behavioral anchors matrix core competencies 2

8/12/2019 Behavioral Anchors Matrix Core Competencies 2

1/10

Core Competencies and Behavioral Anchors UC

Please provide any feedback on these behavioral anchors to Paul Carroll in COrWE ([email protected]).

INCLUSIVENESS

1. Demonstrates respect for people and their differences

2. Understands the benefits of a diverse workforce

3. Is trusted and respected by others

4. Includes and welcomes others

5. Works to understand the perspectives of others

6. Promotes opportunities to experience diversity on campus

UNSATISFACTO RY IMPROVEMENT NEEDED MEETS EXPECTATIONS EXCEEDS EXPECTATIONS EXCEPTIONAL

1 Does not demonstrate inclusiveness; fails to

recognize the value of differences. Is often not aware of or interested in

diverse backgrounds or points of view. Respects, includes, and recognizes

differences. Respects, includes, and r ecognizes

differences; creatively incorporatesdissimilar views.

Highly inclusive; enrecognizes and incopoints of view .

2 Does not understand or promote thebenefits of a diverse workforce.

Has minimal understanding of the benefitsof a diverse a diverse workforce

Understands the benefits of a diverseworkforce.

Promotes the benefits of a diverseworkforce.

Actively promotes thdiverse workforce

3 Lack of inclusiveness fosters a lack of trust

among customers and coworkers. Tends to work either independently or

with designated coworkers; trust is lowamong those not included.

Is respected and trusted by customers andcoworkers.

Is highly respected and trusted bycustomers, coworkers, and campuspartners in all dealings.

Is looked up to and by customers, cowocampus community

4 Is not welcoming or respectful; coworkersand campus partners often work aroundto avoid interaction.

Is reticent to include new people or ideas. Inclusive and open to new people andideas. Includes and welcomes diverse individualsand groups. Actively creates an welcoming environindividuals and grou

5 Discourages different points of view;

becomes defensive when asked to considernew/different ideas.

Is not always open to different points ofview.

Seeks to understand and incorporatedifferent points of view.

Is consistently open to and respectful ofdifferent points of view.

Promotes equity andactively seeking idefrom diverse source

6 Neither understands nor promotes

opportunities to experience diversity oncampus.

Needs to develop understanding andawareness of opportunities to learn aboutand experience diversity on campus.

Understands and promotes opportunitiesto experience diversity on campus for selfand others.

Participates in range of opportunities tolearn about and experience diversity oncampus; encourages others to do thesame.

Actively creates oppothers to learn aboudiversity on campus


2/10



STEWARDSHIP1. Uses individual and campus resources effectively and efficiently

2. Innovative in terms of resource and environmental conservation

3. Performance consistent with UC health and safety standards.

4. Protects physical and intellectual property

5. Accountability advances team efforts and results.

6. Leverages resources for optimal outcomes

7. Actions consistent with UC policies.

UNSATISFACTORY IMPROVEMENT NEEDED MEETS EXPECTATIONS EXCEEDS EXPECTATIONS EXCEPTIONAL

1 Lacks organization, prioritization, and

time management skills. Often disorganized; has difficulty prioritizing

projects and tasks. Demonstrates effective organization,

prioritization and time management skills. Very proficient in terms of organizing

and prioritizing work; uses time andresources wisely.

Highly effective and efand shares organizationand resource managem

2 Is wasteful of energy and environmental

resources. Sometimes conserves resources; needs a

better understanding of conservationdirectives and practices.

Engages in practices that conserve energyand environmental resources.

Engages in practices that conserveenergy and environmental resources;actively looks for savings.

Actively seeks and recoinnovative solutions foenergy and environmen

3 Engages in practices that violate safety

standards putting self and others at risk. Does not consistently adhere to health and

safety standards, creating risks for customersand coworkers.

Understands and applies health and safetystandards; r eports and corrects potentialthreats.

Creates an environment committed toupholding health and safety standards;models safe behaviors.

Establishes innovative puphold and improve hestandards; mentors othepractices; proactive in m

4 Exhibits carelessness that results in loss

or destruction of physical and intellectualproperty.

Demonstrates lack of responsibility forphysical and intellectual property andcampus-related data.

Protects physical and intellectual property. Takes initiative to improve orsafeguard physical and intellectualproperty.

