provide clues for improvement opportunities.
Survey customers informally or formally; ask customers what you can do more of to
improve service
Books
Inghilleri, L., Solomon, M., & Schulze, H. (2010). Exceptional service, exceptional
profit: the secrets of building a five-star customer service organization (1st ed.).
AMACON.
Lencioni, P., (2010). Getting naked: a business fable about shedding the three fears
that sabotage client loyalty (1st ed.). Josey-Bass.
Trimm, P.R., (2010). Customer service: career success through customer loyalty (5th
ed.). Prentice Hall.
Heskett, J.L., Sasser, W.E., & Schlesinger, L.A. (1997). The service profit chain. Free
Press.
Heskett, J.L., Sasser, W.E., & Wheeler, J. (2008). Ownership quotient: putting the
service profit chain to work for unbeatable competitive advantage. Harvard
Business School Press.
A complete set of career development activities and resources is provided in

Appendix K.

31
Recruitment and Hiring Recommendations
Recruitment and Hiring: Recommendations

Overview
Using core competencies in talent management means that candidates are recruited
and hired not only for their job skills or technical abilities but also for their attitudes,
values and habits directly related to their effectiveness within the job. One of the best
ways to measure a candidates facility with the core competencies required for the
position is to use behavioral interviewing in the hiring process. Behavioral interviews
are based on the concept that past performance is the best predictor of future
performance. The questions are designed to determine if the prospective candidate has
the desired core competencies to be successful in the position. They are targeted and
probing and explore the candidates behaviors from previous work experience. The
responses provide a glimpse into the candidates work history, knowledge and
motivation and predict how the candidate will perform in the new position.
Competency-based behavioral interviews are highly structured. The hiring manager
first identifies the most essential competencies needed for the job by reviewing the job
description. Then three to five questions are created that target each of the critical
competencies. The most common structure for a question is to pose a situation and
then assess how well the candidate demonstrates the particular competency by
evaluating the action taken and the result. Answers must be about specific past actions
and not be theoretical. If the information is not forthcoming, the interviewer should ask
follow-up questions.
Recommendations
1. Competency-Based Hiring Tool Kit: Help managers make use of competency
based hiring techniques by developing a comprehensive, competency-based
hiring tool kit.
2. Hiring Website: Update the hiring section of the human resources web site with
competency-based hiring tools to facilitate adoption of this approach.
3. Behavioral Interviewing Courses: Develop training offered through COrWE to
educate managers and supervisors about how to use core competencies in the
hiring process, conduct behavioral interviews and use the new toolkit.
4. Behavioral-Based Interview Questions: Provide managers with a minimum of
three examples of behavioral-based questions for each core competency to use
in job interviews.

32
Berkeleys Hiring Guide

Berkeley currently offers a hiring guide for managers online, which consists of an
overall checklist, information on the Talent Acquisition Manager (TAM) in HCM, forms
and policies, FAQs, information on the hiring freeze and contract/vendor or employee
information. No standard hiring tools exist for managers or hiring committees that refer
to Berkeleys core competencies, suggest how core competencies are used in hiring,
discuss behavioral interviewing, or offer behavioral interview questions.
Competency-Based Interviewing Toolkit
Creating a hiring toolkit will greatly aid the campus effort to recruit talented employees
who demonstrate capability in
Berkeleys core competencies. By
having a toolkit geared toward
behavioral interviewing, an
interviewer can gain better access to
the candidates behavioral elements in
work-related situations, which would
otherwise remain unstated. This is
often illustrated as a competency
iceberg (right)8.
The outcome of such a hiring toolkit
will be a campus wide capacity to
recruit more effectively for core
competencies. This is a huge
contribution to creating a culture that
can better realize Berkeleys strategic
goals. It also reduces training needs
because proficiency in competencies
is often easier to recruit for than to
develop after hiring.
Illustration 5: Competency Iceberg Model

8
Taken from http://www.workfit.co.za/.
33
In the pages that follow, a sample of some interviewing and recruitment resources are
offered including:

1. Behavioral Interview Questions: A list of suggested behavioral interview
questions for the core competencies Teamwork and Collaboration, Service
Focus and Resource Management and Stewardship. These questions were
selected by our project team and derive from several different resources found
in our benchmarking and campus research. A sample is provided below, and a
full list of questions for each of the three competencies is available in
Appendix M.
Illustration 6: Interview questions for Service Focus competency
34
2. Interview Note Taking Form: Adapted from UCLA and Data Stars (see Appendix
N-10), the form provides an effective way to quickly document responses during
the interview and rate candidates at the end of the interview. The full form is
available in Appendix M.
Illustration 7: Sample Interview Note Taking Form, showing question focusing on Service Focus
3. Interview Guide: Informed by UCLA and University of Virginia (Appendix N-10

and Appendix N-13). A sample is available in Appendix M.

35
Conclusion
Master influencers know that a few behaviors can drive

big change. They look carefully for the vital behaviors that
create a cascade of change.
Influencer: The Power to Change Anything
(2008) New York: McGraw-Hill

Conclusion
Transforming a workforce into a high performance culture requires that every staff
member know how to do his or her best work in a manner that most productively
supports the strategic goals of the organization. This depends on the skillful use of
behaviors that most effectively achieve the desired outcomes or, put another way,
competency-based job proficiency. The most successful means to attain this is through
identifying the behaviors that contribute most to superior performance and then using
them as guides for hiring, evaluating and developing staff. A staff united around the
expert demonstration of Berkeleys core competencies creates a powerfully effective
workforce who can achieve anything. After all, right practice creates right results.
36
Bibliography
Bibliography
Literature Review
Kessler, R., (2006). Competency-Based Interviews. Franklin Lakes: Career Press.
Lucia, A. D., & Lepsinger, R. (1990). The art and science of competency models: pinpointing critical success
factors in organizations. San Francisco: Jossey-Bass Pfieffer.
Max, D., & Bacal, R. (2003). Perfect phrases for performance reviews. New York: McGraw-Hill.
Patterson, K., Brenny, J., Maxfield, D., McMillan, R., & Switzler, A. (2008). Influencer: the power to change
anything. New York: McGraw-Hill.
Spencer, L.M., Jr., & Spencer, S.M. (1993) Competence at work: models for superior performance. New
York: John Wiley & Sons, Inc.
37
Project Proposal
Appendix A: Project Proposal

Name of Project:
Defining the Core Competencies
Primary Sponsors:
Rich Lyons and Jeannine Raymond
Functional Sponsors: Paul Carroll; Kelly Howard; Darrylyn Swift

Background Information
The Berkeley campus and systemwide UC each have a set of agreed-upon core
competencies used for performance assessment. The two sets are roughly equivalent
but each could be more useful if they were mapped into specific behaviors. A previous
LDP group did a project that helped the campus define and use the core competency of
Inclusiveness. This work has not yet been replicated for other UCB core competencies,
and that has made hiring, performance management and career development more
challenging.
Scope
The LDP project is designed to:
Align our campus competencies with the UC competencies (where sensible to do

so).
Help the campus develop a better understanding of how to assess three of the
competencies.
Create a process and templates that could be used in the future for the remaining
core competencies.
The three competencies this project will address are: Teamwork, Service Focus and
Stewardship.
The project will consist of the following:
1. Align the three Berkeley competencies with the UC competencies
2. Research information on accepted uses and behavioral definitions of the 3
competencies
38
Project Proposal
3. Create a matrix of behavioral anchors tied to our performance ratings for each
competency
4. Make recommendations on how these competencies can be used for
recruitment/hiring and career development
The LDP team will:
1. Write a comprehensive report outlining research, findings and
recommendations
2. Write an executive summary of the report
3. Deliver a presentation to the sponsors and stakeholders
4. Share work with the UC Training Consortium
Success Factors
Description of Success Factors
Measurement
Priority
Rank
Align the 3 Berkeley competencies with the

UC competencies
Suggest modifications to the

definitions that will make
Berkeleys comparable to UCs
Clear and useful matrix of behavioral

anchors tied to our performance ratings for
each competency
Complete matrix for each

competency; use of same template
as Inclusiveness matrix
Recommendations made on how these

competencies can be used for
recruitment/hiring and career development
Consultation with key

stakeholders; recommendations an
implementation plan
Comprehensive research on accepted uses

and behavioral definitions of the 3
competencies
Research cited for at least 5

institutions or organizations
39
Project Charter
Appendix B: Project Charter

The Project Charter, signed by the project sponsors, appears on the following pages.

40
41
42
43
Research Methods and Analysis
Appendix C: Research Methods and Analysis

Literature Review
A trip to the Long Library at the Haas School of Business yielded a useful set of books
for familiarizing us with competency-based human resource management. The books
ranged from theory and how-to advice to listing out behavioral anchors by
competency. A complete list of references used is available in the Bibliography on
page 34.
Campus Research
Focus Groups
The team determined that a critical
component of research would be to obtain
the current perspectives, uses and ideas on
core competencies from UC Berkeley
managers and staff. After discussing various
approaches, focus groups were chosen as the
research method. During the weeks of
February 27th and March 5th we conducted
nine focus groups of managers and staff from
a diverse set of units.
Sta
28
Manager
33
Illustration 8: Focus Group Attendees
The intent of our research was to:
Determine the level of awareness of UC Berkeleys core competencies.

Acquire perceptions around the usefulness of core competencies in performance
evaluations.
Establish what ways competencies are currently being used in performance
management.
Brainstorm behaviors that define various levels of performance in the three target
competencies (Teamwork and Collaboration, Service Focus and Resource
Management and Stewardship).
Identify strategies used on campus for incorporating core competencies into
recruitment and career development practices.

44
The focus groups generated rich information, which was aggregated and summarized
by common themes.
In addition to the focus groups, we reached out to the Department Human Resources
Managers (DHRM), making a presentation on April 25 on our first draft of behavioral
anchors for the Meets Expectations category of our three competencies. During and
immediately following the presentation, we solicited feedback on our choices and
asked for their ranking in order of preference. We also identified some key people who
were very interested in what we were doing and offered to help us validate the
proposed behavioral anchors.
We were initially tasked with comparing the three Berkeley competencies in our study
with the most closely associated UC system-wide competencies. The aim was to make
recommendations regarding alignment of UC Berkeleys core competencies with UC
Core Competencies, published in 2011.
As part of the evaluation process, we compared and contrasted the competencies and
definitions of the UC system and UC Berkeley Core Competencies. An analysis of this
comparison can be found in Appendix I.

Upon completion of the behavioral anchors matrix, an online survey was conducted in
an effort to validate the accuracy and usefulness of the behavior anchors identified by
our team. The survey was emailed through the DHRM mailing list, and a separate
invitation was sent to all participants from the focus groups. The survey asked
participants to rank each behavioral anchor on the following scale:
Strongly Agree
Agree
Disagree
Strongly Disagree
Move Lower (i.e. to a lower performance rating)
Move Higher (i.e. to a higher performance rating)
A total of 74 responses were received. A summary of the results can be found in 0.

45
A major aspect of the project centered around the benchmarking of other institutions
well known for having core competencies that contribute to strong operations and
effective culture. Our task was to determine best practices for the application of core
competencies and behavioral anchors to performance management, career
development and hiring. Using a list provided by our functional sponsors and
supplemented with an Internet search, we honed in on a variety of organizations that
had excellent examples for our purposes in the areas of higher education, corporations
and government, the latter of which has done outstanding and detailed work on the
use of competencies in performance management (see Appendix F). Below are the
organizations that we benchmarked:
Higher Education
Baylor University
Cornell
Lehigh University
Stanford
Texas A&M
UC Davis
UCLA
University of Virginia
Corporations
Microsoft
Nordstrom
Google
Disney
Southwest
Government
State of Georgia
Sarasota County Government
State of Tennessee
Our research in this area was divided into two parts: online information gathering and
phone interviews. A matrix was used to compile information from each organizations
website (Appendix F).
Once the web-based material was compiled, we identified those organizations that we
wanted to do a phone interview with for obtaining in-depth information. Staff
members from higher education institutions and governments were approachable and
willing to share information. However, finding the right people to speak with at
corporations was difficult and for proprietary reasons, they were limited by
confidentiality in the information they could provide.
We did succeed in interviewing representatives from:

46
Baylor
Cornell
Disney
Microsoft
Stanford
UC Davis
UCLA
State of Georgia
State of Tennessee
Interviews were limited to 30 minutes.

Benchmarking Interview Questions
1. What process did you use to define your competencies for staff and employees?
Did you do interviews with managers, staff, review of job descriptions?
Who defined the core competencies HR only, HR managers?
How were these validated, confirmed vetted by leaders, approved by senior
leaders?
2. How long have these competencies been in use?
3. How do you communicate the competencies throughout your organization?
4. On a scale of 1 to 10, how familiar is your organization with the competencies?
5. Has using competencies in your organization been effective? How?
6. Have you established behavioral definitions for each competency?
If so, what was the process for doing so?
7. If you have behavioral definitions, would you be willing to share them with us, and
in particular for the following competencies:
Customer Service
Teamwork
Stewardship
8. Do you have behavioral definitions that are tied to ratings/evaluations?
If so, how are they used?
Does your staff feel the behavioral definitions are relevant and/or fair for each
competency?
9. Do you have a Performance Management program in place throughout your
organization?
If so, how are your competencies used or communicated in your Performance
Management programs?
How are your behavioral definitions used or communicated in your Performance
Management Programs?
10. How do you develop skills for your high performers? (i.e. classes, workshops)
11. How do you develop skills for your low performers? (i.e. training, classes)

47
12. How are your competencies and behavioral definitions used in your hiring process?
When conducting an interview, do you ask behavioral-based questions related
to Customer Service, Teamwork and Stewardship?
Can you give examples?
13. Do you have any behavioral-based interview questions or evaluation forms that you
could share with us?
14. If we have follow-up questions about competencies, may we contact you?

48
Campus Research Findings
Appendix D: Campus Research Findings

During the weeks of February 27th and March 5th we conducted nine focus groups of
managers and staff from a diverse set of units. We spoke with 28 staff and 33
managers.
Focus Group Questions for Managers

Core Competencies Project

We are part of UC Berkeleys Leadership Development Program (LDP) and are doing
research on how to better define and use core competencies in performance
evaluations, the hiring process and to help with career development. The core
competencies are in the second section of the performance evaluation and include
skills such as team building, service and teamwork.
General questions
Are you familiar with Berkeleys core competencies?
Are you familiar with the concept of High Performance Culture at Berkeley?
Is your staff familiar with the core competencies?
Performance evaluation
(Ask for examples of behaviors/employee types that received low rating vs average
rating vs excellent rating.)
How useful is the core competency section in rating staff performance currently?
If it is not helpful what do you think would make it more useful?
When you fill out the performance evaluations do you spend more time on the job
specific section or the core competency section?
Do you find the core competency section confusing?
If yes, what would make it less confusing for you?
When you complete the core competency section of the performance evaluations
what actual behaviors do you rate your employees on in the service focus section?
(stewardship? teamwork?)
Would it be helpful to have a matrix of behaviors to define the core competencies
to use when rating your staff performance?
When you think of service focus what actual behaviors do you rate your staff on
now? (stewardship, teamwork)

49
Career Development/Retention
How do you develop skills for high performers?
Do you recommending classes, workshops or other career development
activities on the core competencies like service focus, stewardship or teamwork?
How do you develop skills for low performers?
Do you develop skills by recommending classes, workshops or other career
development activities based on the core competencies like service focus,
stewardship or teamwork?
When you think of career development for your staff is it mostly for job specific
classes like learning a new software program or do you recommend classes to
develop a broader skill set like communication or teambuilding classes?
Recruitment
What questions do you ask regarding customer service (service focus) when you
interview prospective employees?
Are there specific behaviors or anecdotes you look for from the interviewee in that
area when hiring?
Have you used competencies to evaluate candidate behavior?
What questions do you ask regarding teamwork and collaboration when you
What questions do you ask regarding stewardship when you interview prospective
employees?
What tools do you use to evaluate applicants?
Have you heard of a competency/KSA ranking sheet on a 3 or 5 scale rating?

50
Focus Groups Questions for Staff

Core Competencies Project
We are part of UC Berkeleys Leadership Development Program (LDP) and are doing
research for a project on how to better define and use core competencies in
performance evaluations, the hiring process and to help with career development and
retention. The core competencies are in the second section of the performance
evaluation. For our project we will be focusing on 3 competencies: Team work, Service
Focus and Stewardship.
General questions
Are you familiar with Berkeleys core competencies?
Are you familiar with the concept of High Performance Culture at Berkeley?
Performance evaluation
How useful do you think the core competency section in your performance
evaluation is to you in terms of helping you perform your job better at UC Berkeley?
When you think of service focus what actual behaviors do you think would be an
indicator of high performance in the area of teamwork? (stewardship, teamwork)
Do you know what you need to do to go from a meets expectations to and
exceeds expectations rating in the areas of service focus (stewardship,
teamwork)?
Would it be helpful to have a matrix of behaviors to define the core competencies
so you could improve your performance in the core competency area of your
evaluation?
What would motivate you to perform in the area of service focus (stewardship,
teamwork)?
Career Development/Retention
Do you think of career development mostly for job specific classes like learning a
new software program or do you take classes to develop a broader skill sets like
communication or teambuilding classes?
Does your manager recommend classes, workshops or other career development
activities on the core competencies like service focus, stewardship or teamwork?
How do you develop skills in the core competency areas of service focus,
stewardship or teamwork?

51
Recruitment
When you have been on a hiring committee:
What questions would you ask regarding customer service (service focus) when you
Are there specific behaviors or anecdotes you look for from the interviewee in the
Service focus area when hiring?
Have you used competencies to evaluate candidate behavior?
What questions would you ask regarding teamwork and collaboration when you
What questions would you ask regarding stewardship when you interview
prospective employees?
What tools do they use to evaluate applicants, for example a competency/KSA
ranking sheet on a 3 or 5 scale rating, etc.
Wrap up:
Can we contact you for a follow-up phone interview or a survey if we have additional
questions for you?

52
Focus Group Responses Summary

Below are summarized responses from the focus group participants.
General Perceptions
High Performance Culture: The vast majority of staff and managers had heard of
the High Performance Culture initiative but admitted not knowing what it actually
meant.
Familiarity with Core Competencies: Most staff and managers reported being
vaguely or somewhat familiar with the core competencies, but their application
was confined to performance evaluations and in a very limited manner.
Application to Staff: Many staff and managers felt that the full set of core
competencies were not relevant to every job; there was disagreement about
whether the same competencies should be applied to everyone versus being
allowed to choose a subset central to the specific job.
General Usefulness: Various staff felt that the core competencies were minimally
helpful and not central to their evaluation; some managers thought they were
helpful while others thought there were too many.
Behaviors related to the Teamwork and Collaboration Competency
The areas that most comments and observations fell into about teamwork are shown
below:
Diversity and Inclusion: caring, civility and respect for team members, building
relationships.
Communication: prompt communication, share useful information, be responsive
to feedback, seek input, speak up when need help.
Collaboration and Cross Training: share best practices, willing to pitch in at
unit/department level, delegate work, resource to others, motivate others; cross
training important for building and sharing knowledge.
Following team rules: set clear boundaries and expectations.
Initiative: take initiative, mentor staff, meeting deliverables, take on new projects,
going beyond job description, support unpopular decisions, flexibility in adjusting
the workload, able to step out of comfort zone.
Productivity and knowledge: contribute ideas, get things done right and on time,
have high standards, active participation, ability to prioritize work.

53
Behaviors related to the Service Focus Competency

Several broad categories of responses overlapped with teamwork. Most of the
comments from staff and managers in the area of service focus fell into the categories
below:
Diversity and Inclusion: respect, patience and understanding with clients.

Communication: prompt communication, seek understanding of clients needs,
professional demeanor, active listening.
Problem Solving: identify and anticipate clients needs, resolving problems,
providing solutions and resources, not handing off, follow up.
Collaboration/Helping Others: help without being asked, service to the department
through committees, share recognition with coworkers and acknowledge others,
solve problems together.
Cross Training: should not be too specialized, work in other areas to more fully
understand the process.
Initiative: take initiative, gain more knowledge, take extra steps, take risks, show
accountability, display good judgment.
Productivity and Knowledge: be knowledgeable about the whole job, ensure
effective operations in the unit, tend to deliverable and deadlines, produce results.
Innovation: generate new ideas and innovations to service.
Behaviors related to the Resource Management and Stewardship Competency

When asked what behaviors were indicative of high performance in the area of
stewardship, many participants related the competency solely to the management of
financial resources. However, with some more discussion about the broader definition,
participants were able to identify a number of areas under this competency. Below are
highlights of the responses:
Money and Time: Plan ahead, manage time well, bundle jobs or services to realize
greater efficiencies and look for opportunities to improve.
Information: Manage data or intellectual property, maintain confidentiality, share
information with others appropriately.
Policies and Procedures: Enforce policies and procedures appropriately, understand
why to adhere to University values, research policy without having to ask.
Other Resources: Conserve energy, maintain campus property, safety awareness
and protect the reputation of the university.

54
Solution-Seeking/Initiative: Initiate process improvement, see solutions, ask how

we can do things better and with less money.
Professionalism: Own job responsibilities, dedicated to the organization, self-
awareness, establish and use best practices.
Deficient Behaviors: not following rules, wasting resources or using for personal
gain, not following procedures, not managing budgets adequately.
Focus Group Responses Relevant to Performance Evaluations

Feedback from focus group participants validated the general impression that core
competencies are not being utilized in a manner that is meaningful to staff in the
performance evaluation process. There was significant agreement about:
Rating Staff: Many staff and managers felt definitions and rating standards differed
among departments and between supervisors; some felt performance evaluations
are too subjective and rating each core competency for every staff member is
cumbersome; some participants felt staff should not be rated on competencies not
required for the job.
Behavioral Anchors Matrix: Most felt this would be very helpful, particularly for
managers.
Improving Performance: Most staff did not know what it would take to go from a
Meets Expectations to Exceeds Expectations rating and felt there were no
incentives for doing so; managers felt they had no tools to motivate staff.
Focus Group Responses Relevant to Career Development

It is worthwhile to compare what is currently offered on campus around career
development with the impressions from staff members about resources and their
availability. In our focus groups we found significant discrepancies between staff and
manager around career development. A summary of their responses follows:
Training Opportunities Staff Perspective: Training is encouraged only if its

directly related to their current position; denied relevant training; discouraged from
personal development courses.
Training opportunities Manager Perspectives: Encourage classes and
workshops, good for improving specific job skills, improve basic skills before core
competency areas, training denied only when things are busy, staff dont take
advantage of all the opportunities.

55
Core Competency Training: Staff want managers to be more supportive of training

in core competencies; managers like unit-wide training for many of these areas; all
managers should take KEYS or senior leadership training.
On the Job Training: Managers feel this is the most effective way to address core
competency areas, give staff opportunities through projects and cross collaboration
Career Development: Staff want managers to provide them with career
development plans, managers should have training in this area, high performers
should be provided with new and interesting assignments for incentive, high
performers do best when given ownership and measurable goals and objectives.
Focus Group Responses Relevant to Recruitment and Hiring

From the information gleaned during focus groups, both managers and staff agreed
that they currently ask questions about the core competencies during hiring interviews.
The most common questions are about customer service and teamwork, as these are
also job skills needed for many positions at Berkeley. Fewer managers reported that
they sometimes ask questions about stewardship. Many of the competency-focused
questions are scenario questions with follow up questions aimed at getting to the
behaviors, judgment and thought processes of the applicant. Other types of open-
ended questions about values and work ethics are also used in prospective employee
interviews.
A few departments, managers and staff have created their own rating sheets, some of
which were shared with us. Environmental Health & Safety (EH & S) has a very well
thought out packet that has a cafeteria style list of competencies from which to choose,
competency definitions, a job profile sheet, competency-based interview questions
template and a balance sheet for rating the candidates according to their strengths and
limitations. Their tools are straightforward and easy to use (see following pages).

56
Here is an abridged version of the best practice tools for

hiring and recruitment we found on campus during the focus groups
Office of Environment, Health & Safety

University of California, Berkeley Hiring Packet
This EHS Hiring packet was developed and adapted

by Cindy Durant from a one day course offered on
campus in 1996 called Effective Interviewing.
It was sponsored by Management Team Performance, Inc.
Cindy thinks the tools she got from the course
and created as a result of attending the class
have been very effective and have contributed
to hiring a great staff.
Contents:
Job/Candidate Profile
Competency Definitions
Competency Interview Questions
Panel Interview Form
Rating Sheet
57
Job/Candidate Profile
POSITION:
ESSENTIAL FUNCTIONS:
(From Job Description)
ORGANIZATIONAL CULTURE
University
(suggestions:) Bureaucracy, hierarchy, diverse, admin vs. academic, community politics
Office
(suggestions:) Multi-team, multi-task, changing priorities, emphasis on written & verbal communication
Team
COMPETENCIES
Education/Experience/Knowledge
Intellectual
-
Interpersonal
-
Motivation
-
58
Competency
Question(s)
Conceptual
Problem Solver
Customer Service
Please give us an example from your past experience where a supervisor or client
asked you to solve a problem or produce a deliverable, and the instructions were vague
and non-specific.
What thought process did you go through and what actions did you take to meet the
objective?
Please give us an example from your past experience where you had to develop
specifications based on needs and requirements of clients. What thought process
did you go through to develop the specifications based on needs of the clients?
Proposed follow-up questions:
What outside the box thinking, if any, did you engage in to meet client needs?
What methods did you use to track and resolve client issues as they arose?
Describe a work-related situation where you found yourself without the specific
technical knowledge to perform a task essential to a project. What did you do?
Conceptual
Continuous Learner
Information Seeker
Continuous Learner
Please tell us about a time when you made a mistake in the workplace or made a bad
decision. How did you recover? What did you learn that you could apply in
future situations?
Please describe a situation where you came up with a creative solution to a problem.
Creative
Customer Service
Customer Service
Detail Oriented
Continuous
Improvement
Detail oriented
Continuous
Improvement
Develops Others
(trainer)
Develops Others
(for managers &
supervisors)
Develops Others
(for managers &
supervisors)
From your past experience, how have you managed a situation where your customers
request was extremely out of proportion with available services.
(If they havent had such an experience, ask them: How would you imagine
you would manage the situation?)
Follow-up Probe:
If I asked, what feedback would the customer give me about the interaction?
From your past experience, how have you handled a situation where your customer
requested services from you that were not within your job description.
What did you tell the customer?
How was the situation resolved?
(If they havent had such an experience, ask them: How would you imagine you
would handle the situation?)
Follow-up Probe:
If I asked, what would the customer tell me about how you handled the situation?
Please give us an example of a situation where your attention to detail saved your
employer time and money.
Follow-Up Question
Can you give us an example of a situation where you could have paid more attention
to detail? What were the results? How did you apply what you learned to future
tasks?
Can you give us an example of a situation where you could have paid more attention
to detail? What were the results? What did you learn from this experience that you
applied to future tasks?
Part of this job is to improve the training skills of subject matter experts in the office.
What are the steps you would take to accomplish this?
Succession planning is becoming more critical as University employees start retiring at
greater rates. As a supervisor, what do you see as your responsibility in this area?
Part of this job is staff technical development.
What approaches would you take to accomplish this?
59
Interview Questions
[Position / Team]
[Month / Year]
Instructions to Panel: Please use a separate note pad for notedo not take notes on this copy.
OPENING (Interview Lead)
Introduce Panel Members
Present basic information about EH&S (Job Description and Organization Chart)
Provide any other information you would like the candidate to know
Describe structure of the interview:
Were going to take turns asking you some questions about your background and experiences.
Well give you a chance to ask us some questions about the position and the organization.
Well present some closing information.
Also, well be taking a few notes as we go so we can remember what weve discussed today.
Interview Questions
I. Initial Questions
Who Ask?
QUESTION
We've looked at your resume and qualifications and wonder if you could elaborate a
bit about your current (or most recent) job as it relates to this position.
Prompts for (optional) probing questions (based on answer):
- Why do you suppose. . .
- How were you able to. . .
- What would your (manager/team, etc.) say
about. . .
Based on our review of your resume, we have some specific questions.

(and all)
(Questions from Application - Note in advance of interview)
II. Technical Questions

Who Ask?
COMPETENCIES
QUESTION
Looking for:
Looking for:
III. Competency Probes

Who Ask?
COMPETENCIES
QUESTION
60
Who Ask?
COMPETENCIES
QUESTION
NEXT
INTERVIEWER
Now were going to switch from technical questions to questions focusing on your
past experiences.
Probing Questions:
Probing Questions:
Instructions to panel: This is the time to probe for any competencies from the Job Profile that havent been
addressed by the candidates answers. Additional competency questions are listed on the last page.
IV. Wrap-Up
NEXT INTERVIEWER:
We just have a few more wrap-up questions.

What were you hoping wed ask today, but didnt?
For our records, could you please tell us how you heard about
this job opportunity?
Do you have any questions for us?
(Optional)
If you are the successful candidate, when would you be able to
start?
Interview
Lead
(Only include if Criminal

background check is required)
IMPT STATEMENT
As you know, this position is considered sensitive and will

require a criminal background check. Please understand that,
if you are the successful candidate, you will be able to start
working in the position, but continued employment will be
contingent upon you passing the criminal background check.
Closing Statements:
Ask for references

Explain next phases of the process and anticipated timeline
If you like this candidate, sell the job, the department, and the University!!
61
BALANCE SHEET
Applicant:
Date:
Fit with Job/Candidate Profile:
Outstanding
Good
Acceptable
Fair
Not at all
COMPETENCIES
STRENGTHS (+)
LIMITATIONS ( )
EDUCATION/EXPERIENCE/KNOWLEDGE
INTELLECTUAL
INTERPERSONAL
MOTIVATION
COMMENTS:
62
Behavioral Anchors Validation Survey
Appendix E: Behavioral Anchors Validation Survey

To help validate the behavioral anchors that were identified by the Core Competency
project team, an electronic survey was sent to various groups, including but not limited
to participants of the focus groups, the Departmental Human Resource Managers
(DHRM) and members of the Berkeley Staff Assembly. We received 74 responses from
UC Berkeley staff members.
The following graphs indicate how many years the respondents have been on campus
and what position they hold.
Position on Campus
Count
Manager or supervisor
31
Non-represented staff
39
Represented staff

Years employed at UC Berkeley
Count
Less than 1 year
1 to 4 years
13
5 to 9 years
18
10 to 14 years
20
15 to 19 years
20 or more years
11
On average 94% of respondents were in agreement with the anchors we proposed

(range 77-100%). The following is a list of behaviors in order of the level of agreement
(strongly agree or somewhat agree) in the Meets Expectations level.
Meets Expectations (ME) for Teamwork and Collaboration
Behavioral Anchor
Treats all team members with respect and accepts individual differences
Fulfills commitments on time that contribute to meeting team goals
Actively participates in meetings and group work
FOR MANAGERS: Leverages each team member's expertise and strengths
Consistently keeps others informed and up to date with relevant information;
generous in sharing knowledge
Works with others to resolve conflict; provides constructive feedback to team
members
Agree
95%
94%
92%
91%
89%
85%
63
Builds collaborative relationships to solve problems and achieve common goals

Flexibility and willingness to step out of comfort zone to support team and goals
Meets Expectations (ME) for Service Focus

Behavioral Anchor
Is attentive and responsive to the needs of clients; exhibits positive and
welcoming attitude
Follows through on commitments and responds to customers in a timely manner,
i.e. do what you say you are going to do
Consistently provides quality service and solutions to customer needs
FOR MANAGERS: Intervenes to address and resolve issues in service delivery
Assists clients to navigate the system by explaining the resources available on
campus and how to make contact
Handles difficult or demanding clients with patience, tact and grace
Flexible in making adjustments in service delivery process
Accurately identifies and anticipates client's needs
Meets Expectations (ME) rating in Resource Management & Stewardship

Behavioral Anchor
Demonstrates integrity through honest and ethical practices
Uses and manages financial resources efficiently and effectively
FOR MANAGERS: Utilizes direct reports effectively to leverage their skills and
strengths to accomplish goals efficiently and effectively
Demonstrates effective organization, prioritization and time management skills
Takes responsibility for campus property, intellectual property and campus-
related data
Uses time and efforts of others effectively
Is accountable for work responsibilities and actions
Keeps abreast of and applies relevant policies, practices and procedures
appropriately
Understands and applies safety standards; reports and corrects safety problems
Engages in practices that conserve energy and environmental resources
82%
78%
Agree
99%
96%
94%
92%
88%
87%
85%
81%
Agree
95%
92%
92%
90%
89%
88%
88%
85%
84%
77%

Additionally, a number of responses indicated that the behaviors proposed for the
Meets Expectations (ME) level were too high (5.2%, as opposed to .5% that thought
they were ranked too low). This raises the possibility that some of the Meets
Expectations behaviors are set too high, or that there is a percentage of staff on

64
campus that have a lower expectation for performance at the Meets Expectations level.
Further analysis is suggested to address this potential issue.
The full report of survey responses follows.

65
Final Survey Report - May 22, 2012

Su r vey:
Beh avi or al An ch or s Val i dati on Su r vey
Please indicate your position on campus

Manager or supervisor
Non-represented staff
Represented staff
Faculty
42.7%
52.0%
5.3%
0.0%
32
39
Please in dicate you r position on campu s
Responses
75
How many years have you been employed at UC Berkeley?

Less than 1 year
H ow man y years h ave you been employed at U C B erkeley?
15 to 19 years
20 or more years
4.1%
1 to 4 years 5 to 9 years 10 to 14 years
17.6%
25.7%
27.0%
10.8%
14.9%
13
19
20
11
Responses
74
Meets Expectations (ME) in Resource Management & Stewardship

Strongly Somewhat
Agree
Agree
U ses time an d efforts of oth ers effectively

U ses an d man ages fin an cial resou rces efficien tly an d effectively
Demon strates effective organ ization , prioritization an d time man agemen t skills
En gages in practices th at con serve en ergy an d en viron men tal resou rces
U n derstan ds an d applies safety stan dards; reports an d corrects safety problems
K eeps abreast of an d applies relevan t policies, practices, an d procedu res appropriately
Takes respon sibility for campu s property, in tellectu al property an d campu s-related data
Is accou n table for work respon sibilities an d action s
Demon strates in tegrity th rou gh h on est an d eth ical practices
FOR MAN AGER S: U tilizes direct reports effectively to leverage th eir skills an d stren gth s to
accomplish goals efficien tly an d effectively
Somewhat
Disagree
Strongly
Disagree
Move
Lower
Move
Responses
Higher
67.6%
20.3%
6.8%
1.4%
0.0%
4.1%
50
15
75.7%
16.2%
2.7%
2.7%
1.4%
1.4%
56
12
70.3%
20.3%
4.1%
4.1%
0.0%
1.4%
52
15
35.1%
41.9%
12.2%
4.1%
2.7%
4.1%
26
31
52.7%
31.1%
6.8%
2.7%
1.4%
5.4%
39
23
59.5%
25.7%
6.8%
2.7%
1.4%
4.1%
44
19
64.4%
24.7%
2.7%
1.4%
0.0%
6.8%
47
18
75.7%
12.2%
2.7%
6.8%
0.0%
2.7%
56
83.8%
10.8%
2.7%
1.4%
0.0%
1.4%
62
75.8%
16.7%
3.0%
1.5%
0.0%
3.0%
50
11
74
74
74
74
74
74
73
74
74
66
Meets Expectations (ME) for Service Focus

Strongly
Agree
Somewhat
Agree
Somewhat
Disagree
Strongly
Disagree
Move
Lower
90.4%
8.2%
1.4%
0.0%
0.0%
0.0%
66
70.8%
16.7%
4.2%
0.0%
0.0%
8.3%
51
12
57.5%
23.3%
6.8%
1.4%
1.4%
9.6%
42
17
91.8%
4.1%
4.1%
0.0%
0.0%
0.0%
67
84.9%
9.6%
1.4%
0.0%
0.0%
4.1%
62
61.1%
23.6%
6.9%
0.0%
1.4%
6.9%
44
17
Assists clien ts to n avigate th e system by explain in g th e resou rces available on campu s an d 65.8%
h ow to make con tact
48
21.9%
2.7%
1.4%
0.0%
8.2%
16
80.3%
12.1%
4.5%
0.0%
0.0%
3.0%
53
Is atten tive an d respon sive to th e n eeds of clien ts; exh ibits positive an d welcomin g attitu de
H an dles difficu lt or deman din g clien ts with patien ce, tact an d grace
Accu rately iden tifies an d an ticipates clien t' s n eeds
Follows th rou gh on commitmen ts an d respon ds to cu stomers in a timely man n er, i.e. do
wh at you say you are goin g to do
Con sisten tly provides qu ality service an d solu tion s to cu stomer n eeds
Flexible in makin g adju stmen ts in service delivery process
FOR MAN AGER S: In terven es to address an d resolve issu es in service delivery
Move
Responses
Higher
73
72
73
73
73
72
73
66
Meets Expectations (ME) for Teamwork and Collaboration
B u ilds collaborative relation sh ips to solve problems an d ach ieve common goals
Treats all team members with respect an d accepts in dividu al differen ces
Con sisten tly keeps oth ers in formed an d u p to date with relevan t in formation ; gen erou s
in sh arin g kn owledge
Works with oth ers to resolve con flict; provides con stru ctive feedback to team members
Flexibility an d willin gn ess to step ou t of comfort zon e to su pport team an d goals
Actively participates in meetin gs an d grou p work
Strongly
Agree
Somewhat
Agree
Somewhat
Disagree
Strongly
Disagree
Move
Lower
Move
Responses
Higher
64.4%
17.8%
4.1%
0.0%
0.0%
13.7%
47
13
10
90.4%
4.1%
0.0%
1.4%
1.4%
2.7%
66
78.1%
11.0%
2.7%
1.4%
1.4%
5.5%
57
65.3%
19.4%
4.2%
0.0%
0.0%
11.1%
47
14
49.3%
28.8%
5.5%
0.0%
0.0%
16.4%
36
21
12
76.7%
15.1%
1.4%
4.1%
0.0%
2.7%
73
73
73
72
73
73
66
Actively participates in meetin gs an d grou p work

Fu lfills commitmen ts on time th at con tribu te to meetin g team goals
FOR MAN AGER S: Leverages each team member' s expertise an d stren gth s
56
11
80.3%
14.1%
2.8%
0.0%
0.0%
2.8%
57
10
81.5%
9.2%
0.0%
3.1%
1.5%
4.6%
53
73
71
65
Unsatisfactory (U) for Resource Management & Stewardship

Strongly
Agree
Somewhat
Agree
Somewhat
Disagree
Strongly
Disagree
Move
Lower
88.1%
11.9%
0.0%
0.0%
0.0%
37
88.1%
9.5%
0.0%
2.4%
0.0%
0.0%
37
61.0%
24.4%
14.6%
0.0%
0.0%
0.0%
25
10
45.2%
38.1%
9.5%
4.8%
2.4%
0.0%
19
16
85.7%
2.4%
7.1%
0.0%
4.8%
0.0%
36
81.0%
9.5%
4.8%
0.0%
2.4%
2.4%
34
81.0%
16.7%
0.0%
0.0%
0.0%
2.4%
34
61.9%
23.8%
11.9%
0.0%
2.4%
0.0%
26
10
90.5%
2.4%
2.4%
0.0%
2.4%
2.4%
38
82.1%
15.4%
2.6%
0.0%
0.0%
0.0%
32
Wastes time an d efforts of oth ers

