Competency Library

Supervisors use this competency library when writing performance programs for their employees.

Competencies are the combination of skills, knowledge, characteristics and behaviors that contribute to an employee’s performance in a particular role or function. Specifying which competencies are most valued in the team or unit can guide employees' performance and help them to be successful in their job. Each competency in this library has definitions and a table of common behaviors at three proficiency levels. Supervisors can use this resource to help them specifically describe the desired behaviors for each competency they identify as important for their team. Modify the language to relate to your unit or team as appropriate in the performance program document.

Note: It is recommended to limit the number of competencies for each team to five or less.

Download Excel Version of Competency Library

The ability and creativity to cope with difficulties.
Can shift gears comfortably.
Responding effectively to multiple demands, ambiguity, shifting of priorities, emerging situations and rapid change.
Rapidly adapts to new information, changing conditions or unexpected obstacles.

Competencies for Adaptability and Flexibility
Adaptability and Flexibility Example Behaviors
Basic Level	Above Expectations Level	Outstanding Level
Adapts effectively to change by accepting changes in work processes readily and with an optimistic perspective of the resulting benefits.	Acknowledges and learns from mistakes and successes.	Understands the requirements of different situations and effectively adapts his/her behavior even when under stress and pressure.
Readily accepts new technology as part of his/her job and uses it to continually improve efficiency or the quality of his/her work products.	Challenges themselves to see problems as opportunities.	Works through situations or issues involving ambiguity or setbacks by systematically evaluating options and establishing appropriate action plans.
Is open to change and new information.	Adjusts organizational priorities quickly as situations change.	Shifts university goals and initiatives to align with priorities.
Implements a successful action plan after a major organizational change.	Prioritizes, considers alternatives and responds quickly and effectively to unexpected and rapidly changing conditions.	Recognizes when changing customer or organizational expectations require new approaches and takes the necessary steps to meet new standards.
		Demonstrates resilience and tends to increase capacity by learning during times of change/shifting of priorities.

Ability to identify and define problems, extract key information from data and develop workable solutions for the problems identified.
Comparing data from different sources to draw conclusions.

Competencies for Analytical Thinking
Analytical Thinking Example Behaviors
Basic Level	Above Expectations Level	Outstanding Level
Finds needed data through known sources.	Uses resourcefulness to tap as-yet-unknown sources.	Identifies action to prevent the problem from occurring partially or totally.
Identifies, sorts and categorizes source materials to deliver most pertinent and needed information.	Critically examines issues by breaking them down into manageable parts.	Identifies a number of solutions to complex problems integrating findings from several different disciplines, identifies and evaluates the various options developed and selects the most effective solution.
Undertakes a process of information and data collection and analysis for integration purposes.	Codifies data to detect trends and issues in the data and information in a logical and factual manner.
Identifies and makes sets of information and determines their relationships.	Organizes, classifies and synthesizes the data into fundamental issues.
Identifies the logical, factual outcomes based on the data, information and analyses conducted.	Collects, integrates and analyses all relevant data and information and reduces that information down to manageable components and/or charts, diagrams or graphs.
Collects all the relevant information and data needed to address the problem.	Draws logical and objective conclusions from the data and validates them as the prime cause and contributing causes.
	Identifies a number of solutions to the problem by identifying and evaluating the various options developed and selects the most effective solution.

Thoroughness in accomplishing a task through concern for all the areas involved, no matter how small.
Ability to monitor and check work or information and organizes time and resources efficiently.

Competencies for Attention to Detail
Attention to Detail Example Behaviors
Basic Level	Above Expectations Level	Outstanding Level
Monitors and checks work or information thoroughly.	Sets up procedures to ensure high quality of work.	Develops systems and processes to organize and keep track of information or work progress.
Expresses concern that things be done right, thoroughly or precisely.	Monitors the quality of work by setting up procedures.	Is routinely conscientious, thorough, accurate and reliable when performing and completing job tasks.
Accurately checks processes and tasks.	Double-checks the accuracy of information and work product to provide accurate and consistent work.
Accomplishes tasks by considering all areas involved, no matter how small.	Acts to verify information.
Plans and organizes time and resources efficiently.	Carefully monitors the details and quality of own and others' work (as appropriate).
Provides information on a timely basis and in a usable form to others who need to act on it.	Work is consistently performed or written with great care and completeness.
Completes all work according to procedures and standards.
Prepares for meetings and presentations.
Organizes information or materials for others.
Uses established systems and processes to organize and keep track of information or work progress.
Complete with regard to every detail in his or her work.

Approach to transitioning individuals and teams using methods intended to re-direct the use of resources, business process, budget allocations or other modes of operation that significantly reshape a company or organization.
The ability to remain fully functional by adapting to changing circumstances (environment, procedure, people).
Helping employees quickly and effectively understand and adjust to new roles, challenges and changes in the University environment and in their jobs.
Applying a systematic process to shift individuals, teams, and organizations from current state to desired state.

Competencies for Change Management
Change Management Example Behaviors
Basic Level	Above Expectations Level	Outstanding Level
Personally supports organizational direction and changes.	Seeks understanding and clarification on change rationale and shares appropriately.	Envisions and advocates positive change.
Ability to adapt and use alternative techniques to achieve organizational goals.	Guides team toward successful implementation of change initiatives.	Recognizes the impact of decisions on organizational outcomes.
Can effectively cope with change.	Seeks, evaluates and implements alternative solutions.	Initiates change instead of reacting to external pressures for change.
Can shift gears comfortably.	Encourages others to appreciate connections within complex issues.	Leads a team through uncertainty or ambiguity to achieve a positive and beneficial outcome for the team.
Can comfortably handle risk and uncertainty.	Supports others through change and challenging times.	Ably influences others to embrace change.
Open to new ways of doing things.	Focuses on achieving results, rather than activities that may not add value.	Resolves conflicts among goals and sets priorities.
		Uses knowledge and experience to analyze issues and factors which influence or constrain organizational priorities, goals and results.
		Champions the organization’s vision.
		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.

