Ohio University

Competency Dictionary

First Edition
Formatted for Enhanced Accessibility

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Professional Development at Ohio University
“Ohio University will be the nation’s best transformative learning community where students realize their
potential, faculty advance knowledge, staff achieve excellence, and alumni become global leaders.”
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Being the “nation’s best transformative learning community” requires contribution, commitment, and growth from everyone in
the University community. At the core of this vision is a belief that

. In support of our vision, and to support each employee’s pursuit of excellence, continuous improvement, and
professional growth, Ohio University is proud to introduce “Professional Development Pathways” as a comprehensive framework
to guide individual career growth and professional development that is built upon three significant lines of work:

Competency Training Framework Learning Management System Certification and Badging Programs
 Review leadership development models  Utilize a Learning Management System  Use badging and certificates to encourage
and competency benchmarks from private (LMS) to support staff development. development in targeted skill areas.
sector and universities.  Leverage technology to enable more  Issue “badges” to encourage ongoing
 Talk with successful employees to learn effective use of e-learning. learning and recognize incremental
about knowledge, skills and behaviors  Use LMS to keep track of training achievements (i.e. training completion).
(competencies) that contribute to success. completion and allow employees to  Provide access to badges through the LMS
 Identify Competencies that lead to success retrieve training history. system.
in numerous positions within each of  Create a training website with links to LMS  Identify collections of badges that are
several “Primary Roles” or job types. to make it easier to learn about and required in order to earn a certificate.
 Define and document competencies to register for training opportunities.  Ensure transfer of knowledge and
create a common language for demonstration of target skills.
professional development efforts.  Identify where certificate(s) may be
 Use gap analysis to identify need for new required or preferred for internal selection.
learning opportunities.

Competency Training Framework – Competencies represent knowledge, skills, and behaviors that contribute to success in a
particular role or job. The Competency Training Framework includes 56 competencies that contribute to successful performance
in six job categories or “primary roles”. Each primary role has an associated “success profile” indicating which competencies are
linked to success for that role. Success profiles were created based on interviews and focus group discussions with university
employees and a review of sample competency models from public and private sector organizations. Competencies are
categorized into nine categories, or domains, focusing on interactions with PEOPLE, management of work and TASKS, and
characteristics or knowledge associated with SELF. Each competency is defined and documented in this dictionary in order to
encourage and support ongoing conversations about competencies and how they can be leveraged and developed.

Learning Management System – A Learning Management System (LMS) is an integral component of Professional Development
Pathways because it provides easy access to on-line learning opportunities and assists in tracking training completion. The LMS
keeps a record of employee learning experiences, both those that are instructor-led and those offered in an online interactive
format. This allows employees to track and demonstrate their learning history through one primary system.

Certification and Badging – To further promote skill development in targeted areas, badges are issued for various learning
experiences, and specified collections of badges can lead to certifications. Certificates are structured in a way that encourages
and recognizes staff for learning and demonstrating new skills effectively. Details about current certification programs and
learning opportunities are available on the Professional Development Pathways website.

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How to Use This Dictionary
The first step on the Professional Development Pathway is to be familiar with competencies that contribute to success in your
current role. There are over 1200 job titles held by university staff, but most fit within one of six “Primary Roles” that describe the
primary reasons why jobs exist within our university. These roles are connected to our compensation structure through career
levels (i.e. TAS1, TAS2, IC2, M3, etc.). Use the steps below to begin your professional development journey:

1) Identify which “Primary Role” below most closely describes the purpose of your job. This is your starting point.
2) Locate the “Success Profile” for your role on pp 6-11 to see which competencies are linked to success for that role.
3) Review Competency Definitions for the competencies listed on your Success Profile.
4) Identify which of these competencies are “critical”, “important”, or “nice to have” for success in your specific job.
5) Review “critical“ and “important” competencies, identify which are strengths, and which are development areas.
6) Invite your supervisor and/or peers to provide input on your strengths and development areas as well.
7) Look for opportunities in your current job to use your strengths and improve upon your development areas.
8) Seek feedback, and pay attention to how your development efforts impact your performance and effectiveness.
9) Talk with your supervisor about your development. Consider including this as a topic in regular check-in meetings.
10) If all is going well in your current job, and career movement is a goal:
a. Review competencies from Success Profiles that correspond with future position(s).
b. Identify which competencies are strengths and which are development needs for possible future position(s).
c. Discuss career goals and development interests with your supervisor and invite input on the best way to prepare
for future opportunities while still working in your current job.

Primary Roles
Most jobs can be aligned with one of the six Primary Roles described below. Each Primary Role has a unique set of related
competencies that have been linked to individual success in a variety of positions in multiple planning units throughout the
university. Using the career level for your current job (i.e. TAS1, TAS2, IC2, M3, etc.) as a guide, review the Primary Role
descriptions below and identify the one that most closely describes the purpose of your job.

