Cornell 

University 
Characteristic Levels of Performance  
Skills for Success and Leadership Skills for Success 
7/31/2015 
  Fails to Achieve  Needs Improvement  Successful  Frequently Exceeds  Consistently Surpasses 
(or if new in role, with appropriate  Expectations  Expectations 
level of assistance) 
 
         
  Does not fulfill position  Performs fundamental  Reliably performs position duties  Performs beyond expectations  Works consistently at a 
requirements.  position duties and  in a majority of position duties  superior level in most aspects 
    responsibilities. Requires 
and responsibilities. Successfully 
and responsibilities.  Reliably  of position; consistently 
fulfills position requirements, 
Skills  Corrective performance  continued development to  established goals and  meets and predominantly  exceeds goals and 
plan must be outlined  fully achieve all aspects of  expectations. Performance results  exceeds position expectations –  expectations. Makes an 
for  and monitored, or  position duties. (A  in valuable contributions to unit  making a significant  exceptional or unique 
termination must be  Performance Improvement  goals.  contribution to the overall  contribution to the 
Success  initiated. (A Performance  Plan is recommended)    achievement of  unit/department. 
Improvement Plan is    unit/department goals. 
strongly recommended.) 
 Fails to demonstrate  In some situations does not  Demonstrates competence in  Skillfully utilizes tools,  Proactively seeks and
Job Skills  competence to effectively appropriately keep up with tools, equipment, software and equipment, software and leverages tools, equipment,
  perform the job. tools, equipment, software, technologies to effectively technologies to the fullest software and technologies to
 Does not maintain and technologies thereby complete assignments and job extent to achieve higher produce innovative
professional education or impeding the ability to tasks. quality results. solutions and achieve higher
certifications in effectively complete  Maintains professional  Seeks additional professional quality results.
functional expertise or assignments and job tasks. certifications, licensing and certifications, licensing and  Creates an environment that
apply knowledge.  In some instances is not be education in functional education to enhance encourages continuous
 Does not seek to up-to-date on required expertise and effectively functional expertise, learning, serving on boards,
understand, interpret and professional certifications, applies knowledge. awareness and knowledge. leading task forces and
apply regulations and licensing and education in  Understands, interprets and  Acts as a reliable subject committees while
Cornell policies to deliver functional expertise or does applies regulations, policies and matter expert and valued maintaining professional
results. not effectively apply contracts to deliver effective partner in interpreting and certifications, licensing and
 Ineffectively uses data knowledge. results. complying with regulations, education in functional
and information to make  Does not consistently  Uses good judgment, policies and contracts to expertise.
appropriate observations, understand, interpret or information and observations to deliver effective results.  Acts as a trusted subject
evaluations and apply regulations, policies evaluate and recommend  Demonstrates excellent matter expert and valued
recommendations to and contracts to deliver actions to support decisions and judgment, seeks information partner in developing
support deliverables. effective results. deliverables. and utilizes observations to regulations, policies and
 In some situations support decisions and contracts to ensure superior
demonstrates poor judgment deliverables. results.
and inconsistently uses  Shares wisdom, information
information and and observations on matters
observations effectively. of importance to leverage
decisions and deliverables.

