Performance Review - Human Resources | Human Resources



Universal Competencies

|Teamwork: Implies the intention to work cooperatively with others, to be a part of a team, to work together, as opposed to working separately or competitively. Teamwork |

|may only be considered when the subject is a member of a group of people functioning as a team, generally where he or she is not the leader. "Team" is broadly defined as |

|any task or process-oriented group of individuals. |

| Model Performance | Strong Performance | Developing Performance | Unacceptable Performance |

| | | | |

|Offers ideas for improvement; |Contributes meaningfully to work group |Is making a conscious effort to become a team|Shows little or no interest in group efforts.|

|contributes to group work; efforts are |efforts by offering new ideas for |player. On a more frequent basis, is sharing |Rarely demonstrates active participation in |

|well received and normally result in |improvement, sharing knowledge and |job knowledge and ideas in an effort to |group interaction. Not perceived as a team |

|process improvements and productivity. |otherwise demonstrating a cooperative |improve overall group performance. |player. |

|Consistently volunteers to help others |manner in dealing with supervisors and | | |

|within work group as work schedule |coworkers. Does his or her part toward | | |

|permits. Contributes positively to |group efforts. | | |

|resolution of conflict or problem | | | |

|encountered. | | | |

|Maintaining a Safe & Secure Work Environment: University Policy 1005, Health and Safety Policy, was issued in January 2001. The policy states, "At Virginia Tech, safety is|

|everyone's responsibility. All members of the university community are expected to be thoroughly familiar with their safety responsibilities, strive to follow safety |

|practices at all times, act proactively to prevent accidents and injuries, communicate hazards to supervisors, and be prepared for emergencies that may occur in the |

|workplace." |

| Model Performance | Strong Performance | Developing Performance | Unacceptable Performance |

| | | | |

|Demonstrates a complete understanding |Has a good understanding of relevant |Is concerned about safety, but lacks a |Shows little or no interest in safety |

|of relevant safety polices and/or |safety policies and consistently |thorough understanding of current safety |efforts. Rarely complies with safety |

|practices and applies as appropriate. |adheres to these policies. Is |policies. Displays a desire to learn more |procedures. Disregards management requests to|

|Always follows established safety |cooperative in establishing a safety |about safety policies and how they can be |improve safety behavior. Frequently engages |

|procedures and encourages co-workers to|oriented climate. Demonstrates concern |better prepared to handle emergencies. |in un-safe work place behaviors that put self|

|adopt safety related behaviors and |for preventing accidents and injuries. |Attends safety training when requested to do |and others at risk. Does not value safety |

|enthusiastically supports safety |Willingly complies with safety |so. Complies with managements requests to |training and is hostile towards suggestions |

|initiatives. Takes opportunities to |initiatives. Attends safety training. |improve safety climate. |to improve safety related behavior. |

|train co-workers as appropriate. |Is willing to discuss how safety can be| | |

|Prevents accidents and injuries by |improved when asked. Displays a | | |

|immediately reporting potential hazards|positive attitude towards safety | | |

|to supervisors and co-workers. Attends |issues. | | |

|all safety training programs that they | | | |

|have identified as necessary to | | | |

|increase their knowledge and skills in | | | |

|specific areas. Makes recommendations | | | |

|for safety improvements that are | | | |

|implemented. | | | |

|Diversity Commitment: the ability to understand and value the practices, customs, values and norms of other individuals, groups and cultures. It goes beyond what is |

|required by state and federal equal employment opportunity (EEO) regulations to include the ability to value different points-of-view and recognize the improved outcomes |

|that occur when individuals from different backgrounds or perspectives interact. It includes seeing others' differences as a positive part of the organization. It also |

|means being able to work well with a wide variety of people representing different backgrounds, cultures and socio-economic levels. Diversity commitment also encompasses |

|efforts to support supplier diversity through selection of certified small, woman-owned and minority owned firms for university business, if supplier selection is a job |