Develops and implemethat ensure continued stphysical and intellectua

5

Finds fault with others or makes excusesfor lack of accountability; hinders growthand progress of team.

Lacks accountability for work responsibilitiesand actions.

Consistently meets obligations anddeadlines; promotes and contributes toteam progress.

Models accountability for ones oneactions and inspires others to do thesame; acutely aware of and focused onresults.

Models accountability; innovative ways to movforward to accomplish quality results.

6

Consistently demonstrates a lack ofunderstanding of or interest in sharingresources.

Lacks organizational perspective, does notleverage resources to achieve qualityoutcomes.

Looks for ways to share resources topromote greater efficiencies.

Successfully leverages resources toovercome obstacles and achievequality outcomes.

Highly proficient at levdepartment and universsolve problems; outcomand high quality.

7

Expresses a lack of understanding orsupport for the UC policies (e.g. ethics,sexual harassment, li censure).

Disregards university policies andprocedures or uses policies andprocedures to hinder progress.

Is informed of UC policies, behavior isoccasionally inconsistent with the policies(e.g. ethics, sexual harassment, licensure).

Does not always follow procedures to ensureoptimal use of campus and environmentalresources.

Is aware of and follows the UC policies. Uses campus resources wisely;

understands and follows campus policiesand practices.

Understands and activelydemonstrates the intent of the UCpolicies.

Improves processes and practices inways that conserve and make moreefficient use of campus resources.

Actively models and prpolicies.

Encourages innovative more effective, efficientresources.


3/10



PROBLEM SOLVING AND DECISION MAKING

1. Analyzes and prioritizes situations to i dentify and solve problems

2. Solutions increase efficiency and improve quality

3. Involves others in solving problems and making decisions

4. Factors organizational goals into decisions

5. Makes clear, transparent, timely decisions


1 Has difficulty distinguishing between

critical and noncritical issues; loses focuswhen resolving larger issues.

Needs help analyzing and prioritizingproblems; tends to focus on simpleoperational issues.

Solves urgent, high impact problems first. Analyzes and prioritizes critical problems;stays focused on critical problems untilthey are successfully resolved.

Analyzes and prioritizesaccurately and quickly; of urgency in solving evproblems.

2

Solutions are rarely innovative; quickfixes do not yield lasting or qualityresults.

Solutions usually short-term; rarelytransformative in terms of greaterefficiency and/or improved quality.

Solutions effectively address issues and areeasily sustainable.

Solutions change workplace both in termsof increasing efficiency and enhancing thequality of products and services.

Solutions consistently trworkplace; processes arthe quality of products aimprove significantly.

3 Rarely collaborates with peers and

campus partners; doesnt look for moreefficient ways to do things.

Sometimes collaborates with others;prefers to solve problems independently.

Collaborates effectively with others tosolve problems and make decisions.

Highly collaborative in terms of seekinginput to solve problems and makedecisions.

Consistently and effectivfrom unit and campus pand decisive.

4

Decisions have minimal or no impact interms of improving the quality ofproducts and services, or in aligning withdepartment goals.

Decisions focus on immediate, short-termissues, losing sight of larger departmentgoals and initiatives.

Keeps organizational and departmentgoals in mind when solving problems andmaking decisions.

Decisions and actions align withorganizational and department goals andinitiatives

Always has big pictureothers see it. Consistendecisions and actions wiand department goals an

5

Has difficulty articulating rationale fordecisions; often defers decision-makingto others.

Decisions are sometimes not clear; tendsto put off decisions on more complexissues.

Makes sound decisions based on facts andexperience.

Decisions consistently support andfacilitate desired outcomes.

Consistently makes cleatimely decisions; decisioalign with organizationadepartmental goals.


4/10



STRATEGIC PLANNING AND ORGANIZING

1. Understands and communicates strategic goals and plans to achieve them

2. Mobilizes resources to achieve shared strategic vision and goals

3. Aligns knowledge and talent with program goals

4. Develops and implements metrics to measure results

5. Anticipates and solves problems


1 Does not follow an orderly method of

setting objectives, scoping outdifficulties, detailing work, or planningfor task completion.