Encouraging and guiding employees in order to make their performance more effective and to enhance their self-perception and problem solving skills.
Planning and supporting the development of individual's skills and abilities so that they can fulfill current or future job/role responsibilities more effectively.
Ability to develop others and constructively review the work of others in order to improve and advance the skills, knowledge and performance levels.

Competencies for Coaching and Developing
Coaching and Developing Others Example Behaviors
Basic Level	Above Expectations Level	Outstanding Level
Addresses individual needs through coaching and teaching to improve learning and enhance performance.	Guides others on how to anticipate, define and solve problems.	Enables others to take appropriate risks.
Provides productive feedback to employees in a timely, direct and supportive manner.	Identifies areas for and supports employee development opportunities.	Organizes and structures work for others in a manner that encourages ownership and accountability.
Openly shares information and resources.	Encourages initiative.	Balances the organization’s tasks, goals and objectives with subordinates’ personal and professional needs.
Provides recognition.	Arranges specific assignments or projects to challenge others and stretch their abilities and self-confidence.	Maintains a work climate in which team members feel included and vital to the success of the team, and encourages others to take on challenges.
Provides information and resources so staff can function independently.	Gives others the autonomy to approach issues in their own way, including the opportunity to make and learn from mistakes.	Diagnoses performance issues, and determines appropriate development approach to suit the individual’s learning style.
Invests time in coaching and mentoring.	Employs a leadership style based on assessing the needs of the individual/situation.	Assesses organizational needs to formulate and implement development plans, outlining specific performance measure targets and goals.
Determines performance issues and creates a development plan to mitigate challenges.	Uses SMART goal model when discussing individual goals with employees.
Uses effective questioning techniques to allow employees to think through their own problems and develop solutions.

Develops cooperation and teamwork while participating in a group, working toward solutions which generally benefit all parties.
Ability to work co-operatively with other individuals and make valued contributions to the outputs of others in order to assist own team or project to achieve the required outputs.

Competencies for Collaboration
Collaboration Example Behaviors
Basic Level	Above Expectations Level	Outstanding Level
Provides team members with information when requested or as the need arises.	Gains agreement from partners to support ideas or take partnership-oriented action.	Maintains or enhances self-esteem of others in all communications with team and project members.
Creates team spirit by speaking positively of others.	Keeps commitments to the team and demonstrates a shared responsibility and focus to ensure objectives and goals are successfully met.	Fosters team communication and dialogue, identifies opportunities to gain consensus for team options, decision and outcomes.
Works well in teams comprising members of one’s own work unit or discipline.	Actively participates in team and project meetings and contributes to decision making.	Work well and or leads cross-functional teams comprising members at various levels throughout the university.
Promotes respectful behavior.	Actively supports and contributes to the efforts of other team members.
Shares all relevant or useful information with other team members.	Works well in cross-functional teams comprising members of various units or disciplines.
Is flexible and can work with a wide variety of different people on different tasks.

To convey and exchange thoughts, opinions or information verbally or in writing effectively.
Shares information with and receives information from constituencies using oral, written and interpersonal communication skills.

Competencies for Communication
Communication Example Behaviors
Basic Level	Above Expectations Level	Outstanding Level
Clearly and convincingly expresses thoughts, ideas or facts orally and in writing. (UUP)	Receives and learns from feedback.	Tailors information to audience and individual needs - flexes style appropriately.
Responds appropriately to both written and oral directives. (UUP)	Builds effective formal and informal communication channels.	Models interpersonal communication that invites participation and future dialogue.
Insures clear, timely communications to others. (UUP)	Seeks input from others.	Encourages feedback and uses it as a factor when considering personnel and or organizational changes.
Builds effective formal and informal communication channels. (UUP)	Shows tact and diplomacy while maintaining open, honest dialogue with coworkers and campus partners.	Actively seeks perspectives from others to ensure inclusiveness and understanding.
Responds appropriately to both written and oral directives in a timely manner.	Keeps relevant people accurately informed and up-to-date of both positive and potentially negative information.	Creates impactful written communication; improves others’ writing through editing and feedback process.
Shares information clearly with others.	Delivers information effectively in a variety of formats including letters, memos, analytical reports and decision documents.	Refrains from immediate judgment and criticism of others' ideas and delivers criticism in a way that demonstrates sensitivity to the feelings of others and waits for others to finish their intended message before responding.
Communicates in an open, candid and consistent manner.	Actively listens to and synthesizes perspectives of others.	Encourages response and dissent to ideas and issues.
Protects private and confidential information.	Asks open-ended questions that encourage others to give their points-of-view and is approachable at all times.	Clearly conveys and receives information and ideas through a variety of media to individuals or groups in a manner that engages the listener, helps them understand and retain the message and invites response and feedback.
Listens to others with the intent to understand.	Checks for understanding of the communication by asking open-ended questions that draw out the listener's understanding.
Asks clarifying questions to ensure understanding.	Organizes the communication - Clarifies purpose and importance; stresses major points; follows a logical sequence.
Conveys interest and attention to another by acknowledging the speaker using verbal and non-verbal signs.	Ensures understanding - Seeks input from audience; checks understanding; presents message in different ways to enhance understanding.
	Writes and speaks clearly, persuasively, and concisely; focuses on the needs of specific individuals and groups.

The ability to handle conflicting interests diplomatically and to help solve them.
The ability to intervene in a conflict situation, successfully alleviating or eliminating discord through conciliation.
Ability to anticipate, diffuse and resolve disagreements, confrontations, tensions and complaints in a practical and constructive manner in order to achieve results, solve service delivery difficulties, gain acceptance to plans, policy implementation and proposals.