|responsibility. |

| Model Performance | Strong Performance | Developing Performance | Unacceptable Performance |

| | | | |

|Demonstrates leadership in |Takes advantage of diversity-related |Generally demonstrates good-faith efforts to |Makes negative comments about characteristics|

|diversity-related activities. |trainings or other activities, and |be respectful, but occasionally makes |such as age, color, disability, gender, group|

|Appropriately confronts or corrects |takes opportunities to increase |statements about people based on |identity, sexual orientation or veteran |

|negative behavior or comments of others|awareness and understanding of |characteristics such as age, color, |status, or treats people disrespectfully on |

|based upon characteristics such as age,|diversity. Always respectful to others.|disability, gender, group identity, sexual |the basis of any of these characteristics. |

|color, disability, gender, group | |orientation or veteran status, or causes a | |

|identity, sexual orientation or veteran| |person to be disadvantaged based on any of | |

|status. Assists members of | |these characteristics. | |

|underrepresented groups to be | | | |

|successful. | | | |

Supervisor Competencies

|People Development: How effectively does the employee recognize the need for, plan and achieve professional development of subordinate employees? |

| Model Performance | Strong Performance | Developing Performance | Unacceptable Performance |

| | | | |

|Has acquired the reputation of a people|Can identify specific strengths and |Is coming to learn the importance of people |Subordinate development plans are |

|developer as reflected by the |weakness of each subordinate. Manages |development in supervision. Efforts are |inadequately constructed and are normally |

|competence and versatility of staff. |work load so that subordinates are |becoming more concentrated on seeking out |seen as an afterthought, characterized only |

|Results of development efforts are |given the opportunity to improve in |developmental opportunities for subordinate |by superficial efforts on the part of the |

|clearly observable and measurable. |required areas. Constructs and |personnel. Performance in this area may be |supervisor. Subordinate staff may complain of|

|Usually more than one staff member is |continually updates a comprehensive |characterized as transitioning from |the lack of opportunity to expand their |

|capable of filling in during |development plan for each subordinate. |individual achiever to management of the |purview as it relates to their job. |

|supervisors absence. Devises and |Understands the concept of and applies |activities and actions of others. | |

|applies unique and challenging means |constructive discipline where | | |

|for employees to learn new skills and |warranted. | | |

|to demonstrate acquired ones. Advice on| | | |

|development issues is sought by peers. | | | |

|Engagement: Engages employees in developing goals, executing plans and delivering results. Motivates employees to accomplish goals by communicating clearly and |

|consistently. Models adaptability. Uses collaboration and influence skills to achieve successful outcomes. |

| Model Performance | Strong Performance | Developing Performance | Unacceptable Performance |

| | | | |

|Consistently motivates employees by |Regularly emphasizes the importance of |Earnestly endorses and communicates a vision |Does not appear to have any vision regarding |

|clearly communicating the goals and |achieving a shared vision of the future|for the future. Recognizes the importance of |future goals and plans for subordinates. |

|strategies of the department in a |and defines what that vision is. Is |clearly defining goals, but fails to do so |Unable to communicate goals and plans clearly|

|compelling manner. Successfully |capable of challenging employees to |consistently and may lack clarity when doing |to motivate employees. Appears to be |

|influences others by talking openly and|reach their fullest potential. Adapts |so. Is willing to adapt, but may fail to do |incapable of altering strategies and |

|enthusiastically about the future goals|effectively to challenging situations |so consistently. |behaviors to model adaptability. Fails to |

|of the department. Optimistically |when necessary. | |challenge employees to achieve high levels of|

|embraces challenges and effectively | | |performance. |

|adapts to situational demands. | | | |

|Consistently challenges employees to | | | |

|aspire to their highest possible levels| | | |

|of performance. | | | |

Job Specific Competencies

|Adaptability & Flexibility - Adaptability & Flexibility is the ability to adapt to and work effectively within a variety of situations, and with various individuals or |