1
  Fails to Achieve  Needs Improvement  Successful  Frequently Exceeds  Consistently Surpasses 
Expectations  Expectations 
 Fails to demonstrate  Occasionally demonstrates  Demonstrates the ability to  Seeks opportunities to  Is an inspirational example
Inclusiveness  equitable respect for a lack of respect for others; communicate across difference demonstrate and encourage for equity, respect and
members of Cornell may exhibit difficulty in to create a collaborative, others to be equitable and appreciation for all
Community. Is establishing effective collegial and caring respectful towards members of members of Cornell
uncooperative with working relationships with community. the Cornell Community. Community.
certain community certain members of  Supports cooperation, honesty,  Takes initiative to improve  Leverages role to
members. community. openness and a welcoming cooperation and welcome consistently promote
 Avoids opportunity to  In some situations does not environment for all and speaks environment for all actively cooperation and a
build knowledge of routinely demonstrate up when others are being speaks up when others are welcoming environment for
diversity and initiative to increase excluded or treated being excluded or treated all and advocates when
inclusiveness. openness or a welcoming inappropriately. inappropriately. others are being excluded or
 Does not support environment.  Supports participation of key  Encourages the participation treated inappropriately.
participation and/or  Does not consistently and diverse employees in and/or development of others  Is influential in the
development of others. support participation and/or career/professional  Encourages work/life development of others and
 Is not understanding of development of others. development opportunities and integration in the workplace. promoting
or accepting of other’s  In some instances, is less in campus/community  Promotes the recruitment, campus/community
work/life integration. understanding or accepting involvement. hiring and engagement of high involvement.
 Resists the importance of others’ work/life  Supports work/life integration performing diverse  Promotes and models
and benefits of a diverse integration. in the workplace. employees. work/life integration in the
workforce.  At times is resistant to the  Recruits, hires and engages workplace.
benefits and importance of a high performing diverse  Champions the recruitment,
diverse workforce. employees. hiring and engagement of
high performing diverse
employees.

 Fails to change usual  Situationally shows  Adapts to changing priorities  Understands and appreciates  Anticipates and proactively
Adaptability  patterns of behavior or difficulty adjusting to and additional demands. different and opposing responds to changing
performance to meet change.  Is flexible, open and receptive perspectives and shares new situations to achieve work
specific expectations.  In some instances, shows a to new information, ideas and ideas for the group to results- generating new
 Is not receptive to new lack of appreciation and approaches which enhance consider. ideas, information and
information or understanding of different Cornell’s capacity to thrive in  Actively supports changing explores new possibilities.
viewpoints. perspectives. the future. direction, goals, priorities and  Embraces and champions
 Is unwilling to try or  In some situations  Accepts and cooperates in the responsibilities. change and works
support a new approach. demonstrates apathy or implementation of change.  Is willing to experiment and effectively within a variety
resistance in adjusting to  Modifies one’s preferred way of take risks in trying a different of situations, individuals
changing situations, doing things when it benefits approach. and/or groups to respond to
priorities and the whole focusing on long-  Switches roles and procedures change.
responsibilities. term vision rather than short- easily to facilitate change and  Inspires, encourages and
term gains. can be relied upon to help provides guidance and
others in this process. support to others in
response to change.
 Maintains and promotes
receptivity, flexibility and
focus when dealing with
uncertainty, change and
transition.

2
   Fails to Achieve  Needs Improvement  Successful  Frequently Exceeds  Consistently Surpasses 
Expectations  Expectations 
 Ineffectively  At times does not  Is self-aware; acts upon  Proactively increases job  Continually applies ever-
Self‐ demonstrates self- demonstrate self-awareness performance feedback. knowledge/skills to increasing job-
Development  awareness and does not or act upon performance  Acts on opportunities for accomplish objectives. knowledge/skills to address
strive to enhance feedback. development; takes measures to  Often seeks, accepts and challenges and/or lead new
  personal strengths and  In certain situations does ensure personal well-being and achieves noteworthy success initiatives.
abilities or act on not adequately seek balance. on additional responsibilities.  Regularly seeks additional
opportunities for opportunities to build skills  Works to continuously learn and  Actively seeks developmental responsibilities and
development. and job knowledge. improve. performance feedback and achieves significant
 Avoids seeking and Is inconsistently open to  Applies learning to evolving acts upon input to success.
acting upon performance opportunities for learning. assignments. continuously improve  Demonstrates continuous
feedback.  Does not sufficiently apply performance. improvement in self and
 Fails to work to learning to evolving  Occasionally volunteers to inspires others toward it.
continuously learn and assignments. take on position related  Is depended upon to
improve. campus opportunities and volunteer to take on
 Ineffectively applies commitments beyond their position related campus
learning to evolving normal duties. opportunities and
assignments. commitments beyond their
normal duties.