Role Competency
Strategic Leader - includes President, Determines long-term strategy and priorities for the entire university. Creates
Provost, Vice Presidents, Deans, and structures, develops policies, aligns organizational priorities and allocates resources
Associate/Assistant Provosts and VPs. for large, complex organizations to achieve broad university goals. Decisions and
actions directly influence the entire university.
Operational Leader - includes Translates strategy into operating plans. Interacts cross-functionally to create
Asst./Assoc. Deans, Assistants to programs, processes, and systems that enable execution of strategy. Directs complex
President, Department Chairs, initiatives, prioritizes resources, and manages a broad range of activities that affect
Directors, job codes IC5, M3, M4, M5. an entire function or planning unit.
Department Supervisor - typically Supervises daily activities and outcomes of a work group. Ensures proper execution
includes job codes M1 and M2 where of work processes and achievement of assigned goals and standards. Provides
supervising university staff is a very guidance, training, and direction using established guidelines and policies.
significant component of the position.
Professional Expert - typically Uses deep technical expertise to develop and interpret guidelines, design new
includes positions with job codes of processes, and resolve complex issues. Provides consultation and direction on all
IC2, IC3, IC4, and M1, M2 without matters related to area of expertise. Prioritizes and plans multi-phase projects.
significant supervisory responsibility.
Coordinator/Organizer - typically Coordinates processes, resources, and tasks to help improve efficiency and
includes positions with job codes of effectiveness of operations for a department or unit. Organizes and schedules
TAS4, IC1, and some IC2 positions. activities and events using general guidelines. Uses technical knowledge and
expertise to analyze information and solve difficult and sometimes unusual problems.
Service Provider - typically includes Interacts directly with department’s client base to provide information, services,
positions with job codes of TAS1, products or materials. Uses specialized knowledge to answer questions, provide
TAS2, TAS3 guidance, and troubleshoot problems. Performs transactional activities, often in fast-
paced, high-volume situations, to carry-out the department’s work.

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Ohio University’s Competency Model
A competency model is an organized collection of knowledge, skills, and behaviors
required for great performance (success). Ohio University’s competency
model includes 56 competencies that have been linked to successful
performance at OHIO University through in-depth conversations with
successful university employees. Each competency is grouped into
one of nine Development Categories for easy reference. These
categories, or domains, are used to help employees “zero-in”
on a specific competency they would like to learn more about.
For instance, if an employee wants to focus on improving
communication skills, a quick look at the “Communication”
category reveals specific definitions for seven competencies
related to communication. This makes it easy for the
employee to quickly identify which competency to focus on
without reviewing definitions for all 56 competencies.

The layout of the model reminds us that all jobs require

interaction with PEOPLE, management of TASKS, and a focus
on SELF growth and effectiveness. A balanced approach to
professional development includes self-reflection and supervisory
feedback regarding individual strengths and development needs
within each of these three areas. The white circle in the middle of
the model reminds us that our development activities should be
targeted towards building and leveraging competencies that support our
career goals AND are in alignment with university and departmental needs.

Development Categories
The OHIO competency model includes nine development categories focusing on People, Tasks, and Self. Each category represents
an important area for learning and professional development. To be successful, we should build skills in each of these areas.

People
Deals with:
 Involving
 Inspiring
 Influencing
 Collaborating and interacting with others to accomplish goals and build team effectiveness.
Includes Development Categories of Leadership, Relationships and Communication

Tasks
Deals with:
 Processing Information
 Organizing Tasks
 Managing Resources to deliver high-quality results in a timely manner.
Includes Development Categories of Management, Information and Agility

Self
Deals with:
 Building knowledge, awareness, and technical skills to be proficient, credible, and relevant in a field of work
 Possessing characteristics that contribute to personal effectiveness
Includes Development Categories of Expertise, Technology and Characteristics

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Success Profile - Strategic Leader

Strategic Leader - Determines long-term strategy and priorities for the entire university. Creates structures, develops
policies, aligns organizational priorities and allocates resources for large, complex organizations to achieve broad university goals.
Decisions and actions directly influence the entire university.

People
Involving, inspiring, influencing, collaborating and interacting with others to accomplish goals and build team effectiveness.
Leadership Relationships Communication
 Vision  Empathy  Writing Skills
 Influence  Collaboration  Active Listening
 Change Leadership  Customer Focus  Presenting Information
 Talent Development  Relationship Building  Having Organizing Communication
 Conflict Management

Tasks
Processing Information, organizing tasks, and managing resources to deliver high-quality results in a timely manner.

Management Information Agility

 Strategic Planning  Problem-Solving  Innovation
 Results Orientation  Systems Thinking  Learning Agility
 Organizing and Planning  Decision Making
 Financial Acumen

Self
Characteristics Information Expertise
 Composure  TBD  Functional Knowledge
 Self-Awareness  Institutional Knowledge
 Action Orientation
 Positive Interaction
 Professional Courage

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Success Profile - Operational Leader

Operational Leader - Translates strategy into operating plans. Interacts cross-functionally to create programs,
processes, and systems that enable execution of strategy. Directs complex initiatives, prioritizes resources, and manages a broad
range of activities that affect an entire function or planning unit.

People
Involving, inspiring, influencing, collaborating and interacting with others to accomplish goals and build team effectiveness.
Leadership Relationships Communication
 Vision  Teamwork  Active Listening
 Influence  Collaboration  Providing Instructions
 Motivation  Building Trust  Presenting Information
 Empowerment  Customer Focus  Having Difficult Conversations
 Change Leadership  Relationship Building
 Talent Development

Tasks
Processing information, organizing tasks, and managing resources to deliver high-quality results in a timely manner.
Management Information Agility
 Process Design  Problem-Solving  Flexibility
 Managing Work  Decision-Making  Innovation
 Results Orientation  Systems Thinking  Learning Agility
 Strategic Alignment  Financial Acumen
 Organizing and Planning  Analytical Thinking

Self
Building knowledge, awareness, and technical skills to be proficient, credible, and relevant in a field of work. Possessing
characteristics that contribute to personal effectiveness.
Characteristics Information Expertise
 Confidence  Technical Learning  Functional Knowledge
 Persistence  Technology Proficiency  Institutional Knowledge
 Self-Awareness
 Positive Interaction
 Professional Courage

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Success Profile - Department Supervisor

Department Supervisor - Supervises daily activities and outcomes of a work group. Ensures proper execution of work
processes and achievement of assigned goals and standards. Provides guidance, training, and direction using established
guidelines and policies.