|groups. Adaptability & Flexibility entails understanding and appreciating different and opposing perspectives on an issue, adapting one’s approach as the requirements of |

|a situation change, and changing or easily accepting changes in one’s own organization or job requirements. |

| Model Performance | Strong Performance | Developing Performance | Unacceptable Performance |

| | | | |

|Always willing to listen to multiple |Effectively interacts with a variety of|Employee conforms to new |Consistently unreceptive to change |

|perspectives. Actively seeks input from|individuals in an assortment of |initiatives/policies. Is willing to listen to|initiatives and unwilling to make an effort |

|relevant sources when making decisions |settings. Can accurately assess |a variety of opinions. Accepts performance |to conform to new policies/initiatives. Lacks|

|and openly encourages a diversity of |situational demands and employ |feedback and demonstrates a willingness to |ability to adapt behavior in accordance with |

|opinions. Possesses a variety of |appropriate behavioral response. |apply such information to improving |situational demands. Unwilling to accept |

|strategies for solving problems, |Embraces new policies/initiatives and |performance. Demonstrates a willingness to |feedback from others regarding performance. |

|performing job duties, interacting with|encourages others to do likewise. |learn from mistakes/failures in order to | |

|others, etc… Consistently alters |Willingly accepts feedback regarding |adapt behavior effectively. | |

|behavior to effectively respond to |their performance and actively uses | | |

|situational demands. Constantly |such information to adapt behavior when| | |

|solicits feedback from others regarding|necessary to improve performance. | | |

|their performance. Uses performance |Appreciates a variety of perspectives. | | |

|feedback to effectively alter and | | | |

|improve subsequent performance. Views | | | |

|new challenges as opportunities for | | | |

|improvement and embraces change | | | |

|enthusiastically. | | | |

|Analytical Skills & Problem Solving - Analytical Skills and Problem Solving is understanding a situation, issue, problem, etc., by breaking it into smaller pieces, or |

|tracing the implications of a situation in a step-by-step way. Analytical Skills and Problem Solving includes organizing the parts of a problem, situation, etc., in a |

|systematic way; making systematic comparisons of different features or aspects; setting priorities on a rational basis; and identifying time sequences, causal |

|relationships, or if-then relationships. |

| Model Performance | Strong Performance | Developing Performance | Unacceptable Performance |

| | | | |

|Displays creativity in seeking |Approaches problem solving in a |Is transitioning in the area of problem |At times, decisions are hastily made without |

|solutions to problems and in making |systematic manner. Identifies all |solving and decision making. Has come to |fully considering the possible consequences. |

|decisions. Is able to integrate new |resources available for help and |understand the need for a more comprehensive |Problem solving efforts are erratic and often|

|ideas with current approaches. |involves peers and subordinates as |approach to reaching solutions and |not totally effective. Tends to work alone |

|Effectively identifies potential |necessary. Assures proper |recommending outcomes or taking action. |on problems, not soliciting the input of |

|problems before they arise and acts on |documentation and follows up to ensure | |peers or subordinates. The same or similar |

|problems in the early stages. Once |problem does not reoccur. Decisions | |problems seem to reoccur on a regular basis. |

|solved, problems do not arise again and|are well thought out and made in a | | |

|solutions do not create new problems. |timely and logical manner | | |

|Makes good decisions with limited but | | | |

|accurate information while working | | | |

|within schedule. | | | |

|Communication Skills - How well does the employee present ideas, concepts and courses of action? Does the employee listen well and ask appropriate questions? |

| Model Performance | Strong Performance | Developing Performance | Unacceptable Performance |

| | | | |

|Demonstrates oral and/or written |Communicates with others effectively, |In most cases presents thoughts and ideas in |Often fails to make thoughts, ideas and |

