University Staff Performance Rating Scale & Values Based Competencies
University Staff Rating Scale
University Staff: APS 5009 provides a performance rating system for university staff as a critical component of the university's performance management system for effective resource management and employee development. This policy statement provides the guidelines for annual performance evaluation and planning in accordance with the use of the revised 5-point performance rating form
Far exceeds performance expectations on a consistent and uniform basis. Work is of exceptional quality in all essential areas of responsibility. In addition, makes an exceptional or unique contribution in achievement of unit, department, and university objectives.
Always achieves performance expectations and frequently exceeds them. Demonstrates performance of a very high level of quality in all areas of responsibility.
Consistently fulfills performance expectations and periodically may exceed them. Work is of high quality in all significant areas of responsibility.
Fails to meet expectations in one or two of the significant/ essential position requirements and improvement is needed in these areas.
Fails to meet expectations in more than two of the significant/ essential position requirements and improvement is needed in most aspects of the position.
Performance that needs improvement or is otherwise unacceptable as documented in the annual evaluation shall result in a performance improvement plan and/or a corrective action or Letter of Expectation and a reasonable amount of time to improve unless the employee is already under performance improvement, corrective or disciplinary action for the same performance matter. If needs improvement or unacceptable performance relates to a recurring performance issue that has resulted in a prior corrective action or disciplinary action, the appointing authority may take disciplinary action concurrently with issuing the annual evaluation. The appointing authority may proceed immediately to disciplinary action, up to and including immediate termination, if the act is so flagrant or serious that immediate discipline is proper.
University Staff Value Based Competencies
The university staff competency model translates the campus values into behaviors to ensure that employee behavior aligns with the campus culture and vision.
Integrity/Responsibility/Ethics
Inclusive Excellence
Innovation
Collaboration
Communication
The competencies were derived from the campus values. The work is inclusive of values reflected in the Colorado Creed.
Definition: Gaining the confidence and trust of others through honesty, authenticity, and acceptance of responsibility.
Key Behaviors:
- Accepts responsibility that come with working in the interest of the public good.
- Follows through on commitments- shows consistency between words and actions--does what they say they will do, and what they are expected to do—and makes sure others do the same.
- Accepts responsibility for one’s own conduct in creating a climate of inclusive excellence.
- Acts with a clear sense of ownership.
- Takes personal responsibility for decisions, actions, and failures.
- Establishes clear expectations and processes, and uses data for monitoring work and measuring results.
Definition: Exemplifying excellence through diversity by creating a welcoming and inclusive environment that maximizes the success and inclusion of all students, staff, and faculty.
Key Behaviors:
- Actively seeks and engages with diverse perspectives.
- Identifies and mitigates bias on a personal, institutional and process level.
- Identifies and addresses barriers to inclusion on the personal, institutional and process levels.
- Fosters the health and well-being of our campus community by welcoming and encouraging participation of all.
- Contributes to building diversity
- Accepts and honors diverse perspectives
- Understands the importance of diversity and inclusion
- Recognizes and mitigates dynamics created by power differences and hierarchy
Definition: Creating new and better ways for the organization to be successful. Adapting to change and engaging in continuous learning and critical thinking to promote the growth of the individual and the organization.
Key Behaviors:
- Develops useful ideas that are new, better, or unique.
- Introduces new ways of looking at problems.
- Can take a creative idea and put into practice.
- Embraces diverse perspectives to promote or nurture innovation.
- Fosters interdisciplinary/transdisciplinary work.
- Adapts to change.
- Promotes growth of the individual and the organization.
- Engages in continuous learning.
- Engages in critical thinking.
- Takes risks.
Definition: Building partnerships and working collaboratively with others to meet shared objectives.
Key Behaviors:
- Understands and prioritizes the goals of the university (‘university first’)
- Understands how their work supports the mission of the university
- Works in partnership with others.
- Values and incorporates diverse perspectives.
- Removes barriers to solving problems.
Definition: Ensuring that key and critical information is shared in a timely fashion. Developing and delivering information in multi modes that demonstrate the needs of different audiences.
Key Behaviors:
- Effective in variety of communications settings (groups, size, position, styles, diverse audiences), and adjusts to fit the audience and the message.
- Attentively listens to others.
- Provides and encourages the expression of diverse ideas and opinions.
- Engages in candid and constructive dialogue on difficult topics.
- Is respectful of each other’s unique backgrounds and perspectives.