People
Involving, inspiring, influencing, collaborating and interacting with others to accomplish goals and build team effectiveness.
Leadership Relationships Communication
 Influence  Empathy  Writing Skills
 Motivation  Collaboration  Active Listening
 Accountability  Building Trust  Providing Instructions
 Empowerment  Customer Focus  Presenting Information
 Leading by Example  Conflict Management  Having Difficult Conversations
 Talent Development

Tasks
Processing information, organizing tasks, and managing resources to deliver high-quality results in a timely manner.
Management Information Agility
 Process Design  Systems Thinking  Flexibility
 Managing Work  Financial Acumen  Innovation
 Results Orientation  Analytical Thinking  Adaptability
 Organizing and Planning  Gathering Information

Self
Building knowledge, awareness, and technical skills to be proficient, credible, and relevant in a field of work. Possessing
characteristics that contribute to personal effectiveness.
Characteristics Information Expertise
 Composure  Technical Learning  Functional Knowledge
 Confidence  Technology Proficiency  Institutional Knowledge
 Persistence
 Self-Awareness
 Action Orientation
 Positive Interaction

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Success Profile - Professional Expert

Professional Expert - Uses deep technical expertise to develop and interpret guidelines, design new processes, and
resolve complex issues. Provides consultation and direction on all matters related to area of expertise. Prioritizes and plans multi-
phase projects.

People
Involving, inspiring, influencing, collaborating and interacting with others to accomplish goals and build team effectiveness.
Leadership Relationships Communication
 Influence  Empathy  Facilitation
 Accountability  Collaboration  Writing Skills
 Change Leadership  Customer Focus  Active Listening
 Relationship Building  Providing Instructions
 Cultural Competence  Presenting Information
 Consulting and Advising  Organizing Communication
 Having Difficult Conversations

Tasks
Processing information, organizing tasks, and managing resources to deliver high-quality results in a timely manner.
Management Information Agility
 Process Design  Systems Thinking  Creativity
 Managing Work  Financial Acumen  Flexibility
 Organizing and Planning  Analytical Thinking  Innovation
 Gathering Information  Adaptability
 Learning Agility

Self
Building knowledge, awareness, and technical skills to be proficient, credible, and relevant in a field of work. Possessing
characteristics that contribute to personal effectiveness.
Characteristics Information Expertise
 Advocacy  Technical Learning  Functional Knowledge
 Self-Awareness  Technology Proficiency  Institutional Knowledge
 Attention to Detail
 Positive Interaction

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Success Profile - Coordinator/Organizer

Coordinator/Organizer - Coordinates processes, resources, and tasks to help improve efficiency and effectiveness of
operations for a department or unit. Organizes and schedules activities and events using general guidelines. Uses technical
knowledge and expertise to analyze information and solve difficult and sometimes unusual problems.

People
Involving, inspiring, influencing, collaborating and interacting with others to accomplish goals and build team effectiveness.
Leadership Relationships Communication
 Accountability  Empathy  Writing Skills
 Teamwork  Active Listening
 Customer Focus  Presenting Information
 Relationship Building  Having Difficult Conversations
 Cultural Competence
 Consulting and Advising

Tasks
Processing information, organizing tasks, and managing resources to deliver high-quality results in a timely manner.
Management Information Agility
 Multi-Tasking  Systems Thinking  Creativity
 Organizing and Planning  Analytical Thinking  Adaptability
 Gathering Information  Learning Agility

Self
Building knowledge, awareness, and technical skills to be proficient, credible, and relevant in a field of work. Possessing
characteristics that contribute to personal effectiveness.
Characteristics Information Expertise
 Advocacy  Technical Learning  Functional Knowledge
 Composure  Technology Proficiency  Institutional Knowledge
 Attention to Detail
 Positive Interaction

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Success Profile - Service Provider

Service Provider - Interacts directly with department’s client base to provide information, services, products or materials.
Uses specialized knowledge to answer questions, provide guidance, and troubleshoot problems. Performs transactional activities,
often in fast-paced, high-volume situations, to carry-out the department’s work.

People
Involving, inspiring, influencing, collaborating and interacting with others to accomplish goals and build team effectiveness.
Leadership Relationships Communication
 Leading by Example  Empathy  Active Listening
 Teamwork  Providing Instructions
 Customer Focus  Having Difficult Conversations

Tasks
Processing information, organizing tasks, and managing resources to deliver high-quality results in a timely manner.
Management Information Agility
 Multi-Tasking  Analytical Thinking  Flexibility
 Organizing and Planning  Gathering Information  Adaptability
 Learning Agility

Self
Building knowledge, awareness, and technical skills to be proficient, credible, and relevant in a field of work. Possessing
characteristics that contribute to personal effectiveness.
Characteristics Information Expertise
 Advocacy  Technology Proficiency  Functional Knowledge
 Persistence  Institutional Knowledge
 Action Orientation
 Seeking Feedback
 Attention to Detail
 Positive Interaction