|communications skills that result in |speaking and/or in writing. Possesses |a clear, concise manner. Only occasionally |explanations clear to others, speaking and/or|

|very clear and concise messages and |and uses vocabulary required to |is additional feedback required to ensure |in writing. Feedback is typified by the need|

|feedback. Very rarely is it necessary |successfully express thoughts, ideas |understanding of message. |to reword or elaborate in order to obtain |

|to ask employee to explain unclear or |and explanations. Presents | |required level of understanding. |

|ambiguous communications. Exhibits the|comprehensive feedback. Keeps | | |

|ability to explain or describe in a |supervisor and co-workers informed. | | |

|manner that is easily understood by | | | |

|most recipients. | | | |

|Compliance/Quality of Service - Demonstrates awareness of and stays up to date on legal, policy and procedural requirements. Works to ensure that services provided are |

|consistent with the spirit and content of actual laws, policies and practices. Demonstrates accuracy and thoroughness; monitors own work to ensure quality; corrects |

|mistakes; applies feedback to improve performance. Researches and provides accurate, timely and clearly communicated information, policy interpretations and/or guidance |

|to customers for assigned program areas. |

| Model Performance | Strong Performance | Developing Performance | Unacceptable Performance |

| | | | |

|Consistently reviews own work and the |Consistently requests manager and/or |Seeks peer review of work on an inconsistent |Frequently submits work with errors and does |

|work of others (as directed) to ensure |peers to review draft(s) of non-routine|basis. Demonstrates knowledge of current |not seek peer review. Feedback from others |

|compliance with the appropriate legal, |work. Makes an effort to stay abreast |legal & compliance issues but makes limited |on quality of service indicates a need for |

|policy and procedural requirements. |of legal and compliance issues and |efforts to learn of new developments. |immediate improvement. |

|Seen as a subject matter expert on |seeks advice on updating documents, |Feedback from others on quality of service is| |

|compliance and legal issues. |policies, etc. to reflect changes in |mixed and areas for improvement are readily | |

|Consistently ensures that work is peer |the law. Feedback on quality of |apparent. | |

|reviewed prior to sharing with manager.|service from others is consistently | | |

|Feedback reflecting negatively on the |positive. | | |

|employee’s quality of service is | | | |

|extremely rare. | | | |

|Creativity and Innovation - Comes up with new and unique ideas; easily makes connections among previously unrelated notions; tends to be seen as original and value-added |

|in brainstorming sessions. |

| Model Performance | Strong Performance | Developing Performance | Unacceptable Performance |

| | | | |

|Consistently challenges the “status |Often generates new ideas and |Seldom generates new ideas and suggestions |Not open to new ideas or ways of solving |

|quo” in the spirit of improving |suggestions for improvement. Willing to|for improvement. Regularly needs direction |problems. Demonstrates inflexibility in |

|methods, products, procedures, and/or |accept ideas from others. Open to new |to overcome obstacles. |approach when faced with the prospect of |

|technologies. Willing to seek to go |ways of doing things. | |change. |

|beyond traditional solutions despite | | | |

|obstacles or resistance. | | | |

|Customer Service Orientation - Customer Service Orientation is focusing one’s efforts on discovering and meeting the customer’s needs. This includes being able to develop|

|trust in all relationships and adds to the level of trust in the university. Customers include, but are not limited to internal and external associates, peers, |

|colleagues, community members, students, faculty, external agencies or anyone that the person is trying to help. |

| Model Performance | Strong Performance | Developing Performance | Unacceptable Performance |

| | | | |

|Goes out of his or her way to ensure |Responds in a timely, courteous and |Attempts to meet customer demands in a fully |Often appears indifferent to customer |

|customer satisfaction. Processes both |informed manner to customer inquiries |acceptable manner. Occasionally may not |concerns. Provides minimal response to |

|routine and non-routine customer |and concerns. When an immediate |fully deliver desired level of satisfaction |customers. While not necessarily |