Communication   Ineffectively expresses

thoughts clearly,
 Inconsistently expresses
thoughts clearly, whether
 Expresses thoughts clearly, both 
orally and in writing.
Writes and speaks frequently  Consistently demonstrates
in varied settings and styles to highly effective and tailored
whether orally or in orally or in writing.  Demonstrates effective listening convey messages and ideas in writing and speaking styles
writing.  Does not demonstrate skills; seeks to understand and be persuasive, effective and to convey messages and
 Fails to demonstrate adequate effective listening understood. inspiring manner. ideas to varied audiences to
effective listening skills skills via distraction,  Asks questions and shares Exhibits talented balance in build understanding,
and does not seek to disinterest, overactive knowledge and information to listening to, seeking and commitment and
understand and be response, interruption help others clearly understand drawing out others’ views; organizational
understood. and/or somewhat inaccurate processes and desired results. accurately synthesizes effectiveness.
 Does not ask questions restatement of others’  Gives, receives and acts upon individual and group  Consistently exhibits
or share knowledge and views. helpful and timely feedback conclusions. earnest listening and
information to help  In some situations is Effectively encourages others consideration to build trust
others clearly reluctant to question or to share knowledge and and confidence while
understand processes share knowledge and/or information in accordance carrying input forward to
and desired results. information in a timely, with roles and responsibilities. appropriate parties.
 Fails to give and receive effective manner.  Proactively communicates and  Consistently models highly
helpful and timely  Erratic in providing helpful provides helpful and timely effective behaviors in
feedback. and timely feedback. feedback. sharing knowledge and
information that propels and
teaches others to perform in
like manner.
 Consistently demonstrates
effective communication
and feedback – regular,
timely, concise and
effective while being
sensitive to political issues.

3
   Fails to Achieve  Needs Improvement  Successful  Frequently Exceeds  Consistently Surpasses 
Expectations  Expectations 
 Fails to show respect,  Inconsistently exhibits  Exhibits expected workplace Often exhibits positive  Consistently leads
Teamwork  compassion and workplace courtesy, respect, courtesy, respect, compassion behavior that promotes, colleagues to inspired
empathy for others, compassion and empathy; is and empathy for others, even in supports, and influences cooperation and teamwork
contributes to an deficient in building an difficult situations, building an cooperation from others while in support of
environment of mistrust. environment of trust. environment of trust. demonstrating consideration college/unit/university
 Works ineffectively and  In some situations or with  Works effectively and for others. goals.
uncooperatively with some people has difficulty cooperatively with others, Frequently gives and seeks  Actively seeks and gives
others and unwillingly working effectively and willingly admitting mistakes and respectful and constructive respectful and constructive
admits mistakes and cooperatively, or admitting offering apologies. feedback among coworkers feedback among colleagues,
offers apologies. mistakes.  Acknowledges the support and and superiors to improve improves own actions in
 Fails to acknowledge  Occasionally does not contributions of others, involving morale and/or group response and encourages
the support and acknowledge the support them as appropriate when accomplishments, admitting others to do the same.
contributions of others and contributions or others, outcomes will impact their work. mistakes appropriately.  Consistently develops
and does not involve or involve them when  Has a positive attitude and Frequently enhances working opportunities for self and
them as appropriate outcomes will impact their understands how behaviors relationships to improve colleagues to improve
when outcomes impact work. impact others. departmental and cross- working relationships and
their work.  Inconsistently demonstrates departmental work outcomes.
 Does not demonstrate a a positive attitude and accomplishments.  Is a role model for positive
positive attitude nor understanding of how their  Initiates actions to resolve attitude among team and
seek to understand how behaviors impact others. shared team challenges. colleagues.
behavior impacts others.