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Competency Definitions – Leadership Category
Competency Definition Performance Indicators
Accountability - Willing to take  Demonstrates personal commitment to the team.
personal responsibility for  Knows strengths, weaknesses, opportunities, and limits of self and team. Uses this
Leadership

organizational outcomes and can information to establish and deliver on realistic expectations.
be counted on during difficult  Learns from mistakes and does not blame others for negative outcomes.
times. Holds self and team  Defines success in terms of the whole team.
accountable for results.  Can be counted on to complete tasks and diligently fulfill assigned responsibilities without
being prompted by others.
Change Leadership - Effectively  Aware of own approach to change and recognizes that others may react differently.
identifies a need for change and  Understands the social and technical aspects of leading change.
Leadership

energizes others to adjust to a  Develops strategies to reduce resistance, communicate shared meaning, and build
variety of new situations, structures, organizational support for change.
processes, or requirements.  Encourages and involves stakeholders in change activities.
 Explains the rationale for change while also taking time to understand and work through
emotional connections and reactions to change.
Empowerment - Provides essential  Allows others to make decisions and solve problems in their own sphere of work. Avoids
resources and support. Conveys making decisions or “taking over” for others unless required.
Leadership

confidence in others’ ability to be  Prefers to provide guidance as needed instead of prescribing solutions.
successful in accomplishing new  Recognizes accomplishments and builds morale by sharing wins and successes.
and challenging tasks.  Understands the resources needed to accomplish tasks and works to secure them.
 Involves others in decisions that affect their work.

Influence - Moves others to action  Scans environment for key information to develop effective influencing strategies.
by respectfully and sensitively  Explains complex issues clearly and credibly and uses compelling arguments to convey
Leadership

translating organizational values, conclusions and ideas.

ideas, and priorities into tangible  Understands and appeals to others' personal needs, motivations, and emotions.
activities that people want to  Adjusts style and approach as necessary based on circumstances.
support.  Uses integrity, expertise, and proper messaging to move others to action.

Leading by Example - Sets a  Has a good sense of what behaviors are important, and reinforces/rewards those behaviors
personal example by demonstrating through priorities, communication, and actions.
behaviors that are desired in others  Demonstrates consistency between communication and personal behavior.
Leadership

and by making decisions that are  Demonstrates organizational values and holds others accountable for the same.
aligned with organizational values.  Adheres to the same expectations and guidelines applied to others. Does not create specials
rules, guidelines or privileges for him/herself.
 Shares in the burdens of the team by providing guidance, instruction, visibility and support
when the team is working through difficult situations.

Motivation - Creates a climate  Helps others see and feel the importance of their work.
Leadership

where people are excited about  Takes time to connect work to others’ intrinsic motivators.
their work, see the value in what  Frequently speaks in terms of short and long term impacts and benefits.
they are doing, and want to do  Shares ownership and visibility for success with others, and encourages their input.
their best.  Builds confidence by focusing on strengths and not dwelling on shortcomings.

Talent Development - Fosters an  Provides challenging and stretching tasks and assignments.
environment that identifies growth  Asks thought-provoking questions and provides timely feedback to help others learn from
opportunities, encourages learning, their experiences.
Leadership

emphasizes transfer of knowledge,  Is aware of others’ career goals and looks for on-the-job development opportunities to
and supports targeted professional improve related skills.
development efforts.  Sets an expectation for learning by asking others what they have learned and how their
learning supports personal or departmental success.
 Realizes that developing a talent pipeline is important and supports talent mobility when it is
in the best interest of the employee and the university.

Vision - Articulates future  Consistently and optimistically speaks about possibilities.

possibilities, communicates a  Translates the “big picture” into day-to-day activities and behaviors.
Leadership

compelling and inspired sense of  Rallies individual and group interest in a new preferred state by painting a picture that appeals
purpose, and outlines a path to a variety of people.
forward that invokes emotional and  Challenges others to connect personal vision to the organization’s vision.
rationale commitment.  Honors past accomplishments while looking forward to a new beginning.

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Competency Definitions – Relationships Category
Competency Definition Performance Indicators
Building Trust - Interacts with  Makes others feel important and is genuinely interested in their success.
Relationships

others in a way that instills a sense  Finds time to interact with others and to get to know them.
of comfort and confidence  Demonstrates honesty and keeps commitments. Doesn’t over-promise or misrepresent
regarding personal intentions, personal capabilities.
credibility, and competence.  Responsibly handles sensitive or confidential information.
 Shows a willingness to be vulnerable.
Collaboration - Identifies  Finds common ground and works with others to create “win-win” situations.
opportunities and takes action to  Maneuvers political situations and creates opportunities for groups to work together.
Relationships

share ideas, work on common  Is transparent about own interests and seeks to understand needs of other groups in order to
goals, and build relationships generate high-quality solutions and interactions.
between one’s work area and other  Willing to share information and resources to improve group outcomes.
areas.  Respects others’ schedules and time commitments, makes good use of time by avoiding
unnecessary meetings and activities.
Conflict Management - Helps  Identifies common causes, signs, and impacts of conflict. Recognizes the point where conflict
others resolve complex, sensitive, or is becoming destructive and intervenes appropriately.
Relationships

opposing viewpoints. Encourages  Shows respect for the needs and perspectives of all sides in a dispute. Maintains an open,
constructive conflict and diffuses neutral, and fair position.
destructive conflict by helping  Helps others resolve their own conflicts instead of solving or fixing issues for them.
others solve issues on their own or  Effectively mediates conflict when necessary.
mediating if necessary.  Sees value in constructive conflict. Does not try to eliminate conflict for the sake of harmony.
Consulting & Advising - Uses  Understands stakeholder’s short and long-term needs and concerns.
Relationships