In appropriate u se or man agemen t of fin an cial resou rces
Lacks organ ization , prioritization an d time man agemen t skills
Is wastefu l of en ergy an d en viron men tal resou rces
En gages in practices th at violate safety stan dards an d pu ts self an d oth ers at risk
Disregards u n iversity policies an d procedu res or u ses policies an d procedu res to h in der
progress
Exh ibits carelessn ess th at resu lts in a loss of or destru ction of campu s property, in tellectu al
property an d campu s-related data
Fin ds fau lt with oth ers or makes excu ses for on e' s lack of performan ce
En gages in activities in a dish on est or u n eth ical man n er
FOR MAN AGER S: Con sisten tly u tilizes direct reports resou rces in a man n er th at is
in efficien t an d wastefu l
Move
Responses
Higher
0.0%
42
42
41
42
42
42
42
42
42
39
Needs Improvement (I) for Resource Management & Stewardship

Strongly
Agree
Somewhat
Agree
Somewhat
Disagree
Strongly
Disagree
Move
Lower
Move
Responses
Higher
77.5%
15.0%
0.0%
2.5%
2.5%
2.5%
31
75.0%
17.5%
0.0%
2.5%
2.5%
2.5%
30
72.5%
22.5%
0.0%
0.0%
2.5%
2.5%
29
36.8%
42.1%
15.8%
0.0%
2.6%
2.6%
14
16
78.9%
13.2%
5.3%
0.0%
0.0%
2.6%
30
64.1%
28.2%
0.0%
0.0%
5.1%
2.6%
25
11
Demon strates lack of respon sibility for campu s property, in tellectu al property an d campu s- 69.2%
related data
27
25.6%
0.0%
0.0%
2.6%
2.6%
10
79.5%
12.8%
0.0%
0.0%
5.1%
2.6%
31
76.9%
17.9%
0.0%
0.0%
2.6%
2.6%
30
73.0%
13.5%
5.4%
0.0%
5.4%
2.7%
27
U ses time an d efforts of oth ers in effectively

Is in effective an d in efficien t in u sin g an d man agin g fin an cial resou rces
Demon strates in effective organ ization , prioritization an d time man agemen t skills
Does n ot con sisten tly participate in en ergy con servation practices
Does n ot con sisten tly adh ere to safety stan dards
Lacks awaren ess of or misu ses u n iversity policies an d procedu res
Lacks accou n tability for work respon sibilities an d action s

In con sisten tly deals with situ ation s in an h on est an d eth ical man n er
FOR man agers: U n deru tilizes direct reports resou rces in a way th at resu lts in in efficien cy
toward accomplish in g goals
40
40
40
38
38
39
39
39
39
37
Exceeds expectations (EE) for Resource Management & Stewardship
Is h igh ly effective in u se of oth ers time an d efforts

Seeks tools an d tech n iqu es to save mon ey, time an d effort
Practices h igh ly effective organ ization , prioritization an d time man agemen t skills
En gages in practices th at con serve en ergy an d en viron men tal resou rces for th e u n it or
campu s
Creates an en viron men t committed to u ph oldin g safety stan dards
Applies policies, practices an d procedu res in a man n er th at improves processes
Takes in itiative to improve or safegu ard campu s property, in tellectu al property an d
campu s-related data
Models accou n tability for on e' s own action s th at in spires oth ers to do th e same
Con sisten tly in corporates a h igh level of in tegrity in all practices; addresses u n eth ical
beh aviors respon sibly
FOR MAN AGER S: Is h igh ly effective in leveragin g staff skills an d stren gth s to
accomplish complex goals
Strongly
Agree
Somewhat
Agree
Somewhat
Disagree
Strongly
Disagree
Move
Lower
Move
Responses
Higher
79.5%
17.9%
0.0%
0.0%
2.6%
0.0%
31
82.1%
17.9%
0.0%
0.0%
0.0%
0.0%
32
82.1%
15.4%
0.0%
0.0%
0.0%
2.6%
32
59.0%
30.8%
5.1%
0.0%
5.1%
0.0%
23
12
56.4%
23.1%
7.7%
0.0%
12.8%
0.0%
22
84.6%
7.7%
2.6%
2.6%
2.6%
0.0%
33
73.0%
27.0%
0.0%
0.0%
0.0%
0.0%
27
10
84.6%
15.4%
0.0%
0.0%
0.0%
0.0%
33
84.6%
15.4%
0.0%
0.0%
0.0%
0.0%
33
83.3%
11.1%
0.0%
0.0%
5.6%
0.0%
30
39
39
39
39
39
39
37
39
39
36
67
Exceptional (E) for Resource Management & Stewardship

Strongly Somewhat Somewhat
Agree
Agree
Disagree
Model an d in flu en ce oth ers to work togeth er more effectively

Develops an d implemen ts n ew solu tion s th at save mon ey, time an d effort
Establish es a stan dard an d sh ares kn owledge with oth ers in effective organ ization , prioritization
an d time man agemen t skills
Actively seeks in n ovative solu tion s for con servin g en ergy an d en viron men tal resou rces
Establish es in n ovative practices th at improve safety stan dards
Con tribu tes to improvemen t of policies an d procedu res th at facilitate progress
Develops an d implemen ts processes th at en su re con tin u ed stewardsh ip of campu s property,
in tellectu al property an d campu s-related data
En cou rages oth ers to be accou n table for work respon sibilities an d action s.
Models an d takes risks to main tain a h igh level of in tegrity an d h on esty
Strongly
Disagree
Move Move
Responses
Lower Higher
75.0%
20.0%
2.5%
0.0%
2.5%
0.0%
30
87.5%
10.0%
0.0%
0.0%
0.0%
2.5%
35
84.6%
7.7%
2.6%
0.0%
5.1%
0.0%
33
69.2%
20.5%
5.1%
0.0%
5.1%
0.0%
27
61.5%
25.6%
10.3%
0.0%
0.0%
2.6%
24
10
79.5%
15.4%
2.6%
0.0%
2.6%
0.0%
31
71.8%
20.5%
2.6%
0.0%
2.6%
2.6%
28
71.8%
20.5%
2.6%
0.0%
2.6%
2.6%
28
81.6%
15.8%
0.0%
0.0%
2.6%
0.0%
31
13.9%
0.0%
0.0%
2.8%
0.0%
FOR MAN AGER S: Establish es in n ovative practices for th e u n it or campu s in efficien tly leveragin g 83.3%
staff skills an d stren gth s to accomplish goals efficien tly
30
40
40
39
39
39
39
39
39
38
36
Unsatisfactory (U) for Service Focus

Strongly
Agree
Somewhat
Agree
Somewhat
Disagree
Strongly
Disagree
Move
Lower
97.4%
0.0%
2.6%
0.0%
0.0%
38
79.5%
12.8%
5.1%
0.0%
2.6%
0.0%
31
71.8%
20.5%
5.1%
0.0%
0.0%
2.6%
28
92.3%
7.7%
0.0%
0.0%
0.0%
0.0%
36
94.9%
5.1%
0.0%
0.0%
0.0%
0.0%
37
79.5%
17.9%
0.0%
0.0%
2.6%
0.0%
Is disrespectfu l or ru de to clien ts
Is defen sive or in appropriate with difficu lt clien ts
U n able to accu rately iden tify or respon d to clien t n eeds
Con sisten tly fails to follow th rou gh on commitmen ts made to cu stomer
Does n ot provide service or avoids doin g th e requ ired work
U n willin g or u n able to make ch an ges in th e way service is delivered
R efers clien t to in correct or in appropriate resou rces
FOR MAN AGER S: Does n ot address complain ts or problems iden tified by staff or clien ts
regardin g service delivery
Move
Responses
Higher
0.0%
31
69.2%
30.8%
0.0%
0.0%
0.0%
0.0%
27
12
94.4%
5.6%
0.0%
0.0%
0.0%
0.0%
34
39
39
39
39
39
39
39
36
Needs Improvement (I) for Service Focus
Appears u n available or u n in terested to clien ts

Is impatien t with or u n able to h an dle difficu lt clien ts
Does n ot seek to fu lly u n derstan d clien t' s n eeds
Occasion ally fails to follow th rou gh on commitmen ts made to cu stomer
Often provides services or solu tion s th at does n ot meet th e expected level of service
Difficu lty makin g adju stmen ts to th e service delivery process
H as difficu lty iden tifyin g resou rces th at meets th e clien t' s n eeds
FOR MAN AGER S: Is n ot effective in resolvin g problems an d issu es th at arise in
service delivery
Strongly
Agree
Somewhat
Agree
Somewhat
Disagree
Strongly
Disagree
Move
Lower
Move
Higher
78.9%
13.2%
2.6%
0.0%
2.6%
2.6%
30
73.7%
13.2%
2.6%
0.0%
7.9%
2.6%
28
76.3%
15.8%
2.6%
0.0%
2.6%
2.6%
29
73.7%
21.1%
0.0%
0.0%
0.0%
5.3%
28
76.3%
18.4%
2.6%
0.0%
0.0%
2.6%
29
68.4%
23.7%
5.3%
0.0%
0.0%
2.6%
26
71.1%
21.1%
2.6%
0.0%
2.6%
2.6%
27
91.2%
5.9%
0.0%
0.0%
0.0%
2.9%
31
Responses
38
38
38
38
38
38
38
34
Exceeds Expectations (EE) for Service Focus
En gages with th e clien t in a man n er th at fosters positive association s with th e

u n iversity
Sh ifts difficu lt clien t situ ation s in to positive resu lts
Accu rately iden tifies an d addresses u n derlyin g n eeds, n ot ju st th e problem
presen ted
Follows th rou gh on commitmen ts despite time pressu res an d obstacles
Often delivers services an d solu tion s th at su rpass clien t expectation s
Iden tify an d make improvemen ts to service delivery process
Strongly
Agree
Somewhat
Agree
Somewhat
Disagree
Strongly
Disagree
Move
Lower
Move
Responses
Higher
79.5%
17.9%
0.0%
0.0%
0.0%
2.6%
31
76.9%
17.9%
0.0%
0.0%
2.6%
2.6%
30
94.9%
2.6%
0.0%
0.0%
2.6%
0.0%
37
87.2%
7.7%
0.0%
2.6%
2.6%
0.0%
34
89.7%
7.7%
0.0%
0.0%
0.0%
2.6%
35
89.7%
7.7%
0.0%
0.0%
0.0%
2.6%
35
84.6%
12.8%
0.0%
0.0%
0.0%
2.6%
39
39
39
39
39
39
68
84.6%
12.8%
0.0%
0.0%
0.0%
2.6%
33
91.7%
5.6%
0.0%
0.0%
2.8%
0.0%
33
Strongly
Agree
Somewhat
Agree
Somewhat
Disagree
Strongly
Disagree
Move
Lower
84.6%
12.8%
0.0%
0.0%
2.6%
33
82.1%
12.8%
2.6%
0.0%
2.6%
0.0%
32
84.2%
13.2%
0.0%
0.0%
2.6%
0.0%
32
81.6%
15.8%
2.6%
0.0%
0.0%
0.0%
31
86.8%
5.3%
0.0%
0.0%
7.9%
0.0%
33
81.6%
15.8%
2.6%
0.0%
0.0%
0.0%
31
76.9%
20.5%
0.0%
0.0%
2.6%
0.0%
30
83.3%
11.1%
0.0%
0.0%
5.6%
0.0%
30
Teach es clien ts to access resou rces with greater ease an d for better resu lts
FOR MAN AGER S: An ticipates service delivery problems an d proactively works with
staff to redu ce impact
39
36
Exceptional (E) for Service Focus
Men tors oth ers in su perior cu stomer relation s

Assists oth ers in dealin g with difficu lt clien ts
Proactively an ticipates an d respon ds to clien t' s n eeds
Takes extraordin ary action s to meet cu stomer n eeds
Seeks in n ovative ways to improve service delivery
Develops an d implemen ts sign ifican t improvemen ts in service delivery
Acts as a gu ide an d advocate wh en referrin g clien ts to oth er resou rces
FOR MAN AGER S: Iden tifies an d implemen ts in n ovative strategies to improve service
or resolve problem
Move
Responses
Higher
0.0%
39
39
38
38
38
38
39
36
Unsatisfactory (U) for Teamwork and Collaboration

Strongly
Agree
Somewhat
Agree
Somewhat
Disagree
Strongly
Disagree
Move
Lower
89.7%
10.3%
0.0%
0.0%
0.0%
35
87.2%
12.8%
0.0%
0.0%
0.0%
0.0%
34
94.9%
5.1%
0.0%
0.0%
0.0%
0.0%
37
79.5%
15.4%
2.6%
0.0%
0.0%
2.6%
31
64.1%
30.8%
0.0%
2.6%
0.0%
2.6%
25
12
69.2%
20.5%
5.1%
0.0%
2.6%
2.6%
27
84.6%
7.7%
2.6%
0.0%
2.6%
2.6%
33
69.4%
22.2%
5.6%
2.8%
0.0%
0.0%
25
Does n ot cooperate with oth ers to ach ieve assign ed goals

Is disrespectfu l or disru ptive as a member of th e team; domin ates team discu ssion s or
limits ability of oth ers to con tribu te
Does n ot sh are or with h olds n ecessary in formation an d kn owledge from th e team
U n able to resolve or con stru ctively man age con flicts
U n willin g to workin g ou tside of comfort zon e to su pport team an d goals
R arely participates in team meetin gs, activities, an d grou p work
Is con sisten tly late or does n ot fu lfill commitmen ts to th e team
FOR MAN AGER S: Leads teams in wh ich members do n ot feel en gaged or valu ed
Move
Responses
Higher
0.0%
39
39
39
39
39
39
39
36
Needs Improvement (I) for Teamwork and Collaboration

Strongly Somewhat
Agree
Agree
H as difficu lty cooperatin g with oth ers to ach ieve assign ed goals
On occasion displays beh aviors an d action s th at are in con sisten t with expected workplace
cou rtesy, respect an d in dividu al con sideration
In con sisten tly sh ares in formation an d kn owledge with th e team; provides con fu sin g or
in accu rate in formation
Often reacts u n produ ctively in situ ation s with con flicts or differen ce of opin ion s
R esistan t to workin g ou tside of comfort zon e to su pport team an d goals
Often does n ot participate in meetin gs an d grou p work
Is often late in fu lfillin g commitmen ts, impactin g th e team' s ability to ach ieve goals
Somewhat
Disagree
Strongly
Disagree
Move
Lower
Move
Responses
Higher
82.1%
17.9%
0.0%
0.0%
0.0%
0.0%
32
84.6%
12.8%
0.0%
0.0%
0.0%
2.6%
33
84.6%
10.3%
2.6%
0.0%
0.0%
2.6%
33
84.6%
10.3%
2.6%
0.0%
0.0%
2.6%
33
71.8%
25.6%
2.6%
0.0%
0.0%
0.0%
28
10
66.7%
25.6%
2.6%
0.0%
2.6%
2.6%
26
10
84.2%
7.9%
2.6%
0.0%
2.6%
2.6%
32
20.0%
2.9%
0.0%
0.0%
5.7%
FOR MAN AGER S: Does n ot main tain a balan ced levels of participation an d con tribu tion amon g 71.4%
team members
25
39
39
39
39
39
39
38
35
Exceeds Expectations (EE) for Teamwork and Collaboration
Empowers oth ers to maximize th eir con tribu tion toward ach ievin g goals
Promotes, su pports an d in flu en ces a cu ltu re of respect an d civility amon g team
members
Organ izes an d presen ts in formation an d kn owledge in a way th at' s h elpfu l to th e team
Facilitates con flict resolu tion amon g th e team
Sh ows in itiative in goin g beyon d direct respon sibilities in ach ievin g team goals
Strongly
Agree
Somewhat
Agree
Somewhat
Disagree
Strongly
Disagree
Move
Lower
Move
Responses
Higher
79.5%
17.9%
0.0%
0.0%
2.6%
0.0%
31
87.2%
12.8%
0.0%
0.0%
0.0%
0.0%
34
78.9%
15.8%
2.6%
0.0%
2.6%
0.0%
30
78.9%
15.8%
5.3%
0.0%
0.0%
0.0%
30
92.1%
7.9%
0.0%
0.0%
0.0%
0.0%
35
39
39
38
38
38
69
En cou rages oth ers to fu lly participate in meetin gs an d grou p work

Fu lfills commitmen t early or beyon d expectation s toward meetin g team goals
FOR MAN AGER S: Con sisten tly creates a positive morale an d sen se of pu rpose an d
accomplish men t in th e team
76.3%
21.1%
0.0%
0.0%
2.6%
0.0%
29
84.2%
15.8%
0.0%
0.0%
0.0%
0.0%
32
85.7%
11.4%
0.0%
0.0%
2.9%
0.0%
30
38
38
35
Exceptional (E) for Teamwork and Collaboration
Con sisten tly leads colleagu es to in spired cooperation an d teamwork in su pport of

u n iversity goals
In spires cooperation amon g team members by bridgin g gaps amon g diverse grou ps
an d u n its
Creates an open an d tran sparen t team en viron men t th at fosters sh arin g of
in formation an d kn owledge
Proactively addresses an d leads team in con flict resolu tion with great skill
In spires oth ers to take on ch allen ges ou tside of th eir comfort zon e
Men tors team members to improve ability to participate in team efforts
In spires an d motivates team members to fu lfill commitmen ts on time
FOR MAN AGER S: In spires each in dividu al to exh ibit extraordin ary effort, beyon d
expectation s
Strongly
Agree
Somewhat
Agree
Somewhat
Disagree
Strongly
Disagree
Move
Lower
Move
Higher
78.9%
18.4%
0.0%
0.0%
2.6%
0.0%
30
86.8%
13.2%
0.0%
0.0%
0.0%
0.0%
33
73.7%
23.7%
0.0%
0.0%
2.6%
0.0%
28
76.3%
10.5%
7.9%
0.0%
5.3%
0.0%
29
73.7%
23.7%
0.0%
0.0%
2.6%
0.0%
28
73.7%
21.1%
2.6%
0.0%
2.6%
0.0%
28
78.9%
15.8%
2.6%
0.0%
2.6%
0.0%
30
78.8%
21.2%
0.0%
0.0%
0.0%
0.0%
26
Responses
38
38
38
38
38
38
38
33
70
Benchmarking Findings
Appendix F: Benchmarking Findings

While each organization we benchmarked against might have been in a different stage
of developing their system, everyone concurred that using competencies in all aspects
of the management process provided a competitive advantage and was well worth the
organizational investment.
To more easily utilize the benchmarking data, we compiled the information into:
Frequency table for individual competencies

Relevant examples of behavioral anchors
Major themes among the organizations
Best examples of use of competencies in performance evaluation, career
development and recruiting
Benchmarking Research Summary Table

Public Universities
University of
Michigan
University of
Virginia
HR Tool
Texas A&M
UC Davis
Core
Competencies
Behavioral
Anchors
Used in
Performance
Evaluations
Used in Hiring
Used in Career
Development
Used in
Employee
Training
= Have
= Does not have = Unable to determine

71
Private Universities
HR Tool
Baylor
Cornell
Stanford
U Penn
Core
Competencies
Behavioral
Anchors
Used in
Performance
Evaluations
Used in Hiring
Used in Career
Development
Used in
Employee
Training
= Have
Government Agencies
HR Tool
Georgia
Sarasota
Tennessee
Core
Competencies
Behavioral
Anchors
Used in
Performance
Evaluations
Used in Hiring
Used in Career
Development
Used in
Employee
Training
= Have

72
Corporations
HR Tool
Disney
Microsoft
Nordstrom
Southwest
Core
Competencies
Behavioral
Anchors
Used in
Performance
Evaluations
Used in Hiring
Used in Career
Development
Used in
Employee
Training
= Have

Core Competencies Frequency Chart

The chart that follows on the next several pages was developed through comparison of
the core competencies in place at all of the organizations we surveyed as part of our
benchmarking research.
A checkmark (P) indicates that competency is listed as a core competency at that

institution.
A lower case letter indicates the competency is listed by an alternate title (the letter
corresponds to the title used), but the definition is similar to the main competency
in the first column.
The final column indicated the frequency at which each competency exists at the
organizations surveyed.

73
Decision-Making
Job Mastery &

Continuous Learning
Resource
Management
Diversity & Inclusion
Teamwork &
Collaboration
Communication
Service Focus
Competency
74
Alternate Titles
a. Service-Minded
b. Serve others willingly and well
c. Service Orientation/Customer Service
Orientation
d. Focuses on Customer & Client/Customer Focus
e. Quality Service
f. Customer and Community Champion
a. Clear Communication/Communicates Effectively
b. Attention to Communication
c. Oral/Written/Persuasive Communication
a. Teamwork/Teamwork & Cooperation
b. Build good work relationship and contribute to
a collegial work environment
c. Working Collaboratively/Collaborates Effectively
d. Builds and Maintains Relationships/Builds
Partnerships/Building Collaborative Relationships
a. Inclusion/Inclusiveness
b. Principles of Community
c. Valuing Diversity/ Values Diversity & Equity
d. Builds & Supports Diversity/Fostering Diversity
e. Cultural Awareness
a. Stewardship and Management Resources
b. Stewardship
c. Be a good steward of time, resources and your
own energy
d. Managing Resources
e. Acts in the Best Interest of [Org]/ Stewards
[Org] Resources
f. Financial Manager
g. Financial Acumen
a. Self Development
b. Seek learning
c. Demonstrates Required Job Knowledge
d. Develops Self and Others
e. Professional Development
f. Continuous-Innovative Learner
a. Makes Decisions Effectively & Decisively/
Decisiveness
b. Balanced Decision-Making
c. Judgment & Decision Making
UC System

UC Berkeley

Baylor U

Cornell U

Stanford
a
cd
Texas A&M

UC Davis

UCLA

State of Georgia
c
U of Michigan

U of Penn

U of Virginia
b
ad
Microsoft
a
bc
Sarasota County, FL

State of Tennessee

53%
53%
60%
67%
73%
87%
93%
Percentage
Interpersonal
Effectiveness
Results Orientation
and Execution
People Management
Help People Develop
Problem-Solving
Employee
Engagement
Adaptability
Accountability
Strategic Planning &

Organizing
Leadership
Innovation & Change

Management
Competency
75
Alternate Titles
a. Interpersonal Versatility
b. Display Emotional Intelligence
c. Building Relationships/Interpersonal Skills
a. Mentors and Coaches

b. Teaching Others
c. Developing Others
a. Managing People
b. Talent Management
c. Staff Management and Development
a. Drives Results
b. Results Orientation
a. Drives Innovation & Change

b. Creativity and Innovation
c. Facilitates Change
d. Transformers of Government
e. Change Management
f. Fostering Innovation
g. Contributes to a motivational climate
a. Lead with courage
b. Leads & Develops Others
c. Leadership Presence
d. Leadership/Achievement Orientation
a. Strategic Planning
b. Creates Vision & Strategy
c. Strategic Thinking
d. Creative Problem Solving/Strategic Thinking
e. Process Improver and Capacity Builder
a. Displays Accountability
b. Accountable for Results
c. Personal Accountability
d. Takes Responsibility and honors commitments
a. Flexibility
b. Flexibility/Adaptability to Change
a. Commit to [org]s Mission and Vision
b. Demonstrates Organizational Astuteness
c. Strategic Focus
d. Organizational Agility
e. Mission-Driven
f. Advancing the Mission
a. Develops/Formulates Effective Solutions
UC System

UC Berkeley

Baylor U

Cornell U

Stanford
b
Texas A&M

UC Davis

UCLA

State of Georgia

U of Michigan
c
U of Penn

U of Virginia
a
cd
bc
Microsoft

ef
Sarasota County, FL

State of Tennessee

27%
33%
33%
33%
33%
40%
40%
40%
47%
47%
53%
Percentage
Ability to
Conceptualize
Be Fair/Inspire Trust
Build a good working
environment
Critical Thinking
Manages Information
Manages time
effectively
Motivation
Manage legally and
according to policy
Business Acumen
Pursue Excellence
Quality Improvement
Technology/
Specialized
Knowledge
Initiative
Managing Conflict
Managing
Performance
Team Leadership
Organization/Project
Management
Influencing Others
Ethics
Competency
76
Alternate Titles
a. Organizational compliance
a. Providing Motivational Support
a. Individual Efficiency
a. Diagnostic Information Gathering
a. Analytical Thinking
a. Empowerment
a. Trust
a. Focus on Quality
b. Provides Qualiy Services
a. Drives Quality and Excellence
b. Personal Excellence
a. Conceptual Thinking
a. Teambuilding
b. Fostering Teamwork
c. Team Focus
a. Technical/Professional Knowledge
b. Technical Expertise
c. Technological Acumen
a. Uncommon Integrity
b. Models [Org] Values & Ethics
c. Character and Ethics
a. Negotiation and Influence
b. Gains Commitment
c. Leading and Influencing
a. Plans and Organizes
b. Project Management
UC System

UC Berkeley
Baylor U

Cornell U

Stanford

Texas A&M

UC Davis

UCLA

State of Georgia

U of Michigan

U of Penn

U of Virginia

Microsoft

Sarasota County, FL

State of Tennessee

7%
13%
13%
13%
13%
13%
13%
13%
13%
20%
20%
20%
20%
20%
27%
27%
27%
27%
27%
Percentage
Competency
Delegates-Shares
Responsibility
Displays Courage &
Conviction
Empowering Others
Entrepreneurial
Orientation
Established Focus
Forward Thinking
Global Perspective
Hire Well
Impact
People Focus
Persistence
Personal Credibility
Self-Awareness
Self-Confidence
Thoroughness
Safety
Works with Passion
Political Acumen
Risk Management
77
Alternate Titles
TOTAL COMPETENCIES
UC System

11

10
UC Berkeley
Baylor U

13
Cornell U

Stanford

19
Texas A&M

UC Davis

11
UCLA
16
State of Georgia

17
U of Michigan

U of Penn

14
U of Virginia

27
Microsoft

30
Sarasota County, FL

State of Tennessee

11
7%
7%
7%
7%
7%
7%
7%
7%
7%
7%
7%
7%
7%
0%
0%
7%
7%
7%
7%
Percentage
Findings Relevant to Behavioral Anchors

Early in our research we came across what proved to be the most comprehensive
example of the type of behavioral anchor matrix we were tasked to create for this
project. This was from the State of Georgia, which has developed a competency
framework of behavioral indicators to be used by multiple Human Resource functions
including performance management, workforce planning, succession planning, training
and development and recruitment. The competencies and their behavioral indicators
define what each employee needs to do to be successful and to contribute to the State
of Georgias mission, vision and values.
Illustration 9: State of Georgia's behavioral indicators for Customer Service competency
78
Findings Relevant to Performance Evaluation

Our benchmarking research identified that most of the organizations we examined
included core competency ratings in the performance management of their staff.
Practices ranged from:
Core Competency Questions on the employees self assessment.

Two Rating Columns for the competencies: one for the employees self evaluation
and one for the managers.
List of Competencies within each Job Performance Goal, in order to pair the what
with the how of job success.
Behavioral Anchors is the most concrete and therefore easiest tool to use for
evaluations. While some organizations only identified behavioral anchors for the
Meets Expectation level, others gave specifics for all levels of rating. It should be
noted, however, that the majority of organizations used three levels and not five,
which made the matrix simpler to follow. The most complete example we identified
was from the State of Georgia (Appendix N-6), followed by Cornell (Appendix N-2).
The following pages are samples of behavioral anchors applied to the performance
evaluation at Cornell University (Appendix N-2).

79
Illustration 10: Cornell University Behavioral Matrix
80
Illustration 11: Cornell University Performance Evaluation
81
Findings Relevant to Career Development

Our benchmarking research identified organizations that used aspects of the
competency framework in their career development, with some having a more
extensive set of practices in place than others:
Texas A&M and University of Virginia offers classes in teamwork and customer
service for its employees.
UC Davis has created a new Supervisory Development Program based on UC Davis
core competencies. There are three levels of training: Preparing, Developing and
Mastering. The Mastering level includes an online course on Competencies
Overview. (Appendix N-9)
Cornell University has a well-developed career development program. They offer
Customer Servicethe Cornell Way, an 18-hour training with skill-building exercises
for service-minded staff. Staff can also become proficient in their core
competencies by taking credit and non-credit workshops at the Tompkins Cortland
Community College (TC3). A four-day Building Teams and Leading Change (BTLC)
workshop for managers is offered to learn about developing teams that promote
learning, growth, trust and respect. (Appendix N-2)
The State of Georgia has the most sophisticated competency development program of
the ones we examined. It starts with a competency-based proficiency level scale
described this way in Georgias Behavioral Competency Framework (Appendix N-6):
While behavioral indicators are used to help in evaluating performance,
proficiency levels describe the levels of a competency required to perform a
specific job successfully; these levels relate to the work required for a specific
job. Different jobs require different levels of proficiency for successful
performance. Not all jobs will require the highest level of proficiency and some
may not require certain competencies at all.9
The proficiency levels are as follows:

9
State of Georgia. (2008). Georgias behavioral competency framework. Retrieved from

http://www.spa.ga.gov/pdfs/wfp/GA_framework.pdf

82

The Individual Development Plan (IDP) is an action plan that contains developmental
activities aimed at enhancing proficiency in specific competencies to meet established
goals. The six-step process includes gathering feedback, selecting area of focus,
selecting activities, developing the plan, implementing the plan and assessing progress.
The Competency-Based Development Guide Book10 supports employees to strengthen
competencies needed in current or future jobs. The guide contains on and off-the-job
list of activities and additional resources to aid in the development process.

10State of Georgia. (2011). Competency based development guide: creating a world-class workforce.
Retrieved from
http://www.spa.ga.gov/performMgmtProcess/CompetencyDevelopmentGuideSPA112.pdf

83
Findings Relevant to Recruitment and Hiring

In our benchmarking research we found 5 of the 8 universities, both public and private,
that practice behavioral interviewing and have questions linked to the competencies.
EXAMPLE 1: Cornell University
Cornell has a great core competency toolkit called Skills for Success that includes a list
of competencies, examples of demonstrated behaviors, behavioral interview questions
for each of the core competencies, behavioral anchors for the different performance
levels, and a performance evaluation template, to make sure that competency-based
human resource management is used from hiring through performance assessments.
All managers and supervisors are required to attend an afternoon workshop on
behavioral interviewing. Suggested questions are provided for each of the
competencies and staff is encouraged to develop their own questions if provided ones
are not suitable. Below is an example of hiring questions for the core competency of
teamwork.
Illustration 12: Interview Questions for Stewardship Competency from Cornell's Skills for Success Toolkit
84
EXAMPLE 2: University of Virginia

The UVA Key Competency Definition and Behavioral Interview questions includes
competence definitions, performance levels and behavioral interview questions on one
page.
Illustration 13: Interview Questions for Teamwork Competency from University of Virginia
University of Virginia also has an information sheet that explains behavioral

interviewing in language that is easy for managers and supervisors to understand and
implement:
85
Illustration 14: University of Virginia Behavioral Interviewing Guide
86
EXAMPLE 3: Sarasota County

The Sarasota County government has created a Core Competency Interview Booklet
that includes suggested questions for their organizations set of competencies. The
sample below shows the questions provided for Leadership broken down by key
behavioral anchors. This particular competency is considered a supervisor level
question (See Appendix N-4).
EXAMPLE 4: State of Tennessee
This government entity requires all hiring managers to attend a behavioral-based
training workshop. Topics covered during the workshop includes the state hiring
process, legal questions, how to lead a behavioral-based interview, and practice
question sessions. Tennessee has been doing these workshops since 2011. (Appendix
N-7 contains a copy of the training handout).
87
UC System-Wide Core Competencies
Appendix G: UC System-Wide Core Competencies

UC COMPETENCY: COMMUNICATION
DESCRIPTOR: Shares and receives information using clear oral, written and
interpersonal communication skills.
INDIVIDUAL BEHAVIORAL INDICATORS:
Uses working relationships with customers and colleagues to build strong

connections, cooperation and collaboration.
Demonstrates interpersonal communication that invites participation and future
dialogue.
Actively seeks others perspectives to ensure inclusiveness and understanding.
Actively listens, provides constructive feedback and demonstrates respect for
differing views.
Tailors communications to diverse audiences.
Addresses conflict constructively with the intention of seeking a mutually beneficial
resolution.
UC COMPETENCY: DIVERSITY AND INCLUSION

DESCRIPTOR: Models and promotes the University of California Principles of
Community and complies with UC policies on Diversity and Non Discrimination.
Demonstrates behaviors that include fairness, respect, inclusiveness, empathy,

integrity and ethical conduct.
Fosters a climate and culture in which each person is accepted and has the
opportunity to grow and develop.
Practices behaviors that promote diversity and inclusion in dealings with and on
behalf of the University, consistent with laws, regulations, UC policies and Principles
of Community.
Advocates for and demonstrates an understanding of the value of differences that
promote and sustain a diverse community.
88
UC COMPETENCY: EMPLOYEE ENGAGEMENT

DESCRIPTOR: Demonstrates commitment to the job, colleagues, the University and its
mission by acting in ways that further the accomplishment of its goals.
Holds self and others accountable for meeting commitments.

Creates and supports a climate in which people can do their best.
Invites input from others and shares ownership and recognition.
Demonstrates enthusiasm for capturing new opportunities in the face of change or
challenges.
Encourages and supports discretionary effort to maximize ones own and others
contributions.
Aligns work with personal talents, passion and the ethical values of UC - Integrity,
Excellence, Accountability and Respect.
UC COMPETENCY: INNOVATION AND CHANGE MANAGEMENT

DESCRIPTOR: Uses personal knowledge and professional experience to envision the
future, anticipate change, capitalize on opportunities and develop innovative options
that further the strategic direction of the organization.
Understands and adapts to changes in the strategic and/or operational direction of

the organization.
Understands the strategic direction and goals of the organization and aligns
personal performance objectives with organizational priorities.
Anticipates and seeks an understanding of the impact and implications of decisions
on planned outcome or results.
Uses knowledge and experience to analyze issues and factors that influence or
constrain organizational priorities, goals and results.
Resolves conflicting goals and priorities using formal organizational knowledge and
informal network relationships to accomplish objectives.
Demonstrates commitment to seek out opportunities and contributes to developing
innovative or alternative solutions.
89
Uses creative techniques and skills to design and develop options that improve how
the organization operates.
UC COMPETENCY: JOB MASTERY AND CONTINUOUS LEARNING

DESCRIPTOR: Demonstrates responsibility for ones own career path and continuous
learning by identifying and applying new skills as needed to perform successfully on the
job.
Applies background, technical knowledge, education and prior job experiences to

current and new job situations.
Demonstrates technical competence, job knowledge and ability to add value
beyond the core job function.
Continually strives to upgrade the depth and breadth of technical and professional
skills.
Makes time for appropriate training, keeps current on tools, technology and
information needed to meet job performance and challenges.
Shares knowledge and supports peers, staff and others to increase skills, foster
improvement and enhance outcomes.
UC COMPETENCY: RESOURCE MANAGEMENT

DESCRIPTOR: Demonstrates integrity, accountability and efficient stewardship of
university resources in a manner consistent with the UC Standards of Ethical conduct
and other policies.
Models and promotes safe behaviors in all work environments in accordance with
university health and safety policies, procedures and guidelines.
Embraces and promotes university ethical values and standards when managing
and using resources.
Models the use of sound judgment and accountability when managing human
resources and using operational, financial resources.
Raises awareness with others and manages risks responsibly in compliance with
university policies and controls.

90
UC COMPETENCY: RESULTS ORIENTATION AND EXECUTION

DESCRIPTOR: Demonstrates the ability to analyze situations or problems, make timely
and sound decision, construct plans and achieve optimal results.
Individual Behavioral Indicators:
Maintains a sense of urgency to complete high-priority actions and meets

commitments.
Leverages personal and organizational resources to creatively develop solutions,
overcome obstacles, resolve conflicts among goals to achieve high quality
outcomes.
Develops and implements work plans with actionable components and measurable
outcomes.
Uses critical thinking to analyze issues systematically by planning, prioritizing and
organizing work while anticipating and adjusting to changes.
Understands overriding organizational factors that influence or constrain direction,
decision-making and organizational priorities.
Takes appropriate risks by gathering and using input and data to achieve optimal
results.
UC COMPETENCY: SERVICE FOCUS

DESCRIPTOR: Values and delivers high quality, professional, responsive and innovative
service.
Individual Behavioral Indicators:
Readily readjusts priorities to respond to pressing and changing client demands.

Cultivates strategic client relationships and loyalty.
Sets or understands service standards and measures service performance against
those standards.
Identifies and assesses client and organization needs.
Delivers services and products that add value while meeting and exceeding client
expectations.
Collaborates with clients, stakeholders and colleagues in the delivery of optimal
service and service quality improvement.
Applies emerging ideas, innovations and new technologies to ensure high quality
service delivery.

91
UC COMPETENCY: TEAMWORK AND COLLABORATION

DESCRIPTOR: Collaborates with colleagues in order to achieve results in alignment with
the operations and mission of the University of California.
Cooperates by adapting to team needs and is flexible in resolving challenges.

Participates in team activities that promote effective peer and work relationships.
Keeps commitments to the team and demonstrates a shared responsibility and
focus to ensure objectives and goals are successfully met.
Embraces a shared understanding of team participant roles, responsibilities and
decision-making.
Fosters team communications and dialogue, identifies opportunities to gain
consensus for team options, decisions and outcomes.
Builds collaborative relationships across the organization with stakeholders for
resources, information and decisions.
UC COMPETENCY: PEOPLE MANAGEMENT

DESCRIPTOR: Leads and engages people to maximize organizational and individual
performance through alignment with the University mission and attainment of strategic
and operational goals.
Engages in outreach, recruitment, selection and retention of diverse and talented

employees.
Manages employee performance in alignment with the mission, strategic and
operational goals of the department/unit while maintaining consistency with
university practices, policies and collective bargaining agreements.
Recognizes people for their contribution and participation.
Optimizes organizational results and individual effectiveness with clearly outlined
expectations and measures of success.
Communicates organizational context while managing and supporting people
through organizational change.
Leads and motivates people by modeling interpersonal effectiveness,
communication, trust, advocacy and political acumen.

92
Champions employee learning and development by coaching, mentoring and

developing people for career growth and performance.
Demonstrates managerial courage by addressing conflicts promptly using focused
listening and behavioral feedback.
Inspires and supports others to achieve the mission of the University.
93
UC Berkeley Core Competencies
Appendix H: UC Berkeley Core Competencies

Inclusiveness
Shows respect for people and their differences; promotes fairness and equity; engages
the talents, experiences and capabilities of others; fosters a sense of belonging; works
to understand the perspectives of others; and creates opportunities for access and
success.
Stewardship
Implements a process or takes some action that significantly reduces risk on campus
(e.g., making information for decision-making more accessible, reliable, consistent and
secure; supporting continuity planning or emergency preparedness; etc.).
Problem Solving & Decision Making
Problem solving Identifies problems, involves others in seeking solutions, conducts
appropriate analyses, searches for best solutions; responds quickly to new challenges.
Decision-making Makes clear, consistent, transparent decisions; acts with integrity in
all decision making; distinguishes relevant from irrelevant information and makes
timely decisions.
Strategic Planning & Organizing
Understands big picture and aligns priorities with broader goals, measures outcomes,
uses feedback to change as needed, evaluates alternatives, solutions oriented, seeks
alternatives and broad input; can see connections within complex issues.
Communication
Connects with peers, subordinates and customers, actively listens, clearly and
effectively shares information, demonstrates effective oral and written communication
skills.
Quality Improvement
Strives for efficient, effective, high quality performance in self and the unit; delivers
timely and accurate results; resilient when responding to situations that are not going
well; takes initiative to make improvements.
94
UC Berkeley Core Competencies
Leadership
Accepts responsibility for own work; develops trust and credibility; demonstrates
honest and ethical behavior.
Teamwork
Cooperates and collaborates with colleagues as appropriate; works in partnership with
others.
Service Focus
Values the importance of delivering high quality, innovative service to internal and
external clients; understands the needs of the client; customer service focus.
Managing People
Coaches, evaluates, develops, inspires people; sets expectations, recognizes
achievements, manages conflict, aligns performance goals with university goals,
provides feedback, group leadership; delegates.