Service‐Minded   Is not diplomatic,

courteous and
 At times, is not diplomatic,
courteous, welcoming, or
 Is diplomatic, courteous and
welcoming, striving to satisfy
 Regularly seeks/implements
improvements in customer
 Viewed and trusted by
internal and external
  welcoming and does not does not adequately strive external and internal customers. relationships. customers as extremely
strive to satisfy external to satisfy external and  Supports ideas, solutions and  Strongly exhibits positive knowledgeable and highly
and internal customers. internal customers. changes to processes to ensure behavior that promotes and skilled at what they do.
 Fails to supports ideas,  Inconsistently provides high quality outcomes. influences cooperation and  Contributes and leads
solutions and changes to higher level ideas, solutions  Reaches out in a timely and high quality outcomes from innovation and workable
processes to ensure high and services to internal or responsive manner to resolve others. solutions to
quality outcomes. external customers. problems and conflicts.  Understands customer culture project/problems.
 Does not reach out in a  Occasionally is not timely  Negotiates well, finding and and history – often  Is valued as a partner in
timely and responsive in reaching our or orchestrating win-win solutions. anticipating their needs. addressing customer needs.
manner to resolve responding to customer  Is recognized by customers as  Is sought after to advise on
problems and conflicts. problems or conflicts. one who is very complex, high level issues
 Fails to negotiate well  Sometimes struggles to knowledgeable/experienced and activities.
or find and orchestrate negotiate or achieve win- and known for achieving win-  Is viewed as a role model in
win-win solutions. win solutions. win solutions. commitment, interactions
 Readily adapts to needs of and performance results
diverse customers. with all customers.

4
   Fails to Achieve  Needs Improvement  Successful  Frequently Exceeds  Consistently Surpasses 
Expectations  Expectations 
 Inefficiently uses  Inconsistently develops and  Strives to develop and  Skillfully demonstrates overall  Inspires others to practice
Stewardship  resources to accomplish implements best practices, implement best practices; understanding of sustainability and efficiency
work. and a culture of encourages others to adopt a decisions/work tasks as they while modeling those same
 Fails to demonstrate sustainability and efficiency culture of sustainability and relate to sustainability and behaviors.
reliable attendance and when performing work efficiency. efficiency.  Maintains exemplary
punctuality. tasks.  Maintains reliable attendance  Maintains excellent attendance attendance, dependability
 Does not demonstrate  At times demonstrates and punctuality. and is very dependable in and dedication to
high standards of inconsistent attendance  Demonstrates high standards accomplishing organizational accomplishing
personal conduct nor and/or tardiness. of personal conduct and owns needs. organizational objectives.
show appropriate  In some instances makes the consequences of one’s  Demonstrates strong integrity  Leads others to behave with
confidentiality. errors in handling resources own actions. and sound judgment in the use integrity and sound
 Fails to exercise sound or confidential information.  Exercises sound and ethical of resources and the handling judgment in the use of
and ethical judgment.  Occasionally does not judgment no matter how and interpretation of highly resources and the handling
 Does not show exercise sound and ethical difficult or contrary; considers sensitive information while and interpretation of highly
commitment to work or judgment. environmental, economic, pursuing organizational sensitive information;
own the consequences  Inconsistently demonstrates compliance and social impacts objectives. models behaviors to achieve
of one’s own actions. commitment and in decision-making.  Promotes strong commitment organizational objectives.
accountability in actions.  Shows commitment to unit and and accountability among  Gives recognition to those
university goals and delivers others by modeling who demonstrate strong
results. appropriate behaviors. commitment and
accountability while
modeling those same
behaviors.
 Does not look for  Does not show a  Looks for advancements in  Anticipates needs and figures  Consistently demonstrates
  advancements in commitment to advancing products, processes, services, out new ways to meet them. creative behavior and
Innovation  products, processes, products, processes, technologies or ideas.  Often contributes creative inspires it in others.
services, technologies or services, technologies or  Identifies opportunities in ideas to improve the work.  Champions the creative
ideas. ideas. challenges and shows  Builds cooperative working contributions of others.
 Resists opportunities  Is passive at identifying initiative to make changes. relationships to encourage  Proactively seeks
and challenges, and fails opportunities in challenges;  Demonstrates innovative, others creativity and risk opportunities to expand
to show initiative to shows little initiative to creative and informed risk taking in others. knowledge of innovative
make changes make changes. taking.  Encourages others to take solutions, ideas and best
 Fails to demonstrate  In some situations does not  Shows foresight and positive action on problem- practices.
innovative, creative and demonstrate innovative, imagination to see solving and/or new
informed risk taking. creative and informed risk possibilities, opportunities and assignments.
 Does not show foresight taking. trends.
and imagination to see Inconsistently demonstrates
possibilities, foresight and imagination to
opportunities and trends. see possibilities,
opportunities and trends.
   