Competencies for Conflict Management
Conflict Management Example Behaviors
Basic Level	Above Expectations Level	Outstanding Level
Acknowledges personal responsibility in conflict situations.	Demonstrates the ability to respond to conflict in a manner that defuses or resolves the conflict successfully.	Effectively manages conflict between organizational units with the appropriate individuals initially involved.
Directly communicates with persons involved in disagreements.	Can comfortably handle risk and uncertainty.	Resolves differences between people using persuasion, diplomacy and logic.
Keeps conflict resolution professional and not personal.	Identifies and constructively addresses disagreements which undermine performance.	Confronts opposition cautiously and observes the conflict with a levelheaded assessment of the risks and potential damage, and understanding of own role in the conflict, before becoming actively involved.
Confronts problems openly and constructively.	Encourages people to bring difficult issues into the open.	Uses information or data effectively to persuade and support a position.
Demonstrates a willingness to see things from the other’s point of view.	Uses the strength of the facts, rather than the loudness of argument to manage disagreements.	Views opposing parties as equal partners in terms of their right to express their own viewpoints.
Supports others through change and challenging times.	Manages conflict with others in ways that preserve good relationships.	Leads a team through uncertainty or ambiguity to achieve a positive and beneficial outcome for the team.
	Is able to get a point across without offending others.
	Demonstrates diplomacy and tact.
	Patiently listens to and makes an effort to understand other viewpoints.
	Acts calmly and rationally in conflict situations with empathy and self-detachment.

Ability to transcend traditional ideas, rules, patterns and relationships and to create meaningful new ideas/solutions.
Exhibits constructive, nontraditional thinking.
Applies original thinking in approach to job responsibilities and to improve processes, method, systems or services.
Generates many new and unique ideas and makes connections among previously unrelated notions.

Competencies for Creativity and Innovation
Creativity and Innovation Example Behaviors
Basic Level	Above Expectations Level	Outstanding Level
Generates and or recognizes imaginative or creative solutions.	Seeks, evaluates and implements alternative solutions.	Generates high-quality ideas and solutions alone or collaboratively.
Open to new ways of doing things.	Takes "smart" risks including trying new and different ways to get the job done.	Searches for new and more effective methods, making connections between previously unrelated ideas.
Generates many new and unique ideas.	Integrates input and ideas from different sources to share information and or explore opportunities.	Injects originality into daily work through research, personal knowledge and networking relationships.
Demonstrates initiative, and the ability to find information or solutions needed for assignments or projects.	Brainstorms and encourages new ideas and solutions.	Is seen as a motivator and guide for others to generate new ideas in brainstorming sessions.
Connects disparate ideas.	Often viewed as original and value-added in brainstorming settings.	Encourages new ideas, and motivates others to be proactive and resourceful.
Is unafraid to use unorthodox methods.	Pursues new methods and solutions and thinks outside the box.
	Develops new approaches or programs that prove to be effective.

The process of ensuring customer satisfaction with a product or service in the form of an in-person interaction,
a phone call, self-service systems or by other means.
The ability to maintain on-going client relationships.
A series of activities designed to enhance the level of customer satisfaction.

Competencies for Customer Service
Customer Service Example Behaviors
Basic Level	Above Expectations Level	Outstanding Level
Provides quality service to customers. (UUP)	Exceeds customer expectations.	Gains customer trust and respect.
Seeks feedback from internal and external customers. (UUP)	Skillfully serves diverse customer base.	Obtains and examines all relevant information to assess validity of complaints and to determine possible causes.
Anticipates customer needs. (UUP)	Maintains composure during stressful or difficult situations.	Goes the extra mile to ensure customer satisfaction.
Continuously searches for ways to increase customer satisfaction. (UUP)	Appropriately modifies attitude, behaviors, and verbal skills to effectively interact with customers.	Effectively de-escalates a situation when tempers flare.
Organizes work accordingly and delivers product and services to customers seamlessly. (UUP)	Demonstrates undivided attention to serve customer.	Probes using open-ended questions for information that can help identify problem and discover root cause and what customer needs.
Refers customers to appropriate and additional campus resources.	Demonstrates to the customer that they are being heard and that their feelings about situation are understood.	Effectively uses closed-ended questions to focus the conversation and produce a short response to direct customer.
Makes customers feel welcome.	Shows appreciation for customer.	Takes control of conversation and steers it towards what can be done to solve the problem and concern.
Listening, understanding, responding and providing solutions to customers that makes it easy for them to do business with you.	Transfers calls and escalates issues only when appropriate.	Shows appreciation and provides final assurances to the customer in the problem solving process by engaging them and providing options of how to resolve concern and letting them decide.
Provides options for the customer.	Displays manners that demonstrate professionalism, knowledge, competence and compassion.
Demonstrates courtesy.	Demonstrates understanding, kindness, courtesy, efficiency and common sense when interacting with customers.

Using effective approaches for choosing a course of action or developing appropriate solutions.
Taking action that is consistent with available facts, constraints, and probable consequences.
Making sound decisions while demonstrating integrity.
Identifying and understanding issues, problems and opportunities.

Competencies for Decision Making
Decision Making Example Behaviors
Basic Level	Above Expectations Level	Outstanding Level
Makes decisions based on relevant information.	Gathers information on an issue, impartially considering all sides and makes logical decisions that are clear.	Models the use of sound judgment and integrity to make clear, transparent decisions regarding complex and or sensitive issues or materials.
Compares data from different sources to draw conclusions.	Evaluates positive and negative alternatives within time and resource constraints.	Makes independent, critical decisions based on relevant information.
Makes decisions in a timely manner.	Uses sound judgment and integrity to make clear, transparent decisions.	Considers the total organization when making decisions.
Decisions consistently support and facilitate desired outcomes.	Delegates decision-making responsibility when appropriate.	Strikes a balance between being participative, i.e., involving team members in decisions and being directive, depending on the needs of the team and the situation.
Makes decisions and takes actions that support department and organizational goals.	Always has ‘big picture’ in mind and helps others see it.	Consistently and effectively seeks input from unit and campus partners; is nimble and decisive.
Makes timely decisions with quality outcomes.	Keeps the department's long-term goals in mind when addressing short-term issues and problems.	Anticipates and seeks an understanding of the impact and implications of decisions on planned outcome or results.
	Consistently makes clear, transparent, timely decisions.