Does not have a clear picture of unit orUniversity goals; lacks perspective to pullelements into a strategic view; plans oftenlack substance and specificity.

Creates effective plans: defines purpose andoutcomes; breaks complex tasks intoprocess steps, prioritizes activities, i temizesresources and estimates costs.

Plans with unit and University goals in mind;plans clearly identify roles, responsibilitiesand timeframes.

Creates innovative, amwhich align with unit agoals and serve as reliadesired outcomes.

2

Is not able to integrate multipleactivities and resources into acohesive, actionable project.

Has difficulty marshaling and informingresources to work together to achievedesired outcomes.

Organizes, informs and supports resourcesto achieve goals.

Informs and mobilizes resourcesstaff,stakeholders, technical expertsto achieveshared vision, mission, and goals.

Effectively influences, mobilizes resourcestechnical expertsto avision, mission, and go

3 Fails to identify mobilize resources to

achieve program goals. Has difficulty identifying and aligning

resources to achieve desired outcomes. Aligns program goals with talent and

resources needed to achieve them. Maximizes resource utilization, by matching

people/materials with program goals. Thoughtfully selects th

execute project plans bwith the talent needed Identifies and addresse

4

Unwilling/unable to create or trackmetrics.

Has difficulty defining and implementingappropriate metrics to measure success.

Conducts evaluations to measure successand determine how processes may bechanged to improve quality and/orefficiency.

Implements metrics that effectively andefficiently measure results; recommendsimprovements based on results.

Develops and implemeeffective metrics to meidentifies and recommeimprove efficiency and

5 Ignores small problems until they

become significant, jeopardizingdeadlines and effective utilization ofresources.

Identifies problems but does noteffectively address them.

Addresses problems in process orresourcing quickly and effectively.

Anticipates and adjusts for problems androadblocks; resolves problems in earlystages.

Proactively anticipatessolves problems and mdo the same.


5/10



COMMUNICATION

1. Demonstrates effective written and oral communication skills

2. Communicates clearly and knowledgeably

3. Shares information with others

4. Seeks input from others

5. Adapts communication to diverse audiences

6. Protects private and confidential information


1 Reports and other documents are poorly

writtenunclear, overly simplistic, orgrammatically incorrect.

Written and oral skills need development;often disorganized and/or not appropriatefor audience.

Writes and speaks clearly, persuasively,and concisely; focuses on the needs ofspecific individuals and groups.

Written and verbal communications areconsistently clear, persuasive, andaudience-appropriate.

Communication is of thclear, persuasive, accuraon the needs of specific groups.

2

Often appears distracted ordisinterested; frequently interruptsothers; contributions are often unclear orinaccurate

Interrupts others to express point of view;has difficulty getting to the point; facts notalways accurate or relevant.

Effective communicator: knowledgeableand concise; actively listens to andsynthesizes perspectives of others.

Skilled communicator; listens to andintegrates diverse contributions;explains issues clearly and succinctly.

Highly proficient command synthesizes others ieven complex issues clesuccinctly.

3 Does not share information in a timely

manner, creating problems for colleagues

and customers.

Tends to hold on to information; hasdifficulty distinguishing between critical

and noncritical data.

Gives others the information they need ina timely manner.

Shares accurate, timely information withthe right people in the right format.

Models openness and trsharing information with

and stakeholders.

4 Avoids contact with coworkers and

campus partners. Keeps communication to a minimum;

reticent to share thoughts and ideas. Maintains open, honest dialogue with

coworkers and campus partners. Encourages others to share ideas and

integrates others thoughts andopinions.

To ensure optimal resultand effectively seeks andothers ideas.

5

Has difficulty tailoring communication tothe needs of others; communicates toomuch, too little, or too late.

Communications do not always keepaudience doesnt edit speech and writingfor greater clarity and betterunderstanding.

Tailors information to audience andindividual needs.

Effectively adjusts the level of detail andtone of reports and presentations toaudience.

Effectively adapts writtecommunication to audiedistinguishes between nnice to know.

6 Discloses and uses private and

confidential information inappropriately,putting the University at risk.

Does not consistently follow Universityprivacy practices; sometimes shares privateor confidential information withunauthorized or inappropriate individuals.

Consistently follows University privacypolicies and practices.

Understands and implements campusprivacy policies; only disclosesconfidential information to authorizedindividuals.