   
 
 
 
 

5
   Fails to Achieve  Needs Improvement  Successful  Frequently Exceeds  Consistently Surpasses 
(or if new in role, with appropriate  Expectations  Expectations 
  level of assistance) 
 
Leadership            

Skills for  Does not fulfill position  Performs fundamental  Reliably performs position duties  Performs beyond expectations  Works consistently at a 

requirements.  position duties and  and responsibilities. Fulfills  in a majority of position duties  superior level in most aspects 
Success    responsibilities. Requires  position requirements,  and responsibilities.  Reliably  of position; consistently 
(optional for   Corrective performance  continued development to  established goals and  meets and predominantly  exceeds goals and 
non‐supervisors)  plan must be outlined  fully achieve all aspects of  expectations. Solid performance  exceeds position expectations –  expectations. Makes an 
and monitored, or  position duties.  results in valuable contributions  making a significant  exceptional or unique 
termination must be    to unit goals.  contribution to the overall  contribution to the 
initiated.    achievement of  unit/department. 
unit/department goals. 
 Does not disclose  May minimize own  Willingly admits to mistakes  Regularly models behavior  Is viewed as a leader who
Creating Open  mistakes and/or assigns mistakes while pointing and offers apologies if that makes it comfortable for people want to work for
and Inclusive  blame. blame at others. warranted. others to admit their mistakes. because of the respect they
 Behaviors cause others  Exhibits behaviors that  Creates an environment free of  Turns mistakes into demonstrate toward others
Environment  to dislike working with hinder a fully honest and fear where mistakes are viewed opportunities to teach others even when mistakes are
her/him. open environment. as opportunities for learning. and improve processes. made.
   Does not demonstrate  Behaviors instill  Creates an environment of  Appreciates when others bring  Invites people with different
behaviors that create an unnecessary worry and honesty and openness where forward new ideas or different perspectives to contribute to
effective work mistrust among those with people can be themselves and perspectives. solutions.
environment. whom they work. feel valued.  Accepts divergent  Effectively uses their own
 Is not open to new ideas  Inconsistently listens to new  Demonstrates fairness and perspectives. and others’ experience
and may discourage ideas and perspectives from consistency in decision making;  Reaches out to all they work gained outside of the unit or
sharing of divergent others. works with others to solve with establishing effective Cornell.
perspectives.  Occasionally treats people problems rather than finding work relationships.  Leverages divergent
 Does not acknowledge differently based on their blame.  Effectively uses recognition perspectives towards
actions of individuals or position or status.  Demonstrates a willingness to tools to motive people to achieving results.
groups who have  At times does not listen to new ideas, alternatives achieve higher levels of  Inspires team members to
contributed to achieving acknowledge the support and perspectives. performance. build effective work
results. and contributions of others.  Values and respects each relationships focused on
member of the University achieving organizational
community, regardless of goals.
position.  Fosters an environment
 Acknowledges the support and where staff and team
contributions of others in members hold each other
achieving results. accountable and celebrate
success.
 
 
 
 
 
 
 