Foster a healthy, productive, ethical, fair and affirming campus community to allow all students, faculty and staff to thrive and realize their full potential.
Create a workplace in which people of all backgrounds and cultures feel included, welcome, and valued.
Incorporate the needs, assets, and perspectives of communities of color into the design and implementation of universal and inclusive programs.
Recruit and retain diverse staff and volunteers to reflect the racial and ethnic composition of the communities they serve.

Competencies for Inclusiveness
Inclusiveness Example Behaviors
Basic Level	Above Expectations Level	Outstanding Level
Understands the benefits of a diverse workforce.	Demonstrates respect for people and their differences.	Respects individual differences and captures the advantages they provide.
Understands diverse worldviews.	Values the perspectives and contributions of all people.	Promotes opportunities to experience diversity on campus.
Works to understand the perspectives of others.	Sees diversity as an opportunity.	Demonstrates commitment to building inclusive excellence by being deliberate, intentional and coordinated in every aspect engagement.
Includes and welcomes others.	Is respected and trusted by customers and coworkers.	Understands diversity issues and creates a supportive environment for diverse coworkers and employees.
		Strives to achieve diverse staff at all levels.
		Incorporate the needs, assets and perspectives of communities of color into the design and implementation of universal and inclusive programs.

Changing someone’s views, attitudes, decisions, perceptions or beliefs to produce an effect on them – in a positive way.

Competencies for Influence

Influence Example Behaviors

Basic Level

Above Expectations Level

Outstanding Level

Demonstrates ability to influence others when appropriate.

Achieves objectives and preserves the relationship.

Uses all available information appropriately to guide decisions and negotiations to meet objectives, while acting with integrity.

Convinces the audience to accept his or her point of view through his or her manner of presentation and speech.

Adapts words and behavior subtly through an awareness of the effect he or she is having on someone else.

Negotiates by effectively exploring alternatives and positions to reaching outcomes that gain the support and acceptance of all parties.

Generates commitment and enthusiasm from others to set and achieve challenging objectives.

Assertively interacts in a manner that is controlled, planned and well-thought-out to lead others to the desired outcome.

Maintains an awareness of goals and objectives and navigates solutions towards desired ends, while maintaining relationships and supporting consensus.

The power or opportunity to act or take charge before others do.
The ability to assess and initiate things independently.

Competencies for Initiative
Initiative Example Behaviors
Basic Level	Above Expectations Level	Outstanding Level
Does more than is required or expected in the job.	Does things that no one has requested that will improve or enhance services, avoid problems, or develop new opportunities.	Plans ahead for upcoming problems or opportunities and takes appropriate action.
Achieves results without needing reminders from others.	Identifies and takes action to address problems and opportunities.	Strives for success and makes an effort to achieve this.
Takes responsibility for personal development and the realization of objectives.	Demonstrates a sense of urgency, motivation, and tenacity in achieving objectives.	Applies perseverance and energy to improving performance.
Successfully completes most tasks independently but asks for additional support, as appropriate, when faced with unfamiliar tasks or situations.	Pursues increased challenge and accountability in project tasks.	Generates commitment and enthusiasm from others to set and achieve challenging objectives.
Anticipates what needs to be done.	Recognizes and takes appropriate action to effectively address problems and opportunities.	Demonstrates the ability to complete even unfamiliar tasks independently by adapting his or her previously gained knowledge.
Regularly completes assignments in advance of the deadline.	Focuses on achieving results, rather than activities that may not add value.	Coaches others on how to focus their energy on achieving results without creating more work than necessary.
	Consistently exceeds expectations regarding the timing of deliverables.	Provides advice and direction to others on how to recognize and take appropriate action on problems and opportunities.

The ability to interact and communicate with individuals in an organizational environment.
The ability to build relationships based on mutual trust and respect.
Self-awareness of own emotions and behaviors when interacting with others.
Awareness of another's emotions and behaviors when interacting with them.
Measures employee’s development and maintenance of positive and constructive internal and external relationships.

Competencies for Interpersonal Relations and Skills
Interpersonal Relations and Skills Example Behaviors
Basic Level	Above Expectations Level	Outstanding Level
Cooperative, considerate and tactful in dealing with customers, co-workers and the public. (UUP)	Maintains composure during stressful or difficult situations.	Facilitates dialogue to gain agreement using sound rationale to explain value of actions.
Gains confidence and trust of others. (UUP)	Is collegial in their interactions with team members and campus constituents.	Uses diplomacy to build partnerships.
Exhibits appropriate sensitivity to others. (UUP)	Flexes and adapts own communication style to meet the needs of others.	Promotes and models collegiality.
Works effectively with others on a team. (UUP)	Frequently fosters teamwork, cooperation and positive work relationships.	Consistently promotes and maintains a harmonious and productive work environment.
Demonstrates respect and sincerity when interacting with others. (UUP)	Handles conflict constructively.	Is respected and trusted and often viewed as a role model.
Establishes and maintains interpersonal relationships.
Maintains personal and procedural boundaries, moving interaction toward a satisfactory conclusion.

Measures employee’s demonstrated job relevant knowledge and essential skills, such as work practices, policies, procedures, resources, laws, customer service and technical information, as well as the relationship of work to the organization’s mission. Also measured are the employee’s self-improvement efforts to enhance skills and knowledge and to stay current with changes impacting the job.

Competencies for Job Knowledge and Potential
Job Knowledge and Potential Example Behaviors
Basic Level	Above Expectations Level	Outstanding Level
Possesses the competence, knowledge and experience to perform the job effectively and efficiently. (UUP)	Makes oneself available to others to help solve problems or issues.	Seeks to expand knowledge in related or other fields beyond current position requirements.
Applies technical and procedural knowledge to get the job done. (UUP)	Takes advantage of opportunities to participate outside of current unit.	Actively participates in growth opportunities.
Continuously expands job knowledge and keeps abreast of new developments. (UUP)	Applies knowledge of new developments to enhance current practice.	Possesses superior job skills and knowledge; effectively applies them to work assignments.
Displays innovation. (UUP)	Work reflects thorough and current knowledge and skill of job and impact on agency activities and related resources.	Willingly mentors staff; shares knowledge.
Seeks out professional development learning opportunities.	Uses opportunities to expand knowledge and skills, sharing information with staff.	Seeks and applies innovative and relevant techniques.