|inquiries and concerns in ways that |response is not possible, provides |due to lack of experience or job knowledge. |discourteous, displays only the basics in the|

|result in a high degree of customer |necessary follow-up and keeps customer |Progress is being made to overcome this |way of consideration for customer needs. |

|satisfaction. Goes beyond basic |informed. |situation. | |

|inquiry to learn of and respond to | | | |

|relevant issues that may not | | | |

|necessarily be apparent initially. | | | |

|Initiative - Initiative refers to the identification of a problem, obstacle or opportunity and taking action in light of this identification to address the current or |

|future problems or opportunities. Initiative should be seen in the context of proactively doing things and not simply thinking about future actions. The time frame of |

|this scale moves from addressing current situations to acting on future opportunities or problems. |

| Model Performance | Strong Performance | Developing Performance | Unacceptable Performance |

| | | | |

|Consistently demonstrates ability and |Frequently takes action without being |Sometimes attempts to take action without |Unwilling to take action without being first |

|willingness to seize opportunities and |asked or told by a peer or supervisor. |being asked or told. When faced with |told to do so by a peer or supervisor. Waits |

|resolve problems. Sees what needs to be|Persistent in overcoming obstacles. |obstacles, often gets “stuck" in frustration.|for others to take action first. Requires |

|done and takes appropriate action. |Consistently produces quality work |Requires above average level of supervision |high levels of supervision to effectively |

|Significantly exceeds expectations on |under minimal supervision. |on most tasks to be effective. |complete job duties. |

|all tasks with minimal supervision. | | | |

|Interpersonal Skills |

| Model Performance | Strong Performance | Developing Performance | Unacceptable Performance |

| | | | |

|Builds and maintains outstanding |Builds and maintains successful working|Has difficulty at times interacting |Has difficulty building and maintaining good |

|working relationships with others. |relationships with others. Shows |appropriately with others. At times, behavior|working relationships with others. |

|Consistently demonstrates the highest |respect for others. Deals calmly and |indicates lack of understanding of and/or |Demonstrates lack of sensitivity toward |

|level of understanding, courtesy, tact,|effectively with stressful situations. |respect for others. Often has difficulty |others. Avoids stressful situations. |

|empathy, and concern in all | |dealing with stressful situations. | |

|interactions. Excellent at managing | | | |

|stressful situations. | | | |

|Job Knowledge & Technical Competence - How well does the employee demonstrate sufficient understanding if the technical, managerial and organizational aspect of the job? |

| Model Performance | Strong Performance | Developing Performance | Unacceptable Performance |

| | | | |

|Possesses job knowledge that is well |Demonstrates thorough understanding of |Has mastered the application of most |Shows a basic lack of understanding of how to|

|beyond normally acceptable as |all procedures and processes required |procedures and processes required for fully |perform routine assignments, even after |

|demonstrated thorough understanding of |to effectively perform all assignments.|successful job performance. In those areas |repeated orientation. Frequently requires |

|how to perform regular work assignments|Very rarely needs help regarding how to|where additional knowledge and expertise are |assistance from supervisor or others in order|

|as well as how those assignments relate|execute a given assignment. When new |required, satisfactory or better progress is |to complete task due to lack of knowledge of |

|to other areas. Serves as resource to |procedures or processes are introduced,|being demonstrated toward their attainment. |applicable procedures. |

|others regarding work processes and |learns quickly and begins efficient | | |

|procedures. Continuously strives to |application. | | |

|further improve job knowledge. | | | |

|Mission, Business & Strategic Plan - Demonstrates a clear understanding of the missions and business plans of Virginia Tech and the department. Understands department |

|services, priorities and strategic plans, and understands how his/her job impacts business results. Completes work to desired results in support of department mission, |

|goals, business and strategic plans. Acquires and applies professional/technical knowledge, skills, experience and judgment to accomplish results, serve customers better |