6
   Fails to Achieve  Needs Improvement  Successful  Frequently Exceeds  Consistently Surpasses 
Expectations  Expectations 
 Does not recognize the  Is not consistently effective  Puts others at ease, even in  Ensures that their dialogues,  Models the value of free
  impact of own behavior at putting others at ease, difficult situations. including conflicts, are done flowing respectful dialogue;
Exemplifying  on individual or group particularly in difficult  Manages emotions and in a manner that demonstrates demonstrates grace under
performance. situations. responds calmly in stress understanding of, and respect pressure.
Interpersonal   Does not effectively  Inconsistently manages inducing situations. for, others’ viewpoints.  Delivers honest and candid
manage emotions, in emotions, in either verbal or  Conveys respect and  Promotes respect, feedback that seeks to
Effectiveness  either verbal or non- non-verbal ways. professionalism in interactions. professionalism and positive develop others and helps
  verbal ways.  At times lacks respect and  Demonstrates consistent, behavior in others. those receiving the message
 Displays openly or professionalism in positive behavior when  Decisions align with policy to move forward.
passively aggressive interactions. interacting with others. and are supportable under  Is a role model for high
behaviors.  Has not established a  Is honest and trustworthy; has scrutiny; does not use their standards of personal
 Is not honest and reputation of having high high standards of personal role to advance their personal conduct.
trustworthy. standards of personal conduct. needs.  Builds an environment of
 Does not demonstrate conduct.  Demonstrates empathy and  Is exemplary for empathy and compassion.
empathy and  At times does not compassion for others. empathic and  Is known for their
compassion for others. demonstrate empathy and  Actively listens to others; seeks compassionate interpersonal effectiveness.
 Inappropriately focuses compassion for others. to understand and then to be interactions with others.
on advancing her/his  Does not actively listen to understood.  Leads through listening,
own position on an others, and at times honoring others’ ideas and
issue. inappropriately focuses on issues.
advancing her/his own
position on an issue.

Planning &   Demonstrates lack of

alignment of personal
 Does not effectively
anticipate obstacles to
 Anticipates obstacles; takes
calculates risks to achieve a
 Engages others in the planning
process to overcome
 Always produces results
congruent with the goals
Decision Making  goals to unit goals; does achieving goals. goal. anticipated obstacles. and values of the
not effectively align  Is occasionally ineffective  Has an end in mind.  Stays focused on the key University.
  personal and unit goals at envisioning or clearly  Embraces, promotes and objectives to be met.  Delivers on multiple
for staff. articulating end implements change.  Involves others in objectives to reach a
 Is indecisive or deliverables.  Secures and utilizes resources implementing change. complex vision.
unfocused about  Is inconsistent at promoting to respond to opportunities and  Seeks ways to redistribute  Effectively implements
accomplishing specific and implementing change. problems. resources in a budget system-wide changes.
goals.  Does not consistently  Monitors and re-evaluates constrained environment.  Reallocates resources to
 Is not effective at secure resources or respond decisions, priorities and plans  Stands behind staff in achieve priority results.
planning and promoting to opportunities, problems in order to achieve a vision. implementing decisions.  Empowers, prepares and
change. or new information during  Stand behind and takes trusts others to achieve
 Shows a lack of respect implementation. responsibility for his or her stated goals.
for others’ time; arrives  Occasionally overanalyzes decisions.  Is a trusted leader, sought by
at or starts meetings and hesitates to make others to advise on
late; runs over. decisions. challenging decisions.
 Does not make or stand
behind decisions.

7
   Fails to Achieve  Needs Improvement  Successful  Frequently Exceeds  Consistently Surpasses 
Expectations  Expectations 
Problem Solving   Is not able to synthesize
information to reach an
 Inadequately synthesizes
complex information to
 Is able to synthesize complex
information towards a positive
 Skillfully synthesizes complex
information towards a positive
 Teaches others to synthesize
complex information.
outcome. reach a positive outcome. outcome. outcome.  Engages counsel of people
 Does not use their own  Only occasionally utilizes  Utilizes their own and others’  Welcomes and explores whose thinking does not
or others’ knowledge available knowledge to depth of knowledge and nontraditional solutions in align with their own;
and experience to analyze problems or make experience in analyzing problem solving. effectively uses this to solve
analyze or make decisions. problems and making decisions  Enlists others in looking for problems.
decisions.  Inconsistently demonstrates on solutions. possibilities, opportunities and  Seeks out “best in class”
 Fails to use foresight foresight or imagination  Demonstrates foresight and trends. comparisons inside and
and imagination. thereby missing imagination to see possibilities,  Develops metrics that help outside of the University.
 Does not ask insightful opportunities. opportunities and trends. others thoughtfully analyze  Engages full skillset of team
or probing questions.  Misses opportunities to  Asks insightful and probing situations. to produce sustainable
 Does not use data and explore possibilities and questions.  Includes appropriate solutions to problems and
metrics to inform probe deeper.  Uses data and metrics to professionals and stakeholders ensure positive results.
decisions.  Ineffectively applies metrics provide accurate and thoughtful in problem definition, analysis  Uses metrics to overcome
 Refrains from seeking to provide accurate and analyses. and solution. resistance to change and to
input from those with thoughtful analysis.  Consistently balances the need determine success of
whom they work thus  Often moves a decision to seek input and information solutions.
stalling decisions. forward too quickly without with the need to move a  Is respected for their ability
appropriate input; or too decision forward. to involve others while
slowly allowing momentum keeping decisions moving
to dissipate. forward.