95
UC System/Berkeley Core Competencies Comparison
Appendix I: UC System/Berkeley Core Competencies Comparison

The following comparison of the UC Berkeley competencies with the system-wide
competencies, contributed to the recommendation above.
Berkeley
Competency
Corresponding
UC Competency
Inclusiveness
Diversity and
Inclusion
Stewardship
Problem Solving/
Decision Making
Strategic Planning
& Organizing
Communication
Comparison
UC competency incorporates Berkeley definition

and adds:
References to policies and principles of
community
and adds:
Reference to UC standards of ethical conduct
Resource
Management
Safety behaviors
Specifies operational and financial resources
Risk awareness and management
and adds:
Urgency on high-priority actions
Leverages resources to create solutions
Results Orientation
Development of work plans
and Execution
Critical thinking, planning, prioritizing, organizing
work
Organizational factors that influence decisions
and priorities
Innovation and
UC competency incorporates Berkeley definition,
Change
and adds more clarity and detail in general
Management
UC Competency incorporates Berkeley definition,
and adds:
Communication that invites participation
Seeks other perspectives to ensure inclusiveness
and understanding
Communication
Constructive feedback
Respect for differing views
Tailor communications to diverse audiences
Addresses conflict
96
Berkeley
Competency
UC System/Berkeley Core Competencies Comparison
Corresponding
UC Competency
Teamwork
Teamwork and
Collaboration
Service Focus
Service Focus
Managing People
Managing People
Leadership
Quality
Improvement
--
--
--
Employee
Engagement
Job Mastery and
Continuous
Learning
Comparison
and adds:
Ties teamwork to goals and achieving results
Dealing with challenges
Team communications, building consensus
Collaboration across the organization with
stakeholders
and adds:
Responsive and innovative service
Cultivating strategic relationships and loyalty
Collaboration with clients and others
UC competency incorporates Berkeley definition for
both of these competencies, and adds:
Outreach, recruitment, selection and retention
Focus on results and effectiveness
Managing organizational change
Champions employee learning and developing
Most attributes are addressed in UCs Innovation
and Change Management and Employee
Engagement. One element not found in the UC
competencies is a focus on efficiency and
timeliness.
Not represented in Berkeleys competencies.
Not represented in Berkeleys competencies.
97
Appendix J: Matrix of Behavioral Anchors

The Matrix of Behavioral Anchors for the 3 selected competencies can be found on the
pages that follow.

98
99
On occasion displays
behaviors and actions that
are inconsistent with
expected workplace
courtesy, respect and
individual consideration
Is disrespectful or
disruptive as a member of
the team; dominates team
discussions or limits ability
of others to contribute
Resistant to working
outside of comfort zone to
support team and goals
Unwilling to working
outside of comfort zone to
E Exceptional
Facilitates conflict
resolution among the team
Organizes and presents

information and knowledge
in a way thats helpful to
the team
Promotes, supports and

influences a culture of
respect and civility among
team members
Inspires others to take on

challenges outside of their
comfort zone
Proactively addresses and

leads team in conflict
resolution with great skill
Creates an open and

transparent team
environment that fosters
sharing of information and
knowledge
Inspires cooperation among

team members by bridging
gaps among diverse groups
and units
Empowers others to
Consistently leads
maximize their contribution colleagues to inspired
toward achieving goals
cooperation and teamwork
in support of university
goals
EE Exceeds Expectations
Flexibility and willingness to Shows initiative in going

step out of comfort zone to beyond direct
responsibilities in achieving
team goals
Often reacts unproductively Works with others to

in situations with conflicts
resolve conflict; provides
or difference of opinions
constructive feedback to
team members
Consistently keeps others

informed and up to date
with relevant information;
generous in sharing
knowledge
Treats all team members

with respect and accepts
individual differences
Builds collaborative
relationships to solve
problems and achieve
common goals
ME Meets Expectations
Unable to resolve or
constructively manage
conflicts
Does not share or withholds Inconsistently shares

necessary information and information and knowledge
knowledge from the team with the team; provides
confusing or inaccurate
information
I Needs Improvement
Has difficulty cooperating
with others to achieve
assigned goals
U Unsatisfactory
Does not cooperate with

others to achieve assigned
goals
Collaborates with colleagues in order to achieve results in alignment with the operations and mission of the University of California
100
Is often late in fulfilling

Fulfills commitments on
commitments, impacting
time that contribute to
the teams ability to achieve meeting team goals
goals
Is consistently late or does

not fulfill commitments to
the team
Leads teams in which

members do not feel
engaged or valued
Does not maintain a

balanced levels of
participation and
contribution among team
members

Leverages each team

members expertise and
strengths
Additional Behaviors for Managers/Supervisors/Leads
Actively participates in
meetings and group work
Often does not participate

in meetings and group work
Rarely participates in team

meetings, activities, and
group work
I Needs Improvement
U Unsatisfactory
Mentors team members to

improve ability to
participate in team efforts
E Exceptional
Consistently creates a
positive morale and sense
of purpose and
accomplishment in the
team
Inspires each individual to

exhibit extraordinary effort,
beyond expectations
Fulfills commitment early or Inspires and motivates

beyond expectations
team members to fulfill
toward meeting team goals commitments on time
Encourages others to fully

participate in meetings and
group work
101
Does not provide service

or avoids doing the
required work
Often provides services

or solutions that does not
meet the expected level
of service
Occasionally fails to
follow through on
commitments made to
customer
Consistently fails to
follow through on
commitments made to
customer
Consistently provides
quality service and
solutions to customer
needs
Often delivers services

and solutions that
surpass client
expectations
Follows through on
commitments despite
time pressures and
obstacles
Does not seek to fully

Accurately identifies and Accurately identifies and
understand clients needs anticipates clients needs addresses underlying
needs, not just the
problem presented
Shifts difficult client

situations into positive
results
Unable to accurately
identify or respond to
client needs
Follows through on
commitments and
responds to customers in
a timely manner, i.e. do
what you say you are
going to do
E Exceptional
Seeks innovative ways to

improve service delivery
Takes extraordinary
actions to meet customer
needs
Proactively anticipates
and responds to clients
needs
Assists and mentors

others in dealing with
difficult clients
Engages with the client in Mentors others in

a manner that fosters
superior customer
positive associations with relations
the university
Is impatient with or
Handles difficult or
unable to handle difficult demanding clients with
clients
patience, tact and grace
Is attentive and
responsive to the needs
of clients; exhibits
positive and welcoming
attitude
Is disrespectful or rude to Appears unavailable or

clients
uninterested to clients
Is defensive or
inappropriate with
difficult clients
U Unsatisfactory
I Needs Improvement
Values and delivers high quality, professional, responsive and innovative service
Service Focus
Service Focus
102
Assists clients to navigate

the system by explaining
the resources available
on campus and how to
make contact
Does not address

complaints or problems
identified by staff or
clients regarding service
delivery
Is not effective in
resolving problems and
issues that arise in
service delivery
Intervenes to address
and resolve issues in
service delivery
Has difficulty identifying

resources that meets the
clients needs
Refers client to incorrect

or inappropriate
resources
Flexible in making
adjustments in service
delivery process
I Needs Improvement
Unwilling or unable to
Difficulty making
make changes in the way adjustments to the
service is delivered
service delivery process
U Unsatisfactory
Anticipates service
delivery problems and
proactively works with
staff to reduce impact
Teaches clients to access

resources with greater
ease and for better
results
Identify and make

improvements to service
delivery process
Identifies and
implements innovative
strategies to improve
service or resolve
problem
Acts as a guide and

advocate when referring
clients to other resources
Develops and
implements significant
improvements in service
delivery
E Exceptional
Service Focus
103
Demonstrates ineffective
organization, prioritization
and time management
skills
Lacks organization,
prioritization and time
management skills
Does not consistently

participate in energy
conservation practices
Does not consistently
adhere to safety standards
Is wasteful of energy and

environmental resources
Engages in practices that

violate safety standards
and puts self and others at
risk
Is ineffective and
inefficient in using and
managing financial
resources
Inappropriate use or
management of financial
resources
I Needs Improvement
Uses time and efforts of
others ineffectively
U Unsatisfactory
Wastes time and efforts of

others
Is highly effective in use of

others time and efforts
Understands and applies

safety standards; reports
and corrects safety
problems

conserve energy and
Demonstrates effective
and time management
skills
Creates an environment
committed to upholding
safety standards; models
safe behaviors

conserve energy and
for the unit or campus
Practices highly effective

and time management
skills
Uses and manages financial Seeks tools and techniques

resources efficiently and
to save money, time and
effectively
effort
Uses time and efforts of

others effectively
Establishes innovative
practices that improve
safety standards; mentors
others in safety practices
Actively seeks innovative

solutions for conserving
energy and environmental
resources
Establishes a standard and

shares knowledge with
others in effective
and time management
skills
Develops and implements

new solutions that save
money, time and effort
Model and influence others

to work together more
effectively
E Exceptional
Demonstrates integrity, accountability and efficient stewardship of university resources in a manner consistent with the UC Standards of Ethical
conduct and other policies
104
Lacks awareness of or
misuses university policies
and procedures
Demonstrates lack of
responsibility for campus
property, intellectual
property and campus-
related data
Lacks accountability for
work responsibilities and
actions
Inconsistently deals with
situations in an honest and
ethical manner
Disregards university
policies and procedures or
uses policies and
procedures to hinder
progress
Exhibits carelessness that

results in a loss of or
destruction of campus
related data
Finds fault with others or

makes excuses for ones
lack of performance
Engages in activities in a
dishonest or unethical
manner
Consistently utilizes direct

reports resources in a
manner that is inefficient
and wasteful
Underutilizes direct reports

resources in a way that
results in inefficiency
toward accomplishing
goals
Takes initiative to improve

or safeguard campus
related data
Applies policies, practices

and procedures in a
manner that improves
processes
Demonstrates integrity
through honest and ethical
practices
Utilizes direct reports

effectively to leverage their
skills and strengths to
accomplish goals efficiently
and effectively
Is highly effective in
leveraging staff skills and
strengths to accomplish
complex goals
Consistently incorporates a
high level of integrity in all
practices; addresses
unethical behaviors
responsibly
Is accountable for work

Models accountability for
responsibilities and actions ones own actions that
inspires others to do the
same
Takes responsibility for

campus property,
intellectual property and
campus-related data
Keeps abreast of and

applies relevant policies,
practices, and procedures
appropriately
I Needs Improvement
U Unsatisfactory
Establishes innovative
practices for the unit or
campus in efficiently
leveraging staff skills,
strengths and input to
accomplish goals efficiently
Models and takes risks to

maintain a high level of
integrity and honesty for
self and unit or department
Encourages others to be
accountable for work
responsibilities and
actions.
Develops and implements

processes that ensure
continued stewardship of
campus property,
intellectual property and
campus-related data
Contributes to and
develops improvement of
policies and procedures
that facilitate progress
E Exceptional
Competency Framework with Behavioral Indicators
Appendix K: Competency Framework with Behavioral Indicators
105
Career Development Activities and Resources
Appendix L: Career Development Activities and Resources

Service Focus
Work with manager in resolving an especially difficult customer service related
issue.
Conduct interviews or shadow star performers in the customer service area,
observe and model their behaviors.
Research organizations that are known for excellent customer service; visit them as
a customer and observe the representative providing service.
Create a list of frequently asked questions; brainstorm as a group to come up with
creative solutions and post the FAQ with responses on the website.
Create a log of customer problems. Track the status of these problems and make
note of how they were resolved. Devise a strategy for unresolved problems.
Listen to questions from new employees and ask about work processes, services,
etc. This may provide clues for improvement opportunities.
Survey customers informally or formally; ask customers what you can do more of to
improve service
Books
Inghilleri, L., Solomon, M., & Schulze, H. (2010). Exceptional service, exceptional
profit: the secrets of building a five-star customer service organization (1st ed.).
AMACON.
Lencioni, P., (2010). Getting naked: a business fable about shedding the three fears
that sabotage client loyalty (1st ed.). Josey-Bass.
Trimm, P.R., (2010). Customer service: career success through customer loyalty (5th
ed.). Prentice Hall.
Heskett, J.L., Sasser, W.E., & Schlesinger, L.A. (1997). The service profit chain. Free
Press.
Heskett, J.L., Sasser, W.E., & Wheeler, J. (2008). Ownership quotient: putting the
service profit chain to work for unbeatable competitive advantage Harvard Business
School Press.
106

Identify individuals that are considered or regarded as trustworthy. Determine ways
to model their behavior.
Commit to realistic deadlines when participating in individual or team projects. Hold
self-accountable to the deadline and tasks.
Determine what is 1) legal 2) fair.
Identify whether specific behaviors comply with University policies.
Define what is fair and what is not and how to address issues of misconduct or
illegal activity.
Establish guidelines for safety in a manner that safeguards University resources.
Come up with a plan to handle confidential information.
Books
Connors, R., & Smith, T. (2011). Change the culture, change the game: the
breakthrough strategy for energizing your organization and creating accountability
for results. Partners in Leadership.
Lebow, R., & Spitzer, R. (2002). Accountability: freedom and responsibility without
control. Berrett-Koehler Publishers.
Thiroux, J. (2008). Ethics: theory and practice., (10th ed.). Edition by J. Thiroux.
Prentice Hall.
Burchell, M., & Robin, J. (2011). The great workplace: how to build it, how to keep it
and why it matters. HB Printing.
Nelson, K., & Trevino, L. (2010). Managing business ethics by K. Nelson and L.
Trevino. Wiley.
Samuel, M. (2001). The accountability revolution: achieve breakthrough results in
half the time. Facts on Demand Press.

107

Create a system where employees recognize each other for good performance.
Establish a reward and recognition program for each unit/team.
Have teams develop exercises to build unity (e.g., organize celebrations, contests or
participate in community service activities, etc).
Let team members describe how they can best contribute to a team.
Facilitate group discussions to solve internal issues/problems.
Recognize team members contributions.
Identify possible obstacles that could prevent the team/group from working
effectively. Determine the cause of the issues and work on solutions. Develop a plan
to implement solutions generated and monitor the results.
Books
Northhouse, P. (2010). Leadership: theory and practice. Sage Publications.
Scannell, M., & Scannell, E. (2009). The big book of team-motivating games: spirit-
building, problem-solving and communication games for every group. The McGraw-
Hill Companies.
Lencioni, P. M. (2002). The five dysfunctions of a team: a leadership fable. Jossey-
Bass.
Goleman, D., Boyatzis., & McKee, A. (2004). Primal leadership: learning to lead with
emotional intelligence. Harvard Business School Press.
Blanchard, K., Carew, D., & Parisi-Carew, E. (2009). The one minute manager builds
high performing teams. HarperCollins Publishers.
Parker, G.M. (2008). Team players and teamwork: working with personalities to
develop effective teams. Wiley, John & Sons, Incorporated.
108
Recruitment and Hiring Resources
Appendix M: Recruitment and Hiring Resources

On the pages that follow, a set of tools for hiring is provided, including:
Behavioral Interview Questions for each of the 3 competencies

Interviewing Tips for Managers and Selection Committees
Interview Results Form
Questions NOT to ask During a Job Interview

109
Behavioral Interview Questions

Collaborates with colleagues in order to achieve results in alignment with the operations and mission of
the University of California.
Behavioral Indicators
Cooperates by adapting
to team needs and is
flexible in resolving
challenges.
Participates in team
activities that promote
effective peer and work
relationships.
Keeps commitments to
the team and
demonstrates a shared
responsibility and focus
to ensure objectives and
goals are successfully
met.
Embraces a shared
understanding of team
participant roles,
responsibilities and
decision making.
Fosters team
communications and
dialogue, identifies
opportunities to gain
consensus for team
options, decisions and
outcomes.
Builds collaborative
relationships across the
organization with
stakeholders for
resources, information,
and decisions.
Interview Questions
Tell us about a time when you were on a successful team? What

made it successful? Explain your role in the team. What was your
biggest contribution?
Describe a time when you have been part of a team in which

differences of opinions developed about how the work was assigned
or completed. What was your role? What actions did you take? What
was the outcome? What did you learn from the experience?
Tell me about a time when your coworkers gave you feedback about
your actions. How did you respond? What changes did you make?
Describe a team experience you found disappointing. In reflecting on

this situation, are there steps you could have taken to improve the
situation?
Tell me about a time you had to work with a team member who was
less experienced or knowledgeable than other team members. What
effect did it have on you and the team? What did you do and what
was the outcome?
Tell me about a time when it was necessary to confront a negative

attitude in your team. Specifically what actions did you take and what
was the outcome?
We all have parts of our jobs that we dont especially enjoy doing.
Tell me about how youve approached a situation when you were
asked to perform one of those tasks.
Have you ever needed to gain cooperation from individuals who

werent in your department? Were you successful at getting their
help? Why or why not?
110
Resource Management and Stewardship

Demonstrates integrity, accountability and efficient stewardship of university resources in a manner
consistent with the UC Standards of Ethical conduct and other policies.
Behavioral Indicators Interview Questions
Models and promotes

safe behaviors in all
work environments in
accordance with
university health and
safety policies,
procedures and
guidelines.
Embraces and
promotes university
ethical values and
standards when
managing and using
resources.
Models the use of
sound judgment and
accountability when
managing human
resources and using
operational, financial
resources.
Raises awareness with
others and manages
risks responsibly in
compliance with
university policies and
controls.
Describe a situation when you demonstrated initiative and took action

without waiting for direction. What was the outcome?
Give an example of a time where you saved money or resources, made

work easier, or your workplace safer. Was it a one-time situation, or
was an ongoing opportunity for efficiencies? Were you the only person
involved in reducing costs or waste that particular way? Did you share
the idea?
Describe a time when you came up with a creative solution

(idea/project/process/report) to a problem in your past work. What was
the outcome? Were you satisfied with it?
Give me an example of how you go about informing your superiors

when there has been a problem in your area that they need to know
about. Describe your plan of action and the outcome.
Have you ever run in to an ethical dilemma at a work? Please describe

the situation and how you dealt with it.
Tell us about a suggestion you made to improve the way job

processes/operations worked. What was the result?
Tell me about a time when you made a mistake or did not achieve what
was expected. What action did you take and what was the outcome?
How do you deal with others who refuse to accept responsibility for
issues in their area, but always blame something/someone else? What
effect has this had on you or your teams work?
111
Service Focus
Values and delivers high quality, professional, responsive and innovative service.
Readily readjusts
priorities to respond to
pressing and changing
client demands.
Cultivates strategic client
relationships and loyalty.
Sets or understands
service standards and
measures service
performance against
those standards.
Identifies and assesses
client and organization
needs.
Delivers services and
products that add value
while meeting and
exceeding client
expectations.
Collaborates with clients,
stakeholders and
colleagues in the
delivery of optimal
service and service
quality improvement.
Applies emerging ideas,
innovations and new
technologies to ensure
high quality service
delivery.
Interview Questions
What does good customer service mean to you? Give an

example of a time when you provided excellent customer service.
Give a specific example of a time when you had to address an

angry customer. What was the problem and what was the
outcome? How did you diffuse the situation?
Give an example of when you were able to communicate with

another person when your relationship was strained or difficult.
How do you obtain and keep up-to-date information about

customers? How do you use this information to meet your
customers needs?
Tell me about a time when what was best for the customer was
not best for the organization. How did you handle the situation
and what was the result?
How do you go about establishing rapport with a customer? What

have you done to gain their confidence? Give an example.
Tell me about a time when you or your team improved a customer

relationship. How did you recognize what improvements were
needed? What was the outcome?
Tell me about a time when you were not effective in meeting the
customer's needs. Why did you fall short and what steps did you
take to correct the situation?
112
Interviewing Tips for Managers & Selection Committees

1) Before the Interview
Draft introduction
Review requirements for the job
Determine behavioral competencies (at least three) related to the job
Develop questions that cover the tasks and behavioral competencies
Use the same set of questions for all the candidates
Addendum: See Core Competency Behavioral Interview questions
2) During the Interview

I. Introduction
Introduce self and describe your role in the organization
Provide information about the interview process
Make the interviewee feel at ease with a cordial greeting
Inform the interviewee that you will be asking a set list of questions
and there will be time for any questions that they may have afterwards
II. Position Review
Summarize the duties of the position and the selection criteria
III. Questions for the Interviewee
The core questions must be the same for all interviewees to ensure equal
treatment.
Use open-ended questions that focuses on behavioral descriptions
(e.g. describe a work situation in which they handled stress well)
IV. Questions from the Interviewee
Invite and answer any questions the interviewee may have.
V. Closing
Explain the selection process and inform the interviewee how and when he/she
will be next contacted
Do not give any indication of the applicants standing relative to other prospective
candidates
3) After the Interview (adapted from UCLA)

Assess each applicant immediately following the interview and base your
evaluations exclusively on interview information.
Evaluate the interviewees on each selection separately. Use the entire rating
spectrum in order to draw distinctions among interviewees.
Use the Rating Guide to determine which interviewees rated highest on the
selection criteria most important to your position. Then select the interviewee
113
who represents a match to perform the duties of the job most effectively.
If you evaluate two or more interviewees as substantially equally matched, give
primary consideration to providing promotional and transfer opportunities to
career-status employees.
Reference Check
Useful in verifying an applicants previous work history and skills, knowledge and
abilities.
Conduct FOR FINALISTS ONLY prior to making a hiring decision and offer.
Obtain authorization from the individual to verify information and check
references.
Contact 2-3 references including the current supervisor.
Describe the position, including the responsibilities and requirements
Ask open-ended questions.
Be prepared. Develop questions to explore areas of uncertainty and to confirm
positive aspects.
Follow up or probe when you feel the contact is reluctant to discuss certain
factors.
Be alert for pauses and voice inflections.
114
UC Berkeley
Interview Results form Template
Applicant___________________________________ Interview date_________________________

Department________________________________
Position Title__________________________
Interviewer_________________________________ Phone_______________________________
Overall Assessment
Highly Qualified
Excellent experience, mastery of most assessment factors
Qualified
Good relevant experience, basic use of some of the assessment factors
Not Qualified
Does not meet skill requirements of the position
Using the rating scale above, assess the applicants skills for each competency.
Please document examples and note relevant experience in the area provided.
Job Skills:
Question:
Examples/Notes:
q Excellent
q Above Average
q Satisfactory
q Limited or No Experience
q Satisfactory
Organizational CULTURE:
Question:
Examples/Notes:
q Excellent
q Above Average
115
UC Berkeley strictly confidential | For internal use
only
UC Berkeley
Interview Results form Template
Competency:
Question:
Situation/Task
q Excellent
q Above Average
Action
q Satisfactory
Result
Competency:
Question:
Situation/Task
q Excellent
q Above Average
Action
q Satisfactory
Result
Competency:
Question:
Situation/Task
q Excellent
q Above Average
Action
q Satisfactory
Result
Additional Comments
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Adapted from UCLA and DATA Stars
116
UC Berkeley strictly confidential | For internal use
only
UC Berkeley
Questions not to ask During a Job Interview
Consider that some questions that may be unacceptable for the interview
particularly in the following areas
R
ace, color, religion, gender or national origin
EEOC guidelines prohibit asking questions that may
reveal this information; rejected applicants could have
grounds for a discrimination suit if any of these questions were part of the application process.
A
ge is irrelevant unless you are concerned about childlabor violations under the Fair Labor Standards Act,
in which case you can ask for proof that he/she is old
enough to work.
U
nion affiliation could be considered an unfair labor
practice under the National Labor Relations Act if the
applicant claims he or she was not hired because of the
union affiliation.
V
eteran status/military records
General questions about a persons background in the
military should only be asked if based on business necessity or job-related reasons. If requested, such information
should include a statement that general or dishonorable
discharge will not be an absolute bar to employment, but
that other factors will be taken into consideration.
W
eekend work/shift changes
Unless required for the job, the applicant should not have
to state whether or not they can work on the weekends
- this could screen out applicants who cannot work on
some weekend days because of their religious beliefs.
C
itizenship
Unless required by law or regulation, you may not ask
applicants if they are U.S. citizens since it is considered
discriminatory under the Immigration Reform and
Control Act.You may ask if candidates are authorized to
work in the United States.
D
isability
The Americans with Disabilities Act makes it illegal to
ask questions about an applicants disability or perceived
disability it is crucial to focus on the job, not on the
disability.
D
rivers license avoid asking about it unless the job requires one since it could statistically screen out females,
minorities and/or individuals with disabilities.
E
ducational attainment is relevant if it is directly
related to successful job performance if not, avoid it
because it could potentially screen out minorities.
E
mergency-contact information is unnecessary at
the application stage and it can be discriminatory if it
reveals information about the applicants membership in
a protected class.
E
nglish-language skills
Only ask if it is a requirement of the job (i.e. an English
teacher) otherwise it could be construed as nationalorigin discrimination.
Arrest record do not ask at all

A
ssociation with present employees this information
is not relevant to an applicants ability to perform successfully in a particular job, and the tendency to either
encourage or prohibit the employment of friends or
relatives of existing employees may create an adverse
impact on members of protected classes.
B
ankruptcy and credit affairs
Never ask about bankruptcy since it is illegal to discriminate on this basis under the Federal Bankruptcy Law
all credit inquiries must comply with the Fair Credit
Reporting Act.
H
eight and weight can be discriminatory it is
important to focus on what the job requires, not the
persons physical characteristics.
M
arital status/name changes/spouse/children
any questions relating to these issues may be construed
as discriminatory, especially against women none are
job related.
O
rganization or club membership this might reveal
protected-class information and it is irrelevant.
Adapted from UCLAs Navigating the Recruitment and Selection Process: Guide for UCLA Hiring Managers/Supervisors
117
Benchmarking Resources
Appendix N: Benchmarking Resources

The following resources were highlighted in the report and offer examples of best
practices in implementation of a competency framework.
Appendix N-1 Baylor University
Appendix N-2 Cornell University
Appendix N-3 Microsoft
Appendix N-4 Sarasota County
Appendix N-5 Stanford University
Appendix N-6 State of Georgia
Appendix N-7 State of Tennessee
Appendix N-8 Texas A&M
Appendix N-9 University of California Davis
Appendix N-10 University of California Los Angeles
Appendix N-11 University of Michigan
Appendix N-12 University of Pennsylvania
Appendix N-13 University of Virginia
119
124
137
138
149
151
164
175
178
187
196
200
209
118
What do we expect of each other as staff

members at Baylor? 1
Commit to Baylors mission and vision
Support Baylors mission
Work within your role to help accomplish the
mission and vision
Keep informed about issues affecting higher
education and how they affect Baylors mission
and vision
See the big picture of how your work fits into
Baylors mission and vision, and into your
departments goals
Be a good steward of time, resources, and

your own energy
Practice good organization skills and good time
management
Prioritize
Use goal setting and planning to help you focus
your efforts
Be responsible with Baylors money; follow
Baylors financial policies
Maintain a balance between work and the rest
of your life
Pursue excellence in your work

Continuously work to hone your
technical/functional skills
Continuously work to improve processes in
your department
Take personal responsibility for your work
Attend to important details
Drive for results
Practice good judgment and good decision
making
Take pride in doing things right, rather than
just getting it done
Be action oriented and energetic about your
work
Persevere
Serve others willingly and well

Take extra steps when necessary to provide
better service
Listen to the people you serve; seek ways to
serve them better; think of ways to make their
lives easier
Be empathetic, friendly and tactful to those you
serve
Learn to serve even difficult people graciously
Use good service techniques, such as good
telephone skills
Establish good relationships with the people
you serve
Work to overcome barriers to good service in
your area
Seek learning
Welcome and apply feedback
Seek development opportunities
Take on new challenges
Learn to deal with change productively
Build good work relationships and

contribute to a collegial work environment
Be honest and ethical
Be trustworthy; work to build trust
Work to communicate well both interpersonally
and in writing
Listen
Approach work and others with a positive
attitude
Identify and acknowledge your own strengths
and weaknesses
Accept and appreciate differences in others
Cooperate; think win-win
Be caring and considerate
Respect your co-workers
Be approachable, pleasant, and gracious
Be composed and patient
Express disagreements assertively and tactfully
Work to resolve problems productively
Note the bullet points under each general expectations are meant to be examples, not exhaustive lists, of behaviors
that might be included within that general expectation.
119
In addition,
What is expected of Baylor Supervisors?2
Be fair /Inspire trust
Use fair and legal management practices
Avoid even the perception of favoritism
Dont discriminate
Keep confidences
Be truthful and direct
Model consistency and composure
Intentionally behave in ways that build
trust
Hire well
Use legal and fair hiring practices
Identify what knowledge, skills and
attitudes are required for a position
Use interviewing and other hiring
techniques skillfully
Follow policies and procedures in hiring
Consider motivational and behavioral fit,
and fit with Baylors mission when hiring,
as well as technical skill
Help people develop

Hold regular development discussions
Help employees construct and execute
development plans
Encourage employees to regularly take
time for development activities
Use delegation as a developmental tool
Help people to learn from their mistakes
Provide constructive feedback
Be aware of each employees career goals
Encourage people to develop their
gifts/skills even if it means they may
eventually leave you or leave Baylor
Lead with courage

Let people know where they stand
Face up to problems quickly and directly
Step up to conflicts; see them as
opportunities for improvement
Dont be afraid to take negative action
when necessary (probation, firing, etc.)
Manage legally and according to policy
Manage performance
Develop goals and standards for your area
that are aligned with the mission and vision
of the university
Establish clear expectations and directions
Set and communicate priorities
Hold yourself and the people in your area
accountable for accomplishing goals and
standards
Help individuals develop goals that are in
alignment with departmental goals
Provide information that will help
individuals monitor their own and the
departments performance
Use coaching and feedback skills to help
people perform well
Recognize and reward good performance
Take action to improve performance
deficiencies
Organize resources and processes to
accomplish the work of the department
effectively
Build a good working environment

Be approachable
Understand that different people are
motivated by different things; match
motivation to the individual
Empower the people whom you supervise
Invite input; share ownership and visibility
Acknowledge and celebrate team
accomplishments
Recognize and utilize contributions of
people from diverse backgrounds and
different behavioral styles
Promote team cohesiveness
Keep people informed about decisions,
changes, issues, etc. that affect them
Encourage and model open and direct twoway communication
Use coaching and feedback skills to help
people work together well
Keep up to date on the legal implications

of various management practices
Make sure your management practices are
well within legal parameters
Keep abreast of Baylor policies and fulfill
your responsibilities accordingly
These expectations for supervisors are in addition to the general expectations for all Baylor employees.
120
Staff Performance Evaluation & Planning Document

First Name:
Last Name:
ID Number:
Supervisor Name:
Position:
Department:
Date of Review:
Review Period:
Review Type:
From
Year
To
Year
Choose from list
IMPORTANT NOTE: Certain standards of performance and conduct must be maintained among the staff of Baylor
University. This discussion document is designed to enhance the performance and professional development of the
vast majority of Baylor staff who are meeting performance and conduct expectations.
For cases where a staff employee's performance or conduct falls below the standard, Baylor permits an observation
period (BU-PP 805) to allow the employee an opportunity for improvement. An employee in observation status is not
guaranteed continued employment since Baylor is an at-will employer.
Baylor also provides guidance in the Staff Disciplinary Policy (BU-PP 807) that outlines a course of progressive
discipline for employees whose performance or conduct falls below Baylor's standard. It is the supervisor's
responsibility to inform the staff employee when the employee's performance or conduct is below standard. It is also
the supervisor's responsibility to initiate the observation period and/or any needed disciplinary measures.
Supervisors: if you are in a situation in which an employee's performance or conduct has been unsatisfactory, contact
Human Resources at (254)710-2000 for help in initiating BU-PP 805 or BU-PP 807 as appropriate.
Employee signature
Date
Dept. Head/Div.Head signature
Date
Supervisor signature
Date
Upon completion, please send all pages of the original document to:
Human Resources, Baylor University, One Bear Place, #97053, Waco, TX, 76798-7053.
121
Note: Each field's expansion to accommodate text is displayed when tabbing or clicking in next field. Text options such as Bold, Underline, or Italicize are available by
right clicking on text and selecting Text Style.
REVIEWING THE PREVIOUS YEAR

1. Summarize what has gone well with your past year's work to include specific facts and examples related to your job.
Examples of (but not required) topics for this section include and are not limited to: your contributions toward the goals related to
Baylor's mission and vision, accomplishments, professional development, listing three to five of your strongest traits that have
helped you be successful in your job, and/or things you have done to help the development of the employees whom you
supervise (if applicable - supervisors are expected to cover this).
Employee response below:
Supervisor response below:
2. Summarize what you wish had gone differently with your past year's work:
3. Summarize your work plans for the coming year. Include specifics that best relate to your job. Examples of (but not
required) topics for this section include and are not limited to: primary work goals (five or less), steps necessary to achieve your
goals, how your goals will advance Baylor's mission and vision (as applicable), anticipated dates for completing goals,
professional development, and/or things you can do to help the development of the employees whom you supervise (if applicable
- supervisors are expected to cover this).
4. Summarize what your supervisor could do to help you succeed in your job (e.g., resources, communications, work
environment, coaching, etc.)
5. Optional: Are there any career goals that you would like to discuss with your supervisor?

122
6. Job Description: Please review your job description. Click here to review, revise, create or print your job description.
Creation of or revisions to job descriptions will require supervisor approval, which will be verified by Human Resources before
placement into the primary database. For assistance, please contact Human Resources at (254)710-2000.
Job description updated
No update needed
7. Overall Performance Indicator for the Past Year:

The employee provides a self rating by checking one of the boxes below. Upon full consideration of the performance discussion,
the supervisor will designate a final overall performance indicator for approval. The performance indicator is used to determine
merit increases.
Performance Ratings
Employee
Supervisor
"E" for Excellent

Performance consistently exceeds goals, job requirements, and expectations, and is significantly
beyond the scope of the job requirements in ways that enhance or improve work assignments or
work area.
"VG" for Very Good:
Performance consistently meets and frequently exceeds goals, job requirements, and expectations.
Assignments are completed in a highly effective manner.
G for Good:
Performance meets goals, job requirements, and expectations. Performance is dependable.
I for Improvement Necessary:
Performance does not consistently meet goals, job requirements, and expectations. Improvements
in specific areas are required as noted below.
U for Unsatisfactory:
Performance does not meet goals, job requirements, and expectations. An immediate plan for
improvement is required via observation as continued performance at this level could result
in disciplinary action or termination of employment. Attach a completed BU-PP805A form to
performance document.
FOR USE DURING REVIEW DISCUSSION: Please initial in the appropriate box as verification
that you both have seen and discussed the performance ratings. . . . . . . . . . . . . . . . . . . . . . .
If the supervisor has selected the overall performance indicator of I [Improvement Necessary] the supervisor's responsemust
include specific areas of improvement in this section of the performance and planning document:
8. Other comments from either employee or supervisor, if any:

Comments from division or department head, if any:
123
Skills for Success
Fails to change usual patterns of

behavior or performance to meet
specific expectations.
Is not receptive to new
information or viewpoints.
Is unwilling to try or support a
difficult approach.
Exhibits difficulty in adjusting to

changing situations, priorities,
and responsibilities.
Lacks appreciation and
understanding of different
perspectives.
Has difficulty managing
workload.
Occasionally demonstrates a lack

of respect for others; may exhibit
difficulty in establishing effective
working relationships with
certain members of community.
Does not take initiative to build
knowledge of diversity and
inclusiveness.
Corrective performance plan must be

outlined and monitored

outlined and monitored, or termination
must be initiated.
Fails to demonstrate equitable

respect for members of Cornell
Community. Is uncooperative
with certain community
members.
Avoids opportunity to build
knowledge of diversity and
inclusiveness.
Fails to meet one or more of the

significant position requirements.
Requires improvements in areas noted.
Needs improvement to fully

achieve expectations/standards
Does not fulfill position requirements.
Fails to achieve
expectations/standards
Cornell University. Used by permission from the Office of Human Resources, Cornell University, 2004.
Is flexible, open and receptive to new

ideas and approaches
Adapts to changing priorities, situations,
and demands
Handles multiple tasks and priorities
Modifies ones preferred way of doing
things
Adaptability:
Shows respect for difference in

backgrounds, lifestyles, viewpoints, and
needs, with respect to ethnicity, gender
creed and sexual orientation
Promotes cooperation and a welcoming
environment for all
Works to understand the perspectives
brought by all individuals
Pursues knowledge of diversity and
inclusiveness
Inclusiveness:
CHARACTERISTICS OF PERFORMANCE LEVELS
Skills for Success
Is flexible, open, and receptive to

new information, ideas and
approaches.
Usually adapts to changing
priorities, situations, and
demands.
Handles multiple tasks and
priorities, and adjusts to
ambiguity and change positively.
Modifies preferred way of doing
things to support organizational
objectives.
Demonstrates equitable respect

for and welcomes all members of
Cornell Community.
Establishes and welcomes
effective working relationships
with all members of Cornell
Community.
Regularly builds knowledge of
and demonstrates behaviors
consistent with the Universitys
diversity and inclusiveness
objectives.
Fulfills position requirements,

consistently meeting established goals and
expectations. Performance makes the
expected contributions to unit goals.
Fully achieves
Frequently seeks opportunities to

encourage others to demonstrate
equitable and respectful treatment
for members of Cornell
Community while modeling
desired behavior.
Takes initiative to improve
cooperation and welcome
environment for all.
Actively seeks and considers
different perspectives.
Frequently seeks to increase and
apply knowledge of diversity and
inclusiveness.
Understands and appreciates
different and opposing
perspectives.
Actively supports changing
direction, priorities, and
responsibilities.
Is willing to experiment and take
risks in trying a different
approach.
Switches roles and procedures
easily to facilitate change and can
be relied upon to help others in
this process.
Performs beyond expectations in a

majority of position duties and
responsibilities. Consistently meets and, at
time, exceeds position expectations
making a significant contribution to the
overall achievement of unit/department
goals.
Frequently exceeds
Consistently surpasses
Anticipates and proactively responds

to changing situations to achieve work
results- generating new ideas,
information, and explores new
possibilities.
Champions change and works
effectively within a variety of
situations, individuals and/or groups to
respond to change.
Inspires, encourages and provides
guidance and support to others in
response to change. Maintains and
promotes receptivity, flexibility and
focus when dealing with uncertainty,
change and transition.
Leads and/or inspires others in

demonstrating equitable respect for all
members of Cornell Community.
Consistently promotes cooperation and
welcoming environment for all.
Gains different perspectives and shares
with leadership to continually enhance
inclusive and diverse environment at
Cornell.
Consistently pursues knowledge of
diversity and inclusiveness and
actively develops those skills in others.
Works consistently at a superior level in most

aspects of position; consistently exceeds goals
and expectations. Makes an exceptional or
unique contribution to the unit/department.
Staff can expect their supervisors to establish position-specific performance expectations and standards.
Although staff members overall position performance has many facets, the characteristics of individual performance levels across success skills are represented below.
Examples of Demonstrated Behaviors:
124
Skills for Success
Frequently displays behaviors

and actions that are inconsistent
with expected workplace
courtesy, respect and individual
consideration.
Frequently behaves in manners
detrimental to coworkers,
teamwork, and/or customers.
Does not cooperate with others to
achieve assigned goals.
Fails to share knowledge and/or

information in an effective
manner.
Displays ineffective listening

skills, including interrupting
others, inappropriate responses,
impatience, arrogance or
disinterest, and inability to
accurately restate others views.
Fails to write and/or speak

effectively. Does not convey
messages or ideas clearly.
On occasion, displays behaviors

and actions that are inconsistent
with expected workplace
consideration.
Sometimes exhibits behavior that
is detrimental to the morale
and/or the accomplishments of
the work group and/or customers.
Has difficulty cooperating with
others to achieve assigned goals.
Exhibits less than effective

listening through distraction,
disinterest, overactive response,
interruption, and/or somewhat
inaccurate restatement of others
views.
Exhibits difficulty in sharing
knowledge and/or information in
a timely, effective manner.
Writes and speaks in ways that

hamper effectively conveying
messages and ideas.
Frequently fails to pursue

developmental opportunities
and/or apply new skills to meet
standards.
Does not fully improve behaviors
in response to performance
feedback.


must be initiated.
Ineffectively applies or lacks job

knowledge/skills to meet
standards.
Avoids and/or does not benefit
from opportunities for learning.
Does not improve behaviors in
response to performance
feedback.