|and contribute to the department’s mission and goals. |

| Model Performance | Strong Performance | Developing Performance | Unacceptable Performance |

| | | | |

|Consistently demonstrates knowledge and|Demonstrates a thorough understanding |Understands most important aspects of |Cannot provide an adequate explanation of |

|support of the mission and business |of key goals and mission of department.|department goals, strategic plans, and |department mission and strategy when asked. |

|plans of the department through the |Understands how their |services Complies with requests that involve |Shows no desire to know and understand |

|planning and delivery of work/services.|professional/technical knowledge, |fulfilling important department objectives |departmental goals and strategy. Appears to |

|Serves as a model in assisting others |skills, and experience can be applied |and is willing to be further trained |work independent of established department |

|to ensure that there is an ongoing |to fulfill department mission and goals|regarding their responsibilities in relation |mission. Unwilling to comply with requests |

|focus on the strategic goals and |and seeks to develop professional |to such objectives. Has demonstrated desire |pertaining to departmental goals and strategy|

|mission. Dedicated to developing |/technical skills to support the |to acquire additional skills/knowledge that | |

|themselves to ensure they have the |mission of the department. |will allow them to contribute to the | |

|requisite skills for delivering | |fulfillment of the department’s mission and | |

|results. | |goals. | |

|Time Management - How well does the employee manager their time to ensure that deadlines are met and priorities receive due consideration? |

| Model Performance | Strong Performance | Developing Performance | Unacceptable Performance |

| | | | |

|Nearly always meets deadlines and |Consistently prioritizes projects/task |Has demonstrated ability to prioritize |Consistently fails to meet deadlines. Unable |

|ensures that most important |effectively by allocating time |projects/task effectively, but lacks |to prioritize effectively and appear unable |

|projects/tasks receive primary |appropriately. Rarely misses deadline. |consistency in doing so. Usually meets |to allocate time appropriately. |

|consideration. Is always ‘on-task’ and | |deadlines, but could improve in doing so. | |

|working towards completing important | | | |

|job responsibilities. | | | |

|Work Habits - How well does the employee organize and execute assignments? To what degree is ongoing supervision/monitoring required to ensure that work is properly |

|completed? How well does the employee demonstrate self discipline and reliability relative to work to be performed? |

| Model Performance | Strong Performance | Developing Performance | Unacceptable Performance |

| | | | |

|Always performs assigned tasks as |Consistently accepts responsibility for|Becoming more familiar with work environment |Work performed is often not acceptable and |

|directed. Often completes tasks ahead |assigned work and performs tasks as |and available resources. While not fully |must be redone by employee and/or others. |

|of schedule and provides assistance to |directed. Ensures that results are |adept at all aspects of work routines and |Employee is generally perceived as unreliable|

|others. Understands and demonstrates |complete and meet expectations prior to|processes, is progressing at an acceptable |and requires almost constant supervisory |

|the ability to effectively prioritize |beginning a new assignment. |or better rate. |monitoring of work in progress and checking |

|assignments to make the most efficient | | |of results. |

|use of time and resources. | | | |

|Results Orientation - How well is the employee attuned to the importance of accomplishing goals and objectives? |

| Model Performance | Strong Performance | Developing Performance | Unacceptable Performance |

| | | | |

|Pushes the limits of his or her job |Always has a comprehensive picture of |Is learning to appreciate the significance of|May tend to lose sight of desired end results|

|toward the achievement of goals. Makes|the end results desired. Is goal |goal setting and achievement. Is beginning |by becoming too immersed in project or |

|sound judgments about when and where to|orientated and effectively prioritizes |to show understanding of scope of strategic |process detail. Often loses track of and |

|take risks in order to obtain results. |the channeling of available resources. |initiatives and the relationship to shorter |therefore is unable to communicate progress |

|Impacts and influences others in |Keeps supervisor informed of progress |term goals. |or lack thereof. Tends to lose sight of the |