technical and/or process expertise  Keeps stakeholder’s best interests in mind, and is comfortable challenging stakeholder
to provide guidance and help others perspectives and current practices when necessary.
identify opportunities, resolve  Communicates openly and frequently regarding expectations, timelines and deliverables.
challenges, and transfer knowledge.  Provides sound recommendations based on facts, observations and best practices.
 Guides others in making decisions but does not mandate a course of action.
Cultural Competence - Creates an  Establishes relationships with people from other cultures and backgrounds.
Relationships

environment that embraces and  Seeks and uses ideas, opinions, and insights from various, diverse sources.
appreciates diversity, values  Respects the talents and contributions of all individuals. Gets to know people as people, not
differing perspectives, and supports as members of a group.
fair treatment and equal  Strives to eliminate barriers to achieve diversity of culture and ideas.
opportunity.  Does not make decisions based on individual or group stereotypes.
Customer Focus - Establishes  Gets first-hand customer information and uses it for improvements.
productive customer relationships  Acts promptly with customer needs in mind.
Relationships

by viewing operations and outputs  Handles upset customers by hearing them out, empathizing, apologizing, and taking personal
through the eyes of the customer, responsibility for resolving customer problems/issues.
identifying and meeting customer  Establishes good rapport by helping all customers feel valued, appreciated, and included.
needs, and taking responsibility for Does not favor one customer over another.
satisfaction.  Ensures information given to customers is accurate, timely and relevant.
Empathy - Is purposefully aware,  Tries to understand others’ experiences before making judgments or taking action.
sensitive, and respectful of the  Shows appreciation for other’s knowledge, skills, and preferences.
Relationships

thoughts and emotions experienced  Genuinely cares about people and is available and ready to help.
by others. Actually tries to feel  Interacts with others in a way that meets their needs and feelings, without commiserating or
what another person is feeling by perpetuating negative emotions.
imagining himself/herself in the  Responds with sincerity and interest but does not pretend to understand “exactly” what
same situation. others are feeling or are experiencing at any given moment.
Relationship Building - Creates  Maintains an open approachable manner, and treats others fairly and respectfully.
Relationships

mutually beneficial and constructive  Is easy to approach and builds solid rapport.
work connections between  Spends the extra effort to provide support and put others at ease.
individuals or groups. Uses a  Frequently connects with other people to learn more about their work or mutual objectives.
network of positive relationships to  Contributes to relationships by providing guidance, input, support, assistance, etc. that is
enhance personal effectiveness. beneficial to others in the relationship.
Teamwork - Works cohesively with  Listens and responds appropriately to others’ ideas, actively participates in team discussions.
Relationships

others, actively participates within  Encourages alternate viewpoints in order to strengthen team outcomes.
groups to achieve team goals,  May challenge recommendations within the team, but publicly supports team decisions.
supports other team members, and  Models personal commitment to team guidelines and norms, and makes procedural
leverages strengths to make the suggestions to enhance team functions and effectiveness.
team better.  Openly shares ideas, observations, recommendations, and resources with the team.

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Competency Definitions – Communication Category
Competency Definition Performance Indicators
Active Listening - Fully  Asks open-ended, clarifying questions and has the patience to hear people out.
Communication

concentrates on what is being  Makes positive nonverbal gestures, including appropriate eye contact, head nods and facial
communicated, asks questions to expressions, to show interest in what is being said.
ensure understanding, and  Observes non-verbal actions and reactions from others.
responds in a way that conveys  Uses paraphrasing and summarizing to check for understanding.
interest.  Accurately restates the opinions of others even when he/she disagrees.

Facilitation - Uses group processes  Provides clear directions and discussion materials to guide group activity.
Communication

and techniques to deliver  Engages all members in discussion and builds on the ideas of contributors.
information and guide group  Sees when the group is off-track and redirects the conversation.
discussions related to complex  Helps others share information, develop common understanding, or reach agreement.
ideas, new concepts, or new work  Helps members develop insights and remain engaged with the task.
directions.

Having Difficult Conversations -  Delivers honest feedback while avoiding personal attacks.
Communication

Initiates and participates in tough  Deals with challenging behaviors assertively, fairly, and in a timely manner.
discussions in a way that protects  Uses appropriate interpersonal styles and empathy to reduce tension.
self-esteem, enhances mutual  Remains objectively open to facts, behaviors, and emotions.
understanding, and assists in  Focuses on actions, behaviors, and outcomes rather than blame or judgement.
conflict resolution.

Organizing Communication -  Identifies audience needs and adjusts messaging to meet those needs.
Communication

Establishes formal and informal  Determines which methods of communication are most effective for different stakeholders or
channels for communication and situations.
uses appropriate methods,  Sets up procedures to collect and review information.
messaging, and timing to effectively  Shares relevant information prior to changes.
disseminate information.  Encourages open flow of accurate, helpful information without engaging in a rumor mill.

Presenting Information -  Structures delivery of information so that it is understood by the audience.

Communication

Effectively shares information in a  Anticipates, and has a response for, questions, concerns, and reactions.
variety of settings ranging from  Uses analogies, body language, voice inflection, humor, etc. to keep audience attention.
one-on-one meetings to large  Adjusts delivery style, length, and tone to the audience’s interests and needs.
group presentations.  Ensures graphics and visual representations of data are easy to read and understand.

Providing Instructions - Clearly  Establishes purpose and importance, then conveys instructions in a logical sequence.
Communication

conveys instructions in a way that  Explains concepts multiple ways including using relevant examples.
informs, guides and engages others  Checks for understanding by seeking input and feedback from audience.
in properly performing required  Provides timely and consistent communication to all relevant stakeholders.
tasks.  Ensures instructions are short, simple, easy to remember, and actionable.