Fails to achieve
Builds working relationships to solve

problems and achieve common goals
Demonstrates sensitivity to the needs of
others
Offers assistance, support, and feedback
to others
Works effectively and cooperatively with
others
Teamwork:
Demonstrates the ability to express

thoughts clearly, both orally and in
writing
Demonstrates effective listening skills
Shares knowledge and information
Asks questions and offers input for
positive results
Communication:
Enhances personal knowledge, skills, and

abilities
Anticipates and adapts to technological
advances as needed
Seeks opportunity for continuous learning
Seeks and acts upon performance
feedback
Self Development:
125
Contributes effectively to
departmental and crossdepartmental goals.
Behaves in manners that

positively influence working
relationships.
Exhibits expected workplace

consideration.
Shares knowledge and

information with timeliness in
manners appropriate to particular
audience.
Demonstrates attentive, patient

and active listening; accurately
restates others views.
Writes and speaks clearly and

succinctly in a variety of settings
and styles to convey messages
and ideas effectively.
Effectively applies and pursues

opportunities to increase job
knowledge/skills to complete
objectives.
Acts successfully to improve
behaviors in response to
performance feedback.

Fully achieves
Effectively encourages others to

share knowledge and information
with timeliness while modeling
those same behaviors.
Often exhibits positive behavior
that promotes, supports, and
influences cooperation from
others while demonstrating
consideration for others.
Frequently gives and seeks
respectful and constructive
feedback among coworkers and
superiors to improve morale
and/or group accomplishments.
Frequently enhances working
relationships to improve
departmental and crossdepartmental accomplishments.
Customarily increases job

knowledge/skills to accomplish
objectives.
Often seeks, accepts, and
achieves noteworthy success on
additional responsibilities.
Actively seeks development
performance feedback and acts
upon input to continuously
improve performance.
Writes and speaks frequently in
varied settings and styles to
convey messages and ideas in
persuasive, effective, and
inspiring manner.
Exhibits talented balance in
listening to, seeking and drawing
out others views; accurately
synthesizes individual and group
conclusions.

goals.
Frequently exceeds
Consistently leads colleagues to

inspired cooperation and teamwork
in support of college/unit/university
goals.
Actively seeks and gives respectful
and constructive feedback among
colleagues, improves own actions in
response, and encourages others to
do the same.
Consistently develops opportunities
for self and colleagues to improve
working relationships and work
outcomes.
Continually applies ever-increasing

job-knowledge/skills to address
challenges and/or lead new
initiatives.
Regularly seeks additional
responsibilities and achieves
significant success.
Demonstrates continuous
improvement in self and inspires
others toward it.
Consistently demonstrates highly
effective and tailored writing and
speaking styles to convey messages
and ideas to varied audiences to
build understanding, commitment,
and organizational effectiveness.
Consistently exhibits earnest
listening and consideration to build
trust and confidence while carrying
input forward to appropriate parties.
Consistently models highly effective
behaviors in sharing knowledge and
information that propels and teaches
others to perform in like manner.

Skills for Success
Has poor attendance, which

hinders workflow and
achievement of organizational
objectives.
Routinely makes errors in
handling of resources and/or
information that compromises
organizational objectives and
operating integrity.
Fails to demonstrate commitment
and accountability in actions.
Displays irregular attendance that

impacts workflow and
achievement of organizational
objectives.
Occasionally makes errors in
handling of resources and/or
information that compromises
organizational objectives.
Displays behaviors inconsistent
with commitment and
accountability.
At times, displays actions that are

detrimental to customer-service
relationships.
In areas identified, does not
provide expected level of
assistance and service to internal
and/or external customers.
Demonstrates unsatisfactory
performance in one or more of
the behaviors noted immediately
to the right in the Fully
Achieves category.


must be initiated.
Displays behaviors and actions

that are detrimental to coworkers, teamwork, and
customers.
Interactions with internal and
external customers are
characterized as discourteous,
unresponsive, untimely, rude, or
disrespectful.


Fails to achieve
Demonstrates accountability in all work

responsibilities
Exercises sound and ethical judgment
when acting in behalf of the university
Exercises appropriate confidentiality in all
aspects or work
Shows commitment to work and to
consequences of own actions
Stewardship:
Is approachable/accessible to others
Reaches out to be helpful in a timely and
responsive manner
Strives to satisfy ones external and/or
internal customers
Is diplomatic, courteous, and welcoming
Service-Minded:
126
Maintains regular attendance to

meet organizational needs.
Demonstrates accountability,
trustworthiness and balance in
handling information, processes
and resources to effectively
pursue organizational objectives.
Is committed to and accountable
for work responsibilities and
actions to achieve organizational
objectives.
Establishes and maintains

productive work relationships
with colleagues and customers.
Understands customer needs and
works to meet them, taking into
consideration ethical behavior,
university policies, regulations,
and resources.
Is approachable, diplomatic,
accessible, and welcoming.
Reaches out to be helpful. Is
proactive in providing helpful,
courteous, and timely assistance.
Is accountable for correcting
problems related to services
provided.

Fully achieves
Regularly seeks/implements
improvements in customer
relationships.
Strongly exhibits positive
behavior that promotes and
influences cooperation from
others.
Understands customer culture
and history often anticipating
their needs.
Is recognized by customers as
one who is very
knowledgeable/experience and
usually surpassed their
expectations.
Readily adapts to needs of
diverse customers.
Maintains excellent attendance
and is very dependable in
accomplishing organizational
needs.
Demonstrates strong integrity and
sound judgment in the use of
resources and the handling and
interpretation of highly sensitive
information while pursuing
Inspires strong commitment and
accountability among others by
modeling appropriate behaviors.

goals.
Frequently exceeds
Consistently demonstrates excellent

attendance, dependability, and
dedication to accomplishing
Leads others to behave with
integrity and sound judgment in the
use of resources and the handling
and interpretation of highly sensitive
information while modeling those
behaviors to achieve organizational
objectives.
Gives recognition to those who
demonstrate strong commitment and
accountability while modeling those
same behaviors.
Viewed and trusted by internal and

external customers as extremely
knowledgeable and highly skilled at
what they do.
Contributes and leads innovation
and workable solutions to
project/problems.
Is valued as a partner in addressing
customer needs.
Is sought after to advise on complex,
high level issues and activities.
Is viewed as a role model in
commitment, interactions, and
performance results with all
customers.

Skills for Success
Usually turns to others to solve

problems.
Is reluctant to take on new
assignments.
Does not seek to contribute
beyond basic assignments.
Attendance may be
undependable.


must be initiated.
Shows little or no interest in the

work.
Often delivers inaccurate and
generally undependable results.
Resists learning the more
complex/responsible parts of the
job.
Is frequently absent or late to
work.


Fails to achieve
Shows initiative, anticipates needs and

takes actions
Demonstrates innovation, creativity and
informed risk-taking
Engages in problem-solving; suggests
ways to improve performance and be
more efficient
Strives to achieve individual, unit, and
university goals
Motivation:
127
Is generally enthusiastic about the

work and welcomes new
responsibilities.
Produces dependable, accurate,
and timely results.
Effectively addresses work
problems and demonstrates
proactive problem solving.
Has a can-do attitude and is a
positive influence on others.
Maintains cooperative working
relationships with co-workers and
supervisors.

Fully achieves
Anticipates needs and figures out

new ways to meet them.
Often contributes creative ideas
to improve the work.
Builds cooperative working
relationships with others outside
the work group.
Encourages others to take
positive action on problemsolving and/or new assignments.
Frequently displays behaviors
that have a positive impact on
coworkers morale.

goals.
Frequently exceeds
Consistently demonstrates motivated

behavior and inspires it in others.
Provides leadership to others in
solving work problems.
Activates motivation in others.
Routinely seeks, accepts and
achieves a high level of success on
new responsibilities.
Contributes significantly to the
organizations morale and success
well beyond the job requirements.

SECTION II: SKILLS FOR SUCCESS APPRAISAL AND DEVELOPMENT

The following key skills are essential for all staff in achieving success in their positions. Depending upon
position requirements, other job-specific skills may be required of a staff member. The extent to which the
staff member demonstrates these skills or needs to strengthen them should be reviewed as part of the
performance dialogue, staff development, and/or performance improvement discussions.
Fails to Achieve Expectations
Needs Improvement
Fully Achieves Expectations
Frequently Exceeds
Expectations
SKILLS FOR SUCCESS
Expectations
Instructions: Select and comment on the performance level demonstrated by the staff member during the
review period for the following skill areas: (Additional sheets may be used if necessary.)
PLANNED SKILL
DEVELOPMENT
Job Knowledge:
Demonstrates the knowledge and
skills required to perform the job,
including administrative policies and
procedures, technical and/or
specialized knowledge/expertise and
managerial/supervisory skills.
Understands position goals,
responsibilities, and expectations.
Is current on professional/technical
developments related to position
COMMENTS:
Inclusiveness:
Shows respect for differences in
backgrounds, lifestyles, viewpoints,
and needs, with regard to ethnicity,
gender, creed, and sexual orientation
Promotes cooperation and a
welcoming environment for all
brought by all individuals
Pursues knowledge of diversity and
inclusiveness
COMMENTS:
Adaptability:
Is flexible, open and receptive to new
ideas and approaches
Adapts to changing priorities,
situations and demands
Handles multiple tasks and priorities
Modifies one's preferred way of doing
things
COMMENTS:
Self Development:
Enhances personal knowledge, skills,
and abilities
Anticipates and adapts to
technological advances as needed
Seeks opportunities for continuous
learning
Seeks and acts upon performance
feedback
COMMENTS:
128
Fails to Achieve Expectations
Needs Improvement
Fully Achieves Expectations
Frequently Exceeds
Expectations
Expectations
SKILLS FOR SUCCESS
PLANNED SKILL
DEVELOPMENT
Communication:
Demonstrates the ability to express
thoughts clearly, both orally and in
writing
Demonstrates effective listening skills
Shares knowledge and information
Asks questions and offers input for
positive results
COMMENTS:
Teamwork:
Builds working relationships to solve
problems and achieve common goals
Demonstrates sensitivity to the needs
of others
Offers assistance, support, and
feedback to others
Works effectively and cooperatively
with others
COMMENTS:
Service-Minded:
Is approachable/accessible to others
Reaches out to be helpful in a timely
and responsive manner
Strives to satisfy ones external and/or
internal customers
Is diplomatic, courteous, and
welcoming
COMMENTS:
Stewardship:
Demonstrates accountability in all
work responsibilities
Exercises sound and ethical judgment
when acting on behalf of the
university
Exercises appropriate confidentiality
in all aspects of work
Shows commitment to work and to
consequences of own actions
COMMENTS:
Motivation:
Shows initiative, anticipates needs
and takes actions
Demonstrates innovation, creativity
and informed risk-taking
Engages in problem-solving; suggests
ways to improve performance and be
more efficient
Strives to achieve individual, unit,
and university goals
COMMENTS:
Additional Performance factors

specific to position (Optional)
COMMENTS:
129
INTERVIEWING CANDIDATES FOR SKILLS FOR SUCCESS

(LONG VERSION)
Skills
Success
Skills for
for Success
Skills/Examples of
Behavior
Inclusiveness
Shows respect for
differences in
backgrounds, lifestyles,
viewpoints, and needs,
with regard to ethnicity,
gender, creed, and
sexual orientation
Promotes cooperation
and a welcoming
environment for all
Works to understand the
perspectives brought by
all individuals
Pursues knowledge of
diversity and
inclusiveness
Interview Questions
1. What does the term diversity mean to you as it applies to the workplace?
2. What have you done to make diversity accepted in your workplace? Give some
examples.
3. How has your company handled diversity issues in the workplace? How do you
support this effort? Give an example.
4. What are some of your best practices for creating and managing a diverse work
group? When have you applied them?
5. Describe a time when you had to treat individuals in your work group differently.
Why? What were the outcomes?
6. Tell me about a time that you had to deal with cultural differences. What did you do?
Should you have done something differently and why?
7. What have you done to foster an inclusive work environment? What were the
benefits for the work environment? Give an example.
8. Describe a discussion you initiated with an individual to learn about any diversity
barriers they perceived in the organization. What was the result?
9. Give some examples of what you have done to increase diversity awareness in your
group.
Adaptability
Is flexible, open and
receptive to new ideas
and approaches
Adapts to changing
priorities, situations and
demands
Handles multiple tasks
and priorities
Modifies one's preferred
way of doing things
1. Tell me about a time when you had to change your priorities because of a change in
circumstances or plans. How did you handle it and what was the result?
2. Think of an organizational change you went through -- how did it affect your work
routines? What did you learn from it?
3. Give me an example of how you quickly adapted to a change in your work area
when others were resisting it and holding on to "the old way." What actions did you
take to help bring others on board?
4. Describe a time when you and/or your team faced an unexpected challenge. How
did you meet it? What was the outcome?
5. What signals tell you that a situation has some implications or hidden agendas that
could make it difficult to handle? Provide a specific example. Describe the action
you took.
6. Tell me about a tough work situation that you knew was coming -- how did you
prepare and what was the outcome?
7. At work, we must all compromise to make things happen. Tell me about a time
when you felt it necessary to compromise your own immediate priorities in order to
be flexible and tolerant of another persons priorities. What affect did this have on
you?
130
8. Describe a time when you had to deal with frequent job changes or unexpected
events. Tell me what you did. What does this situation say about your ability to work
in an ambiguous or unstructured environment?
9. When has it been necessary for you to tolerate an ambiguous situation at work?
Give me details of the duration and intensity of the circumstance. What effect did
this have on you?
10. Describe a work situation in which customers/clients changed their minds at the last
minute. How did you handle it and what was the outcome?
11. Give me an example of significant changes you have had to make to your work style
in order to maximize effectiveness. What was the most challenging or difficult and
why?
12. At times, we are all required to deal with difficult people. An even more demanding
factor is to be of service to a difficult person. When have you been successful with
this type of situation at work? Tell me about a time when you were not successful
and why.
13. Describe how youve utilized your creativity in your current job.
Self Development
Enhances personal
knowledge, skills, and
abilities
1. Tell me about the last discussion you had with your manager regarding your
development. What was one of the development opportunities discussed and what
have you done to follow up on it? What was the benefit?
2. What development activities have you pursued in the last three months? What have
been some of the outcomes? What feedback have you received?
Anticipates and adapts to

technological advances
as needed
3. Describe the steps you have taken to obtain feedback on your development needs.
Give an example.
Seeks opportunities for

continuous learning
4. Describe a coaching discussion you initiated with your manager or a peer in the last
three months. What was the reason and what was the outcome?
Seeks and acts upon

performance feedback
5. Describe what you have done in the last six months to stay up-to-date in your field.
Provide an example. What has been the benefit?
6. Tell me what you have done to build a network of people in your field from other
companies. How have you used that network to help your development? Give an
example.
7. Give an example of using a mistake as an opportunity for learning and/or
development.
8. Have you taken any skills development courses recently? Why and what were they?
9. How does your current job relate to your career goals?
10. How do you keep informed about important changes in your field? What has been
the benefit?
11. Describe a time when you had to develop the skills required for a job or role? How
did you do it?
131
Communication
Demonstrates the ability
to express thoughts
clearly, both orally and in
writing
Demonstrates effective
listening skills
Shares knowledge and
information
Asks questions and offers
input for positive results
Oral
1. Tell me about a time when you had to explain something you knew well to someone
who had difficulty understanding the subject. How did you do it and what was the
outcome?
2. Describe a time when you were unsuccessful in getting your point across. Why?
What was the outcome?
3. Describe a time when you were very effective in getting your point across and
convinced others to change their position. What method did you use?
4. Describe a time when you picked up on non-verbal cues from your listener(s) that
told you to change your communication approach. What was the outcome? What
did you learn?
5. How do you go about assuring that your verbal and/or written messages are clearly
understood? Give an example.
6. How do you avoid "verbal overkill"? How do you reduce messages to their essence
without losing the main intent and content?
7. What types of experiences have you had in talking with customers or clients? Tell
me about a time when you had to communicate under difficult circumstances. What
was the outcome?
8. Describe a time when you used verbal skills to change an attitude, sell a
product/idea, or influence others. What were some of the outcomes?
9. When do you write something and when do you handle it face to face? Give an
example. What was the outcome?
Listening
1. Describe the characteristics of a good listener.
2. How good are your listening skills? How do you know? Provide an example.
3. Give an example of when you picked up some non-verbal cues. Were they positive
or negative and how did they impact your actions?
4. Tell me about a time when you did not understand what someone was trying to
communicate. What were the circumstances? How did you handle it?
5. Describe a time when you and someone else had different understandings of a
conversation. How did you learn about the miscommunication? What did you do?
What was the outcome?
6. Tell me about a time when an associate or team member rambled or talked
excessively. How did you handle it?
7. Tell me about a time when you strongly disagreed with what was being said. What
were the circumstances? What did you do?
8. Describe a time when listening to an important message was difficult because you
were preoccupied or the speaker's communication was unclear. What did you do to
grasp the key points?
132
9. Tell me about a time when you "spoke too soon" as a result of not listening. Why?
What was the result?
10. How do you signal other people that you're listening to what they say? Provide an
example.
11. How do you ensure that you accurately understand verbal information given to you?
Give an example.
12. Think back to some instances when you misunderstood verbal information. Why did
this happen? What did you do to correct the situation?
Written
1. Describe the most difficult work related writing assignment you have ever had. How
did you manage it? What was the outcome?
2. Describe a time when you had to adjust your written communication style to your
audience. Specifically what did you do and how did it help?
3. Tell me about a recent written report or proposal you wrote. Describe the process or
guidelines you followed in developing it.
4. Tell me about a time when you were asked to review and edit the written work of
another person. What suggestions did you make? How was it received?
5. Tell me about a time when you had to convey technical information in a written form
to a non-technical audience. How did you do it? What was the outcome?
6. Give two examples of when you have asked for feedback from others on your
written work. Did you incorporate their suggestions? Why or why not?
7. What are the key activities that you do that involve writing? Which do you find most
easy/difficult? Why are some of these activities more difficult than others?
8. What experience have you had writing letters, reports, and/or technical or sales
manuals or brochures? Provide an example.
9. To what extent do you enjoy writing assignments? Why or why not?
10. In some jobs it is necessary to document work thoroughly in writing. For example, to
meet guidelines or to train another person. Give me an example of your experiences
in this area.
11. Tell me about the most complex information you have had to read in your job. How
did it test your comprehension skills and technical knowledge? Be specific.
12. Describe your experiences in editing manuscripts, articles, documents or any other
form of written communication. Be specific.
13. Give me an example, taken from your experience in report writing, preparation of
proposals, presentations, technical manuals, etc., which illustrates the extent of your
written communication skills.
133
Teamwork
Builds working
relationships to solve
problems and achieve
common goals
Demonstrates sensitivity
to the needs of others
Offers assistance,
support, and feedback to
others
Works effectively and
cooperatively with others
1. Tell me about a time when you were working as part of a team and felt that you
could achieve better or faster results on your own. How did you handle it? What was
the outcome?
2. Tell me about a time when you were a part of a team that worked very well together.
What did you do to foster the success of that team?
3. Describe a time when you were part of a team but were not clear about your role.
What did you do about it and what was the outcome?
4. Tell me about a specific time when you experienced conflict with another team
member. How did you handle it? What did you learn from the experience?
5. Describe a time when a project did not go well due to a lack of teamwork. To what
did you attribute the lack of teamwork? What action did you take and what was the
outcome?
6. Describe actions you have taken to encourage team members to feel comfortable
sharing their opinions, even if they differ from your own. Give a specific example.
7. Give examples of what you have done to model collaboration and teamwork.
8. Describe a time when you helped a team member who joined the team later or in
mid-stream. How did you bring this team member up to speed with the rest of the
group? What was the outcome?
9. Tell me about a project for which you were responsible for that required getting
outside help. What did you do and what was the outcome?
10. Describe a time when you shared your team's successes with others. Why?
11. To what extent do you consider yourself a "team player"? What does that mean to
you?
12. Describe a time when team requirements came into conflict with your individual
goals and objectives. How did you handle it and what was the outcome?
13. Tell me about a time when you had to work with a team member who was less
experienced or knowledgeable than other team members. What effect did it have on
you and the team? What did you do and what was the outcome?
14. Do you feel more motivated when working as a team member or when working as
an individual contributor? Explain.
15. Tell me about a time when it was necessary to confront a negative attitude in your
team. Specifically what actions did you take and what was the outcome? Now, tell
me about a time when you were not successful.
16. Tell me about a time when you had your greatest success in building team spirit.
What specific results did the team accomplish?
17. Describe your style of contributing to any team in which you work. What does the
team look to you for? How creative are you at problem solving compared to the
other members?
134
Service-Minded
Is approachable/
accessible to others
1. Describe your internal and external customers for me. What is your level of
interaction with them?
2. What have you done to encourage others to maintain strong customer focus? Give
me some examples.
Reaches out to be helpful

in a timely and
responsive manner
3. How do you obtain and keep up-to-date information about customers? How do you
use this information to meet your customers needs?
Strives to satisfy ones

external and/or internal
customers
4. Give me an example of when you had to form a relationship with a customer whom
you really disliked in order to get your job done? What steps did you take and what
was the outcome?
Is diplomatic, courteous,
and welcoming
5. Tell me about a time when you had to deal with a difficult customer/client. What did
you do? How effective were you?
6. Tell me about a time when you or your team improved a customer relationship. How
did you recognize what improvements were needed? What was the outcome?
7. Tell me about a time when what was best for the customer was not best for the
organization. How did you handle the situation and what was the result?
8. Tell me about a time when you were not effective in meeting the customer's needs.
Why did you fall short and what steps did you take to correct the situation?
9. Describe a time when you were extremely successful in pleasing a customer. What
made you successful?
10. Tell me about a customer who was very displeased with your service. What were
the circumstances? What did you do about it? What was the result?
11. Describe a time when a customer demanded a product or service that you did not
believe was the best match for their needs. How did you handle the situation and
what was the outcome?
12. Tell me about a time when you worked to better understand the specific needs of a
client group/customer.
Stewardship
Demonstrates
accountability in all work
responsibilities
Exercises sound and
ethical judgment when
acting on behalf of the
university
Exercises appropriate
confidentiality in all
aspects of work
Shows commitment to
work and to
consequences of own
actions
1. Give me an example of how you go about informing your superiors when there has
been a problem in your area that they need to know about. Describe your plan of
action and the outcome.
2. What experiences have you had when others were unable or unwilling to keep their
commitments? How did you handle the situation and what was the outcome?
3. How do you deal with others who refuse to accept responsibility for issues in their
area, but always blame something/someone else? What effect has this had on you
or your teams work?
4. Tell me about a time when you made a mistake or did not achieve what was
expected. What action did you take and what was the outcome?
5. Tell me about a time when someone was not satisfied with your results. What
caused this, how did you handle it, and what was the outcome?
6. Tell me about a time when someone else received credit for something you had
done. What did you do and what effect did it have on you?
135
7. Describe a time when you were very straightforward, said what needed to be said
and did not back away from an uncomfortable issue. What was the outcome?
8. Describe a time when you were too direct and straightforward with a co-worker,
resulting in a strained relationship. Were you able to clear things up and continue a
working relationship? What was the impact on your relationship?
9. Describe a work situation in which you applied the philosophy that discretion is the
better part of valor. What did you learn from this? What was the outcome?
10. Describe a time when someone continued to hold a grudge after you tried to resolve
your work differences. What actions did you take to improve the relationship and
what was the result?
11. Some situations require us to express ideas/opinions in a very tactful and careful
way. Tell me about a time when you were successful with this skill. What was the
outcome?
12. Sometimes it is important to disagree with others, particularly your boss, in order to
keep a mistake from being made. Tell me about a time when you were willing to
disagree with a boss, co-worker, peer or client in order to build a positive outcome.
What was the result?
13. Describe a time when you had to sell an idea to upper management or to a client.
What was your process? What was the result?
Motivation
Shows initiative,
anticipates needs and
takes actions
Demonstrates innovation,
creativity and informed
risk-taking
Engages in problemsolving; suggests ways to
improve performance and
be more efficient
Strives to achieve
university, unit, and
individual goals
1. What tools have you found most useful or effective in motivating your staff? Provide
examples of how you specifically motivate each individual.
2. Tell me about a specific time when you were recognized for your efforts or
accomplishments in a team or staff meeting. What were the circumstances?
3. Describe a time when you were not able to motivate your co-workers or team. Why?
How did you handle it?
4. Describe specifically what you've done to create a team environment. What action
do you take to gauge your teams morale? How do you ensure good moral is
maintained?
5. Describe how you turned around the performance of a direct report who was not
very motivated. What did you do and what was the outcome?
6. Tell me about the last time one of your direct reports received recognition from you
in a group setting. What were the circumstances?
7. Describe a time when you were very enthusiastic or motivated about a project. How
did you share this with your team or group? What were some of the specific things
that motivated you?
8. What do you think is the best way of motivating people? Why? Provide an example.
9. What are de-motivators for you?
136
Global Perspective
30
Building Collaborative Relationships
15
Business Acumen
29
Influencing Others
14
Decisiveness
28
Interpersonal Effectiveness
13
Thoroughness
27
Persuasive Communication
12
Results Orientation
26
COM MUN ICAT IN G AN D IN FLUE NCI NG
Written Communication
Fostering Diversity
11
Customer Orientation
25
Managing Performance
Oral Communication
Developing Others
10
Fostering Innovation
24
Managing Change
Attention To Communication
Entrepreneurial Orientation
23
Empowering Others
Initiative
22
Fostering Teamwork
21
20
19
18
ACHI EVIN G RESULTS
Technical Expertise
Strategic Thinking
Conceptual Thinking
Forward Thinking
Analytical Thinking
17
Providing Motivational Support
Diagnostic Information Gathering
16
Establishing Focus
P REVE NTI NG A ND SOLV ING PR OB LEMS
B U S I N E S S
P E O P L E
L EAD ING OTHE RS
COMPETENCIES DEALING WITH
Competency Dictionary
137
Personal Accountability
Flexibility
Personal Credibility
Adaptability
Self Confidence
M A N A G E M E N T
Behaviors for Team Leaders:

a. Provides opportunities for people to learn to work together as a team
b. Enlists the active participation of everyone
c. Promotes cooperation with other work units
d. Ensures that all team members are treated fairly
e. Recognizes and encourages the behaviors that contribute to teamwork
Behaviors for Team Members:

a. Listens and responds constructively to other team members ideas
b. Offers support for others ideas and proposals
c. Is open with other team members about his/her concerns
d. Expresses disagreement constructively (e.g., by emphasizing points
of agreement, suggesting alternatives that may be acceptable to the
group)
e. Reinforces team members for their contributions
f. Gives honest and constructive feedback to other team members
g. Provides assistance to others when they need it
h. Works for solutions that all team members can support
i. Shares his/her expertise with others
j. Seeks opportunities to work on teams as a means to develop
experience and knowledge
k. Provides assistance, information, or other support to others, to build or
maintain relationships with them
Definition: As a team member, the ability and desire to work cooperatively

with others on a team; as a team leader, interest, skill, and success in
getting groups to learn to work together cooperatively.
FOSTERING TEAMWORK
Example of competency definition and behaviors
35
34
33
32
31
S E L F
SCG Core Competencies - Employees
* Performance Expectations
Core Competencies
*Provides quality services.
*Exercises sound financial

judgment.
*Engages in two-way
communication efforts.
*Promotes cost
containment, savings &/or
revenue opportunities.
*Takes responsibility &

honors commitments.
*Participates in efforts
to meet or exceed
customer &
community
expectations.
*Contributes toward
the successful
implementation of
business strategies
and plans.
*Participates in CQI
activities.
*Manages risk.
Customer
& Community
Champion
Financial
Manager
Customer Service
Cooperation & Teamwork
Honesty & Integrity
Quality
Stewardship
Innovation
Accountability
Process
Improver &
Capacity
Builder
*Responds positively to
change.
*Advances job
competence and
expertise.
ContinuousContinuousInnovative
Learner
*Actively participates
in new learning
activities and quickly
applies acquired
knowledge.
*Serves as a role
model to others.
*Demonstrates
effective problem
solving efforts and
generates new ideas.
Additional Detail Located On Back
*Responsible for
the appropriate
use of equipment
and property.
Our Values:
*Contributes to a
motivational climate
that values diversity and
encourages shared
learning.
Organizational & Employee Development

June 2002
138
Core Competencies Descriptions for Employees

Customer & Community Champion
Financial Manager
Does the employee advocate for our community & customers

by ensuring that quality services are delivered in a respectful,
responsive and team-centered manner?
Do the individuals actions support optimal use of public

funds and property?
1.
1.
2.
3.
4.
Provides quality services. Delivers quality services within

the community & across the enterprise. Strives to meet key
customer expectations and requirements. Maintains
awareness of existing customer satisfaction data and
contributes to systematic improvement efforts.
Engages in two-way communication efforts. Engages in
consistent, respectful two-way communication efforts with
external customers, internal customers, partners &
community groups.
Takes responsibility & honors commitments.
Responsive to the customer and ensures that commitments
and agreed upon deadlines are fulfilled.
Participates in efforts to meet or exceed customer
expectations. Participates in efforts that meet or exceed
customer expectations across the enterprise by working
effectively with others to address customer expectations and
resolve issues. Partners with individuals and teams
throughout the enterprise to establish and maintain strong
community relationships.
2.
3.
4.
Process Improver & Capacity Builder
Exercises sound financial judgment. Quickly adapts

to changing economic conditions by considering costs,
benefits and overall value of work efforts. Operates
within SCG budget limits. Effectively balances existing
resources (i.e., human, technology and money)
Promotes cost containment, savings &/or revenue
opportunities. Minimizes expenditures by seeking noto-low cost alternatives.
Manages risk. Protects financial resources by creating
a safe and accident-free environment.
Responsible for the appropriate use of equipment
and property. Holds self accountable for the
responsible use of county-owned property and
equipment.
Continuous-Innovative Learner
Does the individual participate in efforts that result in the

successful implementation of strategic plans and continuous
quality improvement? Does this employee support change
efforts and seek new solutions for addressing evolving
challenges?
Is this employee competent in their professional,

interpersonal and technical skills? Does the individual
value diversity, support efforts that result in the wellbeing and satisfaction of others and demonstrate a
commitment to on-going learning?
1.
1.
2.
3.
4.
Contributes toward the successful implementation of

business strategies and plans. Helps to successfully
implement business strategies. Monitors progress toward
performance measures and produces meaningful outcomes.
Ensures that individual goals support enterprise, business
center and business unit goals.
Participates in Continuous Quality Improvement (CQI)
activities. Participates in process improvement activities.
Seeks to minimize errors and rework.
Responds positively to change. Supports change efforts
and seeks new ways to meet evolving challenges.
Demonstrates effective problem solving efforts and
generates new ideas. Demonstrates effective problemsolving and decision-making practices. Generates new ideas
that contribute to cost-savings, increased efficiency or
improved effectiveness.
2.
3.
4.
Advances job competence and expertise.

Demonstrates interpersonal, professional and technical
competence as indicated in best practices.
Actively participates in new learning activities and
quickly applies acquired knowledge. Participates in
learning activities that enhance skills, knowledge and
abilities. Effectively applies new knowledge and
skills.
Serves as a role model to others. Demonstrates 2way communication and effective interpersonal skills.
Responds positively and productively in all situations.
Contributes to a motivational climate that values
diversity and encourages shared learning. Helps to
foster a work climate that encourages peers to work at
their highest potential. Values diversity and supports
efforts that result in the well-being and satisfaction of
others. Is non-defensive, open to feedback and
receptive to learning new ideas.
139
SCG Core Competencies - Supervisors
Core Competencies
*Ensures the delivery

of quality services.
*Exercises sound
financial judgment.
*Promotes two-way
*Promotes cost
*Manages risk.

honors commitments.
*Leads efforts to
meet or exceed
customer &
community
expectations.
Customer
& Community
Champion
*Contributes toward
the successful
implementation of
strategic and
operational business
plans.
*Participates in CQI
activities and supports
transition efforts.
Financial
Manager
Our Values:
Customer Service
Honesty & Integrity
Quality
Stewardship
Innovation
Accountability
Process
Improver &
Capacity
Builder
*Actively support
change efforts.
*Advances job
competence and
expertise.
Continuous
Continuous
Innovative
Learner
in new learning
applies acquired
knowledge.
*Serves as a respected
coach, teacher and
mentor
*Supports effective
problem solving
efforts and generates
new ideas.
*Ensures the
responsible use
of equipment and
property..
*Maintains a
encourages shared
learning.

June 2002
140
Core Competencies Descriptions for Supervisors

Financial Manager
Does the leader advocate for our community & customers by

ensuring that quality services are delivered in a respectful,
Do the supervisors actions support optimal use of public

funds and property?
1.
1.
2.
3.
4.
Ensures the delivery of quality services. Ensures the

delivery of quality services within the community & across
the enterprise. Identifies key customer expectations and
requirements. Positively influences the team to translate
customer needs into services that add value. Reviews
customer satisfaction data and facilitates systematic
improvement efforts.
Promotes two- way communication efforts. Promotes
external customers, internal customers, partners and
community groups. Serves as a role model.
Responsive to the customer and ensures that commitments
and agreed upon deadlines are fulfilled.
Supports efforts to meet or exceed customer
expectations. Supports efforts to meet or exceed customer
expectations across the enterprise by working effectively
with others to address customer expectations and resolve
issues. Partners with individuals and teams throughout the
enterprise to establish and maintain strong community
relationships.
Exercises sound financial judgment. Supports

contingency plans to address evolving financial issues.
Quickly adapts to changing economic conditions by
considering costs, benefits and overall value of work
efforts. Manages within SCG budget limits. Effectively
balances resources (i.e., human, technology and money)
Ensures responsible use of equipment and property.
Holds self and employees accountable for the
equipment.
2.
3.
4.
Does the individual lead, facilitate and participate in efforts that

result in effective strategic planning and continuous quality
improvement? Does this leader quickly adapt to change,
effectively manage transitions and develop new solutions for
addressing evolving challenges?
Is this individual competent in their leadership,

professional, interpersonal and technical skills? Does
this leader value diversity, inspire others to work at their
highest potential and demonstrate a commitment to
ongoing learning?
1.
1.
2.
3.
4.
Contributes toward the successful implementation of

strategic and operational business plans. Successfully
implements business strategies. Monitors progress toward
performance measures and produces meaningful outcomes.
Ensures that employee goals support enterprise, business
center and business unit goals.
Participates in Continuous Quality Improvement (CQI)
activities. Participates in process improvement activities.
Identifies key processes to ensure that they meet customer
and others requirements. Seeks to minimize errors and
rework.
Actively supports change efforts. Serves as a change agent
and seeks new ways to meet evolving challenges.
Supports effective problem-solving skills and generates
new ideas. Supports efforts that successfully engage
employees in effective problem-solving efforts and decision
making practices. Generates new ideas that contribute to
cost-savings, increased efficiency or improved effectiveness.
2.
3.
4.
Advances job competence and expertise. Advances

leadership, interpersonal, professional and technical
skills.
Serves as a respected coach, teacher and mentor.
Demonstrates 2-way communication and effective
inter personal skills. Coaches, teaches and mentors
staff using approaches that are effective in helping
adults to learn. Displays high levels of emotional
intelligence. Contributes to the teams overall
effectiveness.
Maintains a motivational climate that values
diversity and encourages shared learning.
Develops a work climate that encourages others to
work at their highest potential. Values diversity and
supports efforts that result in the well-being and
satisfaction of employees. Is non-defensive, open to
feedback and receptive to learning new ideas.
141
SCG Core Competencies - General Managers/Managers
Core Competencies
*Leads initiatives that
result in the delivery of
quality services.
*Exercises sound
financial judgment.
*Promotes cost
*Champions two-way

honors commitments.
*Drives efforts to
meet or exceed
customer &
community
expectations.
*Creates strategic
and operational
business plans.
*Engages staff in
CQI activities.
*Manages risk.
Customer
& Community
Champion
Process
Improver &
Capacity
Builder
Financial
Manager
Our Values:
Customer Service
Honesty & Integrity
Quality
Stewardship
Innovation
Accountability
*Quickly adapts to
change and effectively
manages transitions.
*Promotes effective
problem solving efforts
and encourages new ideas.
*Ensures the
responsible use of
equipment and
property..
*Advances job
competence and
expertise.
ContinuousContinuousInnovative
Learner
in new learning
applies acquired
knowledge.
*Serves as a
respected coach,
teacher and mentor.
*Creates a
encourages shared
learning.