|promoting his or her point of view. |and results on a regular basis. | |“big picture.” |

|Reacts immediately and effectively to |Effectively follows up to ensure | | |

|changes in plans and priorities. Shows|objectives are met. | | |

|exceptional ability when forced to | | | |

|manage through a crisis situation. | | | |

Supervisor Competencies

|People Development: How effectively does the employee recognize the need for, plan and achieve professional development of subordinate employees? |

|Model Performance |Strong Performance |Developing Performance |Unacceptable Performance |

|Has acquired the reputation of a people |Can identify specific strengths and |Is coming to learn the importance |Subordinate development plans are inadequately |

|developer as reflected by the competence and |weakness of each subordinate. |of people development in |constructed and are normally seen as an |

|versatility of staff. Results of development |Manages work load so that |supervision. Efforts are becoming |afterthought, characterized only by superficial |

|efforts are clearly observable and measurable. |subordinates are given the |more concentrated on seeking out |efforts on the part of the supervisor. |

|Usually more than one staff member is capable of|opportunity to improve in required |developmental opportunities for |Subordinate staff may complain of the lack of |

|filling in during supervisors absence. Devises |areas. Constructs and continually |subordinate personnel. Performance |opportunity to expand their purview as it |

|and applies unique and challenging means for |updates a comprehensive development |in this area may be characterized |relates to their job. |

|employees to learn new skills and to demonstrate|plan for each subordinate. |as transitioning from individual | |

|acquired ones. Advice on development issues is |Understands the concept of and |achiever to management of the | |

|sought by peers. |applies constructive discipline |activities and actions of others. | |

| |where warranted. | | |

|Engagement: Engages employees in developing goals, executing plans and delivering results. Motivates employees to accomplish goals by communicating clearly and |

|consistently. Models adaptability. Uses collaboration and influence skills to achieve successful outcomes. |

|Model Performance |Strong Performance |Developing Performance |Unacceptable Performance |

|Consistently motivates employees by clearly |Regularly emphasizes the |Earnestly endorses and |Does not appear to have any vision regarding future |

|communicating the goals and strategies of the |importance of achieving a shared|communicates a vision for the |goals and plans for subordinates. Unable to |

|department in a compelling manner. Successfully |vision of the future and defines|future. Recognizes the |communicate goals and plans clearly to motivate |

|influences others by talking openly and |what that vision is. Is capable |importance of clearly defining |employees. Appears to be incapable of altering |

|enthusiastically about the future goals of the |of challenging employees to |goals, but fails to do so |strategies and behaviors to model adaptability. Fails |

|department. Optimistically embraces challenges and|reach their fullest potential. |consistently and may lack |to challenge employees to achieve high levels of |

|effectively adapts to situational demands. |Adapts effectively to |clarity when doing so. Is |performance. |

|Consistently challenges employees to aspire to |challenging situations when |willing to adapt, but may fail | |

|their highest possible levels of performance. |necessary. |to do so consistently. | |

Universal Competencies

|Teamwork: Implies the intention to work cooperatively with others, to be a part of a team, to work together, as opposed to working separately or competitively. Teamwork |

|may only be considered when the subject is a member of a group of people functioning as a team, generally where he or she is not the leader. "Team" is broadly defined as |

|any task or process-oriented group of individuals. |

|Model Performance |Strong Performance |Developing Performance |Unacceptable Performance |

|Offers ideas for improvement; contributes to |Contributes meaningfully to work group |Is making a conscious effort to |Shows little or no interest in group efforts. |

|group work; efforts are well received and |efforts by offering new ideas for |become a team player. On a more |Rarely demonstrates active participation in |

|normally result in process improvements and |improvement, sharing knowledge and |frequent basis, is sharing job |group interaction. Not perceived as a team |

|productivity. Consistently volunteers to help |otherwise demonstrating a cooperative |knowledge and ideas in an effort|player. |