Clearly understands andUniversity privacy policdevelops practices to prand private information.


6/10



QUALITY IMPROVEMENT

1. Understands the value of innovation and of quality improvement

2. Improves processes and practices by identifying inefficiencies and redundancies

3. Collaborates with campus partners to improve the quality of products and service

4. Demonstrates efficiency and quality in ones own work

5. Manages and sustains change initiatives


1 Change averse; prefers to continue to

do things as they always have beendone.

Has a limited perspective andunderstanding of the importance ofquality improvement.

Understands the value of qualityimprovement; identifies weaknesses thatimpede processes and recommendschanges.

Understands and communicates theimportance of quality improvement;thinks outside the box in order toimprove processes and practices.

Clearly defines the valuefor continuous improvemoffers original, inventivimproving products and

2

Does not look for more efficient ways toget work done; consistentlydemonstrates resistance to change.

Occasionally suggests improvements towork processes; lacks initiative in terms ofimplementing changes to improve thequality of service.

Analyzes processes to identifyredundancies and workflow inhibitors;restructures processes to improve qualityof service.

Always looking for better ways to dothings; quickly and accurately identifiesinefficiencies; successfully manageschange processes.

Sought out as a trusted rquality improvement; quinefficiencies and suggeto mitigate or eliminate t

3 Does not collaborate with team or

campus partners in terms of sharing QIactivities and successes.

Needs to develop stronger workingrelationships with coworkers in order tocollaborate on quality issues.

Works effectively with team and campuspartners to improve the quality ofproducts and services.

Collaborates with partners across campusto streamline processes in order toachieve higher quality products andservices.

Forges close collaboraticampus partners to signibusiness practices; resulenhance quality of servi

4

Extremely disorganized and unable toseparate need to do from lessimportant tasks; cannot handle morethan one project at a time.

Has difficulty handling more than one taskor project at a time; disorganization oftenresults in poor quality work.

Successfully manages several projects toachieve desired results.

Manages several projects effectively andefficiently; results enhance productivityand quality.

Models efficiency by geless time while maintainoutput; effectively manaprojects to achieve desir

5 Moves to next project before ensuring

successful, sustainable implementationof previous projects.

Rarely monitors change initiatives afterimplementation.

Sustains change through cleardocumentation and regular monitoring.

Ensures that operational changes aresuccessfully implemented and sustainedover time.

Employs clear post- impstrategies to ensure sustaencourages continuous


7/10



LEADERSHIP

1. Applies skills and knowledge to achieve department and organizational goals

2. Helps others perform at their best

3. Self-aware and open to feedback

4. Adds value; high quality work

5. Understands and supports organizational goals

6. Builds wide sphere of influence to enhance individual and organizational effectiveness


1 Lacking in basic job skills and knowledge;

teammates often work around toaccomplish goals.

Needs to develop job-specific skills andknowledge; performance sometimes doesnot reflect department and Universitygoals and initiatives.

Is informed and knowledgeable aboutindustry trends and organizationalinitiatives; appropriately aligns skills withorganizational initiatives.

Is very knowledgeable in field; applies skillsand knowledge in ways that enhancedepartment and organizationaleffectiveness.

Highly knowledgeableoperations; often consuin field; leverages knowsuccessfully achieve qu

2

Hinders sharing of knowledge and/orexpertise; focused largely on owndevelopment.

Does not openly share expertise orinformation with others.

Assists others in developing skills andknowledge.

Consistently and actively assists others inexpanding and developing skills andknowledge.

Inspires and helps otheand competencies to pebest ; is highly respectand campus partners.

3

Not motivated to learn and grow;believes manager and University should

assume responsibility for his/herdevelopment.

Often resistant to feedback onperformance; rarely asks for help or

feedback.

Self-aware and open to feedback fromothers.

Very self-aware; asks others for feedback inan effort to improve skills and knowledge.

Demonstrates a high deawareness; asks others

performance; is a conti

4

Does not add value in terms ofcontributing to team and departmentgoals; work is poor in quality and lackingin substance.

Contributions are often lacking insubstance and practicality; output eitheroverly simplistic or difficult tounderstand.

Effectively contributes to team efforts;work is professional and high quality.