An opinion or decision that is based on careful thought.
An obligation or willingness to accept responsibility.

Competencies for Judgment and Accountability
Judgment and Accountability Example Behaviors
Basic Level	Above Expectations Level	Outstanding Level
Uses good judgment and follows up. (UUP)	Recognizes when to escalate appropriate or specific situations to the next higher level of expertise or authority.	Is accountable and takes responsibility for the decisions and actions of their teams and direct reports when appropriate.
Anticipates and identifies problems and helps to bring about resolutions. (UUP)	Makes timely decisions with quality outcomes.	Is transparent when he or she anticipates problems or errors.
Is open to or offers different solutions. (UUP)	Analyzes and solves problems by dealing with facts, taking responsibility and not by blaming others.	Considers cost and efficiency when making decisions, establishing or changing work procedures.
Effectively determines what to handle independently and what to refer to others or escalate. (UUP)	Considers the relative costs and benefits of potential actions to choose the most appropriate one.	Considers the long-term as well as immediate short-term outcomes and actions.
Is accountable and takes responsibility for own decisions and actions. (UUP)	Appropriately balances needs and desires with available resources and constraints.
Provides update or feedback on progress in regular intervals.	Considers alternative available actions, resources, and constraints before selecting a method for accomplishing a task or project.
Delivers work on time and as agreed.	Distinguishes between facts and opinions.
Follows-through on commitments.
Applies adequate criteria in forming judgments.
Balances alternatives.

The ability to provide direction and guidance to a group of people and to encourage cooperation between team members in order to attain an objective.
Inspiring others toward a common vision and fosters trust and ethics.
Understands formal and informal power and influence structure within the organization and successfully achieves positive, desired outcomes.
Understands how organizations work and ably maneuvers and executes within the organizational structure and networks.

Competencies for Leadership
Leadership Example Behaviors
Basic Level	Above Expectations Level	Outstanding Level
Understands and supports organizational goals.	Understands how organizations work and ably maneuvers and executes within the organizational structure and networks.	Understands formal and informal power and influence structure within the organization and successfully achieves positive, desired outcomes.
Assists others in developing skills and knowledge.	Understands and supports organizational policies, procedures and systems, reconciling ambiguities and deficiencies.	Maintains composure and focus working with prominent persons or senior management.
Creates the conditions that enable the team to perform at its best (e.g. setting clear direction, providing appropriate structures, getting the right people).	Works cooperatively with others, establishes rapport, and is organizationally sensitive.	Seeks consensus among diverse viewpoints as a means of building group commitment.
Sets a good example by personally modeling desired behavior.	Builds trust through straightforwardness and consistency.	Incorporates a long-term perspective and broader organizational implication in planning, decision-making and problem solving.
Expresses positive attitudes and expectations of the team and team members.	Respects hierarchy and exhibits appropriate diplomacy dealing with official or bureaucratic networks.	Inspires and energizes others to commit to vision.
Displays willingness to learn from others, including subordinates and peers.	Is informed and knowledgeable about industry trends and organizational initiatives; appropriately aligns skills with organizational initiatives.	Builds wide sphere of influence to enhance individual and organizational effectiveness.
Solicits ideas and opinions to help form specific decisions and plans.	Creates an environment that encourages collective problem solving amongst the team members.	Promotes systems and processes that encourage and reward the development of people at all levels of the organization.
Publicly credits others who have performed well.	Identifies the things that are hindering the group and its individuals from reaching its full potential and helps to remove them.	Employs a leadership style based on assessing the needs of individuals and adjusting to meet their needs.
Provides the resources and tools for teams to complete their tasks.	Inspires employees to perform at their best.	Understands agendas and perspectives of others, recognizing and effectively balancing the interests and needs of one's own group with those of the broader organization.
Directly influences decisions and actions that support department and organizational goals.	Enables others to accept responsibility for their own work and creates a culture of accountability.	Ably maneuvers and achieves goals within politically charged environments.
Effectively contributes to team efforts; work is professional and high quality.	Develops and or explains strategic action plans for practical use.	Develops and refines vision to reflect constant and accelerating change impacting UB.
Acts to build team spirit for purposes of promoting the effectiveness of the group or business process.	Analyses whether a change in strategic direction will impact existing service and products provided.
Understands and communicates the vision and mission, role and objectives of the department and work-unit.
Helps provide a clear customer-focused sense of direction for the team and co-workers to support the department's vision.
Personally models UB's values, behaviors, and work practices.
Creates an environment that encourages open communication amongst team members.
Influences the culture in ways that value and support diversity.
Implements any changes required in work-unit’s services resulting from changes in strategy or strategic priorities.

The process of creating a work environment in which people are enabled to perform to the best of their abilities.
The ability to manage and take charge of employees in order to enhance their performance.
A process for establishing a shared workforce understanding about what is to be achieved at an organization level.