 Does not understand the  Regularly needs to be  Demonstrates an understanding  Understands the internal and  Educates others on the
Delivering  scope of the university reminded of the University of the scope of the University, external dynamics affecting dynamics affecting the
Results  as it relates to their scope to align their work. enabling them to accomplish the University. University to help them
work.  Achieves some goals but work.  Develops their team to accomplish their work.
 Fails to deliver on unit not all key goals.  Articulates and delivers increase capacity to deliver on  Fully delivers on key goals
goals.  Does not adequately align outcomes in support of the the University’s goals. and contributes to the
 Fails to align their their staff’s efforts to ensure University’s goals.  Develops their team so success of other teams or
staff’s efforts to ensure good stewardship.  Takes action to ensure members considers how their projects.
good stewardship.  Delivers compromised stewardship within his/her actions impact other areas of  Creates an environment
 Fails to deliver quality results (by time, budget, organization and the University. the University. where their team actively
results on time, within sustainability, or other  Delivers results on time and  Frequently exceeds contributes to the success of
budget and using expectations). within budget. expectations for delivering others.
sustainable practices.  Delivers results today with a results on time, within budget  Consistently exceeds
sustainable future in mind. and sustainably. expectations for delivering
results on time, within
budget and sustainably.

8
  Fails to Achieve  Needs Improvement  Successful  Frequently Exceeds  Consistently Surpasses 
Expectations  Expectations 
 Does not communicate  Sometimes fails to  Communicates important  Goes out of their way to share  Demonstrates trust of others
Managing &  important decisions in a communicate information information and decisions in a information in a timely by appropriately taking
Developing  timely manner. and decisions in a timely timely manner. manner with all who need to them into their confidence.
 Fails to identify and manner.  Identifies and focuses on the know.  Ensures team understands
People  focus on the most  Ineffectively identifies and most significant few priorities.  Sustains a strong focus on key and focuses on key goals;
significant few focuses on the most  Provides others with helpful priorities. redirects when needed.
priorities. significant few priorities. and timely feedback.  Encourages team to provide  Is a role model for providing
 Does not provide others  Gives performance  Sets achievable goals, helpful and timely feedback. helpful and timely feedback.
with helpful and timely feedback that is too harsh to milestones, and deadlines.  Seeks input of team when  Empowers individuals and
feedback. be embraced or too vague to  Makes work challenging, setting goals; ensures teams to set goals with
 Does not set achievable be understood. meaningful, and engaging for understanding. mutual accountability.
goals, milestones, and  Sets goals that are not their team.  Understands each staff  Is a role model for making
deadlines. achievable, or have unclear  Recognizes and develops talent. member’s interests and work engaging.
 Does not provide milestones and deadlines.  Delegates and provides good development goals; considers  Taps opportunities beyond
challenging,  Struggles to make work exposure for their team them when planning work or their unit to develop talented
meaningful, and challenging, meaningful, members. professional development. individuals for the benefit of
engaging work for their and engaging for their team.  Communicates in a way that  Recognizes, supports, and the University.
team.  Misses opportunities to people have a clear ensures individual  Proactively seeks
 Does not identify and recognize and develop understanding of the desired development plans are opportunities for talented
cultivate top talent, or talent. result. progressing. staff to work with upper
actively seek  Is slow to delegate, or fails  Is comfortable giving leadership.
opportunities to increase to resource, train and upper leadership direct  Trusts staff will follow
their exposure and inform those delegated to or access to those who are through on communicated
skills. micromanages. closest to the work. assignments; offers them
 Does not delegate.    Partners with staff to outline support.
 Does not clearly results and empowers them to
communicate the follow through.
desired results.