Writing Skills - Writes clearly and  Uses audience-appropriate wording and writing style to convey complex ideas.
Communication

succinctly using a variety of  Logically states argument, premise, and conclusion.

communication styles to share  Maintains reader attention by using engaging style and tone.
important information and create a  Demonstrates effective use of grammar including syntax, mechanics, and word usage.
desired effect.  Formats written messages in a way that makes them easier to read (i.e. appropriate use of
bullet points, outlines, headings, titles, subtitles, etc.).

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Competency Definitions – Management Category
Competency Definition Performance Indicators
Managing Work - Identifies tasks  Communicates course of action and expectations with people who are doing the work and
and activities required to achieve ensures that each person understands his/her role.
desired outcomes then assigns,  Clearly assigns responsibility for tasks and decisions. Delegates decision-making authority and
Management

directs, and monitors the work of re-allocates responsibilities when needed.

others as needed to ensure effective  Works with others to set meaningful, relevant and measurable performance objectives that
and efficient completion of the support or enable desired results.
work.  Establishes feedback loops to ensure ongoing discussion about obstacles, accomplishments
and performance against objectives.
 Monitors progress and promptly takes corrective actions to keep work on track.
Multi-Tasking - Leverages time  Manages own time, priorities, and resources to achieve multiple goals.
and personal resources to complete  Effectively works on several inter-related tasks at once.
Management

several tasks or assignments  Prioritizes tasks by importance and deadline, and focuses time and effort accordingly.
simultaneously while still ensuring  Demonstrates ability to shift concentration from one task to another without being distracted
that deadlines and quality standards by or pre-occupied with competing tasks.
are met.  Respects importance of personal interactions and avoids working on other things during
interpersonal interactions.
Organizing & Planning - Arranges  Organizes people, activities, and resources in a way that leverages strengths and supports
information, materials, timelines, efficient completion of work.
Management

and resources to accomplish goals.  Accurately estimates length and difficulty of tasks and projects.
Breaks large projects into smaller,  Coordinates with internal and external partners to orchestrate multiple activities that often
more manageable components, and occur simultaneously.
uses prioritization and effective  Anticipates and adjusts for new opportunities, problems, and barriers.
time-management to accomplish  Maintains focus on desired outcomes and does not allow the scope of work to become
the work within each component. unreasonable, unrealistic, or unfeasible.
Process Design - Creates  Uses process mapping to visually define processes in terms of component parts, activities,
processes, procedures, and work flows, inputs and outcomes.
Management

infrastructures that maximize  Analyzes how work is currently done and how to transition to a preferred state.
customer value, minimize waste,  Takes a fresh-look at processes and re-engineers them from scratch when necessary.
and repurpose existing resources to  Committed to continuous improvement through inquiry, trial, and error.
allow work to be done more  Simplifies complex processes and creates opportunities for synergy and integration in order to
efficiently and effectively. get more out of fewer resources.
Results Orientation - Feels a  Frequently discusses goals and desired outcomes in a way that builds commitment.
strong need for accomplishment  Pushes self and others to consistently achieve or exceed desired results without compromising
Management

and focuses efforts and resources core processes, policies or organizational values.
on consistently achieving short and  Does not readily accept setbacks as reasons for not achieving goals.
long term goals. Constantly  Pursues work with energy, drive, and a need to make a difference. Often seems frustrated
challenges self and team to achieve with current state and wants to make things better.
meaningful results.  Adjusts short-term expectations in order to ensure long-term results.
Strategic Alignment -  Has broad knowledge and perspective of the organization and market.
Understands the organization’s  Understands how external trends and events affect the university as a whole, and can explain
strategic direction and how the these connections to others.
Management

organization should change to meet  Keeps long range plans and strategic direction in mind while evaluating operational goals
strategic goals. Translates broad, and/or deciding upon courses of action.
long-term goals into operational  Helps others understand the connection between short-term individual or department
terms and aligns individual efforts goals/actions and longer-term organizational goals.
to achieve them.  Uses personal examples and stories to share a compelling connection to the organization’s
vision. Invites others to do the same.
Strategic Planning - Holistically  Identifies patterns, trends, and demographical shifts that are likely to affect the university
explores the organization’s current several years into the future.
and preferred states and uses  Accurately anticipates future opportunities and consequences associated with changes in the
Management

structured methods to define university’s internal and external environment.

organizational direction, key  Uses predictive models, key information, and logical assumptions to identify and prioritize
actions, and success indicators future needs and key strategic actions.
required to achieve the preferred  Integrates university values, core strengths, business needs, market trends, and a compelling
state. vision into actionable plans that meet organizational goals.
 Involves stakeholder groups in the planning process and communicates outcomes in a way
that provides vision, purpose and direction.

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Competency Definitions – Information Category
Competency Definition Performance Indicators
Analytical Thinking - Breaks  Gathers information by observation, benchmarking, interviews, and general inquiry from a
complex ideas or situations into variety of sources to reach a conclusion.
Information

component parts and uses logic to  Constructively evaluates information with a level of skepticism.
understand how each component  Distinguishes between critical and irrelevant pieces of information.
works. Uses data and observation  Identifies patterns and inconsistencies in data to confirm or disprove assumptions.
to evaluate options, test solutions,  Uses data to develop a conceptual understanding of how and why things work as they do,
and anticipate outcomes. and to draw related conclusions.

Decision-Making - Uses data,  Solicits data from different sources to understand a situation and possible outcomes.
situational awareness and  Understands multiple options and unintended consequences of decisions.
Information

judgement to select a course of  Carefully evaluates and articulates pros and cons for different decisions.
action. Considers multiple  Considers time constraints and makes informed decisions under tight deadlines.
perspectives, likely outcomes, risks  Solutions and suggestions prove to be correct and accurate when assessed over time.
and time pressures.