June 2002
142
Core Competencies Descriptions for General Managers & Managers

Financial Manager
Does the leader advocate for our community & customers by

ensuring that quality services are delivered in a respectful,
Do the leaders actions support optimal use of public funds

and property?
1.
1.
2.
3.
4.
Leads initiatives that result in the delivery of quality

services. Leads efforts that result in the delivery of quality
services within the community & across the enterprise.
Identifies key customer expectations and requirements.
Positively influences the team to translate customer needs
into work products and services that add value. Reviews
customer satisfaction data and facilitates systematic
improvement efforts.
Champions two-way communication efforts. Champions
external customers, internal customers, partners and
community groups. Serves as a role model.
Responsive to the customer and community needs. Ensures
that commitments and agreed upon deadlines are fulfilled.
Drives efforts to meet or exceed customer expectations.
Drives efforts to meet or exceed customer expectations by
working effectively with others to address customer
expectations and resolve issues. Partners with individuals
and teams throughout the enterprise to establish and
maintain strong community relationships.
Exercises sound financial judgment. Develops

contingency plans to address evolving financial issues.
Quickly adapts to changing economic conditions by
considering costs, benefits and overall value of work
efforts. Manages within SCG budget limits. Effectively
balances resources (i.e., human, technology and money).
Ensures responsible use of equipment and property.
Holds self and employees accountable for the
equipment.
2.
3.
4.
Does the individual lead, facilitate and participate in efforts that

result in effective strategic planning and continuous quality
improvement? Does this leader quickly adapt to change,
effectively manage transitions and develop new solutions for
addressing evolving challenges?
Is this individual competent in their leadership,

professional, interpersonal and technical skills? Does
this leader value diversity, inspire others to work at their
highest potential and demonstrate a commitment to
ongoing learning?
1.
1.
2.
3.
4.
Creates strategic and operational business plans. Utilizes

contemporary principles of strategic planning. Develops
meaningful outcomes and performance measures and
monitors progress. Aligns goals. Produces results.
Engages staff in Continuous Quality Improvement (CQI)
activities. Identifies key processes to ensure that they meet
customer requirements. Facilitates process improvement
activities by effectively using CQI processes and tools.
Quickly adapts to change and manages effective
transitions. Implements and sustains change efforts,
manages transitions effectively and seeks new ways to meet
evolving challenges.
Promotes effective problem solving efforts and
encourages new ideas. Promotes efforts that successfully
engage employees in effective problem-solving and decisionmaking practices. Leads others and holds self accountable
for generating new ideas that contribute to cost-savings,
increased efficiency or improved effectiveness.
2.
3.
4.
Advances job competence and expertise. Advances

leadership, interpersonal, professional and technical
skills.
Serves as a respected coach, teacher and mentor.
Demonstrates 2-way communication and effective
interpersonal skills. Coaches, teaches and mentors
staff using approaches that are effective in helping
adults to learn. Displays high levels of emotional
intelligence. Contributes to the teams overall
effectiveness.
Creates a motivational climate that values diversity
and encourages shared learning. Creates a climate
that inspires employees to work at their highest
potential. Values diversity and supports efforts that
lead to the well-being and satisfaction of employees.
Is non-defensive, open to feedback, and receptive to
learning new ideas.
143
Page 1
Version 8.25.02
Core Competency Interview Booklet
S A R A S O T A C O U N T Y
C O M M I S S I O N E R S
B O A R D
O F
C O U N T Y
Introduction:
Organizations have to come to realize that individuals join an organization with not just job skills or technical abilities, but also
attitudes, values, and habits that are directly related to the effectiveness of the individual as an employee. From these Core Co mpetencies individuals will set the pace in which they will succeed within an organization.
Therefore, it is important to consider these core competencies in addition to the technical or job skills when considering employment applicants. Sarasota County believes that these core competencies are equally important as the job skills and should be evaluated as equal selection criteria.
Core competency selection can be utilized in each stage of the hiring process. Here are some examples:
Recruitment Advertisement: Include core competency requirements within recruitment ads. Elaborate how the individual
competencies affect the requirements or duties of the vacant position.
Written Applicant Questionnaires or Written Exercise: Base questions or inquiries to applicants on core competency requirements.
Telephone/In-Person Interviews: Ask behavioral-based questions that require applicants to describe situations in which they
were required to demonstrate core competency criteria.
References: Be aware of information that support or conflict with cores competency requirements when conducting reference
checks.
Table of Contents:
Introduction
Behavioral Questions
Core Competency Interview Technique
Customer Champion Interview Questions
Financial Manager Interview Questions
Process Improver Interview Questions
Continuous Learner Interview Questions
Enterprise Values Interview Questions
Traditional Interview Questions
Leadership/Supervisory Questions
Employees Core Competency Wheel
Employees Core Competency Description
Supervisors Core Competency Wheel
Supervisors Core Competency Description
Managers Core Competency Wheel
Managers Core Competency Description
Executive Directors Core Competency Wheel
Executive Directors Core Competency Description
Contact Information
Pg. 1
Pg. 2
Pg. 2
Pg. 3
Pg. 4
Pg. 4
Pg. 5
Pg. 6-7
Pg. 7-8
Pg. 9
Pg. 10
Pg. 11
Pg. 12
Pg. 13
Pg. 14
Pg. 15
Pg. 16
Pg. 17
Pg. 18
Sarasota County Administration Center
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Page 2
Behavioral Questions related to technical, skill, education, and experience qualifications.
Characteristics of Behavioral Questions:
Selby Library
Provide behavioral reports or stories by asking the applicant to think of and describe the actions they took in particular situations in their past experiences. Behavioral questions are
carefully worded and direct applicants to discuss what they have actually said and done in
the past.
Discourage theoretical responses by directing applicants to describe specific past situations.
Behavioral questions require the applicant to describe past actions, preventing the applicant
from offering theoretical answers, feelings, or opinions. This helps the interviewer truly understand whether the applicant is a good candidate for the position.
Do not lead the applicant to the right answer. Behavioral questions are asked the same of
all applicants, and because they ask the applicant to describe actions they took in specific
situations, they do not imply a correct answer.
Applying core competency interview techniques:
Use behavioral based

interview questions that
require an individual to
In order to be effective in the application of interview techniques that evaluate core

competencies, consider the following:
Share the core competency requirements with the applicant. Explain the importance
of having these traits and how it affects the success of the vacant position.
Use behavioral based interview questions that require an individual to share specific
examples of when they demonstrated the required competency.
Ask questions that cover all of the core competencies and not just a few. These
competencies were thoroughly researched and have been identified to align with the
traits of successful employees of Sarasota County and is directly aligned with our
organizational strategies and goals.
Incorporate the core competencies into the selection process and include them with
technical and job skill questions and inquiries. Evaluate the results equally with the
technical job skills and experience.
Consider the core competencies equally with skill, education, and experience qualifications.
share specific examples

of when they
demonstrated the
required competency.
MLK Park
The selection worksheet and interview question listings are for your use
and are optional. Please do not submit the completed worksheets with
new hire paperwork. As with all interview notes, keep any completed
selection worksheet on file with your HR Representative.
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Page 3
S UGGESTED Q UESTIONS :
C USTOMER C H A M P I O N
1. How would you define good communication?
2. Can you provide an example where you provided excellent customer service?
3. What does the term Customer Service mean to you?
4. In your last position who were your customers?
5. If you were to receive this position, how wo uld you provide excellent customer service?
6. Give me an example where you delivered more than expected.
7. Do you honor commitments? Please give me an example.
8. Describe your communication style.
9. Give me an example where you created an initiative better serving your customers.
10. Who is your most important customer?
11. What would your former co-workers say about your communications skills?
12. Give me an example where you had to work with a difficult supervisor. What happened?
13. Describe your management style.
14. Are subordinates customers? Why?
15. Describe a situation where your work was criticized. How did you react?
16. Who are your internal customers? What is different about dealing with them than external customers?
17. Tell me about a time when you annoyed a customer.
18. Define Exc eptional Customer Service.
19. Why do some organizations do poorly in customer service?
20. Do you keep up to date information about cus tomers; what do you do with it?
21. What do customers do that irritate you? How do you react?
22. Give me a specific example of a time when you had to address an angry customer. What was the problem
and what was the outcome? How would you describe your role in defusing the situation?
23. Give me an example of when you initiated a change in process or operations in response to customer
feedback.
24. Tell me about a marketing promotion/initiative or information dissemination you developed. How did it
meet the customers need(s)?
Look for:
Dealing with the emotional needs of the customer.
Listening skills.
Asks customer what he/she would like and responds with what can be done versus what cannot be
done.
See complaints as useful information in terms of how the organization can improve current services/products/policies/procedures.
As an interviewer you should only speak

about 20% of the time. Give the applicant the
opportunity to do most of the talking. If the
applicant resists, encourage them to provide
more information but DONT lead the
applicant.
Remember to ask the

same questions to all
applicants who are
interviewing. Consistency
among applicants is
mandatory.
146
Page 6
SUGGESTED QUESTIONS: ENTERPRISE VALUES

Customer Service: (Please use Customer & Community Champion Questions)
Cooperation and Teamwork:
68. Tell me about a time when your coworkers gave you feedback about your actions. How did you respond?
What changes did you make?
69. Describe a project you were responsible for that required a lot of interaction with people over a long period of time.
70. How have you recognized and rewarded a team player in the past? What was the situation?
71. Tell me about a course, work experience, or extracurricular activity where you had to work closely with
others? How did it go?
72. How did you overcome any difficulties?
73. Describe a problem you had in your life when someone elses help was very important to you.
Honesty and Integrity:
74. Describe a time where you had to make a difficult decision.
75. When is it OK to lie?
76. Give me an example of a situation where yo u had to be ruthless.
77. Have you ever experienced a personal loss from doing what is right?
78. In what business situations do you feel honesty would be inappropriate?
79. Describe a situation when you were faced with making a decision that involved important conflicting
needs between an individual and your employer and explain how you handled it.
80. Have you ever made a life/career choice/decision based on values or ethics?
81. Tell me about a time when you were told to do something against your beliefs.
82. Have you presented an unpopular proposal (or idea) that you believed in?
83. Tell me about a specific time when you had to handle a tough problem which challenged fairness or ethical issues.
84. Tell me about a tough decision you made. What steps, thought processes, and considerations did you take
to make an objective decision?
Quality:
85. Give an example where you made sure the job got done correctly.
86. Are you a perfectionist?
87. What do you think of the comment good enough?
88. Provide an example where you repeated a job because it wasn't done correctly.
Stewardship:
89. Describe the term loyalty.
90. Why is it important for government to optimize operations?
91. What duties do we owe to taxpayers?
92. What do the taxpayers expect from a county government?
93. Why are you interested in working for a government organization?
Sarasota County Lifeguard
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Page 9
LEADERSHIP/SUPERVISOR LEVEL QUESTIONS

Coaches/Counsels/Evaluates Staff
153. Give me an example of a time when you helped a staff member accept change and make the necessary adjustments to move forward. What were the change/transition skills that you used?
154. Tell me about a specific time when you had to handle a tough morale problem.
Identifies Areas for and Supports Employee Development Opportunities
155. What have you done to develop the skills of your staff? How many of your employees have received
training (any form) during the past year? What were the specific topic areas? Did they ask for the
training or did you suggest it to them?
156. Tell me about a specific development plan that you created and carried out with one or more of your
employees. What was the specific situation? What were the components of the development plan?
How long was the time frame from start to finish? What was the outcome?
Encourages Teamwork and Group Achievement
157. Please tell me about your most successful attempt to encourage others to take action and get the job
done. What led you to take these actions? Exactly how did you encourage others to take action or responsibility? What was the result of your efforts? Did anyone comment on your actions? Who? What
was said? How often have you taken this type of action in the past six months?
158. Tell me about a time when you needed to have co-workers working on a project who normally have
different work styles/ideas. How did you pull them together?
Leads Change/Achieves Support of Objectives
159. Tell me about a time when you were responsible for hiring and orientating a new employee. What
did you do to help them adjust?
160. Tell me about a time when your department was going through long-term changes or working on a
long-term project. What did you do to keep your staff focused?
Enables and Empowers Staff
161. Tell me about a time when you needed to delegate parts of a large assignment. How did you decide
whom to distribute them to? What problems occurred? What was the outcome?
162. What specific information do/did you share with your staff, how often do you share this information
and why?
163. Give me a specific example of how you have empowered your staff to make independent decisions.
Strives to Achieve Diverse Staff at all Levels
164. Give me a specific example of how you have helped create an environment where differences are
valued, encouraged and supported.
165. What have you done to support diversity in your unit?
Understands Diversity Issues and Creates Supportive Environment for Diverse Employees
166. Tell me about the specific talents and contributions of your team/staff and how you have utilized
these qualities to increase the effectiveness of the unit.
167. What have you done to support diversity in your unit?
Leadership/Initiative
168. What are 3 effective leadership qualities you think are important? How have you demonstrated
these qualities in your past/current position?
169. Describe a situation in which you were able to use persuasion to successfully convince someone to
approach things your way. What level was the person you had to persuade?
170. What risks did you take in your present/previous job? Tell me about it.
171. In a current job task, what steps do you go through to ensure your decisions are correct/effective?
148
STANFORD UNIVERSITY PERFORMANCE EVALUATION FORMCOMPETENCIES DEFINITIONS
Copyright Stanford University 2011
149
STANFORD UNIVERSITY PERFORMANCE EVALUATION FORMCOMPETENCIES DEFINITIONS

Acts in the Best Interest of the University/Stewards University Resources
Is committed to Stanford's mission; supports Stanford's multi-disciplinary
approach and academic focus; is a wise steward of Stanfords resources; assumes
responsibility for the universitys financial health; knows how to get things done
given regulatory and financial parameters; advocates for own area while
supporting institution-wide initiatives.
Builds and Maintains Relationships Forges synergies and encourages
cooperation when building and developing teams; demonstrates appropriate
interpersonal skills; uses networks effectively; establishes and maintains
productive work relationships with clients and colleagues; is effective at getting
things done through formal and informal channels, has a positive working
relationship with most peers and clients; nurtures relationships that support the
mission of the university.
Builds and Supports Diversity Works effectively with a wide range of people; sets
a culture that leverages differences and supports diversity; is respectful of people
and their different values; encourages and values diverse points of view and
differing opinions; recruits high-quality diverse staff.
Collaborates Effectively Contributes positively to the success of the team or
department; treats others with respect, courtesy and professionalism; is able to
confront and resolve conflict effectively; is open to feedback; works effectively
with others; joins in the collaborative efforts of the university.
Communicates Effectively Presents information and ideas in a thoughtful and
compelling manner; is clear and concise in verbal and written communications;
shares information freely; speaks openly and honestly while fostering an
atmosphere of mutual respect; able to communicate effectively to diverse
groups; is a receptive listener who consults and seeks input from others; is
influential and persuasive when appropriate; seeks to understand the differing
sides of each situation; understands the potential of emerging communications
technology and uses it to achieve objectives.
Creates Vision and Strategy Appreciates the significance of having a vision and
strategy; mobilizes strategies towards the organization's goals; begins the
conversation that engages others in creative thought and planning processes;
communicates the vision and strategy in a way that inspires people to embrace it
and make it their own; can easily pose credible alternative scenarios for planning;
is committed to making a difference.
Demonstrates Organizational Astuteness Is comfortable and effective working in
a larger political context; understands the organizational framework and how to
get things done; leverages informal and formal networks effectively;
demonstrates an understanding of what can and cannot be controlled; is
sensitive to how people and organizations function; anticipates resistance within
the organization and plans to overcome that resistance; views organizational
politics as a necessary part of organizational life and adjusts to that reality; can
maneuver through complex political situations effectively.
Demonstrates Required Job Knowledge Has a full working knowledge of the
methods, procedures and systems applicable to the position; takes the initiative
to ensure that skills are current, understands the function of the unit and how
the job plays a part in the success of the unit; consistently exhibits the ability to
learn and apply new skills; understands the organization's business principles and
language, including the fundamentals of finance where applicable, planning and
budgeting; uses this understanding to establish clear priorities for actions.
Develops/Formulates Effective Solutions Effectively defines and analyzes
problems, researches multiple solutions; is resourceful when faced with new
challenges; demonstrates tenacity in solving problems; approaches problems
creatively and offers appropriate solutions; is able to resolve customer/client
problems in a positive, effective and timely manner.
Displays Accountability Accepts responsibility for work and decisions; initiates
and sets clear objectives and measures for self and others; monitors process,
progress and results; recognizes and supports the importance of "ownership";
fulfills commitments; is dependable and self-reliant; acknowledges mistakes and
gains insights from them; maintains confidentiality with sensitive information;
understands and demonstrates behaviors that drive compliance.
Displays Courage and Conviction Doesn't hold back anything that needs to be
said or done; always lets people know where they stand; faces up to people and
problems quickly and directly; challenges the status quo and encourages an
environment where others do the same; is willing to take risks; is able to give
difficult feedback when required.
Displays Emotional Intelligence Demonstrates the ability, capacity and skills to

identify, assess and manage the emotions of one's self and adjust accordingly in
order to influence others; works to become self-aware and is interested in
developing self; seeks feedback and constructive criticism; demonstrates humility
and self-regulates own emotions; exhibits patience and empathy when dealing
with others' emotions; displays a positive and constructive sense of humor;
provides constructive feedback and critique to direct reports and peers;
maintains the relationship through the critiquing process.
Drives Innovation and Change Is open to, and encourages change; recognizes
when change is necessary to work more effectively; demonstrates an ability to
create a plan for change and/or participate in a plan for change; is open to
learning new skills, knowledge and behaviors; is comfortable with uncertainty
and ambiguity; fosters a culture that encourages risk taking; is innovative in
applying ideas to meet new challenges; demonstrates creative thinking and
originality; looks forward to new opportunities and challenges; demonstrates the
ability to move with the organization in the face of change; can make decisions
and act without having the full picture; demonstrates an entrepreneurial spirit.
Drives Quality and Excellence Demonstrates the ability and commitment to
deliver high quality work; consistently completes assignments in an accurate and
thorough manner; effectively uses feedback to improve the quality of work; is
attentive to detail; continuously looks for ways to be more efficient; is
committed to demonstrating personal excellence; understands and internalizes
the university's quest for excellence.
Drives Results Demonstrates the ability to clearly define goals, create a plan of
action to achieve them and pursue the plan to completion; ensures that projects
are completed accurately and on time; achieves targets and goals; seeks
clarification if necessary to achieve results; will demonstrate initiative and
proactively achieve desired results; anticipates obstacles and demonstrates the
ability to overcome and stay on track to achieve results; demonstrates the ability
to lead a team to achieve results when required.
Focuses on the Customer and Client Actively seeks to exceed customer or client
expectations; understands customer or client's needs; develops effective
customer relationships; actively seeks practical solutions to address customer or
client concerns; is open and responsive to customer or client feedback;
demonstrates the ability to manage customer or client expectations; thinks about
the impact on the customer or client during decision making; adapts to the
changing needs of the customer or client.
Leads and Develops Others Attracts and selects strong staff; provides motivating
guidance, coaching and feedback; inspires commitment by conveying passion
appropriately; engages and develops people who can meet Stanford's needs by
providing them with meaningful opportunities; models the behavior being asked
of others; develops and cultivates high performing teams; recognizes and
rewards staff contributions appropriately; exhibits fairness; ensures the
productive resolution of conflict.
Makes Decisions Effectively and Decisively Seeks out all relevant information in
an effort to make effective decisions; makes sound decisions based upon a
mixture of analysis, wisdom, experience and judgment; recognizes trade-offs; is
able to negotiate and find a balance between needs and views of many
constituents; is decisive and takes action; is sought out by others for advice and
solutions; consults with others affected by a proposed action prior to making a
decision; uses resources wisely.
Manages Time Effectively Efficiently and effectively uses time and resources
allocated to complete tasks; is punctual and meets deadlines; uses good
judgment in scheduling time away from work; effectively prioritizes tasks at hand
to meet expectations.
Models Stanford Values and Ethics Adheres to an appropriate set of values and
beliefs during both good and difficult times; acts in line with those values;
rewards the right values and discourages inappropriate values; is a role model for
Stanford values and principles; does the right thing; establishes a culture of
integrity; is widely trusted; seen as a direct, truthful and credible individual; can
present the unvarnished truth in an appropriate and helpful manner; keeps
confidences; does not blame others for own mistakes or misrepresent self for
personal gain.
Copyright Stanford University 2011
150
151
Customer Service
Teamwork and Cooperation
Results Orientation
Communication
Conflict Management
Creativity and Innovation
Cultural Awareness
Judgment and Decision Making
Flexibility
Initiative
Negotiation and Influence
Professional Development
Additional Behavioral Competencies
Accountability
Statewide Core Competencies
Project Management
Teaching Others
Team Leadership
Transformers of Government
Talent Management
Leadership Competencies
If needed, there are eleven additional competencies that can be used in an employees performance management plan. A table listing the
competencies is below.
As part of the performance management process all employees are evaluated on five core competencies: Customer Service, Teamwork and
Cooperation, Accountability, Results Orientation, and Judgment & Decision making. These have been identified as critical to the state as a
whole. In addition, people managers (those who supervise others) will be evaluated on two additional leadership competencies: Talent
Management and Transformers of Government.
Competencies are attributes, knowledge, skills, abilities, and other characteristics that contribute to individual success in the organization;
they focus on how things get done. Competencies help drive individual and organizational performance.
Georgia performance management process focuses on what the employee does objectives and job responsibilities as well as how the
employee does it competencies.
Overview
152
Consistently met expectations and occasional exceeded expectations

Consistently met expectations. Employee was a solid contributor to the success of his/her department
and the State of Georgia
Typically met expectations; however, occasionally failed to meet expectations. Employee needs further
development in one or more areas of expected job results or behavioral competencies
Consistently failed to meet expectations. Employee needs significant improvement in critical areas of
expected job results or behavioral competencies
New hire or transfer within five months of end of performance period
Successful Performer Plus
Successful Performer
Successful Performer Minus
Unsatisfactory Performer
Not Rated
Behavioral examples of the competencies are provided using 3-key anchor points on the States 5-point performance rating scale
(Unsatisfactory Performer, Successful Performer, and Exceptional Performer).
These are examples of what behaviors could look like and are not inclusive of all behaviors that demonstrate each level of performance
for the competency. Rather, this is a tool to help guide evaluations of employee performance and should not be used as a checklist for
employees behaviors.
Use this tool to help form an image of employee performance compared to the State and the agencys expectation
This document provides behavioral indicators (examples) of the competencies:
Frequently exceeded expectations. Employee was an exceptional contributor to the success of his/her
department and the State of Georgia. He/she demonstrated role model behaviors
Description
Exceptional Performer
Label
At the end of the performance year (and at other times) employees will be rated on their performance against the relevant competencies. All
ratings will be made using the following scale:
Rating Scale
Customer Service
Definition: Understands that all State employees have external and/or internal customers that they provide services and
information to; honors all of the States commitments to customers by providing helpful, courteous, accessible, responsive, and
knowledgeable service.
Helpful: Fails to provide assistance and

information to customers or begrudgingly provides
minimal service; fails to identify or solve customer
service issues; does not incorporate learning from
past mistakes.
Helpful: Willingly provides assistance and useful

information to meet customer needs; takes
appropriate actions to provide accurate information
to customers; assumes ownership of customer
issues and takes appropriate steps to correct
problems.
Helpful: Anticipates customer needs and goes the

extra mile to provide service; takes ownership of
customer issues, actively seeks ways to improve
customer service; makes useful improvement
suggestions to the appropriate manager or leader.
Courteous: Fails to greet customers promptly and

be polite in interactions; is not attentive to the
customer or considerate of his/her needs; fails to
leave a positive impression with customers;
inappropriately reacts to situations rather than
being empathic to the needs of the customer.
Courteous: Greets customers promptly and

respectfully face-to-face or over the phone; listens
attentively to verify understanding of customers
needs; quickly establishes and maintains positive
relationships with customers; takes an interest in
customers and understands their needs; shows
respect by remaining patient, calm and polite in all
situations.
Courteous: Maintains a professional and

respectful demeanor at all times when serving
customers; is attentive to customers needs, even
during busy periods; Continually improves
relationships with customers by focusing
individualized attention; empathizes with a variety
of customers and helps them feel understood; acts
respectfully and diplomatically to defuse even the
most difficult situations with ease.
Accessible: Is difficult to contact in person or over

the phone; takes an unreasonably long time in
responding to customer requests and issues; fails
to address reducing unreasonable customer wait
times; fails to make information about services or
the agency available to the customer when it is in
their power to do so.
Accessible: Is easy for the customer to contact in

person or over the phone; responds promptly and
courteously to customer requests and issues;
ensures that customer wait times are reasonable;
makes helpful information about services or their
agency available to the customer.
Accessible: Makes self fully available to the

customer in person and over the phone by being
flexible with time and schedule in order to provide
services and information; finds ways to reduce
customer wait times; identifies ways to improve the
accessibility of information and services for the
customer.
Responsive: Fails to confirm or understand

customer needs; does not respond to customer
needs or provide satisfactory answers to questions;
ignores customer requests, passes the buck to
others, or fails to honor commitments to customers
in a timely manner.
Responsive: Seeks out, confirms and understands

customer needs and/or problems then responds to
customer thoughts and concerns; answers
questions as completely as possible; honors
commitments to provide needed services and
information and resolve customer issues in a timely
manner.
Responsive: Regularly updates understanding of

customers needs and quickly adapts solutions to
changing customer demands; provides information
a customer needs even if the customer does not
know exactly what to ask for; anticipates customer
needs and resolves issues before situations
require action.
Knowledgeable: Demonstrates insufficient

understanding of customer needs; does not answer
questions in an understandable way; has difficulty
identifying resources that could enhance
customers experiences.
Knowledgeable: Seeks to be trained and informed

in order to clearly understand the customers
needs, problems and issues; answers questions in
an easy to understand way or identifies a resource
that can help the customer; meets customer needs
by acting professionally and applying a good
working knowledge of available services and
information.
Knowledgeable: Exceeds customer expectations

by developing knowledge of how to satisfy a variety
of customer needs and resolve customer issues;
adds to the customer service knowledge of others
in the agency; shows others how to easily navigate
the States available services and information.
153
154
Proficiency Levels
D
DR
RAAFFTT 22//1122//22000088 44::3300 PPM
M
Expert
Advanced
Proficient
Basic
Limited
Proficiency Level
Limited or no use of competency required for the job

Competency has been minimally demonstrated
May have had limited opportunity to apply the competency
May have limited understanding of the competency
Basic understanding or knowledge needed for the job
Basic understanding and knowledge sufficient enough to handle routine tasks
Requires some guidance or supervision when applying the competency
Understands and can discuss terminology and concepts related to the competency
Detailed knowledge, understanding, and application of the competency required to be successful in the job
Ability to handle non-routine problems and situations
Requires minimal guidance or supervision / works independently
Consistently demonstrates success in the competency
Capable of assisting others in the application of the competency
Highly developed knowledge, understanding, and application of the competency required to be successful in the job and
organization (total mastery)
Can apply knowledge outside the scope of ones position
Is able to coach or teach others on the competency
Has a long-term perspective
Helps develop materials and resources in the competency
Specialist/Authority level knowledge, understanding, and application of the competency required to be successful in the
job.
Recognized by others as an expert in the competency and is sought out by others throughout the organization (expert in
the area)
Works across team, department, and organizational functions
Applies skill across multiple projects or functions
Able to explain issues in relation to broader organizational issues
Creates new applications or processes
Has a strategic focus
Description
The proficiency levels help to identify those competencies that are most important for a given position. For example, they are used in
succession planning to help identify proficiency levels of indicators compared to the proficiency needed for the job for which they are being
considered.
While behavioral indicators are used to help in evaluate performance, proficiency levels describe the levels of a competency required to
perform a specific job successfully; these levels relate to the work required for a specific job. Different jobs require different levels of
proficiency for successful performance. Not all jobs will require the highest level of proficiency and some may not require certain
competencies at all. For example:
Behavioral Competencies Definitions and Behavioral Indicators
155
Tends to isolate oneself from others while

working toward team goals and objectives
Sometimes treats other team members with

hostility or indifference
Talks about commitment to teamwork but

does not always demonstrate it in his/her
actions
Works well with some people but not others;

is not generally regarded as a team player
Waits for others to solve interpersonal/team

conflicts and problems
Inconsistently participates in State, Agency,

and Department meetings, activities, and
events
Provides inconsistent feedback with different

members of the team
Provides balanced feedback to improve team

collaboration and functioning on a continuous
basis
Consistently attends and actively participates

in State, Agency, and Department meetings,
activities, and events when asked or required
Regularly initiates communication to help

solve interpersonal/team conflicts and
problems
Consistently works well with a variety of

different people; rarely encounters someone
he/she cannot work effectively with on a
task/project
Considers the views of other people (and

departments, if relevant) when analyzing a
situation or developing a solution
Treats all team members with a respectful,

courteous, and professional manner; supports
team despite different points of view or
setbacks
Consistently works with others to accomplish

goals and tasks
Proactively works with team members to

improve team collaboration and functioning on
a continuous basis
Volunteers on committees that are outside

typical job responsibilities; exceeds the
expectations of his/her job in participating in
State initiatives and programs
Facilitates communication between people

experiencing conflict who have previously
been unable to solve problems
Provides guidance to others as they work

through conflicts and disagreements so they
can become better team players
Builds loyalty among other team members

(and departments, if relevant) across the
State; promotes the State as a team
Actively seeks to eliminate cliques and

assists in problem solving so that all team
members can be included in work processes
Frequently uses opportunities to work with

others as a teaching tool to impart
organizational knowledge and help others
succeed
Definition: Cooperates with others to accomplish common goals; works with employees within and across his/her department to
achieve shared goals; treats others with dignity and respect and maintains a friendly demeanor; values the contributions of others
Teamwork and Cooperation
Individual Development Plan Worksheet (Sample)
Name
Jane Doe
Title
Date
7/15/20XX
Development is a partnership between the agency, the employee, and the manager. One of the key
steps of development is to establish a development plan. There are three components to consider
when creating this plan:
Development in current role
Expand skill set and knowledge areas
Prepare for future roles
Considering the three components, complete the sections below. After the development plan is
completed, meet with your manager to review the plan.
Strengths
Strengths can be based on your current job performance or your career aspirations.
1. Customer Service Strong focus on meeting the needs of internal customers
2. Teamwork and Cooperation Open to input from others and considers others opinions before
moving forward
3. Results Orientation Very focused on achieving agreed upon results
4.
5.
Development Needs
Development needs can be based on your current job performance or your career aspirations.
1. Presentation Skills
2. Influence Skills
3. I am moving into a more cross functional role where I wont have authority over others. I need to
be able to influence others to see my perspective and accept my recommendations for moving
forward.
4.
Development Focus
Select two or three areas from the lists above to focus on for the current year.
1. Presentation skills
2. Influence skills
3.
Revised 1/2012
156
Individual Development Plan Worksheet (Sample)

Employee Development Plan: Identify and list activities that will support the identified focus areas
On-The-Job Learning
Before next presentation,

practice in front of mgr.
Incorporate feedback.
Conduct a stakeholders
analysis at beginning of
next project
Classes / Workshops /
Conferences
Join Toastmasters.
Participate in at least 5
sessions this year.
Use a wide variety of development approaches

Timeframe Completed Self-Directed Learning
(Books, Articles, Job
Shadowing, etc.)
By
Read Presentation Skills
12/20XX
201. Summarize key
(mid-yr)
points and share with
team.
By
Read Influence Without
12/20XX
Authority. Summarize
(mid-yr)
key points and share with
team.
Timeframe Completed Professional/Community
Activities
By 6/20XX
(year end)
Timeframe Completed
By
12/20XX
(mid-yr)
By 6/20XX
(year end)
Timeframe CompletedTimefram
Mentoring
eframe Completed
Timeframe
Completed Assessments
Timeframe Completed
Ask XXX, who is a

master presenter, if I can
observe her next
presentation.
By
12/20XX
(mid-yr)
By 6/20XX
(year end)
Formal Education
Timeframe
Take the DiSC profile to

get a better
understanding of my own
communication style.
Completed Other
Timeframe Completed
Click here to return to the Table of Contents

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ACCOUNTABILITY
Definition: Accepts full responsibility for self and contribution as a team member; displays
honesty and truthfulness; confronts problems 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 the
Agency and State to maintain the publics trust.
Ask your team members to set their own milestone dates and then hold to these dates,
except on rare occasions when slippage is clearly justified.
Create a personal set of guiding principles for handling confidential information.
Find an executive whose values and principles you admire. Invite that person to address
your employees in a meeting. Ask the executive to cover topics such as the importance
of ethics in business and how to make principled decisions.
Identify someone whom you believe is trustworthy. Talk with this person to find out what
they do to earn trust from others and model their behavior.
Keep a log of each commitment that you make. Review the promises that you made and
whether or not you followed through on them and why. Devise a plan to work on specific
issues.
Negotiate realistic deadlines the next time you receive a project and choose your
commitment carefully. Hold yourself accountable to the agreed deadline.
Review policies related to ethics, privacy, and confidentiality. Discuss with team
members how these policies may apply in your work unit.
Whenever faced with a tough decision, ask yourself these three questions: 1) Is it legal?
Will you be violating either company policy or law? 2) Is it fair and balanced? Are all
people involved being treated fairly in both the long term and short term? 3) How will
you feel when its done? Will you be proud of what you did? If it was published in the
newspaper, would you feel comfortable with your family and friends reading it?
Books
1. Accountability: Freedom and Responsibility Without Control by Rob Lebow and Randy
Spitzer (Berrett-Koehler Publishers, 2002). Accountability shows how to get people in
organizations to be more personally accountable for high performance in their work and
for the success of the organization without resorting to the traditional management
systems that rely on control and manipulation. Contrasted with three other commonly
used accountability models, the authors recommend Personal Accountability over all
others. The authors show that by gaining a higher sense of self-worth and autonomy, the
quality of employee decision-making skills is greatly improved. They then outline the
seven steps needed to attain Personal Accountability, including: surroundings, seeds of
change, and style of leadership.
158
2. Ethics: Theory and Practice, 10th Edition by J. Thiroux (Prentice Hall, 2008). With a
clear presentation, Ethics: Theory and Practice educates readers about ethical theory
and has them apply what they learn to specific classic and contemporary moral
problems (lying, cheating, establishing ethical business practices, honoring ethical
obligations in medicine, etc.). Managing Business Ethics by K. Nelson and L. Trevino
(Wiley, 2010). While most business ethics texts focus exclusively on individual decision
making (what should an individual do) this resource presents the whole business ethics
story. Highly realistic, readable, and down-to-earth, it moves from the individual to the
managerial to the organizational level, focusing on business ethics in an organizational
context to promote an understanding of complex influences on behavior.

159
Customer Service
Definition: Understands that all State employees have external and/or internal customers that they
provide services and information to; honors all of the States commitments to customers by
providing helpful, courteous, accessible, responsive, and knowledgeable service.

Ask your manager about an especially difficult or complicated client problem. Ask to work with her
or him in resolving the issue.
Conduct interviews with customers to determine their needs and satisfaction with current services.
Contact organizations that pride themselves on service or contact your competitors. Visit them as a
customer and observe the customer contact person providing service. Evaluate the contact
persons knowledge, interactive style, ability to meet customer needs, and follow-up.
Create a board for employees to write down the the most asked about or most frequent issue
facing (internal or external) customers. For a group activity, brainstorm for creative solutions.
Develop a FAQ and post for information.
Examine everything you do against this criteria:
Does this contribute to meeting customer needs?
Or
what value does this add to the customer?
Hold a department meeting to focus on top issues that impact your customers. Help the team come
up with ways to focus on the top three things that will make the biggest impact/difference. Develop
a plan to accomplish those three things.
Keep a log of customer problems. Track whether they have been resolved and how they have been
resolved. Review the log once a week to see if there are any unresolved problems. Devise a
strategy to solve these problems.
Keep track of how long it takes to solve customers problems. Work to decrease the time. Keep a
log that demonstrates improvements in response time.
Learn terms that are unique to your customers. Keep a log of terms.
List customers (internal and external) with whom you have had negative encounters. Review any
patterns. Note situations, types of people, etc., that are difficult to handle.
List the requirements you believe your customers have. Then ask your customers what their
requirements are. Note the differences.
Listen to the questions new employees ask about your work processes, services, etc. These may
be clues to improvement opportunities.
Make a flow chart to show how team issues affect customers. Take the lead in working with your
team to help solve internal issues.
Spend the day with a manager or director who is recognized for having great customer service.
Observe and model her or his behavior.
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Books
Exceptional Service, Exceptional Profit: The Secrets of Building a Five-Star Customer Service
Organization by Leonardo Inghilleri, Micah Solomon, Horst Schulze (AMACOM, 2010). Learn the
Loyalty-Building Secrets of Distinguishedand Exceptionally SuccessfulService Companies. A
must-read guide on how to apply five-star service techniques to every industry and every price
point. This book will guide managers and anyone interested in transforming their interactions with
clients. Leonardo Inghilleri and Micah Solomon cover considerable groundfrom the finer details of
greeting customers or giving directions to larger strategies for training employees or maintaining
customers trust online.
Getting Naked: A Business Fable About Shedding The Three Fears That Sabotage Client Loyalty
(J-B Lencioni Series) by Patrick Lencioni (Wiley, John & Sons, Incorporated, 2010). Getting Naked
tells the remarkable story of a management consultant who is trying desperately to merge two firms
with very different approaches to serving clients. One relies on vulnerability and complete
transparency; the other focuses on proving its competence and protecting its reputation for
intellectual prowess. In the process of managing the merger, the consultant is forced to learn lifechanging lessons that prove to be as relevant as they are painful. As he does in his other books,
Lencioni provides readers with concepts that are accessible and compelling. Here, he explains the
three fears that provoke service providerswhether they are internal consultants, sales people,
financial advisors, or anyone else serving long-term clientsto unknowingly sabotage their ability to
build trust and loyalty. And, as always, Lencioni provides a practical approach for overcoming those
fears.
Customer Service: Career Success Through Customer Loyalty / Edition 5 by Paul R. Timm
(Prentice Hall, 2010). Customer Service: Career Success through Customer Loyalty, provides a
systematic process for building service skills that all business people need. Presented in a friendly,
conversational manner, the text is filled with examples that demonstrate the link between service
skills and career achievement. This edition is reorganized so it is easy to see how key concepts fit
together. New information is included on internal customers, emerging technologies, and stressreducing techniques. Throughout the text, there is an emphasis on transforming good service
intentions into a workable plan that exceeds customer expectations and creates loyalty and
success.
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TEAMWORK AND COOPERATION

Definition: Cooperates with others to accomplish common goals; works with employees within and
across his/her department to achieve shared goals; treats others with dignity and respect and maintains
a friendly demeanor; values the contributions of others