Competencies for Management and Supervision
Management and Supervision Example Behaviors
Basic Level	Above Expectations Level	Outstanding Level
Visualizes, creates, communicates and sustains a positive environment. (UUP)	Recognizes and rewards accomplishments.	Identifies areas for and supports employee development opportunities.
Delegates appropriately. (UUP)	Delegates and assigns work based on skills, performance objectives, and development opportunities.	Leads change and achieves support of objectives.
Promotes teamwork and cooperation. (UUP)	Encourages teamwork and group achievement.	Strives to achieve diverse staff at all levels.
Effectively motivates, coaches, develops and evaluates subordinates. (UUP)	Communicates departmental and organizational goals and vision and team’s integral role in realizing that vision.	Understands diversity issues and creates supportive environment for diverse employees.
Follows UB Performance Management principles and practices.	Considers employees' individual strengths and interests when assigning work or projects.	Hires and develops staff to maximize productivity, innovation, and teamwork.
Coaches, counsels and evaluates staff.	Involves employees in the department goal development and achievement plans.	Actively seeks out opportunities to invest in team's growth and potential as a team.
Enables and empowers staff.	Creates one-on-one opportunities for communication and feedback.	Aligns the organizational objectives with the employees' agreed measures, skills, competency requirements, development plans and the delivery of results.
Routinely meets and communicates with individual team members.

Expresses himself or herself well and conveys a clear message in front of people or groups.

Competencies for Presentation Skills
Presentation Skills Example Behaviors
Basic Level	Above Expectations Level	Outstanding Level
Selects and presents relevant and compelling content.	Conveys information eloquently.	Has a professional demeanor, and strong charismatic presence.
Explains concepts and procedures clearly and completely while maintaining attention and interest.	Connects with audience and adjusts style according to audience demand.	Exhibits composure under pressure while in spotlight.
		Engages individuals and groups at multiple levels: cognitive, intuitive and emotional.

Sees and is able to define problems and finds causes.
The process of finding solutions to difficult or complex issues.

Competencies for Problem Solving
Problem Solving Example Behaviors
Basic Level	Above Expectations Level	Outstanding Level
Formulates alternative or creative solutions to problems.	Understands the organization and the affect decisions have on other parts of the organization.	Strikes a balance between being participative, i.e., involving team members in decisions and being directive, depending on the needs of the team and the situation.
Provides advice and or information to individuals and teams in a timely manner.	Seeks out and takes account of relevant inputs from others.	Seeks involvement from diverse perspectives and areas of the department and or University to solve problems.
Applies appropriate level of analysis to the problem.	Determines criteria for decision making.	Proactively anticipates and addresses concerns of employees, peers, upper management and customers.
Makes creative use of resources.	Solutions increase efficiency and improve quality.
Utilizes brainstorming to identify solutions.	Proactively implements fixes and changes as needed to keep small problems from becoming big problems.
Analyzes and prioritizes situations to identify and solve problems.	Able to anticipate immediate consequences.
Devises workable solutions or consults with secondary resources to devise solutions.
Takes time to identify and clarify the problem.
Suggests use of additional resources when needed.
Knows how to research the problem, e.g. where to obtain relevant information.
Solutions effectively address issues and are easily sustainable.
Collaborates effectively with others to solve problems and make decisions.

The application of processes, methods, knowledge, skills and experience to achieve the project objectives.
The discipline of initiating, planning, executing, controlling and closing the work of a team to achieve specific goals and meet specific success criteria.
Assures successful project completion by establishing a systematic course of action for self and other members of project team; the ability to monitor progress toward a goal and make adjustments accordingly.

Competencies for Project Management
Project Management Example Behaviors
Basic Level	Above Expectations Level	Outstanding Level
Solutions effectively address issues and are easily sustainable.	Anticipates obstacles and develops contingency plans.	Organizes and governs project team.
Collaborates effectively with others to solve problems and make decisions.	Monitors and tracks project plan implementation to ensure timely completion.	Integrates business goals into the scope and deliverables.
Gather and analyze relevant information to plan a course of action.	Meets project management commitments with minimal supervision.	Mentors project team members.
Use appropriate resources for information and expertise.	Understands and integrates appropriate project management tools and processes.	Responds in a politically astute manner.
Alerts appropriate parties immediately about potential problems.	Understands the impact of a project directly to and across various functions.	Determines the validity of project progress.
Documents project progress, changes, decision points as necessary.	Makes timely decisions based on facts, circumstances and needs.	Integrates the project with cross-functional objectives.
Conveys information to all stakeholders in both written and verbal formats.

Understands the value of innovation and of quality improvement.
Improves processes and practices by identifying inefficiencies and redundancies.
Collaborates with campus partners to improve the quality of products and service.

Competencies for Quality Improvement
Quality Improvement Example Behaviors
Basic Level	Above Expectations Level	Outstanding Level
Demonstrates efficiency and quality in one’s own work.	Keeps organizational and department goals in mind when solving problems and making decisions.	Works effectively with team and campus partners to improve the quality of products and services.
Makes sound decisions about improvements and changes based on facts and experience.	Identifies weaknesses that impede processes and recommends changes.	Actively seeks and suggests better ways of getting the job done, and learns from both successes and failures.
	Translates ideas into specific tasks or actions to improve operations.	Identifies and implements new processes and initiatives that help the customer or department accomplish its goals.
	Analyzes processes to identify redundancies and workflow inhibitors; restructures processes to improve quality of service.	Creatively applies and actively shares expertise and best practices with other departments.
	Manages and sustains change initiatives.

The demonstration of care about the cause of the team and to working toward the team’s goals.
The manner in which an individual participates in group projects, contributes to conversations and completes individual assignments for which they are responsible.

Competencies for Reliability and Commitment
Reliability and Commitment Example Behaviors
Basic Level	Above Expectations Level	Outstanding Level
Consistently meets deadlines. (UUP)	Shows commitment, dedication and accountability in one's work, and follows through on all projects, goals, aspects of one's work.	Works to achieve agreement (by offering alternatives, etc.) on timeframes or objectives that can be realistically met.
Responsive. (UUP)	Willingly assists team members when necessary.	Actively looks for ways to complete work more efficiently and effectively.
Able to juggle competing priorities without sacrificing quality and accuracy. (UUP)	Willingly receives assistance from team members when the situation arises.	Actively looks for ways to assist team members for the advancement of the team.
Demonstrates commitment to unit and University goals. (UUP)		Actively asks for input and assistance from experts when doing so will advance the outcome of a project.
Can be trusted to follow through on commitment. (UUP)		Makes self available as a subject matter expert and willingly shares knowledge and expertise as appropriate.
Arrives to work on time.
Delivers consistent work.
Follows through.
Is accountable for work.