Financial Acumen - Understands  Recognizes personal role in the financial performance of the organization.
financial concepts, methods,  Understands how goals and tasks impact the financial results of the organization.
Information

reports, and processes, and knows  Incorporates financial impact into decision making process.
how this information impacts the  Understands, interprets, and communicates what drives revenue, costs, and profits.
department. Interprets and uses  Has a working knowledge of relevant policies, terms, and acronyms associated with financial
financial information appropriately. functions and tasks.

Gathering Information -  Knows where and how to access the right information.
Systematically investigates questions  Pursues leads for additional sources of data.
Information

and situations to collect and  Sets up procedures/standards to collect and review information.
organize relevant information in a  Clearly documents sources and organizes information according to the research needs.
way that is understandable and  Minimizes redundancy and ignores information that is not directly related to the question or
usable. situation being addressed.

Problem-Solving - Defines and  Involves others to ensure a well-rounded view of the problem and potential solutions.
understands problems before  Takes time to fully understand the problem and does not jump right to solutions.
Information

generating solutions. Methodically  Tests multiple solutions to determine impact and effects.
identifies root cause and solutions,  Uses analysis tools to get holistic view of problem, causes, and consequences.
takes action then evaluates results.  Balances analysis with the need for action, avoids over-analyzing.

Systems Thinking - Views  Understands how components of large organizations or systems react and interact with each
organizations holistically and other to affect the system as a whole.
understands interdependences  Views every action as having consequences that affect all other parts of a system.
Information

between people, tasks, power, and  Identifies patterns and connections among components that are not obviously related.
resources. Identifies connections  Focuses on creating more effective or efficient interactions among system components in
between system components and order to maximize performance.
understands how a change in one  Recognizes that every system has variability and avoids the temptation to take short term
component affects the others. actions in response to normal fluctuations.

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Competency Definitions – Agility Category
Competency Definition Performance Indicators
Adaptability - Modifies behaviors  Can decide and act without having the total picture.
and approach in order to deal  Displays a positive attitude in the face of ambiguity and change.
Agility

effectively with changes in work  Is comfortable gaining new skills essential for new tasks.
environments, requirements,  Doesn’t get upset or discouraged when things are up in the air.
processes, or tasks.  Asks questions and seeks assistance to understand and respond effectively to changes.
Creativity - Uses imagination to  Comes up with new and possibly unusual ideas or approaches.
develop new perspectives and  Experiments with ideas, methodologies, and practices to find better ways to do things.
Agility

ideas, challenge pre-existing  Uses brainstorming and other techniques to manage the creative process.
conceptions, and find new ways to  Takes time to generate multiple ideas or solutions before evaluating.
approach problems.  Examines tasks, problems or situations from multiple perspectives in order to get a “fresh
look” or better understanding.
Flexibility - Is open to alternate  Understands there are a variety of ways to accomplish a specific task.
courses of action and is willing to  Willing to take on new duties or try new methods. Does not say “that is not my job.”
Agility

share time and expertise to support  Recognizes the value of other points of view and different techniques.
ideas that are not completely  Supports alternate courses of action when things don’t go as expected.
defined.  Routinely identifies options and contingency plans.
Innovation - Capitalizes on new  Applies new ideas to create tangible outcomes that change existing paradigms.
opportunities, ideas, technology, or  Thinks about problems in terms of desired outcomes and opportunities.
Agility

methods to turn new ideas into  Connects seemingly unrelated ideas, events, and circumstances to find unique solutions.
novel solutions that add significant  Repurposes or finds new uses for preexisting resources or processes.
value for the organization.  Anticipates future needs and creates preemptive solutions.
Learning Agility - Seeks out new  Actively participates in learning activities.
information and quickly applies  Versatile in their approach to learning new things.
Agility

existing knowledge and experiences  Inquires deeply about the way work is completed and why.
to new situations or challenges.  Asks for feedback when mastering new ideas, skills, or concepts.
 Embraces unfamiliar opportunities and learns quickly from experiences.

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Competency Definitions – Characteristics Category
Competency Definition Performance Indicators
Action Orientation -  Maintains high energy and works hard to complete important tasks.
Characteristics

Demonstrates a sense of urgency  Feels a need to do something and likes to get things done quickly.
and acts promptly to respond to  Steadfastly pushes self and others for action and movement.
requests, perform tasks, and take  Willing to move forward with minimum planning in order to get things moving quickly.
actions. Demonstrates initiative and  Does not over-analyze a situation and is comfortable taking risks.
does not procrastinate.
Advocacy - Displays passion and  Demonstrates strong personal commitment to creating support and advancing the welfare of
Characteristics

actively promotes and solicits a particular cause, program, idea, or person.

support for a cause, program, idea,  Speaks about a cause with knowledge, conviction and passion.
or person.  Takes opportunities to challenge others and shape perspectives.
 Ensures understanding of the purpose and benefits of a cause.
 Does not place self-interests above collective interests of the cause.
Attention to Detail - Produces  Consistently attends to each aspect of a task no matter how small.
Characteristics

quality outcomes by vigilantly  Performs tasks in a thorough and careful manner.

checking all aspects of work to  Checks and rechecks work to ensure accuracy and completeness.
ensure accuracy, completeness, and  Compares finished work to what is expected to find inconsistencies.
freedom from errors or omissions.  Does not ignore details that will not by communicated, shared, or visible to others.