As a team building exercise, have each team member describe how each person contributes to the
team uniquely. Make a list for each person to show the differences and likenesses of all team
members.
Ask someone you trust and respect to observe your interactions with others for a day. Ask for
feedback on the way you interact with others.
Clearly communicate to peers and team members: procedural changes or innovations, upcoming
projects affecting them, teams role, mission, etc.
Consistently meet with all direct reports monthly no exceptions.
Create a system where employees can recognize each other for good work.
Develop a reward and recognition program for your team/department.
Develop a short list of values with your department or unit to guide decision-making and
interpersonal behavior. Get your team involved in making the list. Review the list at meetings.
Develop effective give-and-take relationships with key individuals in the organization, both vertically
and laterally. Keep in touch with people on an on-going basis.
Devise a plan to create team spirit in your work unit or department (e.g., organize informal team
get-togethers, contests, parties, team chants, impromptu celebrations or participate in community
service activities, etc).
Each week, volunteer to help at least one person in your work unit or department.
Facilitate a group discussion with team members to solve a problem in your work unit or
department.
Identify a critical issue within your organization. Volunteer to lead a task force to solve the problem
that involves people from different departments.
Identify a current obstacle that is impeding your team from working effectively. Determine the root
causes and possible solutions. Share your ideas with your manager. Develop a plan to implement
the solutions you have identified. Monitor the results.
If you are a manager, meet with peers from other work units or departments to find how your team
can work more effectively with other work units. Devise a plan to implement some of their
suggestions.
Keep a record of all your involvement in committees, meetings, and informal team activities for a
period of time. Work to increase the involvement and keep track of your progress.
Make a habit of asking people who do not normally work together to work on projects together.
Once a month, pass along an interesting article to someone in your work unit or department that
would benefit from the information.
Recognize team members contributions at each team meeting.
Return phone calls and e-mails in a timely manner.
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Seek feedback from your manager and staff regarding your team management techniques. Work to
improve problem areas.
Volunteer to participate on a project that will require a high level of cross-functional teamwork.
Volunteer to summarize notes from team meetings and send them to all team members.
Work with a manager or co-worker who has effectively managed teams to develop your skills in this
area.
Work with people you do not normally work with or do not know very well.
Work with team members to create or refine the teams mission statement.
Books
Team Players and Teamwork: Working with Personalities to Develop Effective Teams by Glenn M.
Parker (Wiley, John & Sons, Incorporated, 2008). In this book, leaders and members identify their
team player style. Parker explains how each style contributes to five key leadership functions. With
guidelines for personal development and team-building strategies, this book shows how effective
teamwork ultimately leads to increased productivity, reduced costs, improved quality, innovation,
better customer service, and more rapid commercialization of products.
The Big Book of Team-Motivating Games: Spirit-Building, Problem-Solving and Communication
Games for Every Group by Mary Scannell, Edward Scannell (The McGraw-Hill Companies, 2009).
Keeping your team motivated and challenged, especially during tough economic times, can be
difficult. But this collection of high-energy, play-anywhere games, provides you with all the fun,
inspiring material you need to build team spirit, communication, and trust among coworkers-day in
and day out.
The Five Dysfunctions of a Team: A Leadership Fable by Patrick M. Lencioni (Jossey-Bass, 2002).
In keeping with the parable style, Lencioni begins by telling the fable of a woman who, as CEO of a
struggling Silicon Valley firm, took control of a dysfunctional executive committee and helped its
members succeed as a team. Story time over, Lencioni offers explicit instructions for overcoming
the human behavioral tendencies that he says corrupt teams (absence of trust, fear of conflict, lack
of commitment, avoidance of accountability and inattention to results). Succinct yet sympathetic,
this guide will be a boon for those struggling with the inherent difficulties of leading a group.
The Gold Standard: Building a World-Class Team by Mike Krzyzewski, Jamie K. Spatola (Grand
Central Publishing, 2010). Half a book on basketball, half a book on management techniques, THE
GOLD STANDARD captures Coach K's personal style and approach to getting different (and
sometimes difficult) people to work hard and succeed in reaching a common goal.
The One Minute Manager Builds High Performing Teams by Ken Blanchard, Donald Carew, Eunice
Parisi-carew (HarperCollins Publishers, 2009). This book explains how all groups move through
four stages of development on their way to becoming a high performing team -- Orientation,
Dissatisfaction, Integration, and Production.
The Speed of Trust: The One Thing that Changes Everything by Steven Covey (Free Press, 2006).
Trust is so integral to our relationships that we often take it for granted, yet in an era marked by
business scandals and a desire for accountability this book is a welcome guide to nurturing trust in
our professional and personal lives. Drawing on anecdotes and business cases from his years as
CEO of the Covey Leadership Center, the author effectively reminds us that there's plenty of room
for improvement on this virtue. Covey outlines 13 behaviors of trust-inspiring leaders, such as
demonstrating respect, creating transparency, righting wrongs, delivering results and practicing
accountability.
13
Revised 1/2012
163
12 Core Competencies
LEAD an ORGANIZATION: Guide overall strategic and operational direction
Competency-Description
1. Mission-Driven
Demonstrates through actions, absolute
clarity as to the purpose of the
organization
2. Customer Focus
Places the customer at the center of
strategic and operational planning
3. Change Management
Improves organizational performance
through innovation and change
Behaviors
1.
2.
3.
4.
5.
6.
7.
8.
1.
2.
3.
4.
5.
6.
1.
2.
3.
4.
5.
6.
7.
Ensures their organization has a relevant mission that instills a sense of purpose
Uses the mission as a focal point when making decisions
Clearly communicates the organizations mission to all employees
Drives the mission through a formal strategic planning process
Engages others in dialogue when creating and evaluating strategies to meet the mission
Balances daily operational objectives when implementing long term mission-critical
strategies
Strategically plans for the workforce that is required to meet the mission
Inspires others to higher levels of performance
Clearly identifies the full range of customers to be served
Builds relationships with customers by listening and seeking feedback
Follows through on commitments made to customers
Identifies and monitors customer metrics to improve performance
Recognizes behaviors that promote customer satisfaction
Anticipates and responds to changing customer needs
Approaches change using innovative thinking
Effectively manages multiple changes at one time
Provides straightforward reasons for the change
Enlists multiple levels of support for the change
Uses a variety of communication methods throughout the change initiative
Takes into account the human side of any change
Effectively manages the change initiative through to sustainability
ACHIEVE RESULTS: Drive targeted actions that can be measured and linked to organizational performance
Behaviors
4. Accountability
Establishes clear expectations for self and
others to achieve stated goals and
objectives
5. Decision Making
Demonstrates ability to make timely and
effective decisions
1.
2.
3.
4.
5.
6.
7.
1.
2.
3.
4.
5.
Holds self accountable for actions

Clearly communicates objectives, deadlines and desired results
Establishes clear roles and responsibilities
Establishes regular review and oversight procedures against a plan
Knows what to measure and establishes measurement procedures
Gives regular feedback to ensure performance goals are met
Recognizes others for achieving goals
Balances short and long term needs of the organization when making decisions
Involves others appropriately in the decision making process
Determines information needed to make a sound decision
Will make decisions when only a limited amount of information is available
Implements a decision for sustainability
164
LEAD PEOPLE: Enable direct reports to achieve high performance and full potential
Behaviors
6. Empowerment
Creates an environment where employees
are given the responsibility and
accountability to act
7. Performance Management
People managers achieve agency results
by hiring, assessing, developing and
retaining quality talent, one employee at
a time
8. Teambuilding
Successfully builds and sustains high
performing teams
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
1.
2.
3.
4.
5.
6.
Ensures that people have the resources needed to complete their work
Avoids micromanagement
Gives employees freedom to make mistakes and learn from them
Encourages people to exercise initiative
Inspires others to make tough decisions
When hiring, aligns the job responsibilities to the long term needs of the organization
When hiring, uses behavioral based interviewing skills to identify most qualified
Utilizes best practices in new hire assimilation as first step in retention
Sets specific measurable objectives that link employee performance to mission
Provides timely feedback based on observation of performance
Continuously evaluates performance to ensure organizational results
Addresses poor performance in a timely manner
Uses coaching skills when developing the employee
Works with the employee to generate a relevant development plan
Provides challenging stretch learning opportunities
Provides opportunities for employees to contribute to organizational decisions
Demonstrates concern for the overall well-being of each employee
Intentionally works to build a strong manager-employee relationship
Instills team commitment to deliver excellent results
Creates strong morale and purpose in the team
Defines clear roles and expectations
Leverages each team members technical expertise and strengths
Leads effective productive team meetings
Recognizes and celebrates accomplishments as a team
BUILD RELATIONSHIPS: Collaborate and network across structural boundaries to create performance solutions
Behaviors
9. Trust
Creates an environment of mutual
respect and instills confidence that all
words and actions are the truth
10. Effective Communication
(written, oral)
Understands and uses the power of the
spoken and written word
1.
2.
3.
4.
5.
6.
1.
2.
3.
4.
5.
6.
7.
8.
Ensures there is always alignment between words and action

Acts in the best interest or the greater good of the organization
Speaks truthfully
Follows through on commitments
Openly contributes relevant facts and information
Professionally protects sensitive/proprietary information
Actively listens
Uses questioning techniques to gain full understanding of the communication
Demonstrates effective non-verbal skills; i.e. eye contact, body language
Clearly and concisely expresses ideas and disseminates information
Ensures use of proper grammar and language in written communication (email or formal
documentation)
Adapts communication style to the audience and situation
Actively engages others in discussion
Shares information in a timely manner
DEVELOP SELF: Expand depth and breadth of leadership capability

11. Ethics
Honest, direct, and truthful in all actions
12. Self-awareness
Holds an accurate assessment of strengths
and weaknesses and is willing to develop for
the long term benefit of the organization
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
6.
7.
Behaviors
Tells the truth regardless of the situation

Honest in all situations
Ensures there is no misrepresentation of self for personal gain
Keeps confidences
Takes full ownership for mistakes
Demonstrates a deep understanding of his/her emotions, and how they impact behavior
Seeks experiences and opportunities to build breadth and depth of knowledge
Seeks feedback to professionally grow
Leverages strengths and compensates for weaknesses
Approaches challenges/barriers as learning opportunity
Relates well to all employees, up, down, and across the organization, regardless of age,
gender, race, culture, etc.
Works through organizational channels and internal politics to accomplish objectives
165
Department of Human Resources Strategic Learning Solutions Division

Integrating Knowledge and Performance
HiringtheBestEmployee
Hereareexamplesofcharacteristicsofthebestemployee:
Achieve,andoftenexceed,expectedresultsonaregularbasis
Arecommittedandwillnotgiveupregardlessofthechallenges
Alwayspreparefullyforwhateverthetaskathandisinordertoensuresuccess
Workhardattheirjobs
Consistentlygooutoftheirwaytohelpothers,oftenontheirowntime
Taketheinitiativetoimprovethingsrelatedtothejob
Plan,organize,anticipateandstayontopofeverythingrelatedtothejob
Fightfortheresourcesnecessarytomeetthejobrequirements
Taketheinitiativetolearnwhateverittakestodotheirjobsbetter
Arebackatitinadayortwoaftersetbacksanddisappointments
Workwellwithothers,helpingtheteamachievesuccesseveniftheydonot
alwaysgettheirownway
Arecreative,goodatplanningorgoodatcomingupwithnewideas
Solveproblemsrelatedtothejobtomakeprocessesbetter
Takefeedback,arecoachableandchangethingswhentheydonotworkright
ArticlebyLouAdler,PresidentofTheAdlerGroup;TrainingandConsultingFirm,2009.
Interview Practices for Agency Hiring Managers
For Estimate Purpose Only
Page 7
166

BehavioralBasedInterviewing
Howaninterviewisconductedexplainsalotabouthowtheorganizationoperatesandthe
valueoftheposition.Effectiveinterviewingandselectionneedstobeastructured,well
plannedprocessconnectedtotheHRofficewithintheagencytoensurethataccurate
agencyhiringpoliciesandpracticesarefollowed.
Inatraditionalinterview,youaskaseriesofquestionswhichtypicallyhavestraight
forwardanswerslike:
Whatareyourstrengthsandweaknesses?
Whatmajorchallengesandproblemsdidyouface?
Howdidyouhandlethosechallenges/problems?
Describeatypicalworkweek.
Behavioralbasedinterviewingisinterviewingbasedondiscoveringhowthepotential
employeeactedinspecificpreviousemploymentrelatedsituations.Thelogicisthathow
youbehavedinthepastisagoodindicatorofhowyouwillbehaveinthefuturepast
performancepredictsfutureperformance.
Inabehavioralinterview,youhavedecidedwhatskillsareneededinthepersonto
hirebasedonagencyneedandyouaskquestionstofindoutifthecandidatehas
thoseskills.
Insteadofasking
Howwouldtheapplicantbehaveinaparticularsituation?
Askinstead
Howdidtheapplicantbehaveinaparticularsituation?
Howanapplicantrespondswilldetermineifthereisafitbetweentheapplicants
skillsandthepositiontheagencyisseekingtofill.
Behavioralbasedinterviewquestionsaremorepointed,moreprobingandmore
specific.
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ExamplesofBehavioralbasedInterviewQuestions
1. Adaptability
Describeamajorchangethatoccurredinajobthatyouheld.Howdidyou
adapttothischange?
Tellusaboutasituationinwhichyouhadtoadjusttochangesoverwhich
youhadnocontrol.Howdidyouhandleit?
Tellusaboutatimethatyouhadtoadapttoadifficultsituation.
Tellaboutatimewhenyourprioritiesatworkchangedquickly.
2. CriticalThinking
Tellusaboutatimewhenyouhadtoanalyzeinformationandmakea
recommendation.Whatkindofthoughtprocessdidyougothrough?What
wasyourreasoningbehindyourdecision?
Tellusaboutyourexperienceinpastjobsthatrequiredyoutobeespecially
alerttodetailswhiledoingthetaskinvolved.
Tellusaboutasituationwhereattentiontodetailwasimportantin
accomplishinganassignedtask.
3. Communication
Describeasituationinwhichyouwereabletoeffectively"read"another
personandguideyouractionsbyyourunderstandingoftheirindividualneeds
orvalues.
Describeasituationwhenyouwereabletostrengthenarelationshipby
communicatingeffectively.Whatmadeyourcommunicationeffective?
Describeasituationwhereyoufeltyouhadnotcommunicatedwell.Howdid
youcorrectthesituation?
Describethemostsignificantwrittendocument,reportorpresentationwhich
youhadtocomplete.
Explainhowyoukeepteammembersinformedaboutinformationthataffects
theirjobs?
Explainhowyoukeepyourmanagerinformedaboutwhattheprojectsand
prioritiesyouareworkingon?
Describehowyougoaboutexplainingacomplextechnicalproblemtoa
personwhodoesnotunderstandtechnicaljargon?
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168

4. ConflictResolution
Describeatimewhenyoutookpersonalaccountabilityforaworkplaceconflict
andinitiatedcontactwiththeindividual(s)involvedtoexplainyouractions.
5. CustomerFocused
Describeatimeyouwereresponsibleforestablishingrapportwithacustomer.
Giveanexampleofatimeyouworkedthroughaproblemwithacustomer.
Explaintheresult.
Giveanexampleofasituationyouhadtoimproverelationswithyour
customers.
6. DecisionMaking
Giveanexampleofatimeinwhichyouhadtoberelativelyquickincomingto
adecision.
Usingacurrentjobsituation,describethestepsyougothroughtoensureyour
decisionsarecorrectandeffective.
Describeaproblemyouhavehadcoordinatingtechnicalprojectsandhowyou
workedthroughittoasolution.
Explainasituationwhenyouhadtomakeahighlytechnicaldecisionandhow
youwentaboutmakingthedecision.
7. Initiative
Describeasituationinwhichyouhadtogoaboveandbeyondthecallofduty
inordertogetajobdone.
Describeaspecificexampleofwhenyouanticipatedproblemsintheareayou
wereworkingonandhowyouwereabletoinfluenceasolution.
Giveanexampleofwhatyoudodifferentlyfromyourpeersthatmakesyour
workunique.
8. Innovation
Tellusaboutaproblemthatyousolvedinauniqueorunusualwayandthe
outcome.
Explainasuggestionyoumadetoimprovethewayjobprocesses/operations
workedandtheresults.
Describeatimeyouthoughtoutsidetheboxatworkandtheoutcome.
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9. Integrity
Describeasituationinwhichyouactedwithintegrityinyourjob/work
relationship.
Ifyoucan,tellaboutatimewhenyourtrustworthinesswaschallengedand
howyoureacted/responded.
10. OrganizationalSkills
Describeaspecificexampleofaprojectthatbestdescribesyourorganizational
skills.
Describeyoursystemofplanningandorganizingyourday.Giveusanexample
ofhowthishashelpedyoutoproducequalityworkwhilestillmeeting
establisheddeadlines.
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Acceptable/UnacceptableInterviewQuestions
Determineifthequestionisacceptableorunacceptabletoaskduringan
interviewbyplacinganaoruinthespacenexttothequestion.
1.
AreyouaU.S.citizen?__________
2.
Areyouabletoworkwithourrequiredschedule?_________
3.
Whatisyournativelanguage?_________
4.
Doyoubelongtoacluborsocialorganization?__________
5.
Whatareyourlongtermcareergoals?__________
6.
Whatreligiondoyoupractice?__________
7.
Howoldareyou?__________
8.
Howlonghaveyoulivedhere?__________
9.
Areyouavailabletoworkovertimeonoccasion?__________
10. Isthisyourmaidenname?__________
11. Whoisyourclosestrelativetocontactincaseofanemergency?
__________
12. Ifyougetpregnant,willyoucontinuetowork,andwillyoucomeback
aftermaternityleave?__________
13. Haveyoueverbeendisciplinedforyourbehavioratwork?__________
14. Doyousmokeordrink?___________
15. Howtallareyou?__________
16. Howmanysickdaysdidyoutakelastyear?__________
17. Areyouabletostartworkat8:00a.m.?___________
18. Haveyoueverbeenarrested?__________
19. Doyouhaveanydisabilities?__________
20. AreyouamemberoftheNationalGuardorReserves?_________
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Reviewthefollowingconcerningthe
Acceptable/UnacceptableInterviewQuestions:
1. Unacceptable.Ifyouareattemptingtodetermineiftheapplicantislegallyable
toworkintheU.S.,itisbettertoask,AreyouauthorizedtoworkintheU.S.?
2. Acceptable.Dontaskaboutwhichreligiousholidaystheapplicantobservesin
ordertodetermineifschedulingisanissue.
3. Unacceptable.Anapplicantmaybesensitivetocommonassumptionsabout
his/herlanguage.Ifyouwishtodeterminetheapplicantsleveloffluencyina
language,itisbettertoask,Whatlanguagesdoyouread,speakorwrite
fluently?
4. Unacceptable.Thisquestionistoorevealingoftheapplicantspoliticaland
religiousaffiliationsanddoesntrelatetothejob.Makesurethewording
focusesonthejobfunctions,Areyouamemberofaprofessionalortradegroup
thatisrelevanttoourindustry?
5. Acceptable.Becarefulnottoaskquestionsthatindicateyouaretryingtofind
outhowmuchlongertheapplicantmayplantoworkbeforehe/sheretires.
6. Unacceptable.Ifyouwishtofindoutaboutweekendworkschedules,ask
directly,Whatdaysareyouavailabletowork?
7. Unacceptable.Youmayaskifacandidateislegallyoldenoughtowork.Areyou
overtheageof18?isacceptable.Theremaybecertainjobclassesthatdohave
alegitimateagelimitation,suchaspoliceofficers,military,etc.
8. Unacceptable.Ifthejobrequiresfamiliaritywiththelocalculture,thenask
abouttheapplicantscurrentsituation,Whatisyourcurrentaddressandphone
number?Doyouhaveanalternativelocationwhereyoucanbereached?
9. Acceptable.Inattemptingtodeterminetheapplicantsabilitytotravelorwork
overtime,avoidquestionsaboutfamilyobligationsorsituations,suchasDoyou
plantohavechildren?
10. Unacceptable.Awomansmaritalstatusdoesnothavetobesharedwitha
potentialemployer.Ifsuchinformationisnecessaryforreferencepurposes,itis
bettertoask,Haveyouworkedorearnedadegreeunderanothername?
11. Unacceptable.Thisquestiontouchesupontheapplicantspersonallife.Better
toask,Incaseofemergency,whomshouldwenotify?
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12. Unacceptable.Ofcourseyouwantanapplicantthatifhiredplanstostick
aroundwithyourorganizationforalengthytime.Butquestionsrelatingtoa
womanspregnancyplansareofflimits.Bettertoask,Whatareyourlongterm
careergoals?
13. Acceptable.However,becautiousofaskingsuchquestionsas,Howdoyoufeel
aboutinterofficedating?becauseitmayappeartomakeassumptionsaboutan
applicantsmaritalstatus,orbeseenasacomeon.
14. Unacceptable.Eventhoughyoumaywanttoknowifanapplicanthasadrinking
problemorwillmissworkduetotakingsmokebreaks,orforinsurancerelated
concerns,itisbettertoask,Inthepast,haveyoubeendisciplinedforviolating
companypoliciesforbiddingtheuseofalcoholortobaccoproducts?
15. Unacceptable.Thisquestionistoopersonal.Ifthejobrequiresanindividualto
dosomethingthatinvolvesheight,directlyask,Areyouabletoreachitemsona
shelfthatsfivefeettall?
16. Unacceptable.Thisquestiongetstooclosetopotentialdisabilityrelatedissues.
17. Acceptable.Beingabletostartworkontimeisimportant,butavoidasking
questionsaboutanapplicantslocation,suchas,Howfarisyourcommute?
18. Unacceptable.AskonlyaboutcrimesthatHRdeterminesrelatedirectlytothe
essentialjobresponsibilities,Haveyoueverbeenconvictedofx(fraud,theft,
etc.)?
19. Unacceptable.NEVERaskaquestionthattouchesuponapersonsvisible
disability,orahiddendisability(mentaldisability,learningdisability,diabetes,
etc.).Focusontheapplicantsabilitytoperformtheessentialfunctionsofthe
job.Areyouabletoperformxforthisjob?
20. Unacceptable.Itisunacceptabletodiscriminateagainstanapplicantor
employee,basedonassumptionsofupcomingmilitarycommitments.
Informationandquestionsfrom,HRWorldatwww.hrworld.com
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Carefullyconsiderquestionsthatmaybeunacceptable,particularlyinthe
followingareas.
Name(dontaskifawomanisMiss,Ms.orMrs.)
Age
Birthplace/NationalOrigin
Race/Color
Gender
Religion/Creed
Citizenship(requireproofofcitizenshipafterahiringdecisionhasbeenmade;dont
askifparentsand/orspouseisnativebornornaturalized)
Maritalstatus/Parentalstatus(forinsuranceandtaxpurposes,asksuchquestions
afterhiring)
Relatives(askforname,relationshipandcontactinformationofpersontobenotified
incaseofemergencyonlyafterhiring)
MilitaryService(dontaskfortypeofdischargeandrequiremilitarydischarge
certificateonlyafterhiring)
Education(dontaskaboutthespecificnationality,racialorreligiousaffiliationof
schoolsattended)
CriminalRecord(dontinquireaboutarrests)
Organizations(dontinquireintoorganizationalaffiliations)
Photographs(dontaskforphotographortakeapictureduringtheinterview;a
photographmayberequestedafterhiring)
WorkSchedules(dontaskaboutwillingnesstoworkanyparticularreligiousholiday)
PhysicalData(mayaskapplicanttoproveabilitytoperformessentialjobduties;
dontaskfornonspecifiedjobrelatedphysicaldata)
Disability
OtherQualifications(dontaskaboutanynonjobrelatedinquirythatmaypresent
informationpermittingunlawfuldiscrimination)
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Texas A&M University Core Competencies

What are core competencies?
Competencies are the knowledge, skills, and attributes that are required for successful job performance.
Thirteen competencies were identified through campus-wide assessments, with input from staff and
faculty, as being essential for Texas A&M University employees. Demonstrating these Core
Competencies will help employees support the universitys mission (what it does) and vision (what it
strives to do). In addition to the core competencies, which are identified below, employees must
demonstrate the knowledge, skills, and attributes associated with their specific job duties and
responsibilities.
Training and resources for each core competency can be located on the Employee & Organizational
Development website at http://eodinfo.tamu.edu/CompetencyTraining/CoreCompetencies/.
I.
Working at Texas A&M

Knowing what Texas A&M does as an organization, how it works, and what it stands for is critical for
both our success as employees of Texas A&M and the success of our university. This competency
group helps us understand our work culture, comply with essential policies, and contribute to a save
working environment.
1. Organizational Alignment and Culture
This competency speaks to the critical importance of our understanding of the mission, vision and
culture of Texas A&M.
2. Organizational Compliance
This competency focuses on policies, regulations and rules, and their relevance and implications
to us as employees.
3. Safety at Texas A&M
Safety is a top priority at Texas A&M. This competency addresses personal safety, office safety,
and campus safety.
II. Professional Excellence

Professional excellence is critical for both individual and organizational success. This competency
group includes tips for presenting ourselves in a positive and professional light, strategies for
managing change, and common tools to help us solve problems at work.
4. Personal Excellence
Personal excellence is about achieving excellence as an employee at Texas A&M. It is at the
core of being a professional." It is about approaching your work and the people you work with
your supervisor, your colleagues and your customers in a professional and respectful manner.
5. Adapting to Change
In todays world, change is a norm rather than an exception. As employees, we have to be open
and willing to adapt to change, whether it occurs at the organization, departmental or unit level.
This competency focuses on handling change in your work environment and adjusting to
organizational changes.
6. Problem Solving
While the type of problems we encounter may vary depending on what we do, problem solving, in
general, is about finding ways to answer questions or satisfy a request or need. This competency
includes being able to use common tools and approaches to solving problems at work.
Texas A&M University Core Competencies

Employee & Organizational Development
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175
III. Working with Others

We all interact with others, including our customers, supervisors and coworkers, to get the job done.
This competency group includes skills required to work productively as a team member, communicate
effectively with others at work, provide good customer service, and treat everyone with respect.
7. Teamwork
Teamwork is an important part of the work culture at Texas A&M. As an employee of Texas A&M,
you are likely to be working as part of a team either formal or informal at some point in your
job. This competency focuses on working effectively as a team member.
8. Communication Skills
To be effective in your job, you must be able to communicate well with a variety of people. This
competency focuses on the essentials of effective communication that all of us need to succeed
at Texas A&M.
9. Customer Service
Nothing is more critical for an organizations success than ensuring that the needs of its
customers are met. As employees of Texas A&M, we support customers, both external
customers such as students and visitors, and internal customers such as co-workers and
employees in other departments or units who require our services. This competency focuses on
the necessary skills required to provide high quality service to our customers.
10. Diversity
The world is our campus is a quote often said about the diversity of our university. We have
students, staff, and faculty from not only different parts of the state and country, but also from all
over the world. We must be able to effectively work with people from different backgrounds,
experiences, values and beliefs. This competency focuses on the importance of diversity and
inclusion in the workplace, and about our role in contributing to a community of respect.
IV. Core Computer Skills
Basic knowledge in how to use a computer has become an essential need in the workplace. This
competency cluster includes skills to help you navigate the Internet, send and receive email, and use
commonly-used software.
11. TAMU Web Navigation Skill
Employees are frequently required to access TAMU online systems such as the Single Sign-on
(SSO) and the Howdy portal to look up employment-related information, complete a required
training, or search for jobs within the university. This competency focuses on skills that are
needed to navigate and access Texas A&M and Texas A&M System online resources.
12. Basic Computer Software Skill
Understanding basic computer software can help university employees grow in their careers. This
competency focuses on providing skills for new computer users to help familiarize them with the
following commonly-used software: Microsoft Word, Excel and PowerPoint.
13. TAMU Email Fundamentals
Email has become an integral part of communicating for many employees because of its
efficiency and convenience. All employees have access to the TAMU NEO email system. The
fundamentals of creating, sending and receiving emails using the TAMU NEO email system are
addressed in this competency.
Core Competency Definitions

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Employee Development Information
The tenth dimension Employee Development of the Texas A&M University Performance
Development for Nonfaculty Employees evaluates the supervisors efforts in providing
development opportunities for each of their employees. In completing Part 2 of the employee
evaluation form, the supervisor and employee will identify key performance objectives for the
upcoming performance period and the professional development needed to support the
employees success in meeting these objectives. Supervisors are encouraged to consider their
department and organization objectives in identifying and promoting appropriate employee
development.
The employees professional development can be achieved through a variety of
activities. A partial list of suggested development activities follows:
Workshops
Professional organizations
Certifications
Local/State/National conferences
Assignments that stretch
Personal coaching
Job shadowing
Leading by demonstration
Afteraction reviews
Inprocess reviews
Informal counseling
Reading assignments
Report assignments
Crosstraining
Buddy assignments
Onthejob training
Assignment to teams/committees
Committee leadership
Mentoring
Employee & Organizational Development (EOD) offers training in support of the use of the
Performance Development form and procedures. The training is designed to assist supervisors
and managers who are interested in improving their performance development techniques.
For information on EOD workshops: http://eodinfo.tamu.edu/
Employee Development Information

#724a
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177
UC Davis Career Compass

Core Competencies Model
Core Competencies
(1 through 10 are listed in alphabetical order and 11 is an additional core competency
specifically for managers and supervisors)
1. Communication - Shares information with and receives information from
constituencies using oral, written and interpersonal communication skills
2. Decision Making - Makes sound decisions while demonstrating integrity
3. Leadership - Inspires others toward a common vision and fosters trust and
ethics
4. Principles of Community - Demonstrates respect, equity and empathy for a
diverse community
5. Problem Solving - Identifies problems and seeks best solutions
6. Quality Improvement - Strives for high quality performance and takes
initiative to make improvements and deliver results
7. Service Focus - Values and delivers high quality, innovative service to all
customers
8. Stewardship and Managing Resources - Demonstrates accountability,
discretion and sound judgment in managing university resources
9. Strategic Planning - Uses a holistic approach to align priorities with
overarching goals, and measures outcomes of planning efforts
10. Teamwork - Encourages cooperation, collaboration and partnerships
11. Managing People - Coaches, evaluates and develops people; aligns
performance with university goals (NOTE: This is an additional core
competency for managers and supervisors)
Levels of Core Competencies and Behavioral Indicators

Each core competency in this model has a brief descriptor as well as several behavioral
indicators. There are two levels within each of the core competencies operational and
mastery. The mastery level builds upon the operational level of each core competency.
The model is intended to serve as a flexible guide.
DRAFT Career Compass Core Competencies Model

Staff Development and Professional Services 12/06/10
178
Core Competency Descriptions and Behavioral Indicators

1. Communication
Shares information with and receives information from constituencies using oral, written
and interpersonal communication skills
Operational level
Mastery level
Builds and maintains effective working

relationships with customers and
colleagues
Leverages working relationships with

customers and colleagues to build
strong connections, cooperation and
collaboration
Receives information to seek and

understand differing perspectives
Actively seeks perspectives from

others to ensure inclusiveness and
understanding
Uses interpersonal skills to build

cooperative relationships
Models interpersonal communication

that invites participation and future
dialogue
Receives and learns from feedback
Encourages feedback and uses it as a

factor when considering personal and
or organizational changes
Tailors and presents information to

diverse audiences using a variety of
communication delivery methods (e.g.,
written, electronic, oral, interpersonal)
Tailors and delivers high-level

presentations to diverse audiences
using a variety of communication
delivery methods (e.g., written,
electronic, oral, interpersonal)
Creates clear and concise written

communication
Creates impactful written

communication; improves others
writing through editing and feedback
process
Uses negotiation and mediation skills
Facilitates management of differences

by addressing them openly and
encouraging mutually beneficial
resolutions

179
2. Decision Making
Makes sound decisions while demonstrating integrity
Operational level
Mastery level
Distinguishes relevant from irrelevant

information
Helps others distinguish relevant from

irrelevant information and resolves
discrepancies
Uses sound judgment and integrity to

make clear, transparent decisions
Models the use of sound judgment and

integrity to make clear, transparent
decisions regarding complex and/or
sensitive issues or materials
Makes decisions based on relevant

information
Makes independent, critical decisions

based on relevant information
Makes decisions in a timely manner
Applies solutions based on decisions in

a timely manner
3. Leadership
Inspires others toward a common vision and fosters trust and ethics
Operational level
Mastery level
Demonstrates individual leadership skills

(e.g., interpersonal, communication,
political acumen)
Models leadership skills and aligns

actions with shared values
Generates trust and credibility; displays

honesty, integrity and ethical behavior
Exemplifies integrity and expects

honest, ethical behavior from others
Inspires others to act
Inspires others to act and fosters a

climate of motivation
Employs political acumen skills
Demonstrates a high level of political

acumen in all situations
Influences others
Persuades and encourages others to

adapt to desired changes
Accepts responsibility for successes and

failures
Enables others to accept

responsibility for their own work and
creates a culture of accountability
Develops self
Coaches and develops others
Recognizes and acknowledges

achievements of others
Recognizes and acknowledges efforts

as well as achievements of others

180
4. Principles of Community
Demonstrates respect, equitable behavior and empathy for a diverse community
Operational level
Mastery level
Promotes and sustains a community

that acknowledges and celebrates
differences
Advocates for the UC Davis Principles

of Community in all interactions
Creates opportunities for inclusion in a

variety of settings
Designs and advocates for inclusive

practices in all settings
Shows respect for people and their

differences
Advocates for deep understanding

and respect for the diversity of
cultures, values, perspectives and
beliefs

of others and demonstrates empathy

of others and encourages them to
provide their perspectives
Works to build mutual respect, fairness

and equity
Models and promotes mutual respect,

fairness and equity to foster a sense
of belonging
5. Problem Solving
Identifies problems and seeks best solutions
Operational level
Mastery level
Identifies issues and problems
Communicates in a variety of media,

information regarding issues and
problems
Gathers and organizes data related to

problems
Exercises independent judgment in

gathering and organizing data related
to problems
Analyzes and synthesizes data to

generate potential solutions
Analyzes and synthesizes highly

sensitive and complex data to
generate potential solutions
Consults others during various phases

of the problem solving process
Mobilizes others during various phases

of the problem solving process
Demonstrates creative and innovative

thinking to find best solutions
Models creative and innovative

thinking to find best solutions
Responds to challenges and problems in

a timely manner
Anticipates challenges and problems

and responds in a timely manner

181
6. Quality Improvement
Strives for high quality performance and takes initiative to make improvements and
deliver results
Operational level
Mastery level
Sets and meets quality improvement

targets
Uses benchmarking and reviews best

practices to set and meet quality
improvement targets
Strives for efficient, effective, high

quality performance
Takes initiative and evaluates trends

to improve efficiency and effectiveness
resulting in high quality performance
in self and in the organization
Delivers results by deadlines
Manages timeframes and deadlines
Responds to difficult situations and

takes initiative to make improvements
Displays resiliency and takes proactive

measures to make improvements
Focuses on quality
Ensures the delivery of high quality

results
7. Service Focus
Values and delivers high quality, innovative service to all customers
Operational level
Mastery level
Seeks to understand organizational

business needs
Identifies and assesses organizational

business needs
Seeks to understand customer needs
Identifies and assesses customer

needs
Responds to customer needs
Models innovative ways to respond to

customer needs
Recommends solutions to customer

needs
Uses best practices to develop

solutions and respond to customer
needs
Assumes shared accountability for

improving service delivery
Evaluates customer satisfaction and

uses the data to improve service
delivery

182
8. Stewardship and Managing Resources

Demonstrates accountability, discretion and sound judgment in managing university
resources
Operational level
Mastery level
Exercises accountability in managing

university resources
Models accountability in managing

university resources in an open,
effective manner
Uses discretion and sound judgment
Models the use of discretion and sound

judgment
Understands university values
Embraces university values and

integrates them when managing any
resources
Understands and applies university

Establishes and promotes university

Manages resources
Displays stewardship when allocating

and managing resources
Manages budgets
Oversees budgets
Adheres to university safety

guidelines
Models and promotes behavioral

safety in accordance with university
safety guidelines
Manages risks
Raises awareness in others about

managing risks

183
9. Strategic Planning
Uses a holistic approach to align priorities with overarching goals, and measures
outcomes of planning efforts
Operational level
Mastery level
Understands the big picture and vision

of the organization
Champions the organizations vision
Aligns priorities with goals
Establishes priorities and ensures their

alignment with goals
Measures outcomes
Establishes methodology for

measuring outcomes; communicates
results
Seeks input from a variety of

constituencies
Seeks input from a variety of

constituencies and uses the feedback
to redirect efforts as needed
Considers alternative solutions
Seeks, evaluates and implements

alternative solutions
Comprehends connections within

complex issues
Encourages others to appreciate

connections within complex issues
Creates budgets
Oversees budgets
Implements change
Manages change
Organizes projects and associated time

and priorities
Oversees project management and

implements strategies
10. Teamwork
Encourages cooperation, collaboration and partnerships
Operational level
Mastery level
Cooperates and collaborates
Fosters cooperation and collaboration

in others through trust-building and
relationships
Is flexible
Encourages and enables flexibility
Contributes to the team
Facilitates and models teamwork

across the organization
Shares accountability
Creates a culture of accountability
Works in partnership with others
Fosters partnerships towards a

shared vision
Organizes effective teams
Builds effective teams across

organizations and levels, inside and
outside own organization

184
11. Managing People
(additional core competency for managers and supervisors)
Coaches, evaluates and develops people; aligns performance with university goals
Operational level
Mastery level
Recruits, selects and works to retain

employees
Facilitates the recruitment, selection

and retention of employees
Delegates tasks, sets performance

expectations and supervises work of
others
Delegates assigned tasks in

alignment with operational goals
Monitors and assesses work performance
Coaches to maximize achievement of

performance expectations
Provides objective behavioral feedback
Models objective behavioral feedback
Creates opportunity for employee

development
Champions employee development

for career growth and mobility

185
186
Coaching and Mentoring
Technological Acumen
Team Focus
Service Orientation
(Customer focus)
Staff Management and
Development
Strategic Focus (Vision &
strategic planning)
Risk Management
Results Orientation
Resource Management
Relationship
Management
Project Management
Political Acumen
Planning & Organizing
Leading and Influencing
Financial Acumen
Decision Making
Creativity and Innovation
Communication
Character and Ethics
Change Management
Analytical Thinking
COMPETENCY
187
UCLA BEST PRACTICES: MANAGEMENT COMPETENCY SKILL AREAS
Develop and manage teams in ways that ensure the highest possible attainment of group goals, as well as high levels of individual satisfaction
and personal skill development
Understand the impacts of technological changes on the organization, and strategically apply new technologies that add value to the
organization, by improving efficiency and effectiveness
Actualize the capabilities of employees through coaching, guidance, motivation, engagement, as well as capitalize on individual differences
towards achieving employee commitment and organizational success
Identify and communicate vision, short and long range goals, aimed at achieving individual, group and organizational objectives
Manage human resources to optimize productivity through workforce planning, gap analyses, best hiring practices, and retaining and recruiting
talent
Apply loss prevention techniques, comprehensive knowledge of general liability issues, workers compensation, injury and damages, and selfinsurance programs
Identify, attract and retain customers by offering high quality products and services, tailored to customers needs and expectations
Assess current and future needs based on organizational goals and budget realities, and readily share resources to support organizational
initiatives to improve effectiveness and efficiency
Deliver measurable results, translate ideas into concrete actions, remove barriers and mobilize resources for success
Develop network relationships by recognizing formal and informal systems, leaders, and power structures, as well as assess political climates
and unwritten rules
Strategically actualize organizational projects; developing concepts, defining scope, quality, time and cost constraints, planning and
implementing, aimed at meeting predefined objectives
Build effective trusting relationships through collaboration, networking, and managing conflict 360 degree management approach (managing
up, down, and across all organizational levels)
Identify and integrate elements of a critical situation, make correct inferences from data, break complex problems into component parts and
organize parts in a systemic way
Continuously seek opportunities for improvement and innovation, ensure quality of products, implement strategies that enhance efficiency of
work processes, and acknowledge individuals responses to change
Consistently conduct oneself with integrity and commitment, demonstrate respect for others, model behaviors that instill confidence, trust and
accountability
Present ideas, information and expectations effectively with others in individual and group situations, accomplishing both short and long range
personal and organizational goals
Challenge and develop alternatives to traditional business operations; viewing resources and organizational issues in unique and innovative
ways toward developing novel solutions
Keep current with product information and industry perspective, challenge the status quo, embrace creative solutions, utilize problem solving
and seasoned judgment techniques (critical thinking), and foster an environment of continuous learning for self and others
Demonstrate political savvy, understand key financial indicators, consider budgetary guidelines, and apply knowledge and resources to make
sound strategic business decisions
Apply leadership theories to advance relationships, achieve goals, meet objectives, obtain resources, negotiate, and organizational
support/savvy
Direct long-term projects/daily work tasks/ activities to meet business goals with a high level of quality within budget and timelines
ABILITY TO:
Navigating the
Recruitment and Selection
Process
Guide for UCLA Hiring Managers/Supervisors
Prepared and Provided by:

UCLA Campus Human Resources
Employment Services
Rev. 05NA2012
188
III. Manage the Process