Sets clear, prioritized objectives.
Translates objectives into action plans, including identifying task interdependencies.
Manages time and priorities effectively.
Uses measures where appropriate and monitors progress (including both quality and 'output') and monitors progress.
Ensures others are clear what is expected of them.
Does what they say they will do.

Competencies for Results Orientation and Execution
Results Orientation and Execution Example Behaviors
Basic Level	Above Expectations Level	Outstanding Level
Gets the job done by doing whatever it takes, within an appropriate time frame.	Handles and delivers multiple projects simultaneously.	Uses critical thinking to analyze issues systematically by planning, prioritizing and organizing work while anticipating and adjusting to changes.
Uses effective organizational skills to accomplish goals and objectives.	Strives for efficient, effective, high quality performance.	Develops and implements work plans with actionable components and measurable outcomes.
Measures outcomes.	Sets measurable outcomes to evaluate the quality of results.	Anticipates and identifies overriding organizational factors which influence or constrain direction, decision-making, and organizational priorities.
Work is completed consistently without error.	Understand factors that may influence decision making.	Takes appropriate risks by gathering and using input and data to achieve optimal results.
Focuses on quality.	Uses data to achieve optimal results.	Establishes methodology for measuring outcomes; communicates results.
Ensures the delivery of high quality results.	Responds to difficult situations and takes initiative to make improvements.	Takes initiative and evaluates trends to improve efficiency and effectiveness resulting in high quality performance in self and in the organization.
Sets daily, weekly, monthly, quarterly and or annual goals, creating specific plans to meet them.	Develops solutions to overcome obstacles.	Displays resiliency and takes proactive measures to make improvements.
Shows persistence in overcoming obstacles.	Implements plans and makes mid-course changes when necessary to achieve goals.	Leverages personal and organizational resources to creatively develop solutions, overcome obstacles, resolve conflicts among goals to achieve high quality outcomes.
Ensures follow-through to desired results.		Uses benchmarking and reviewing best practices to set and meet quality improvement targets.
Sets and meets quality improvement targets.		Consistently meets obligations and deadlines; promotes and contributes to team progress.

Works to comply with safety regulations and helps to promote safety consciousness and well-being.
The process of identifying and assessing credible risks (to the business, its people, its processes, the environment, etc.).
Taking action to evaluate and minimize risks to the company and its employees.

Competencies for Safety and Risk Management
Safety and Risk Management Example Behaviors
Basic Level	Above Expectations Level	Outstanding Level
Upholding safety standards.	Performs jobs in a manner that minimizes hazards to oneself, others and the environment.	Identifying and correcting conditions that affect employee safety.
Follows all applicable safety programs and procedures for the area in which they work, properly using personal protective equipment (when required) and reporting unsafe conditions to their supervisor.

A process of defining a strategy, or direction, and making decisions on allocating resources to pursue this strategy.
Uses a holistic approach to align priorities with overarching goals, and measures outcomes of planning efforts.

Competencies for Strategic Planning
Strategic Planning Example Behaviors
Basic Level	Above Expectations Level	Outstanding Level
Aligns priorities with goals.	Seeks input from a variety of constituencies.	Champions the organization’s vision.
Measures outcomes.	Understands the “big picture” and vision of the organization.	Seeks input from a variety of constituencies and uses the feedback to redirect efforts as needed.
Considers alternative solutions.	Establishes priorities and ensures their alignment with goals.	Comprehends connections within complex issues.
Organizes projects and associated time and priorities.	Develops annual plans for the work unit.	Encourages others to appreciate connections within complex issues.
Analyzes goals and schedules related tasks accordingly.	Develops and implements metrics to measure results.	Creates effective plans: defines purpose and outcomes; breaks complex tasks into process steps, prioritizes activities, itemizes resources and estimates costs.
Sets goals and objectives relevant to the function and focuses on the customer’s needs.	Understands and communicates strategic goals and plans to achieve them.	Develops contingency plans for potential problems.
	Oversees project management and implements strategies.	Mobilizes resources to achieve shared strategic vision and goals.
	Establishes methodology for measuring outcomes; communicates results.
	Seeks, evaluates and implements alternative solutions.
	Organizes and prioritizes tasks so they can be performed within the budget and to achieve the most efficient use of resources.

Seeks the 'big picture' implications in examining problems and opportunities.
Understands the critical success factors in different business situations.

Competencies for Strategic Thinking
Strategic Thinking Example Behaviors
Basic Level	Above Expectations Level	Outstanding Level
Aligns program goals with talent and resources needed to achieve them.	Organizes, informs and supports resources to achieve goals.	Able to integrate diverse ideas and multiple perspectives, e.g. cross-functional, cross-cultural inputs.
Able to take concepts and understand their practical application (e.g. corporate social responsibility, organizational culture).	Conducts evaluations to measure success and determine how processes may be changed to improve quality and or efficiency.
	Addresses problems in process or resourcing quickly and effectively.

Functions well under stress.
Maintaining stable performance under pressure or opposition such as time pressure or job ambiguity.
Handling stress in a manner that is acceptable to others and to the organization.

Competencies for Stress Management
Stress Management Example Behaviors
Basic Level	Above Expectations Level	Outstanding Level
Manages physical reactions to stress and avoids burnout through stress-relieving activities and monitoring life-balance.	Exhibits self awareness of how stress impacts their personal interactions and work.	Accepts pressure and maintains composure and perspective in tense situations.
Recognizes the signs and symptoms of stress reactions.	Identifies and uses strategies and actions to take to change stressful situations.	Able to recognize which stresses are preventable and taking action to prevent them.
Understands and identifies sources of stress.	Exercises reasonable self care activities and habits.

