Engage and Support Others

Poor Level of Proficiency

• May be shy, lack confidence, be intense, or be overly work oriented
• Does not take the time to build rapport with colleagues
• Freezes or panics in the face of conflict
• Not good at cross boundary relations
• Is solitary and not team oriented
• Avoids or deals with conflict uncooperatively
• Has effective relationships with certain, trusted or immediate colleagues
• Participates in teamwork some of the time
• May not take the initiative to connect with a wider circle of colleagues
• Prefers to avoid conflict
• Is easy to approach sometimes

Expected Level of Proficiency

• Relates well to all kinds of people within and outside the university
• Builds appropriate rapport as well as trusting, effective relationships
• Is seen as a cooperative team player
• Encourages collaboration
• Connects individuals to fulfill university objectives
• Is always respectful, responsive, and diplomatic
• Works effectively with a variety of people to achieve university goals
• Ensures collaboration with others and the inclusion of new team members
• Can defuse tense situations comfortably
• Quickly finds common ground and solutions for all
• Represents own interests and remains fair to other groups

High Level of Proficiency

• Recognized as a role model for relationship building
• Coaches other who have difficulty establishing rapport
• Fosters cooperative attitudes within and beyond the team or department
• Works effectively within and across boundaries to achieve goals
• Cultivates a win-win approach when there are different or competing interests
• Reads situations and people quickly defusing potential conflict

Poor Level of Proficiency

• Lacks trust and respect in the talent of direct reports and/or others they may work with
• Does most things themselves
• May delegate but does not pass on authority
• Does not communicate the bigger picture when assigning tasks or requesting help for staff or colleagues
• May trust and respect staff or colleagues
• Will delegate routine tasks
• May keep important tasks and decisions to themselves
• Provides basic communication to ensure the task is completed

Expected Level of Proficiency

• Clearly and comfortably assigns or requests help for both routine and important tasks and decisions with direct reports and/or project staff
• Broadly shares responsibility and accountability
• Trusts staff and/or colleagues to perform
• Provides the resources for staff and colleagues to perform
• Minimizes or removes barriers
• Clearly and comfortably assigns or requests help for both routine and important tasks and decisions with direct reports and/or project staff
• Broadly shares responsibility and accountability
• Trusts staff and/or colleagues to perform
• Provides the resources for staff and colleagues to perform
• Minimizes or removes barriers

High Level of Proficiency

• Creates a climate in which people want to do their best
• Can motivate many kinds of direct reports, team or project members
• Provides exciting work and opportunities for direct reports and team members

Poor Level of Proficiency

• Results driven and tactical
• Does not see long-term development (of self or others) as their accountability
• Prefers to select for talent than develop it (if managing)
• Does not use the university development system or resources
• Ensures short term development of self or direct reports to meet job requirements
• May do an annual development plan
• Does not coach or mentor colleagues or staff

Expected Level of Proficiency

• Takes on or encourages staff and/or project team members to take on work which stretch their skills and development
• Holds frequent development discussions
• Is aware of their own or their staff's career goals
• Constructs and implements development plans using university resources
• Coaches colleagues and/or staff to meet required job performance as needed
• Develops staff and/or colleagues to take on significantly more challenging roles, projects, or tasks
• Provides networking opportunities for staff and colleagues to learn, grow, and develop
• Actively coaches and/or mentors colleagues and/or staff to higher levels of performance

High Level of Proficiency

• Can project the strengths and limitations of themselves or people within the university
• Actively coaches and/or mentors colleagues and/or staff into more challenging university roles
• Participates in or creates succession planning for their team or department