|others within work group as work schedule |manner in dealing with supervisors and |to improve overall group | |

|permits. Contributes positively to resolution of|coworkers. Does his or her part toward |performance. | |

|conflict or problem encountered. |group efforts. | | |

|  |

|Maintaining a Safe & Secure Work Environment: University Policy 1500, Health and Safety Policy, was issued in January 2001. The policy states, "At Virginia Tech, safety is|

|everyone's responsibility. All members of the university community are expected to be thoroughly familiar with their safety responsibilities, strive to follow safety |

|practices at all times, act proactively to prevent accidents and injuries, communicate hazards to supervisors, and be prepared for emergencies that may occur in the |

|workplace." |

|Model Performance |Strong Performance |Developing Performance |Unacceptable Performance |

|Demonstrates a complete understanding of |Has a good understanding of relevant |Is concerned about safety, but |Shows little or no interest in safety efforts. |

|relevant safety polices and/or practices and |safety policies and consistently adheres|lacks a thorough understanding |Rarely complies with safety procedures. |

|applies as appropriate. Always follows |to these policies. Is cooperative in |of current safety policies. |Disregards management requests to improve safety|

|established safety procedures and encourages |establishing a safety oriented climate. |Displays a desire to learn more |behavior. Frequently engages in un-safe work |

|co-workers to adopt safety related behaviors and|Demonstrates concern for preventing |about safety policies and how |place behaviors that put self and others at |

|enthusiastically supports safety initiatives. |accidents and injuries. Willingly |they can be better prepared to |risk. Does not value safety training and is |

|Takes opportunities to train co-workers as |complies with safety initiatives. |handle emergencies. Attends |hostile towards suggestions to improve safety |

|appropriate. Prevents accidents and injuries by |Attends safety training. Is willing to |safety training when requested |related behavior. |

|immediately reporting potential hazards to |discuss how safety can be improved when |to do so. Complies with | |

|supervisors and co-workers. Attends all safety |asked. Displays a positive attitude |managements requests to improve | |

|training programs that they have identified as |towards safety issues. |safety climate. | |

|necessary to increase their knowledge and skills| | | |

|in specific areas. Makes recommendations for | | | |

|safety improvements that are implemented. | | | |

|  |

|Diversity Commitment: the ability to understand and value the practices, customs, values and norms of other individuals, groups and cultures. It goes beyond what is |

|required by state and federal equal employment opportunity (EEO) regulations to include the ability to value different points-of-view and recognize the improved outcomes |

|that occur when individuals from different backgrounds or perspectives interact. It includes seeing others' differences as a positive part of the organization. It also |

|means being able to work well with a wide variety of people representing different backgrounds, cultures and socio-economic levels. Diversity commitment also encompasses |

|efforts to support supplier diversity through selection of certified small, woman-owned and minority owned firms for university business, if supplier selection is a job |

|responsibility. |

|Model Performance |Strong Performance |Developing Performance |Unacceptable Performance |

|Demonstrates leadership in diversity-related |Takes advantage of diversity-related |Generally demonstrates |Makes negative comments about characteristics |

|activities. Appropriately confronts or corrects |trainings or other activities, and takes|good-faith efforts to be |such as age, color, disability, gender, group |

|negative behavior or comments of others based |opportunities to increase awareness and |respectful, but occasionally |identity, sexual orientation or veteran status, |

|upon characteristics such as age, color, |understanding of diversity. Always |makes statements about people |or treats people disrespectfully on the basis of|

|disability, gender, group identity, sexual |respectful to others. |based on characteristics such as|any of these characteristics. |

|orientation or veteran status. Assists members | |age, color, disability, gender, | |

|of underrepresented groups to be successful. | |group identity, sexual | |

| | |orientation or veteran status, | |

| | |or causes a person to be | |

| | |disadvantaged based on any of | |

| | |these characteristics. | |

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