Encouraging cooperation, collaboration and partnerships.
Cooperative or coordinated effort on the part of a group of persons acting together as a team or in the interests of a common cause.
The process of working collaboratively with a group of people in order to achieve a goal.
Working cooperatively with other individuals and makes valued contributions to the outputs of others in order to assist own team or project to achieve the required outputs.

Competencies for Teamwork
Teamwork Example Behaviors
Basic Level	Above Expectations Level	Outstanding Level
Participates in team activities.	Cooperates with other members to achieve the workgroup's goals.	Maintains or enhances self-esteem of others in all communications with team members.
Works effectively and cooperatively with others.	Builds and maintains effective working relationships with peers and campus partners.	Actively works to remove barriers to team effectiveness.
Works well in teams comprising members of one’s own work unit or discipline.	Shares accountability in team situations.	Is flexible and can work with a wide variety of different people on different tasks.
Provides team members with information when requested or as the need arises.	Assists others, voluntarily, positively, and without controlling or dominating.	Fosters cooperation and collaboration in others through trust-building and relationships.
Supports teams who provide information and contributions deemed to be important by oneself.	Actively participates in team meeting and contributes to team decision making.	Encourages and enables flexibility.
Treats others with respect; encourages and appreciates individual contributions.	Encourages team or group participation in projects.	Encourages other team members to participate and facilitates when appropriate.
Can be relied upon to make contributions of value to the team.	Demonstrates flexibility and willingness to step out of comfort zone to support team and goals.	Facilitates team activities that promote effective peer and work relationships.
Works well with diverse workforce.	Works effectively with others to resolve conflict.	Fosters team communication and dialogue, identifies opportunities to gain consensus for team options, decision and outcomes.
Accepts accountability for their agreed contribution to team goals.	Supportive of others' efforts.	Facilitates and models teamwork across the organization.
Recognizes the contributions of others.	Supports team members by encouraging participation and listening to other’s ideas.	Creates a culture of accountability.
Openly shares information, knowledge and expertise with the team and co-workers.	Takes the time to get to know other team members.	Utilizes team members' skills to accomplish goals.
Keeps team members abreast of individual progress.	Participates in the development of team goals and plans.	Puts accomplishing the interests of the University or unit ahead of accomplishing individual goals.
	Organizes effective teams.	Fosters partnerships towards a shared vision.
	Appropriately gives and is open to feedback from team and coworkers.	Builds effective teams across organizations and levels, inside and outside own organization.
	Balances individual and team goals.
	Builds on others' contributions.
	Embraces a shared understanding of team participation roles, responsibilities, and decision making.

Ability to apply the technical knowledge and skills required in the specialist and professional job role and responsibilities in order to achieve the expected outputs.

Competencies for Technical Proficiency
Technical Proficiency Example Behaviors
Basic Level	Above Expectations Level	Outstanding Level
Demonstrates technical proficiency in areas of work-unit’s responsibility.	Understands the technical difficulty and complexity of work undertaken and advises others accordingly.	Accounts for the technical difficulty and complexity of own work and that of staff, where appropriate, at key milestones.
Undertakes basic or routine tasks (in some cases under supervision and technical direction).	Seeks to learn additional technical skills and or build knowledge relevant to the job role.	Has acquired a broad, working knowledge of the local and international practices, generally recognized principles, approaches, methodological frameworks and best practice theories.
Has acquired relative experience of the technical job roles and responsibilities.	Accomplishes the technical tasks required by the work unit largely independently.	Proactively shares and exchanges views, procedures, best practice and implementation “do’s” and “do nots.”
Generally contributes a theoretical understanding of technical terms, concepts and methodologies.	Seeks other professionals and specialists to collaborate on innovative application of technical proficiency.	Uses extensive first-hand application and implementation experiences that have been gained in a variety of contexts and requirements for the technical proficiency.
Performs tasks specific to area of expertise reliably, skillfully and accurately.	Ensures the appropriately applied procedures, requirements, regulations, or policies related to specialized areas of expertise in the production of work-unit outputs or results.	Is recognized by peers, fellow professionals, own work group and other business units for technical depth of knowledge.
	Has acquired and been awarded formal recognition for meeting the requirements of the profession.	Directs and assists technical teams to accomplish highly technical tasks in complex situations.
		Has achieved recognition within the profession for contributions in thought leadership.

Managing and prioritizing both everyday responsibilities and broad level, longer term objectives.
Establishes priorities that address the details and timelines needed to achieve the intended results.
Puts resources and processes into logical, comprehensible and/or aesthetically pleasing order.
Plans and executes plans for events, tasks or processes in an efficient manner.
Seeks and finds all resources needed to effectively accomplish a task, assignment or event, bringing all together into and organized and successful endeavor.

Competencies for Time Management and Organization
Time Management and Organization Example Behaviors
Basic Level	Above Expectations Level	Outstanding Level
Can be counted on to be present and on-time as needed.	Establishes priorities that address the details and timelines needed to achieve the intended results.	Shows persistence in overcoming obstacles that might impact deadlines or timelines.
Gets work done within a given time frame.	Plans and organizes work, in advance, working on the highest value tasks first.	Implements plans and makes mid-course changes when necessary to achieve goals.
Obtains information and utilizes resources effectively.	Handles and delivers multiple projects simultaneously.	Develops contingency plans for potential problems.
Balances multiple objectives.	Achieves goals in a timely manner, despite obstacles encountered, by organizing, re-prioritizing and re-planning.	Identifies and acts on opportunities to partner with other units in the Department to achieve desired results.
Ensures follow-through to desired results.	Sequences activities and develops schedules.	Shares "best practices" with others helping them to be more effective and efficient.
Is flexible and utilizes resources.	Sets daily, weekly, monthly, quarterly and or annual project goals, creating specific plans to meet them.
Ensures projects are being completed according to plan and reevaluates, if necessary.	Taps into the resources of other work-units and departments, employing methods such as cross-functional teams to achieve results.
Co-ordinates work efforts when necessary to produce deliverables.	Utilizes all departmental tools and “best practices” to enhance effectiveness and efficiency.

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