Sample Behavioral Interview Questions
Behavioral-based interviewing is interviewing based on discovering how the applicant acted in
specific past employment-related situations. The logic is that how they behaved in the past will
predict how they will behave in the future, i.e. past performance predicts future performance.
Behavioral interview questions will be more pointed, more probing and more specific than
traditional interview questions. Typically they begin with: give me an example tell me about a
timedescribe a situation
Give an example of a goal you reached and tell me how you achieved it.
Describe a decision you made that was unpopular and how you handled implementing it.
Have you gone above and beyond the call of duty? If so, how?
What do you do when your schedule is interrupted? Give an example of how you handle it.
Have you had to convince a team to work on a project they weren't thrilled about? How did
you do it?
Tell me about how you worked effectively under pressure.
Give me an example of a problem you faced on the job and tell me how you solved it.
Tell me about out a situation in the past year in which you had to deal with a very upset
customer or co-worker. How did you resolve the situation?
Give me an example of an important goal you had to set and tell me about your progress in
reaching that goal.
Can you tell me about a time when you suggested a new way of doing something? What
happened?
Describe a situation where others you were working with on a project disagreed with you
ideas. What did you do?
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189

Interview Do's and Don'ts
Before you use any of the following questions be sure you can justify a job- or business-related
reason for doing so. Additional information about risks and issues related to interviews can be
found at the bottom of this page.
Once the list of job-related interview questions is created, use it consistently for all
applicants for the same position.
Try to first put the applicant at ease with introductory and welcoming remarks.
Ask open-ended questions which focus on behavioral descriptions rather than simply
"yes or no" questions (i.e. have them describe a work
Situation in which they handled stress well rather than just asking if they can "handle
stress well").
Listen; don't do all the talking.
Stay away from questions that have more to do with personal lifestyles than job
experience. Phrase the question so that the answer will describe on-the-job qualities
instead of personal qualities. If the question is not related to performance on the job, it
should not be asked.
In almost all instances, the following topics should be avoided in an interview:
Age - is irrelevant unless you are concerned about child-labor violations under the Fair
Labor Standards Act, in which case you can ask for proof that he/she is old enough to
work.
Arrest record - do not ask at all
Association with present employees - this information is not relevant to an
applicant's ability to perform successfully in a particular job, and the tendency to either
encourage or prohibit the employment of friends or relatives of existing employees may
create an adverse impact on members of protected classes.
18
190

Bankruptcy and credit affairs - never ask about bankruptcy since it is illegal to
discriminate on this basis under the Federal Bankruptcy Law - all credit inquiries must
comply with the Fair Credit Reporting Act.
Citizenship - unless required by law or regulation, you may not ask applicants if they
are U.S. citizens since it is considered discriminatory under the Immigration Reform and
Control Act. You may ask if candidates are authorized to work in the United States.
Disability - the Americans with Disabilities Act makes it illegal to ask questions about
an applicant's disability or perceived disability - it is crucial to focus on the job, not on the
disability.
Driver's license - avoid asking about it unless the job requires one since it could
statistically screen out females, minorities and/or individuals with disabilities.
Educational attainment - relevant if it is directly related to successful job
performance - if not, avoid it because it could potentially screen out minorities.
Emergency-contact information - unnecessary at the application stage - and it can
be discriminatory if it reveals information about the applicant's membership in a protected
class.
English-language skills - only ask if it is a requirement of the job (i.e. an English
teacher) - otherwise it could be construed as national-origin discrimination.
Height and weight - can be discriminatory - it is important to focus on what the job
requires, not the person's physical characteristics.
Marital status/name changes/spouse/children - any questions relating to these
issues may be construed as discriminatory, especially against women - none are jobrelated.
Organization or club membership - this might reveal protected-class information
and it is irrelevant
19
191

Race, color, religion, sex, or national origin - EEOC guidelines prohibit asking
questions that may reveal this information; rejected applicants could have grounds for a
discrimination suit if any of these questions were part of the application process.
Union affiliation - could be considered an unfair labor practice under the National
Labor Relations Act if the applicant claims he or she was not hired because of the union
affiliation.
Veteran status/military records - general questions about a person's background in
the military should only be asked if based on business necessity or job-related reasons. If
requested, such information should include a statement that general or dishonorable
discharge will not be an absolute bar to employment, but that other factors will be taken
into consideration.
Weekend work/shift changes - unless required for the job, the applicant should not
have to state whether or not they can work on the weekends - this could screen out
applicants who cannot work on some weekend days because of their religious beliefs.
20
192

Before the Interview
Develop an Interview Plan
Decide ahead of time what information and questions you will cover in the interview.
Establish a Time Schedule
Schedule the interviews allotting the same amount of time for each applicant.
Allow 10 15 minutes before each interview for the committee to review the interviewees
materials.
Allow 10 15 minutes after each interview to assess the interviewee.
Avoid scheduling more than four to six interviews in one day (consider level of the position
and number of people involved in the process). Make sure the interviewee has applied on-
line in PeopleAdmin and print their completed employment application for the interview.
Arrange the Setting

Prepare an interview setting that is conducive to good communication and ensures privacy.
Hold all incoming phone calls and visitors.
Gather Materials
If possible, have available:
A copy of the organization chart
The job description/analysis
Recruitment material sent to the public
A listing of the salary and benefits
Your interview plan
Important: The interviewer format and core questions must be essentially the same for all
interviewees to ensure equal treatment.
Review Resume/Application
The interviewer should read (re-read) each applicants resume before the interview:
Knowledge of the interviewees background will help you establish good rapport.
Areas needing clarification will be identified, e.g., unexplained gaps in employment, lack of
detail regarding experience, the meaning of job titles (which can vary considerably between
companies), etc.
23
193

The Interview Process
The Interview allows you to obtain job-related information about the interviewees skills
and abilities as related to your opening. Clarify information about their work history,
education and background. In addition, you will be able to assess how they answer
behavior-related questions regarding past employment experiences which is a strong
predictor of how they will handle future work experiences.
During the Interview - Follow the Interview Plan

I.
Introduction
Introduce yourself and describe the role you will play in the selection process.
Discuss with the interviewees what is going to happen during the allotted time for the interview
and its purpose.
II.
Position Review
Summarize the duties of the position and the selection criteria.
III.
Questions for the Interviewee
The core questions must be essentially the same for all interviewees to ensure equal treatment.
IV.
Questions from the Interviewee
Invite and answer any questions applicants may have.
V.
Closing
Review the selection process and explain to the interviewee how and when he/she will be next
contacted. Do not give any indication of the applicants standing relative to other prospective
candidates.
Build Rapport
It is to the interviewers benefit to attempt to make the interviewee feel at ease in the interview.
A cordial greeting, appropriate verbal communication and a genuine concern for the interviewees
well being will drastically reduce the interviewees anxiety and ultimately encourage them to
present their best responses.
24
194

The Interview Process
Questions
Ask prepared questions that will elicit responses about job-related skills, knowledge and abilities
needed to evaluate the interviewees. Follow up and probe as necessary. Allow enough time for
the applicant to add information that may be relevant but may not have been covered by your
questions.
Note Taking
Inform the interviewee at the beginning of the interview that you will be making notations to
help you remember all the facts.
25
195
UM ORGANIZATIONAL COMPETENCY DEFINITIONS

1) Advancing the Mission
Demonstrates ability to operate effectively in a manner consistent with the University of Michigan
mission and culture; demonstrates understanding of the unique issues related to higher education.
2 ) Building Relationships/ Interpersonal Skills

Values organizational diversity; treats others with respect; promotes cooperation; effectively manages
relationships.
3) Creative Problem Solving/Strategic Thinking

Develops and creates ideas, processes and approaches that shape the future; takes risks and makes
decisions based on facts; uses analysis and critical thinking skills to solve problems; ensures that
decisions are aligned with articulated strategic directions of management.
4) Communication
Demonstrates effective verbal, written, listening, and presentation communication skills.
5 ) Development of Self and Others

Seeks opportunities to learn and to develop themselves and others; applies new skills/knowledge needed
to add value to the performance of the organization; sets developmental goals for self and others; seeks
performance feedback.
6 ) Flexibility/Adaptability to Change
Responds positively to and champions change to others; demonstrates an ability to incorporate innovative
practices into the workplace to enhance effectiveness and efficiency.
7 ) Leadership/Achievement Orientation
Influences others to accomplish the mission in ways consistent with the values of the organization; Holds
self (and others) accountable to meet goals and objectives; accomplishes desired outcomes; sets an
example of integrity and ethics through demonstrated performance.
8 ) Quality Service
Strives to meet the expectations of internal and external customers; demonstrates skill and knowledge
specific to serving others.
196
Level 2
Level 3
Level 1 Develops and maintains positive relationships

Interacts with people in a friendly, open, honest, accepting manner.
Respects diversity; demonstrates respect for the opinion of others; values each person's
contribution to the team.
Works together to enhance team goals/objectives.
Maintains agreed upon levels of confidentiality.
Initiates communication and responds to others in a timely, sensitive manner.
Exhibits a confident and positive attitude, accepts tasks willingly.
Demonstrates politeness and empathy with others.
Promotes cooperation in the workplace.
Level 2 Maintains positive relationships inside and outside of work group

Uses formal/informal networks to accomplish tasks and objectives.
Develops and maintains smooth, cooperative working relationship with peers, co-workers
and managers.
Level 3 Manages differences constructively

Offers constructive criticism and feedback in a positive fashion (e.g., objective, honest,
timely).
Addresses and manages conflict.
Level 1- Demonstrates knowledge of the primary mission of the University and Health
Systems
Articulates the mission of the University and/or Health Systems.
Describes the structure of the University, including roles and hierarchy relating to their job by the
job by.
Level 2 Applies understanding of primary constituency groups at the University to their

job
Demonstrates awareness of the diversity of constituency groups of the University and their roles
and purposes and issues.
Accomplishes tasks through the formal and informal structures and hierarchies in the University
or Health System setting (e.g. effectively navigates through and around channels). Describes the
expectations, purpose and issues of the constituency group they primarily serve (e.g. students,
faculty).
Level 3 Has working knowledge of the various constituency groups that comprise the
University and/or Health Systems
Evaluates, plans and modifies actions based on their impact on the constituency group they serve.
Actively participates in professional organizations to stay abreast of current developments
pertaining to serving their higher education-related constituency groups.
Monitors and articulates professional trends relating to serving their constituency group.
Describes the expectations and purpose and issues of the constituency group they primarily serve.
Level 4
Level 5: Demonstrates understanding of multiple constituency groups in the University and

works to improve relationships among those groups
Demonstrates knowledge of trends in higher education relating to their constituency group and
functional area.
Advances programs that results in increased cross-university effectiveness.
Level 4 Demonstrates complex understanding of the multiple constituency groups within

the University and/or Health System
Demonstrates complex understanding of the issues pertaining to their specific constituency
group.
Describes the expectations, purpose and issues of multiple constituency groups (e.g. students,
faculty, researchers) and their related current issues in a higher education setting.
Articulates inter-group issues to resolve problems.
Organizational Competency #2: Building Relationships/ Interpersonal Skills

Definition: Values organizational diversity; treats others with respect; promotes cooperation;
effectively manages relationships
Organizational Competency #1: Advancing the Mission

Definition: Demonstrates ability to operate effectively in a manner consistent with the University
of Michigan mission and culture; demonstrates understanding of the unique issues related to higher
education.
Professional Competencies
U-M Organizational Competencies
Level 1
Level 5
197
Level 4 - solves complex problems, develops effective strategies

Plans and acts strategically, analyzing data and utilizing trend information.
Page 1
Level 3 - Uses creative thinking to improves processes; solves complex problems

Makes decisions based on analysis, experience, and input from others.
Designs practices, processes and procedures and reengineers processes to adapt to
changing organizational/unit needs.
Level 2 Provides necessary attention to solve different level problems, often

multitasking to solve moderate level problems
Defines a problem, analyzes causes, identifies possible solutions, selects the best
solution and develops action plans.
Handles several problems at one time.
Looks for improved ways to collect and analyze data for decision-making.
Evaluates the way things are done. Generates new ideas and goes beyond the status quo.
Makes appropriate decisions under conditions of uncertainty.
Assists group members in problem solving and decision-making processes.
Organizational Competency #3: Creative Problem Solving/Strategic Thinking

Definition: Develops and creates ideas, processes and approaches that shape the future;
takes risks and makes decisions based on facts; uses analysis and critical thinking skills to
solve problems; ensures that decisions are aligned with articulated strategic directions of
management.
Level 1 Prevents and solves simple problems, seeking help when required from
colleagues and management
Finds practical and workable solutions that will be easy to implement.
Recognizes if a problem needs to be addressed; seeks the appropriate level of assistance
or approval.
Discerns when it is appropriate to seek assistance or approval from supervisor.
Takes level of action needed when opportunities for improvement are identified.
Makes specific changes in own work methods or systems to improve performance (e.g.
faster, lower cost, improves quality, customer satisfaction, revenues).
Organizational Competency #5: Development of Self and Others

Definition: Seeks opportunities to learn and to develop themselves and others; applies new
skills/knowledge needed to add value to the performance of the organization; sets
developmental goals for self and others; seeks performance feedback.
Level 1 Develops self with guidance

Participates in growth opportunities takes initiative for continuous development and
improvement.
Applies performance feedback.
Keeps manager updated on progress relative to performance development goals.
Modifies behaviors based on learning from experience.
Level 2 Takes initiative to develop self

Seeks and applies feedback on performance.
Seeks coaching from others.
Provides training to new colleagues, Serves as a training resource to less experienced staff.
Shares own knowledge and expertise with others.
Disseminates information gained from attending professional development opportunities.
Participates in professional organization/units (as appropriate).
Level 3 Contributes to the development of others and strives to be in the forefront of

their profession
Provides effective coaching to others.
Challenges self critically evaluate their own strengths and weaknesses.
Participates in professional organization/units as appropriate; Seeks opportunities for
professional growth to be or remain in the forefront of specialty or profession.
Networks with others outside the unit or organization/unit.
Mentors individuals and teaches others across the organization/unit (e.g., leads
discussions/workshops).
Level 4 Contributes to the development of others and provides mentoring

opportunities
Seeks opportunities to present or participate in professional activities, writes for publication.
Supports programs that provide development opportunities for associates and others.
Champions innovative skills and technical training initiatives to keep self and others current
in field.
Challenges others to critically evaluate strengths and weaknesses.
Level 5 Takes a leadership role in promoting innovative professional growth across

the organization
Seeks to develop superior skills to accomplish mission critical objectives while maintaining
a deep level of advanced knowledge of principles, practices and procedures used in the
functional area.
Presents to professional organization/units, other universities, and/or private sector firms.
Serves on national or international committees and working groups.
Performs in an advisor/consultant/trainer role.
Organizational Competency #4: Communication

Definition: Demonstrates effective verbal, written, listening, and presentation communication
skills.
Level 1 Communicates clearly and effectively with individuals

Clearly gets point across verbally and in writing, with messages that have the desired effect.
Listens attentively (without interrupting).
Expresses self non-verbally showing respect, attentiveness and understanding.
Asks clear and relevant questions; clarifies questions and directions from others.
Level 2 Communicates correctly and knowledgeably with individuals

Speaks concisely.
Uses technical terms knowledgeably.
Speaks using correct grammar.
Uses correct grammar & spelling & punctuation when writing.
Speaks effectively in front of a group or team.
Paraphrases what is said.
Uses appropriate methods of communication face-to-face, etc. to achieve desired results.
Modifies communication style in accordance with awareness of differences.
Level 3 Communicates effectively to groups, varying style to fit the audience, actively
communicates with those with differing opinions and differing levels of understanding
Listens and paraphrases others differing opinions.
Uses open-ended questions to encourage communication.
Creates materials and delivers clear presentations tailored to the type and level of the
organization/unit.
Level 4 Effectively conveys complex topics to diverse audiences with the use of visual aids;
applies understanding of multiple constituency groups in the University and works to
improve relationships
Clearly and concisely communicates (and responds to questions on) complex information.
Uses visual aids to communicate complex material.
Listens to and paraphrases others with differing opinions.
Level 5 Actively influences those with differing opinions and differing levels of
understanding
Demonstrates advanced oral and written communications e.g. showing sensitivity to tone,
audience and organizational/unit politics.
Persuades others with different opinions using effective strategies, arguments and materials.
Level 1
Level 2
Level 3
Level 4
Level 5
198
Page 2
Level 4 Proactively proposes and implements change

Surfaces resistance to change with colleagues and co-workers and works to diminish the
resistance.
Identifies areas for potential change and brings the ideas to the organization through
channels (workgroup, team, manager, etc.)
Confers with external and internal innovators and thought leaders to interpret the
application of the leading practice to positive effect enterprise-wide.
Organizes and provides the resources necessary to effectively implement large-scale
change.
Level 3 Plans, implements and communicates effective change approaches within a

workgroup
Develops and implements change approaches that produce the desired outcomes.
Communicates and champions change ideas and requirements with peers and assists with
broader implementation and assessment of effectiveness.
Communicates with others about the rationale and need for the change.
Level 2 Assists implementation of change

Acts to implement change approaches that produce desired outcomes.
Asks constructive questions to generate multiple perspectives of the impact of a given
change on the workgroup or workplace.
Level 1 Positively participates in change

Understands and accepts the need for change.
Deals with others resistance to change with tact and understanding.
Constructively voices concerns and proposes alternatives.
Cooperates in the implementation of change.
Organizational Competency #6: Flexibility/Adaptability to Change

Definition: Responds positively to and champions change to others; demonstrates an
ability to incorporate innovative practices into the workplace to enhance effectiveness and
efficiency.
Level 2
Level 3
Level 4
Level 5 - Relentlessly improves the value delivered to customers

Develops a strategic relationship/partnership with customers based on in-depth knowledge and understanding of the customers
objectives/business.
Leads customers to new insights through education of possible new ways from benefiting from products and services.
Excellent customer service.
Fosters collaboration and breaks barriers, which impede good service delivery.
Takes actions to improve employees or work groups customer service feedback.
Page 3
Level 3 - Focuses efforts on fulfilling expectations by seeking insight into customer needs and developing solutions that provide value for
the customer
Makes self available to assist, especially in critical periods.
Respect ideas and people by seeking to understand other points of view, basing decisions on data/fact, sharing information, and seeking win-win
solutions.
Uses judgment when addressing the needs of angry and/or difficult customers.
Recommends approaches, products or services which are new and different from those requested by the customer.
Provides explanations of the impact or consequences of products/services requested by customers.
Level 4 - Maintains unwavering focus on aligning all activities to produce maximum value for the customer
Measures customer satisfaction and uses data to effect improvements.
Recommends approaches, products or services which are new and different from those requested by the customer.
Provides customers explanations about practical impact to them of products/services requested.
Actively shares expertise and best practices in customer service with other departments.
Level 3 Creates and achieves own measures of success

Measures and insures value/return of process improvement initiatives; seeks best practices.
Promotes the principles of diversity.
Accepts accountability for mistakes and takes corrective action.
Develops specific action steps, achieves deadlines or milestones.
Responds quickly in a crisis, sets priorities, and demonstrates persistence.
Level 4 Acts to address current issues and determine future priorities; leads ad hoc or project teams
Manages to outcomes within identified constraints (e.g. identified resources of budget.)
Recognizes the achievement and contribution of others
Delegates and empowers others
Creates a culture in which people do their best
Excels at building teams for success
Makes effective use of team resources
Makes maximum use of the diverse talents of team members
Resolves team conflicts with finesse.
Level 2 Consistently meets the organizations expectations for exemplary customer service
Assesses urgency of customer requests for information and/or service and responds accordingly.
Demonstrates the ability to see issues from customers perspective.
Maintains clear communication with customer regarding mutual expectations.
Takes personal responsibility for resolving customer issues.
Level 1 Establishes and maintains effective relationships with internal and external customers in a manner that provides satisfaction for
the customer within the resources that can be made available
Confirms/clarifies understanding of customer requests for information and or assistance.
Gives accurate information about products and services provided.
Keeps customer up to date about progress of projects.
Applies organizational/unit policies with diplomacy.
Organizational Competency #8: Quality Service

Definition: Strives to meet the expectations of internal and external customers; demonstrates skill and knowledge specific to serving others.
Level 2 Understands what is expected to do the job well; functions effectively in a team; exercises positive influence
Builds rapport and credibility with others to gain commitment.
Identifies resources (people, funding, materials, etc.) needed and coordinates expertise to accomplish goal.
Understands the functions and interrelationships of the immediate work area to the organization/unit.
Takes ownership of processes and project assignments; reprioritizes tasks as necessary for efficiency, accuracy and timely completion.
Provides a stabilizing influence during change and transition.
Remains calm and deliberate when confronted by work related stress or opposition from others.
Exhibits flexibility/adaptability in changing environments.
Demonstrates willingness to take on added responsibility.
Organizational Competency #7: Leadership/Achievement Orientation

Definition: Influences others to accomplish the mission in ways consistent with the values of the organization; Holds self (and others)
accountable to meet goals and objectives; accomplishes desired outcomes; sets an example of integrity and ethics through demonstrated
performance.
Level 1Learns what is expected to do the job well
Demonstrates behaviors that are aligned with the values and ethics of the organization/unit and/or profession.
Follows the practices and procedures of the organization/unit (e.g. Standard Practice Guide, Stewardship document, departmental policies).
Projects self-confidence and authority when accepting work challenges.
Sets and measures performance against goals and evaluates results.
Does what he/she says is going to do; Follows through on projects & other tasks as assigned.
Accepts responsibility for own safety; and understands accountability for safety and environmental aspects of their job.
Follows directions; accepts accountability for mistakes; takes corrective action.
Uses resources effectively and efficiently.
Level 1
Level 5
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UniversityofPennsylvaniaCoreCompetencies
CompetencyDefinitionsforallStaff(inalphabeticalorder)
Accountability:takesresponsibilityforallworkactivitiesandpersonalactions;follows
throughoncommitments;implementsdecisionsthathavebeenagreedupon;maintains
confidentiality with sensitive information; acknowledges and learns from mistakes
withoutblamingothers;recognizestheimpactofone'sbehavioronothers.
Adaptability: responds to changing circumstances by being innovative and altering
behavior to better fit different situations; consistently exhibits optimism and energy;
learns new skills, performs work in different ways; successfully works with new
colleagues; professionally deals with personal discomfort in a changing work
environment;willingtobeflexible;remainscalminstressfulsituations.
Demonstratestoleranceforuncertainty
Demonstratesadaptabilitythroughadoptingaplan,behaviororapproach
Clear Communication: expresses oneself clearly and effectively when speaking and/or
writing to individuals or groups; listens attentively; ensures that information is
understood by all parties; shares information in a timely manner using the most
appropriatemethod;presentswellorganizedinformationinagroupsetting.
Maintainsaconstructive,opendialoguewithothersandspeakswithcandor
Presentation Skills: engages audience by presenting wellorganized material in an
understandableformat
Speakspersuasivelyandinaconvincingmanner
Proofreadsdocumentstoensureproperlanguageusage
Initiative: takes action to improve a situation without waiting for explicit instructions;
understands how one's own actions relate to the University's and department's
strategicgoals;recognizesandrespondstoopportunitiesinordertoreachagoal;seeks
newandimprovedtechniques,solutions,andapproachestocompletingassignments.
Recognizesopportunitiesandusesthemtoreachagoal
Seeksinnovativeapproachestocompletingassignments
ManagingResources:allocatestimeandresourcesefficientlyandeffectively;prioritizes
work and delegate as appropriate; works to minimize institutional risk by acting as a
responsiblestewardfortheUniversity.
200
Managestimewell
Delegatesassignmentstoappropriateteamsand/orindividualsandensuresthatthey
havetheproperpowerandauthoritytocarrythemout
Uses resources efficiently and effectively to reach goals in the spirit of responsible
stewardship
Uses teams as a way of managing resources and selects team members with the
necessaryskillsandpersonalcharacteristicsrequiredtoachieveexcellence
Organization/ProjectManagement:organizeslargeamountsofinformationbycreating
andmaintainingwellorganizedsystems;followslogicalapproachestocompletingwork;
bringsaprojectfrominceptiontosuccessfulcompletion;translatesstrategiesintostep
bystep plans for action; monitors work progress to completion; effectively prioritizes;
payscloseattentiontodetail.
Getstherightpeopleinvolvedinprojectplanningandgoalsetting
Completesprojectssuccessfullyandontime
Seeksinnovativeapproachestoprocessmanagement
Actsquicklytoimplementplans/projects
Delegatestasksappropriately
Problem Solving: generates creative approaches to addressing problems and

opportunities;identifiesandweighsoptions,makessounddecisionsafterreviewingall
relevant information; anticipates and plans for potential problems; takes calculated
risks;recognizesimpactofsolutions.
Seeksoutrelevantinformationbeforemakingdecisions
Anticipatesproblemsandthinksaheadaboutnextsteps
Generatesoriginalideasanddevelopscreativeapproachesforaddressingproblemsor
opportunities
Service Orientation: acts professionally and calmly at all times when interacting with
others; consistently demonstrates concern and courtesy towards colleagues and
customers; treats all people respectfully; takes personal responsibility for correcting
problems; follows up with individuals to ensure satisfaction with the level of service
theyhavereceived.
WorkswellwithmembersoftheUniversitycommunity(e.g.,students,faculty,staff)
Remainscalminstressfulsituations
Demonstratespleasantdispositionthatputspeopleatease
Technology/SpecializedKnowledge:demonstratesabilitytousetechnologyeffectively
201
andproductively;continuallyupdatesskillsandknowledge;addressesproblemsasthey
ariseorseekshelpasappropriate.
Iswillingtolearnabouttechnology
Exploresandregularlyusestechnologytoperformtasksmoreeffectively
Troubleshoots basic technology problems and knows where to find assistance for
complexproblems
Followsadvancesintechnologythatarenecessarytostaycurrentinone'sfield
Valuing Diversity: treats all individuals fairly and respectfully, works effectively with
others, regardless of their background, position, or status; ensures that opportunities
areequallyavailabletoall;respectsdifferentvaluesandviewpoints.
Consistentlylooksatissuesfrommultipleperspectives,respectingtheviewpointsand
valuesofothers
Treats people with fairness, respect, and consideration without regard for their
position,statusorbackground
Proactivelyminimizesbarriersandensuresopportunitiesareequallyavailabletoall
Understands multiple cultures (i.e. academic, administrative) and is able to work
acrossboundaries
Working Collaboratively: works collegially with others, cooperating in both

interpersonal and team relationships; fosters enthusiasm and maintains mutual trust,
candor and respect. If applicable, manages groups effectively and builds partnerships
withothers.
Fostersasenseofcollegialpartnershipandteamwork
Manages groups effectively by facilitating the participation and contributions of
othersandbuildingsharedgoals
Encourages cooperation and establishes common ground to achieve larger
organizationobjectives
Buildsnetworkofinformalfriendlyrelationshipstogetthingsdone
Workswellasamemberofateam
Recognizes talented people and brings them together in unique ways to accomplish
goals
AdditionalCompetenciesforthosewhoSuperviseOthers:
The competencies below are provided as a guide to help measure management
effectiveness.Thisincludestheabilitytolead,manageanddevelopothers,articulatea
visionthatinspirescommitmentfromothers,allinasupportiveenvironment.
Leadership:createsavisionorgoalforone'sworkunitandcommunicatesitinaway
202
that motivates others to implement it; understands and leverages the organization's
structure and relationships; pursues organization support and resources; develops
strategiestoincludedivergentopinionsandovercomeadversity;movesplansforward
towardaspecificcourseofaction.
Createsacompellingvisionofthefutureandcommunicatesittoothersinawaythat
inspirestheircommitment
Inspiresothersthroughenergy,enthusiasm,andoptimism
Recognizesthepotentialimpactofglobal,political,economic,andsocialchangeson
highereducationandontheUniversity
Consistently demonstrates passion, enthusiasm and excitement about ideas, work,
people,and/orhis/herabilitytosucceed
Translatevisionsintostrategiesandmonitorsprogress
Managing Conflict: ensures productive resolution of conflict; recognizes different

viewpoints; brings conflict into the open, and encourages those involved to find
appropriatesolutions.
Recognizes and articulates differing opinions: brings conflict into the open and
involvespeopleinresolvingit
Encouragesotherstoasktoughquestionsanddisagree
Recognizesthevalidityofopposingviewpointsanddoesnotactdefensively
Mediatesconflictsandfindssolutionsthataresatisfactorytoallparties
Attackstheproblemandnotthepersoninconflictsituations
Managing Performance: sets clear goals and expectations for staff; follows progress
against goals; provides regular feedback; addresses performance issues promptly;
fosterslearninganddevelopment;providespublicrecognitionofstaffaccomplishments.
Ensuresthatstaffmembershavecleargoalsandperformanceexpectations
Organizesassignments,tasks,andexpectationsinawaythatfostersopportunitiesfor
learninganddevelopment
Explicitlyencouragesotherstoachievedevelopmentalgoalsandprovidesthemwith
encouragement,support,time,andresources
Dealsfirmlyandpromptlywithperformanceproblems;letsstaffmembersknowwhat
isexpectedofthemandwhen
Provides specific performance feedback, both positive and constructive, as soon as
possibleafteranevent
Stays informed about staff member's progress at meeting performance goals and
expectations by providing regular, effective verbal and written feedback on
performance,includingthecompletionofannualwrittenperformanceappraisals
203
UNIVERSITY OF PENNSYLVANIA
PERFORMANCE AND STAFF DEVELOPMENT PROGRAM
Self-Appraisal Worksheet for all Staff

The Performance and Staff Development Program is designed to:
encourage regular, constructive discussion between you and your supervisor regarding your
performance and progress at meeting goals and expectations
improve your job understanding
promote more effective job performance
establish future goals and responsibilities based on the objectives of the department/unit
enhance your professional growth and development
Your annual Performance and Staff Development Plan is scheduled to be completed soon. To make this
process more productive, you should think about the goals and expectations that you achieved this
appraisal cycle, the quality of your work and performance and competency areas that you would like to
enhance or improve. Also give some thought to the 3 5 key competencies (see listing in attached form)
that are vital to your success in your position and/or will enhance your professional development.
The attached Self-Appraisal Worksheet is similar to the Performance and Staff Development Plan that
your supervisor may use to appraise your performance. The Worksheet will help you prepare for the
meeting with your supervisor and should enhance communication between you and your supervisor
regarding your performance and professional development. Before completing the appraisal, you can ask
your supervisor about the competency areas that she or he will be addressing in your Performance Plan.
In order to have a more productive performance appraisal meeting, you should address the same
competencies in your self-appraisal.
The Self-Appraisal Worksheet will be included in your official personnel file in the Division of Human
Resources/Records. If you need more space, please use additional paper and include your name,
department and Penn ID Number on each page.
If you have questions about the Performance and Staff Development Program, contact your supervisor or
the Division of Human Resources/Staff and Labor Relations at 898-6093.
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Performance and Staff Development Program
Self-Appraisal Worksheet
For All Staff
Name: ____________________________________________
Last
First
Middle
Penn ID Number_____________________
Department: ______________________________________ School/Center:
____________________________
Part I Key Goals, Projects and Responsibilities for this Appraisal Cycle: Describe the key
goals, projects and/or responsibilities that you had for this appraisal cycle in order of importance.
Comment on the performance results obtained for each goal and provide examples to support
each rating.
1.
Goal/Project/Responsibility:
Describe performance results, including supporting examples
2.
3.
4.
205
Part II - Future Development: What professional development activities/opportunities (e.g.,

training, special assignments, etc.) would you like to pursue during the next appraisal cycle that
would enhance your job performance?
Part III - Competencies - The following are some competencies that may be vital to your
success in your current position and/or to your professional development. Before completing
this section, you should ask your supervisor which competencies she or he will discuss in your
Performance and Staff Development Plan. Provide comments on the competencies identified by
your supervisor and any other competencies that are vital to your success in your current position
and/or will enhance your professional development. YOU ARE NOT REQUIRED TO
COMMENT ON ALL OF THE COMPETENCIES LISTED. Discuss how you currently
demonstrate the competency and what type of training, work experiences, and other
opportunities you would like to pursue to further develop the competency. Remember, you are
not required to discuss all of the competencies listed.
Accountability: takes responsibility for all work activities and personal actions; follows through
on commitments; implements decisions that have been agreed upon; maintains confidentiality
with sensitive information; acknowledges and learns from mistakes without blaming others;
recognizes the impact of ones behavior on others.
Describe how you demonstrate competency and how you would like to further develop this
competency:
Adaptability: responds to changing circumstances by being innovative and altering behavior to

better fit different situations; consistently exhibits optimism and energy; learns new skills,
performs work in different ways; successfully works with new colleagues; professionally deals
with personal discomfort in a changing environment; willing to be flexible; remains calm in
stressful situations.
competency:
Clear Communication: expresses oneself clearly and effectively when speaking and/or writing
to individuals or groups; listens attentively; ensures that information is understood by all parties;
shares information in a timely manner using the most appropriate method; presents wellorganized information in a group setting.
competency:
Initiative: takes action to improve a situation without waiting for explicit instructions;
understands how one's own actions relate to the University's and departments strategic goals;
recognizes and responds to opportunities in order to reach a goal; seeks new and improved
techniques, solutions, and approaches to completing assignments.
competency:
206
Managing Resources: allocates time and resources efficiently and effectively; prioritizes work
and delegate as appropriate; works to minimize institutional risk by acting as a responsible
steward for the University.
competency:
Organization/Project Management: organizes large amounts of information by creating and

maintaining well organized systems; follows logical approaches to completing work; brings a
project from inception to successful completion; translates strategies into step-by-step plans for
action; monitors work progress to completion; effectively prioritizes; pays close attention to
detail.
competency:
Problem Solving: generates creative approaches to addressing problems and opportunities;

identifies and weighs options, makes sound decisions after reviewing all relevant information;
anticipates and plans for potential problems; takes calculated risks; recognizes impact of
solutions.
competency:
Service Orientation: acts professionally and calmly at all times when interacting with others;
consistently demonstrates concern and courtesy towards colleagues and customers; treats all
people respectfully; takes personal responsibility for correcting problems; follows up with
individuals to ensure satisfaction with the level of service they have received.
competency:
Technology/Specialized Knowledge: demonstrates ability to use technology effectively and

productively; continually updates skills and knowledge; addresses problems as they arise or
seeks help as appropriate.
competency:
Valuing Diversity: treats all individuals fairly and respectfully, works effectively with others,
regardless of their background, position, or status; ensures that opportunities are equally
available to all; respects different values and viewpoints.
competency:
207
Working Collaboratively: works collegially with others, cooperating in both interpersonal and
team relationships; fosters enthusiasm and maintains mutual trust, candor and respect. If
applicable, manages groups effectively and builds partnerships with others.
competency:
Additional Competencies for those who Supervise Others:

The competencies below are provided as a guide to help measure management effectiveness.
This includes the ability to lead, manage and develop others, articulate a vision that inspires
commitment from others, all in a supportive environment.
Leadership: creates a vision or goal for ones work unit and communicates it in a way that
motivates others to implement it; understands and leverages the organizations structure and
relationships; pursues organization support and resources; develops strategies to include
divergent opinions and overcome adversity; moves plans forward toward a specific course of
action.
competency:
Managing Conflict: ensures productive resolution of conflict; recognizes different viewpoints;

brings conflict into the open, and encourages those involved to find appropriate solutions.
competency:
Managing Performance: sets clear goals and expectations for staff; follows progress against
goals; provides regular feedback; addresses performance issues promptly; fosters learning and
development; provides public recognition of staff accomplishments.
competency:
Staff Members Signature: __________________________________________ Date: _____________
Revised: 03/01/12
208
209
AccountableforResults
BalancedDecisionmaking
2.
UVAKeyCompetency
Name
1.
Diminishespositiveachievementsofothers;doesnot
takeresponsibilityforownnegativeresultsand
problems
Acknowledgesotherspositiveachievements;
takesresponsibilityfornegativeresultsand
problems
Asksquestionsneededtoaccomplishtasks
Modelsopennessandtransparencyinsharing
information
Takesresponsibilityforpersonaland
organizationalsuccessandfailure
Takescalculatedrisksthatachievequality
results
Encouragesandsupportsotherstotake
responsibilityforresults;isarolemodelfor
others
Remainseffectiveinthefaceofsignificant
and/orlongtermobstacles
Doesnoteffectivelyanalyzeinformationor
alternatives
Page1
Onceadecisionisreached,actionsdonotsupportit
Doesnotmaketimelyoreffectivedecisions
Frequentlybasesconclusionsonlittleornoinputfrom
others
Onceadecisionisreached,activelysupportsit
Analyzesinformationandconsidersavailable
alternatives
Makesconsistentlyeffectivedecisionsin
environmentsofcomplexity,ambiguityand
uncertainty
Makestimelydecisionsthatimproveorresolve
issues
Involvesandinformsothers;listenstodifferent
ideas
Takesbalancedriskswithalternative
perspectivesthatredefinecurrentthinking
andpractices
Onceadecisionismade,servesasits
advocateandleader
Usesmodelsandtoolsthatimprovethe
decisionmakingprocess
Encouragesinformationanalysisand
exchange;createsasupportiveenvironment
wherediverseviewscanbeexplored
Makeseffectivedecisionsinatimelymanner,sometimeswithincompleteinformationandundertightdeadlinesandpressure;usesamixtureofanalysis,wisdom,
experience,andjudgment.
Unsatisfactory
Effective
Exceptional
Doesnotactivelyparticipateinthedecisionmaking
Soughtoutbyothersforadviceondecision
Identifiestheneedforadecisionandgathers
process
making
relatedinformation
Rarelyasksquestionsneededtoaccomplishtasks
Effectivelycompletestasksevenwhenobstacles
comeup
Demonstratesclearstandardsforqualityresults;
maintainstimelinessandquality
Makesrealisticcommitmentsandfollowsthrough
Doesnotcompletetaskswhenproblemsarise;gives
upatthefirstobstacle
Makesincompleteorunrealisticcommitments;needs
frequentreminderstocompletetasks
Demonstratesalackofthoroughnessoraccuracy
Takesresponsibilityforaccomplishinggoalsandachievingqualityresults.Followsthroughoncommitments;isalwaysthereintheclutch.
Unsatisfactory
Effective
Exceptional
Seeksoutnewgoalsandexceedsthem
Doesnotset,acceptorachievechallenginggoals
Sets,accepts,andachieveschallenginggoals
UVAKeyCompetencyDefinition
October14,2009
U.Va.KeyCompetencieswithDefinitionsandBehaviorsbyProficiencyLevel
210
DevelopsSelfandOthers
StrategicFocus
3.
4.
Appliesnewskillsorknowledgetopracticalusein
dailywork
Doesnotorrarelyappliesknowledgelearnedto
practicaluseindailywork
Volunteersforstretchassignmentsin
differentorchallengingareastodevelopnew
ormoreproficientskills
Consistentlyseeksfeedbackfromothersto
improve
Servesasamentor/coachinarea/sof
expertisetosomeoneintheorganization
Usesamixofselectingtalentanddeveloping
ittosupporttheneedsofthedepartment
Noticestrendsanddevelopsplanstopreparefor
futureopportunitiesorproblems
Page2
Disregardstrends;doesnotdevelopplansforfuture
opportunitiesorproblems
Identifiespatternsorconnectionsthatarenot
obviouslyrelatedandusesthemtoaddress
keyopportunitiesandproblemsthataffect
Department/SchoolorUniversityobjectives
UnderstandstheUniversityslongtermobjectivesandfocusescurrentactivitiesonwhatiscriticaltoachievingalignedgoalsforself,Department/Schooland the
Universityandeliminatingnonvaluedaddedactivities.
Unsatisfactory
Effective
Exceptional
Doesnotunderstandownroleinachievinglarger
Understandsownroleinachievinglarger
Developsandarticulatesaclear,concise
Department/SchoolandUniversityobjectives
Department/SchoolandUniversityobjectives
individualorDepartment/Schoolstrategythat
includesthebroaderUniversitywide
perspective
Setsandimplementsgoalsandactivitiesthat
supportthestrategy
Alignsdailyworkactivitiesandresourcestosupport AlignsindividualorDepartment/School
Doesnotorrarelyalignsdailyworkactivitiesand
organizationalstrategies
activitiesoroperationstobettermeetlong
resourcestosupportorganizationalstrategies
termobjectives,evenitresultsinunpopular
ordifficultdecisionsintheshortterm.
StaysuptodateonlongtermUniversityobjectives
Soughtoutasatrustedresourcetoinform
FailstostayinformedaboutlongtermUniversity
andinformationthataffectsindividualjoband
othersaboutlongtermUniversityobjectives
objectivesandinformationthataffectsindividualjob
Department/Schools
andinformationthataffectsindividualjobs
andDepartment/Schools
andDepartment/Schools
Thinksaboutfutureimplicationswhenmaking
Promoteshavingastrategic,future
Futureimplicationsnotconsideredwhenmaking
plans,consideringdecisionsandtakingaction
perspectiveamongpeers,managementand
plans,consideringdecisionsandtakingaction
constituentsandwalksthetalk
Willingtotakeonworkthatbuildsnewworkskills.
Unwillingtoworkprojectsunfamiliaroroutsideof
onescomfortzone,whennecessarytodevelopwork
skills
Continuallystrivestodevelopworkskills.Identifiesandpursueslearningandcareerdevelopmentgoals.Effectivelyappliesnewlearninganddevelopmentindailywork
andcareerprogression.
Unsatisfactory
Effective
Exceptional
DoesnotactivelyparticipateinannualLearning&
ActivelyparticipatesinannualLearningandCareer
Hasalongtermcareerdevelopmentplan;
CareerDevelopmentActionPlanprocess
DevelopmentActionPlanprocess
supportsotherstodothesame
AlignsannualLearningandCareer
DevelopmentActionPlanwithlongterm
careergoalsandsupportsotherstodothe
same
Activelyparticipatesinformalandonthejob
Proactivelyidentifiesneedsfordevelopment
Participatesinfew,ifany,learningorcareer
learningorcareerdevelopmentopportunities
andseeksoutformalandonthejoblearning
developmentopportunities
orcareerdevelopmentopportunities
Hasahistoryofsuccessdevelopingothers
October14,2009
211
Teamwork
UncommonIntegrity
5.
6.
Encouragesandsupportsteammembersto
offerandaskforhelp;developswaysto
improvesupporttostrengthenteam
capabilities
Actionsdemonstratecommitmentto
achievingteamsgoalsoverindividualgoals
Willinglysharesexpertiseandimportantor
relevantinformationwithteammembers
Offershelptoteammembers;acceptshelpwhen
offeredtoachieveteamgoals
Withholdsinformationand/orexpertisefromtheteam
Doesnothelpothers;doesnotaskforhelporrejects
offersofhelptoachieveteamgoals
Walksthetalk;keepspromises
Doesnotfollowthroughonpromisesand
commitments
Page3
Complieswiththeletter&spiritoflaws,
regulations,andUniversitypolicies&procedures
DoesnotadheretoUniversitypolicies&procedures
Standsupforbeliefswhentheyareinthe
Universitysbestinterest
Consistentlyactsinamannerthatdoesnotsupport
theUniversityvaluesandmission
Identifiesethicaldilemmasandconflictsof
interestandtakesactiontoavoidandprevent
them
Createsanenvironmentoftrust;isarole
model
Consistentlyandoutwardlysupportsthe
Universitysvalues&mission
Trusted,authentic,selfaware,abovereproach.OperatesbyandadherestotheUniversityscorevaluesandholdsothersaccountableforthem.Interactswithothersin
awaythatgivesconfidenceinselfandtheorganization.ActsintheUniversitysbestinterestsandputsthatinterestabovepersonalgainorunitoroffice.Workswithin
thelimitsofauthoritytoachievegoals.
Unsatisfactory
Effective
Exceptional
Usesknowledgewisely;workstoprevent
Hastroublekeepingagreeduponconfidences
Keepsconfidences;iswidelytrusted
breachesinconfidences;stopsrumors
Takesactiontocorrectmistakesandhelps
Consistentlyblamesothersforownmistakes
Recognizesandadmitsmistakes
otherslearnfromthem
Hasthecouragetoaddressdifficultissuesin
Presentsinformationinamannerthatis
Presentstruthfulandhonestinformationina
anappropriatemanner
counterproductive
mannerthatishelpfulandconstructive
Contributestomeetingthegoalsoftheteam
Coachesteammemberstoshareinformation
andexpertisetoachieveteamgoals
Appropriatelygivesandreceivesfeedbackfrom
teaminordertoaccomplishgoals
Doesnotgiveoracceptfeedback;providesfeedback
thatisnotrelevantorisinappropriate
Participatesonlytoserveselfinterestsandindividual
goalsattheexpenseofteamgoals
Recognizedasamentorandrolemodelfor
appropriatelygivingandreceivingfeedback
Acknowledgesteammembersabilitiesand
supportstheirdecisions;truststheteamto
perform
Devaluesmembersabilities;slowsdownreasonable
progress;doesnottrusttheteamtoperform
Keepsteamperformanceandmoralehigh
evenduringtimesofheavyworkloador
pressure
Collaboratestosetresponsibilities,rolesand/or
structuresthatleadtoteamsuccess
Exceptional
Createsafeelingofsuccess,belongingand
positiveteamspiritpeoplewanttobeona
teamwiththisemployee;definessuccessin
termsofthewholeteam
Recognizedasanexpertindeveloping
collaborativeteamresponsibilities,rolesand
structures;askedtoconsult/trainothers
Doesnotcollaborateinsettingresponsibilities,rolesor
structures
Developsandusescollaborativerelationshipstobuildinformalorformalteamsandaccomplishteamgoals.
Unsatisfactory
Effective
Doesnotinvolveandsupportallteammembers;does
Involvesandsupportsallteammembers;shares
notsharecreditforgoodideasandsuccesses
creditforgoodideasandsuccesses
October14,2009
212
AbilitytoConceptualize
Adaptability
8.
9.
WorkswithPassion
7.
WorkactivitiessupporttheUniversitysgoalsandthe
community
Caneffectivelytranslatecomplexideasforavariety
ofaudiences
Seesandunderstandsthepathforward
Usesanalyticalskillstogeneratearangeofsolutions
toproblems
Effective
Combinesanalysisandstrategytoproduceideasor
decisions
Understandhowvariouselementsfittogetherin
waysthatcanbeexplainedandunderstoodbyothers
Mapsoutaplanforthefuture;bringsteam
membersalongtowardacommongoal
Anticipatesfutureconsequencesandtrends
andalignsworkandpeoplearoundnew
strategy
Leadsothersaroundtopprioritysolutionsto
complexproblems
Exceptional
Inspiresconsensusandbuyintostrategyand
newideas
Providesframeworktotranslatebigideasinto
action
ReflectsUVasbestintentionsinallwork
interactions;consideredanambassadorforthe
University
Page4
Notopentonewideasandopinions;maybeunwilling
orunabletoadaptbehaviors
Unwillingtotakeachanceontheunknown
Opentonewideas&opinions;willinglyacceptsnew
ideas&opinionsandchangesbehaviorsaccordingly
Canshiftgearscomfortably;enjoysthechallengeof
unfamiliartasksorwaysofdoingthings
Activelyseeksadiversityofideasandopinions;
abletotakethebestideasofothersandapply
themtothesituation
Quicklymastersthenewideas;helpsothersto
takeonnewchallenges
Effectivelyadjuststochangesinworkprocessesandenvironmentandaltersbehaviortoalignwithevolvingsituations.Openlyreceivesnewideasandacceptsother
perspectives.
Unsatisfactory
Effective
Exceptional
Unwillingtochange;interferesorinterruptsgroup
Openmindedandreceptivetochange;focuseson
Treatschangeasanopportunityforlearningand
progress
thebenefitsofchange
growth;actsasachampionforchange
Unwillingtotakeactioninthefaceofuncertainty
Candecideandact,whennecessary, withouthaving
Helpsothersdealwithuncertainty;makesthe
thewholepicture
pictureclear
Failstoeffectivelytranslatecomplexideasforavariety
ofaudiences
Failstoseeorunderstandthepathforward
Failstouseanalyticalskillstogeneratearangeof
solutionstoproblems
Unsatisfactory
Doesnotcombineanalysisandstrategytoproduce
ideasordecisions
Doesnotunderstandhowvariouselementsfittogether
inwaysthatcanbeexplainedandunderstoodbyothers
Mentallyassemblesdiversepiecesofinformationandgraspstheirsignificanceasacoherent,meaningfulwhole.
WorkactivitiesdonotsupportUniversitygoalsorthe
community
IsactivelyengagedintheworkoftheUniversityandoperatesinpositivewaystosupportUniversitygoals. DemonstratesdeepregardforUniversityhistory,mission,
corevaluesandcommitmentswhenworkingandinteractingwithothers.
Unsatisfactory
Effective
Exceptional
ActionsdonotdemonstratethatU.Va.smission,
IsawareofUVasmission,traditionsand
Preservesandissoughtouttoeducateothers
traditionsandcommitmentsareconsideredindaily
commitmentsandconsidersthemindailywork
abouttheUniversityhistory,mission,corevalues
work
andcommitments
Doesnotdemonstraterespectfor Universityresources
Demonstratesrespect forUniversityresources
DemonstratessuperiorstewardshipofUniversity
resources
October14,2009
213
BuildsPartnerships
CommunicatesEffectively
CreativityandInnovation
10.
11.
12.
Identifiesopportunitiestobreakdownsilos
Choosestheappropriatemodeofcommunication
andadherestoacceptedconventions
Keepsemployees/manager/teammembers
informedonaregularandconsistentbasisabout
progressandproblems
Demonstratesexpertisewithmultiplemodes
ofcommunication;altersapproach,asneeded,
fordifferentaudiences.
Activelyseeksinformationandwillinglyshares
it,anticipatingproblems
Page5
Wastestimeonideasthatwillnotworkorareunrelated
tothetaskathand
Quicktodiscreditthecreativeeffortsofothers anddoes
notfosteranatmosphereofcollaboration
Abletoidentifyseveralalternatives,approaches,
productoptions,oradaptationsofcurrentprocesses
forusewhennecessary.
Brainstormswellwithothers;respectfulofothers
ideas
Createsanatmosphereorclimatethatisopen
toideas.Consistentlyrefinesand/orbuildson
theideasofothers
Projectshowpotentialideasmayplayoutand
isabletoidentifyandthenchoosethebestidea
forthecircumstance.
Usestheimaginationtocreatesomethingnewordifferent,suchasworkproducts,inventions,worksofart,orperformances.Identifiesnewanddifferent
approachesorsolutionstosituations,problemsandopportunities.
Unsatisfactory
Effective
Exceptional
Failstoidentifytheneedfornewanddifferentapproach Identifiestheneedfornewanddifferentapproachor Understandsthevalueofcontinuous
improvementandseeksinformationto
orsolutiontosituationwhenoneisrequired
solutiontosituationwhenoneisrequired
facilitatethegrowthofnewideas
Doesnotconceptualizenewordifferentwaysofdoing
Receptivetonewideas;abletoprovidenew
Thinksoutofthebox;consistentlycomesup
things;resistsnewideas
approachestosituations
withuniqueideas
Overusesasingleformofcommunication,e.g.,email,
oroverusesaninappropriateformofcommunication
Hoardsinformation,neglectstoupdatenecessary
individualsorprovidesupdatestoofrequentlyand
whennotnecessary
Collaborativelyworkstomeettheneedsofownand
partnersareas
Exchangesinformationwithpartnerstobuild
relationshipsandsolvepotentialproblems
Worksinconjunctionwithpartnerstoachieve
goalsforthegreatergoodoftheUniversity;is
willingtoabandonowngoalsifnecessary
Workswithblinderson;doesntunderstand,oris
Understandstheeffectsofownareasactionsand
Initiatesdialoguetocarefullyconsiderthe
unconcernedabouttheimpactofactionsonothers
decisionsonpartners
impactofactionsonotherindividualsand
areas;isproactiveratherthanreactive
Clearlyconveysinformationandideastoindividualsandgroupsthroughavarietyofcommunicationsmodes,includingformalpresentations.Practicesattentiveand
activelistening;synthesizesinformationfrommultipleresourcesandincorporatesitintocurrentdiscussioncontent.
Unsatisfactory
Effective
Exceptional
Talksmorethanlistens;formulatesaresponseinstead
Listensmorethantalks;triestounderstandothers
Demonstratesactivelisteningskills;solicits,
ofhearingotherspointsandinformation
beforeresponding
listens,andactsoninputfromothers
Maybeunclearorprovideinformationtooearly,too
Organizesandpresentsinformationinalogical
Seesandcommunicatespatternsand
late,orambiguously
sequenceandinatimelymanner
connectionsbetweennewinformationand
currentprocesses
Isdisinterestedinsupportingotherdepartmentsor
areaswork
Guardsinformationclosely;buildswallsinsteadof
bridges
Investsinthedevelopmentofstrategicinternalandexternalpartnerships;collaboratestoreachproductiveagreementsandfostergoodwill.
Unsatisfactory
Effective
Exceptional
Doesnotwillinglyseekorbuildpartnerships
Identifieskeyrelationshipstobedevelopedor
Developsstrongrelationshipsacross
strengthened
disciplinesandhierarchies
October14,2009
214
CriticalThinking
DelegatesShares
Responsibility
FacilitatesChange
13.
14.
15.
Challengesthestatusquo;Lookstowardthefuture
Darestofailandallowsotherstofail;Isarisk
takerwhilecontinuingtorespectfutureneeds
oftheunitororganization
Recognizestheaccomplishmentsofothers
Page6
Recognizesandfosterstheimplementationandacceptanceofconstructivechangewithintheworkplace.
Unsatisfactory
Effective
Rarelyseeksinformationaboutchangeinitiatives
Understandsandisabletoarticulatethevalueof
specificchangeinitiatives
Establishesbarrierstochange
Listensactivelytoothersandpresentsownideasfor
abalanceofperspective
Doesnotalterbehaviorwhenfacedwithchange
Seeksrolemodelsexhibitingchangebehaviorsand
similarlyadaptsself
Takescreditfortheworkofothers
Abletochallengecommonbeliefsthroughcareful
analysis
Looksbeyondtheobvious;doesntstopatthefirst
answer
Seesthebigpicture;findsanswersthat
supportstrategicgoals
Persistent;modelschangebehaviorthrough
consistentwordsandactionsinsupportofthe
change
Recognizesbarrierstochangeandworkspro
activelytoremoveimpediments
Exceptional
Sustainsandreinforceschangevision,creating
milestonesandsymbolstorallysupport
Findswaysforemployees&colleaguesto
succeedandberecognized
Proactivelyusesrigorousanalysistochallenge
commonbeliefs,andprovideinnovative
solutions
Appropriatelyallocatesdecisionmakingauthorityand/ortaskresponsibilitytoothers;maximizestheuseofindividualresourcestoincreaseorganizational
effectiveness.
Unsatisfactory
Effective
Exceptional
Doesmostthingsbyhim/herself;conversely,mayover
Delegates/sharesresponsibilityandaccountabilityfor Seeksopportunitiestodelegate/share
delegateorleavetaskstoothers
responsibilityandaccountabilityforallteam
tasksanddecisions
members
Keepsknowledgeandexpertisetohimself/herself
Willinglysharesknowledgeandexpertisewithothers Seeksoutwaystoshareknowledgeand
expertisethatsupportsthestrengthsand
interestsofothersandencourages
development
Doesnotwanttoorknowhowtoempowerothers;may Willinglyempowersothersbydelegating/sharing
Ensuresthatemployeescanbesuccessful;
delegate/sharesometasks,butnotpassondecision
tasksanddecisionmakingauthority.
providesclearinformationandtools
makingauthority,orsetguidelinesorparameters
Controlsapersonorasituationbypayingextreme
Activelyprovidessupportwithoutremoving
Trustspeopletoperformandfinishassignments
attentiontosmalldetailsorbyfinishingthework
responsibility;isateacher&mentor;expresses
assignedtoothers
confidenceintheindividual
Tiedtocommonbeliefs,evenwhennotsupportedby
data
Drawsconclusionswithoutconductingathorough
analysis
Practicesobjectiveratherthansubjectivemodesofreasoningandaction.Maintainsperspectivewhenassessingqualitativeandquantitativeinformation.
Appropriatelychallengesandquestionscommonbeliefs.
Unsatisfactory
Effective
Exceptional
Approachesproblemsolvinginadisorganized
Usesobjectiveinformationtoapproachproblem
Usesdatatopredictandaddresshidden
subjectivemanner
solving
problems;abletosolvethemostcomplex
problems
Doesnotlookatissuesfrommultipleperspectives
Looksatissuesandsolutionsfrommultiple
Caneasilyanticipateandposefuturescenarios
perspectives;balancesqualitativeandquantitative
toaddressissuesandsolutionsandrespond
information
accordingly
Focusedontheroutine;closemindedtonew
approaches
October14,2009
215
GainsCommitment
Impact
IndividualEfficiency
16.
17.
18.
Actsasanadvocateforchangeleaders
Challengesthestatusquo
Createsasenseofurgencywithregardto
change;isabletoclearlydefinethebusiness
valueorimperativeforchange
Motivatespeopletochangethrough
interpersonalinfluence;leadsbyexample
Gainsinternaland/orexternalsupportoncean
agreementhasbeenreached
Findswinwinsolutions
Reachesagreementswithoutdamagingrelationships
Championstheagreementorplan,and
motivatesotherstobechampions
Consistentlyfindscreativesolutionstothemost
difficultproblems
Skillfullynegotiatesthetoughestsituationswith
internalandexternalgroups
Thefeedbackfromcustomers&coworkersisalmost
alwayspositive
Isdedicatedtomeetingtheexpectationsand
requirementsofinternalandexternalcustomers
Page7
Disorganized,wastestime;maybeunabletosayno
Usestimeefficiently&effectively;focusesonthe
priorities
Effectivelymanagestimeandresourcestoensurethatindividualworkiscompletedefficiently.
Unsatisfactory
Effective
Unabletoprioritizeownworktasks
Understandswhatscriticalandwhatsnot;ableto
prioritize
Givesuptooeasilyinthefaceofobstacles
Abletoeliminateroadblocksastheyarise
Doesntmeettheminimumstandardsandexpectations
ofinternalandexternalcustomers
Ismorecommittedtoownneedsvs.thoseofothers
Exceptional
Linksindividualtaskstolargerstrategicgoals,
withoutlosingsightofthelittlethings
Anticipatesroadblocks;plansandtakesaction
tohandlethem;helpsothersremovesimilar
obstacles
Getsmoredoneinlesstimethanothers;can
attendtomultiplepriorities
Consistentlybuildseffectiverelationshipswith
customers&coworkers,andgainstheirtrust
andrespect
Skillfullyhandlesthecriticisms,complaints,and
specialrequestsofcustomers
Consistentlydisplaysprofessionalismandconfidence;createsapositivefirstimpressionasanindividualandasarepresentativeoftheUniversity.
Unsatisfactory
Effective
Exceptional
Doesnotestablishpositiverelationshipswithcustomers Establishespositiverelationshipswithcustomers&
Establishespositiverelationshipswithsenior
orcoworkers
coworkers
managers,customersandthegeneralemployee
population
Losescomposureeasily
Maintainscomposurewhendealingwithothers
Maintainscomposureeveninthemostdifficult
situations
Underminesinternaland/orexternalsupportoncean
agreementhasbeenreached
Doesnotseekcommonground
Poornegotiator;Maygiveintooeasily,justtogain
agreement;conversely,mayleavebadfeelings
Effectivelyexploresalternativesandpositionstofacilitateagreementswiththesupportandacceptanceofallparties.Usesappropriateinterpersonalstylesand
strategiestogainacceptanceofideasorplans.
Unsatisfactory
Effective
Exceptional
Focusedongettingownpointacrosswithout
Demonstratesgoodlisteningskills
Usesinterpersonalstylestogainthetrustofall
consideringothers
parties
Allowsconflicttoderailforwardprogress
dealseffectively withconflict;abletosettle
Skillfullydiffusesattack,contention,andnon
differencesbetweenothers
negotiableissues
Consistentlyresistsandisdisruptivetochangeprocess
Doesnotrecognizeorfosteranatmosphereofchange
October14,2009
216
InterpersonalVersatility
LeadershipPresence
ManagesConflict
19.
20.
21.
Plansthework&workstheplan;ensuresthat
resourcesandtimeareavailabletocomplete
individualtasks;workstoavoidconflicts
Canorchestratecomplexprojects toachievea
goal;takesadvantageofavailableresourcesto
completework
Noticesandaccuratelyinterpretswhatothersare
feeling,basedontheirchoiceofwords,toneof
voice,expressions,andothernonverbalbehavior
Isdiplomaticandtactful;communicates sensitive
issuesinanonthreateningway;resolvesconflict
calmly
Recognizesandunderstandsthestrengthsand
weaknessesofothers
Abletoswayopposingviewsanddeliver
constructivecriticismsoitisrecognizedand
accepted;defuseshightensionsituations
comfortably;doesnotgetrattled
Usesknowledgeofothersbehaviortoframe
ownpositionandinfluenceothers
Recognizes,understands,andcapitalizeson
thestrengthsofothers;seekstodevelop
othersweaknesses
Knowshowtogetthingsdone
Demonstratesrespectfortherights,dignity,and
differencesofothers.
Islookedtoinatimeofcrisis;movesothersto
act.
Continuouslypromotesanopenandrespectful
environment
Page8
Actsinwaysthatescalate conflict;mayengagein
personalattacks
Givesinandsaysyestoosoon;conversely,maybe
overlycompetitiveandneedtowineverydispute
Findscommonground;andsettlesdisputesequitably
Staysfocusedonresolvingtheconflict
Usesconflictasanopportunityfor
improvement
Resolvesconflictsinwaysthatstrengthen
relationshipsandtheorganization;creates
winwinresults
Takespositiveaction,usingappropriateinterpersonalstylesandmethods,toreducetensionorconflictbetweentwoormorepeople.Effectivelyhandles
antagonisticsituationsusingobjectivityandavoidingpersonalattacks.
Unsatisfactory
Effective
Exceptional
Avoidsconflictsituationswhereactioninneeded
Recognizesandaddressesconflictsquickly
Anticipatesandactstoaddresspotential
conflictsituations;helpsothersaddressdifficult
situations
Maydriveforasolutionwithoutunderstandingthe
Collectsinformationtounderstandtheconflict;
Indentifiesandgainsagreementonthekey
problemorbeforeothersareready
listenstoallsides
issuestoberesolved
Unabletogetthingsdone;waitsforotherstostepin.
Doesnotshowrespectforothers
LivestheUniversityscorevaluesandleadsbyconsistentexample;dailyactionsareconsistentwithespousedvaluesanddemonstratesexpectations.Helpsothers
understandtheorganization'svisionandvaluesandkeepsthemattheforefrontoforganizationaldecisionmakingandaction.
Unsatisfactory
Effective
Exceptional
BehaviorsdonotreflecttheUniversityscorevalues.
PositiveabouttheUniversityanditscorevalues;
Recognizesandrewardsotherswholiveand
communicatesthevaluestoothers
reflecttheUniversitysvalues.
Actionsdontmatchwords
Walksthetalk;leadsbyexample
Consistentlyinspiresothersthroughwordsand
actions
Unabletoreadotherswell;misinterpretsthe
intentions,actions,orwordsofothers;makesincorrect
assumptions
Doesnotadoptstyletothesituation;mayattack inthe
faceofconflictorcriticism
Isthreatenedbyothersstrengths,ortakesadvantage
ofothersweaknesses
Succeedsinunderstandingothers.Isopenandskilledinusingone'sinterpersonalstyletomeaningfullyinteractwithothers,includingempathy,humilityand
patience.Demonstratestoleranceandcivilitywhenengagingwithemployees,colleaguesandcustomers.
Unsatisfactory
Effective
Exceptional
Doesnotbuildrelationshipseasily;Maybeseenas
caninteracteffectivelywithavarietyofpeoplein
Easilyrelatesto,andisconvincingtoawide
unapproachableorinsincere
theworkplace;putsothersatease
varietyofpeople;highlyregarded
Doesnthaveorfollowaplan;mayrelytoomuchon
self;conversely,maypushtasksoffonothers
October14,2009
217
PeopleFocus
25.
MentorsandCoaches
23.
OrganizationalAgility
24.
ManagesInformation
22.
Providestheinformationpeopleneedtoknowand
dotheirjobs
Collectsandreviewsdataonaregularbasisto
determineprogress,anticipateneeds,andmake
necessaryadjustmentstopersonnelorprocesses
Providesinformationthatinspireshighlevelof
employeeengagementandproductivity
Recognizesopportunitiesandadvisesthe
organizationbasedondetailedandtimely
reviewofavailableinformation
Exceptional
Createsanenvironmentthatsupportseffective
managementofsensitiveinformation
Anticipatestheneedsoftheorganizationand
providesinformationtosupportthoseneeds
Isanactivelistener;adaptsmentoringtotheneedsof
employees&coworkers
Explainsanddemonstratesexpectedbehaviors;
encouragesquestionstoensureunderstanding
Provideshonestandtimelyfeedbackand
reinforcement
Looksforopportunitiestogiveappropriate
feedbackonperformance;reinforcesefforts
andchecksonprogress
Explains,demonstrates,andreinforces
expectedbehaviors,knowledge,andskills;isa
rolemodel
Inspiresemployees&coworkerstodevelopand
grow
IssensitivetotheU.Va.culture;understandsother
stakeholdersandtheirneeds
UsesthepoliticalprocesstofurtherUniversity
strategicinterests,whilecreatinggoodwill
Page9
Makespeopleandtheirneedsaprimaryfocusofaction;takesfullresponsibilityforfosteringproductivepeoplerelationships;focusedoncreatinggoodwill.
Unsatisfactory
Effective
Exceptional
Isapoorlistener;impatientandeasilyfrustratedwhen
Listensmorethantalks;ispatientyetpersistent
Consistentlypracticesactivelisteningskills
interactingwithothers
Seldominteractswithcolleagues;doesnotbuild
Takestimetobuildproductiveworkrelationships
Demonstratesgenuineconcernandinterestin
productiveworkrelationships
others;notesandrecallsimportant
informationaboutothers
Doesnotunderstandtheimpactoftheiractions;may
beunawareoftheneedsofstakeholders
UnderstandshowtheUniversityoperatesandthereasoningbehindkeypractices;savvy;accomplishestasksthroughformalandinformalchannelsandnetworks.
Unsatisfactory
Effective
Exceptional
Doesnottakethetimetolearnhowthingsworkwithin
Understandstheoperationswithinandbeyondtheir
Understandswhythingsworkthewaytheydo;
andbeyondtheirorganization
individualworkunit
knowledgeableoftrendsoutsideofU.Va.
Doesnottaketheinitiative orlacks theability toget
Willingandabletogetthingsdonethroughformal
Developsastrongnetworkthroughthe
thingsdoneoutsidetheirarea
andinformalchannels
University;anexpertatnavigatingthroughthe
organization.
Doesnotnavigatecomplexsituationseffectively
Cannavigatecomplexsituationseffectively
Anticipatespotentialproblemsandplans
accordingly
Assumeswhatemployees&coworkersneed;mayhave
troubleadaptingtotheirneeds
Doesnotprovideclearexpectationsorguidance,and
doesnotfollowuporcheckforunderstanding
Feedbackisinfrequent;avoids difficultconversations
Recognizesandacknowledgesstrengthsinothers.Providestimelyguidanceandfeedbacktohelpothersdevelopknowledgeandskillareastoaccomplishtasksor
solveproblems.
Unsatisfactory
Effective
Exceptional
Doesnotcoachormentorotheremployees;doesnot
Seeksoutopportunitiestomentorandcoach
Willinglymentorsotheremployeeswhoneedhelp
acknowledgethestrengthsinothers
employees;showcasesthesuccessesofothers
andfurtherdevelopment
Providesinformationthatmaybeunclear
Datanotcollectedorreviewedinatimelymanneroron
aregularbasis
Collectsandmakeseffectiveuseofinformationneededtomanageanorganizationorongoingactivitieswithinit.
Unsatisfactory
Effective
failstoprotect,ormisusessensitiveinformation
Understandsandappliespoliciesandproceduresfor
managingsensitiveinformation
Mayprovidetoomuchortoolittleinformation,ordoes Providestimely,accurateinformationthatmeetsthe
notprovidetimely,accurateinformation
needsoftheorganization
October14,2009
218
Developsanduses
collaborativerelationships
tobuildinformalorformal
teamsandaccomplish
teamgoals.
Tobeprofessionallyand
technicallyaccomplished
toperformonesjob.To
achieveanaccomplished
leveloftechnicaland
professionalskillor
knowledgeinposition
relatedareas;to
consistentlystayabreast
ofcurrentdevelopments
andtrendsinareasof
expertise.
Technical/Professional
Knowledge
Definition
Teamwork
UVaCompetency
Threshold
Key
Category
ResearchAdministrationPrimer
RecordsManagementSeries
ControllingCash,Checks,&CreditCardsatthe
UniversityofVirginia
RecordsManagementSeries
ElectronicRecordsManagement
AwardsandCashManagement
GoingPaperless?PlanningaDigitalImagingProject
Jobs@UVaFacultyDepartmentalUsers
Jobs@UVaUniversityStaffDepartmentalUsers
MasteringAccountReconciliations
ODSvWorkingWithPreDefinedReportsfor11i
BudgetingBasics
StudentFinance:UATTrainingforCash
Management
PCardAnnualTrainingforCardholdersand
Supervisors
PCardTrainingforNewPurchasingCardholders
Excel2007Advanced
LeadershipStrategies(multipledayprogram)
TheExceptionalAssistants'NetworkLeaders
Program(multipledayprogram)
TheArt&ScienceofDonorDevelopmentFollowup
LunchDiscussions
AMusicalStudyofLeadership,Powerand
Partnership
GenerationalDifferences
LeadingThroughChange
LeadingEffectiveMeetings
EffectiveCoachingforLeaders
GrowingInnerIntelligenceforLeadership
Excellence(multipledayprogram)
PowerfulListeningforLeaders
TeamBuilding
ManagingAcrossGenerations
EssentialWorkSkills
CrucialConversations
KeyHumanResource:Responsibilities,Practices,
andResources
UniqueToolsandTechniquesfortheMiddle
Manager
HelpingTheTroubledEmployee
UVaDevelopmentOpportunities
Organizations:LeadingThroughPartnership,
PowerandSystems
LeadingMeetingsThatBuildCommitment
LeadingEffectiveMeetings
CustomerServiceRepresentative(CSR)Certification
ProfessionalinHumanResources(PHR)
SeniorProfessionalinHumanResources(SPHR)
CertifiedBusinessAnalysisProfessional(CBAP)
Certification
ITILV2
ITILV3
PRINCE2Certification
CertifiedAssociateinProjectManagement(CAPM)
ProjectManagementProfessional(PMP)PMBOK
GuideThirdEditionaligned
ProjectManagementProfessional(PMP)PMBOK
GuideFourthEditionaligned
ProgramManagementProfessional(PgMPSM)
SixSigmaGreenBeltCertification(SSGB)
SixSigmaBlackBeltCertification(SSBB)
ManagerofQuality/OrganizationalExcellence
(CMQ/OE)Certification
MicrosoftOffice2000:SpecialistCertification
EffectiveTeambuildingStrategies
EffectivelyCommunicatinginTeams
TheIndividual'sRoleinaTeam
ParticipatinginTeamsSimulation
EmotionalIntelligenceandTeamwork
TeamConflict:TheSeedsofDissent
TeamDynamics
AnalyzingWorkplaceWarZones
HowtoWorkwithArrogantandDuplicitousPeople
ThePathtoPeaceandHarmony
SkillSoftClasses
AllocatingTeamResponsibilities
AGoodTeamAttitude
AssertivenessinTeams
BarrierstoTeamCommunication
BringingouttheBestinOthers
ClarifyingIndividualandTeamExpectations
ConstructiveFeedbackinTeams
MoodManagement
NegotiatingwithTeamMembers
NonjudgmentalSpeech
OrganizationalTeamwork
OvercomingTeamChallenges
PrinciplesofAssertiveness
ProactiveTeamMembers
ReceivingFeedbackGracefully
ReceivingFeedbackinTeams
SupportiveListeninginTeams
TeamBuildingActivities
TeamCollaborationTechniques
TeamDiversityAssessment
TeamsandSuccessionPlanning
TheCoachingPersonalitiesonYourTeam
TheIofTeamwork
TheInitialTeamMeeting
TheThreeMythsRegardingLeadership
TheVirtueinTeamwork
TolerancewithinTeams
UnderstandingCreativity
UnderstandingIntegrity
UnderstandingIntellectualCapital
UnderstandingtheBorderlessEconomy
UnderstandingVirtualEmployees
WorkValuesIndex
WorkingEffectivelywithAgreeablePeople
WorkingEffectivelywithOpenPeople
WorkingEffectivelywithUnteamMembers
SkillSoftSkillBriefs/JobAids
RecommendedReading
StrategicLearningtoCreateandSustain
BreakthroughPerformance.NewYork:JohnWiley
&Sons,2002
Quigley,JosephV.Vision:HowLeadersDevelopIt,
ShareIt,andSustainIt.NewYork:McGrawHill,
1993
Albrecht,Karl.TheNorthboundTrain:Findingthe
Purpose,SettingtheDirection,ShapingtheDestiny
ofYourOrganization..NewYork:Amacom,1994
Ginnodo,William.ThePowerofEmpowerment.
ArlingtonHeights,IL;PridePublications,Inc.1996
Parker,GlenM.CrossFunctionalTeams.San
Francisco:JosseyBass,Inc.,1994
Fisher,Kimball;Rayner,Steven;andBelgard,
William.TipsforTeams.NewYork:McGrawHill,
1995
Lencioni,PatrickM.TheFiveDysfunctionsofa
Team:ALeadershipFable.SanFrancisco:Jossey
Bass,2002
Parker,GlennM.TeamPlayersandTeamwork.San
Francisco:JosseyBass,Inc.,1990
Straus,David.HowtoMakeCollaborationWork:
PowerfulWaystoBuildConsensus,SolveProblems,
andMakeDecisions.SanFrancisco:BerrettKoehler
Publishers,2002
Wysocki,RobertK.BuildingEffectiveProject
Teams.NewYork:JohnWiley&Sons,2001
Behavioral Interview
Questions
Teamwork
5|P a g e
5.
219
Participates only to serve self-interests

and individual goals
Contributes to meeting the goals of the

team
Appropriately gives and receives

feedback from team in order to
accomplish goals
Willingly shares expertise and
important or relevant information with
team members
Offers help to team members; accepts
help when offered to achieve team
goals
Acknowledges team members

abilities and supports their decisions;
trusts the team to perform
Collaborates to set responsibilities,

roles and/or structures that lead to
team success
Effective
Involves and supports team members;
shares credit for good ideas and
successes
Encourages and supports team members to

offer and ask for help; develops ways to
improve support to strengthen team
capabilities
Actions demonstrate commitment to
achieving teams goals over individual goals
Coaches team members to share information

and expertise to achieve team goals
Recognized as a mentor and role model for

appropriately giving and receiving feedback
Keeps team performance and morale high

even during times of heavy workload or
pressure
Exceptional
Creates a feeling of success, belonging and
positive team spirit people want to be on a
team with this employee; defines success in
terms of the whole team
Recognized as an expert in developing
collaborative team responsibilities, roles and
structures; asked to consult/train others
Tell me about the time when you were able to build team spirit in a time of low morale.
Tell me about the time when you were able to gain commitment from others to really work as a team.
What was your role in your department's most recent team success?
Describe a team experience you found disappointing. In reflecting on this situation, are there steps you could have take to this?
Describe the types of teams you've been involved with. What were your roles?
How well do you work with people? Do you prefer working alone or in teams?
Tell us about the most effective contribution you have made as part of a task group or special project team.
Describe a situation where you found yourself dealing with someone who didn't like you. What did you do?
Have you ever been in a position where you had to lead a group of peers? How did you handle it?
Describe a time when you had a disagreement with a team member. How did you resolve the situation?
Does not help others; does not ask for

help or rejects offers of help to achieve
team goals
Devalues members abilities; slows

down reasonable progress by debating
every decision; does not trust the team
to perform
Does not give or accept feedback;
provides feedback that is not relevant or
is inappropriate
Withholds information and/or expertise
from the team
Unsatisfactory
Over involves or excludes some
members; under or over-supports some
members; does not share/give credit
for good ideas or successes
Does not collaborate in setting
responsibilities, roles or structures
Develops and uses collaborative relationships to build informal or formal teams and accomplish team goals.

Core Competencies 2012

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Core Competencies 2012

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Defining the

Leadership Development Program 2012 University of California, Berkeley

Project Sponsors and Team

Introduction and Project Overview

Berkeleys Core Competency Definitions

Behavioral Anchors Matrix

Performance Management: Recommendations

Career Development: Recommendations

Recruitment and Hiring: Recommendations

Appendix B: Project Charter

Appendix C: Research Methods and Analysis

Appendix D: Campus Research Findings

Appendix E: Behavioral Anchors Validation Survey

Appendix F: Benchmarking Findings

Appendix G: UC System-Wide Core Competencies

Appendix H: UC Berkeley Core Competencies

Appendix I: UC System/Berkeley Core Competencies Comparison

Appendix J: Matrix of Behavioral Anchors

Appendix K: Competency Framework with Behavioral Indicators

Appendix L: Career Development Activities and Resources

Appendix M: Recruitment and Hiring Resources

Appendix N: Benchmarking Resources

Teamwork and Collaboration defined as collaborating with colleagues in order to

Service Focus defined as valuing and delivering high-quality, professional,

Resource Management and Stewardship defined as demonstrating integrity,

A competency encompasses any quality that contributes to successful job performance

Example of a behavioral anchor for the competency of service focus

The main recommendations for the implementation and utilization of a competency-

Develop a competency-based proficiency scale to recognize that different jobs

To fully support these recommendations, targeted training programs for both

Project Sponsors and Team

Project Sponsors and Team

Inette Dishler, COrWE, UC Berkeley

Introduction and Project Overview

Berkeley has extraordinary needs but limited resources.

We want to make UC Berkeley an environment

Introduction and Project Overview

Campus and Personnel Program. Retrieved from

Introduction and Project Overview

Increasingly, organizations that use competency-based systems are referred to as

The Competency Framework

Introduction and Project Overview

performance and are invaluable in gauging how effectively a competency is being

Introduction and Project Overview

A detailed discussion of the methodology can be found in Appendix C.

Behavioral Anchors Validation

Teamwork & Collaboration

Diversity & Inclusion

Job Mastery & Continuous Learning

Innovation & Change Management

Strategic Planning & Organization

Berkeleys Core Competency Definitions

Berkeleys Core Competency Definitions

An analysis comparing the two sets of core competencies is available in Appendix I.

Adapting the UC Competencies for Berkeley

Berkeleys Core Competency Definitions

2. We recommend retaining the term Stewardship and referring to this

Behavioral Anchors Matrix

Behavioral Anchors Matrix

Matrix of Behavioral Anchors

Behavioral Anchors Matrix

Teamwork & Collaboration

Behavioral Anchors Matrix

Behavioral Anchors Matrix