Contributions consistently add value:output is consistently professional,practical, and high quality.

Contributions are consthoughtful, useful, andwork is always of the h

5 Resistant to change; maintains focus on

immediate, routine tasks; work efforts donot align with unit and department goals.

Contributions and work efforts often donot reflect an understanding of unit anddepartment goals.

Effectively aligns work efforts withorganizational and department goals.

Understands and supports the need to alignwork with organizational initiatives andgoals.

Encourages and leads enhance organizationaeffectiveness.

6

Doesnt understand the importance ofand lacking the ability to form allianceswith stakeholders and campus partners.

Shows little initiative in terms of wideningsphere of influence on campus, hinderingability to achieve more strategic goalsand initiatives.

Directly influences decisions and actionsthat support department andorganizational goals.

Actively builds relationships withstakeholders and campus partners;collaborates across campus to add valueand achieve goals.

Effectively builds and cand relationships with campus partners; emplto enhance personal aneffectiveness.


8/10



TEAMWORK

1. Builds productive working relationships

2. Cooperates and collaborates with colleagues

3. Treats others with respect

4. Resolves conflicts among team members

5. Balances individual and team goals


1 Relationships are strained by lack of

interest in and respect for peers andcampus partners.

Has difficulty building strong, mutuallybeneficial working relationships.

Builds and maintains effective workingrelationships with peers and campuspartners.

Successfully builds productive, mutuallybeneficial relationships to solve problemsand achieve common goals.

Leads colleagues to incooperation and teamof department and Un

2

Not a team player; often disrupts teamprocess, jeopardizing progress towardcommon goals.

Has difficulty collaborating with others;often prefers to work independently.

Works effectively and cooperatively withothers.

Highly collaborative; seeks new alliances toexpand sphere of influence and enhancequality of work.

Models cooperation acreates opportunities fothers to improve worelationships and wor

3 Exhibits behaviors that negatively

impact the morale and accomplishmentsof the team.

Sometimes displays behaviorsinconsistent with workplace courtesy andrespect.

Treats others with respect; encourages andappreciates individual contributions.

Promotes, supports, and influences a cultureof respect and civility among team members.

Is respectful and welccollaboration by briddiverse individuals an

4 Often avoids conflict; not prepared orwilling to resolve conflict. Unable to resolve or constructivelymanage conflicts. Works effectively with others to resolveconflict. Manages conflict competently andefficiently; when possible, looks for andproposes middle ground solutions.

Skillfully and proacticonflict; seeks and acresolutions.

5 Unwilling to work outside comfort zone

to support team goals. Resistant to new challenges; seems

disinterested in building skills andknowledge.

Demonstrates flexibility and willingness tostep out of comfort zone to support teamand goals.

Always willing to try something new;balances individual and team goals.

Consistently goes beyresponsibilities to achdepartment goals; wechallenges.


9/10



SERVICE FOCUS

1. Understands the importance of quality service

2. Delivers quality service

3. Anticipates and fulfills customers needs

4. Skillfully serves diverse customer base

5. Asks customers for feedback

6. Refers customers to appropriate/additional campus resources7. Strives to improve the quality of service


1 Views service from own perspective, not

the customers; not mindful of or focusedon customer needs.

Doesnt understand or support the need forhigh quality service.

Understands the need for and benefits ofquality service.

Understands and values theimportance of high quality customerservice.

Values, supports, andhighest quality of cus

2 Can be disrespectful or rude to customers,

giving the department a reputation ofbeing difficult to work with.

Does not always communicate well withcustomers resulting in uneven andsometimes poor service.

Delivers high quality service to customers. Consistently and competently deliversthe highest quality service.

Delivers services andoften surpass custom

3 Customer needs frequently not met;

customers complain about poor serviceand unfulfilled commitments.

Customers needs are not a priority; hasdifficulty following through on servicecommitments.

Meets and often exceeds customerexpectations; ensures that customer needsare fulfilled.

Consistently meets or exceedscustomers expectations; alwaysfollows-up on service promises.

Takes extraordinary mand exceed customerfollows through on c

despite time pressure

4

Is defensive with difficult customers;blames gaps in service or errors onsystems and campus partners.

Is often impatient with customers; unwillingor unable to adapt style to the unique needsof customer base.