Composure - Appropriately  Remains calm, and may calm others, during high-pressure situations.
Characteristics

demonstrates emotions, maintains  Deals with conflict without undue tension and nervousness.
emotional control in ambiguous or  Works through stressful situations deliberately and thoughtfully.
stressful situations, and performs  Doesn’t become defensive or show frustration when resisted or blocked.
effectively despite adversity.  Manages emotional reactions and intensity to meet the needs of the situation.

Confidence - Willing to champion  Openly expresses ideas, recommendations, and positions for others to consider.
Characteristics

ideas and maintains a justified belief  Encourages direct and thoughtful debate regarding his/her ideas and perceptions.
in one’s own ability to be effective.  Is not afraid of being wrong, but is also not fixated on being right.
Takes on new opportunities with  Faces adversity head-on, seems to know what to do in difficult situations.
expectations of succeeding.  Projects a belief in abilities and self-worth that does not require validation by others.

Persistence - Has the resolution  Looks for more effective ways to accomplish something when prior efforts have failed.
Characteristics

and determination to accomplish  Seldom gives up before finishing, especially in the face of setbacks.
goals or complete tasks in spite of  Works to achieve goals in spite of barriers or difficulties.
barriers and resistance. Not easily  Learns from initial failures and finds other ways to complete tasks.
discouraged by failure or obstacles.  Appropriately follows-up with others to get necessary information or assistance, and escalates
situations that require attention.
Positive Interaction - Treats others  Frequently smiles and displays pleasant, welcoming facial expressions and gestures.
Characteristics

with respect and courtesy.  Demonstrates optimism and helps others see things more positively.
Demonstrates positive, welcoming,  Accepts people for who they are. Withholds or suspends judgments and evaluation.
approachable demeanor when  Identifies and articulates other’s strengths and positive attributes.
interacting with others.  Does not make others feel inferior, insignificant or inadequate.

Professional Courage - Willing to  Willing to call-out or flag inconsistencies that do not seem to make sense.
Characteristics

defend positions or take necessary  Does not ignore or avoid uncomfortable conversations or situations.
actions that may be unpopular.  Says what needs to be said, but uses appropriate approach, tone and timing to bring up
Appropriately challenges others in disagreements, concerns, or sensitive topics.
order to present alternative  Initiates conversation and/or action even when outcomes are uncertain.
viewpoints or courses of action.  Expresses concerns in the context of what is best for the organization.
Seeking Feedback - Willingly seeks  Frequently asks for and uses constructive feedback to make improvements.
Characteristics

feedback and advice without being  Proactively seeks advice regarding development opportunities.
defensive. Learns from others’  Keenly observes and asks questions of others to learn new methods or approaches.
experiences and perspectives, and  Is situationally aware and seeks feedback at appropriate or conducive times.
uses that information to improve.  Invites others to share thoughts regarding ideas, actions, behaviors or work outputs.

Self-Awareness - Has a good  Understands own behavioral tendencies, strengths, weaknesses, and limits.
understanding of personal  Does not over-estimate personal abilities based on strengths, and does not justify poor
Characteristics

strengths, weaknesses, limitations outcomes based on weaknesses.

and tendencies. Knows how  Understands how behaviors and actions impact others.
personal behaviors affect others,  Seeks and acquires new methods, ideas, and information that will improve personal
and seeks input to discover and performance and interactions with others.
remedy blind-spots.  Displays an ongoing commitment to self-learning and self-improvement.

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Competency Definitions – Technology and Expertise Categories
Technical Learning -  Subscribes to technical journals, blogs, publications, etc. to keep up with new developments
Keeps up with new technology and in technology and tools.
Technology

software applications associated  Creates and maintains professional networks that discuss technology related topics.
with a field of work. Learns  Regularly experiments with new software applications and developments.
technical skills quickly and  Attends relevant workshops, webinars, lectures, classes, conferences, etc.
integrates technology to enhance  Identifies technology experts and makes a point to learn from them.
performance and/or capability.
Technology Proficiency -  Possesses a working knowledge of office-based software (i.e. MS Word, Excel, Outlook and
Demonstrates proficient use of the PowerPoint), required for the position.
Technology

tools, equipment, devices and  Knows how to use a variety of university systems and applications (i.e. Bobcat Buy, Payroll,
software applications required in a Concur) as required for a specific position.
position. Responds appropriately to  Demonstrates proper technique and product knowledge when using tools, electronic devices,
technology related issues and software applications, and equipment.
malfunctions.  Troubleshoots technology-related problems and takes appropriate actions.
 Can perform system set-up and maintenance tasks as required.
Functional Knowledge -  Has a strong working knowledge of theories, concepts, practices, and contemporary issues
Demonstrates relevant skills and associated with a field of work.
Expertise

knowledge associated with a  Aware of compliance and regulatory requirements and current issues.
profession or subject area. Aware of  Ensures understanding, proper interpretation, and correct application of laws and university
current issues, best practices, policies related to one’s work.
compliance requirements, and new  Learns from examples of “best practices” and applies or integrate learning.
developments in a field of work.  Maintains professionally required licenses and certifications.
Institutional Knowledge - Aware  Aware of events and activities going on around campus and understands how they may
of university activities, resources, impact the department.
Expertise

structures and business processes  Knows where to find resources, information, support or assistance.
inside and outside of own  Familiar with the internal structure of the university and understands how work gets done
department. Knows how work gets through formal and informal channels.
done and who to contact for  Familiar with goals, priorities, and “micro-cultures” of other departments.
information or assistance.  Knows how university systems interact with one another.

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