Adapts service delivery to meet needs ofdiverse customer base.

Effectively adapts delivery strategiesand techniques to individualcustomers needs.

Highly proficient in tand adapting service diverse customer neesensitivities.

5

Does not ask customers for feedback;deflects responsibility for negativefeedback on others.

Sometimes asks customers for feedback;rarely suggests or implements changes thataddress customer concerns.

Seeks feedback from customers on qualityof service; suggests improvements based onfeedback.

Regularly seeks input from customerson the quality and timeliness ofservice; i ncorporatesrecommendations into processes andpractices.

Skillfully and regularfor feedback on servifeedback with team incontinually improve

6 Does not suggest or refer customers to

value-add campus resources. Needs to develop greater awareness of

campus resources to add value to customerinteractions.

Suggests resources to diverse customerbase that may add value.

Suggests campus resources that couldhelp customers; tailorsrecommendations to customer needs.

Highly informed regaresources that add varefers customers to re

7 Unwilling to develop new delivery

practices; thinks service is fine the way itis.

Does not actively look for ways to improveservice; is often resistant to changes thatimprove the quality of service.

Frequently suggests and implementschanges to improve the quality of service.

Always looking for ways to improveservice; inventive in terms of quickwins to improve service delivery.

Inspires others to looinnovative processes improve the quality o


10/10



MANAGING PEOPLE (Supervisor s and Managers onl y)

1. Inspires and motivates employees to perform at their best

2. Communicates big picture vision and teams integral role in realizing that vision

3. Hires and develops staff to maximize productivity, innovation, and teamwork.

4. Follows UC Berkeley Performance Management principles and practices

5. Recognizes and r ewards accomplishments

6. Delegates and assigns work based on skills, performance objectives, and development opportunities.


1 Rarely engages with staff to observe

and discuss performance anddevelopment goals.

Inconsistent in supporting staff toachieve defined goals.

Encourages and supports employees toachieve performance and developmentgoals.

Encourages and engages staff to makeoptimal use of skills and knowledge.

Leads and motivates by exastaff to perform at their best

2

Does not understand or supportcontinuous improvement; resistant tochange.

Needs to develop better understandingof high performance culture; hasdifficulty communicating long-termgoals.

Understands and communicates Universitygoals and initiatives; aligns employeeperformance with campus initiatives.

Creates a shared vision of organizationaland operational excellence; connectsdepartment goals and individualcontributions to vision.

Effectively communicates thand benefits of a high perfopositions unit and team in coeffort to achieve organizatio

3

Does not coach for improvedperformance; believes employeesshould know what to do.

Coaches intermittently; usually tocorrect mistakes or give negativefeedback.

Coaches for improved performance;encourages outside the box thinking.

Hires and develops staff; recommendsopportunities for staff to expand andenhance skills; encourages creativesolutions.

Hires, coaches and developsoptimal productivity; fosterinnovative, supportive work

4

Manages performance haphazardly;employee performance goals areunclear or unrealistic; appraisals areuneven and subjective.

Does not always follow campusperformance management policies andpractices.

Establishes clear performance goals andexpectations; manages performance toachieve goals.

Thoughtfully and skillfully administers UCBerkeley performance managementpolicies and practices.

Effectively and efficiently aBerkeley performance manaeffectively explains underlyigoals of policies and practic

5

Focuses more on failure to achievedesired results; does not assumeaccountability for poor outcomes.

Infrequently recognizes and rewardssuccess; doesnt interact with stafffrequently enough to identify andrecognize achievements.

Fairly and consistently recognizes andrewards specific individual and teamaccomplishments.

Routinely recognizes and commendsimproved performance; celebratessuccessful completion of team efforts.

Consistently and effectivelythe employee initiative to imenhance contributions; thankfor above and beyond acc

6

Assigns work inappropriately; does notkeep development and performancegoals in mind; has unrealisticexpectations and perception of staffskills and knowledge.

Doesnt effectively match workassignments to staff talent andproficiencies.

Thoughtfully delegates work to developstaff and achieve goals.

Effectively links work assignments toachieve individual and departmentperformance goals.

Effectively delegates work tand knowledge; ensure optialign work with individual,organizational goals.

behavioral anchors matrix core competencies 2

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