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Performance Review – Competency GuideCompleting the Competency Performance Review Evaluations: Write the narratives of the performance for each competency based on the job description, the role’s expectations, and the University’smission, vision, values. Be honest and use behavior examples (both effective and ineffective) to explain your ratings.o Reference pages 3-7 for general examples to help spark ideas for specific examples in your unitAfter you have written the narrative, rate each competency.o Reference page 2 to determine the ratings.o Within a competency, to rate at any performance level, all definition factors or bullet points within the section must be true. For example, to be rated as Distinguished/Role Model Status in Adaptability, the individual’s behaviors and outcomes must meetand/or be true for all statements within that definition for all exceptional and effective examples.Then, rate the overall performance, again referencing page 2 to determine your overall rating.o For the overall rating, a different methodology is used.o The supervisor determines a consistent method for all staff and applies it to determine everyone’s overall rating. The method(s) shouldbe communicated to staff in order to prepare self-evaluations. Method Examples: Averages, Mode/Most rating scored, and/or WeightingFinally, staff, in collaboration with supervisors, create 1 to 2 goals (may be performance or development-based). The goals may be locatedwithin a competency or may be within the additional comments section.Human Resources6-2020Page 1 of 7

Performance Review – CompetenciesCompetencies are comprised of defined knowledge, skills, and behaviors needed to be effective in one’s role, department, and institution. A competencymodel provides a guide for comprehensive measurement of overall job performance.The Performance Review – Competency model allows individuals to reflect and review prescribed competencies that are founded on UW-Stevens Pointmission, vision, and values. The below rating scale is used to determine UW-Stevens Point competency proficiency.RatingsDefinition Performance clearly and consistently exceeds all competency related expectations Performance consistently demonstrates exceptional behaviors, serves as a role model and/or mentor to others in theDistinguisheddepartment/UniversityPerformance and Performance demonstrates advanced mastery of the competencyRole Model Status Minimal development needed to maintain and stay up to date for current competency knowledge and performance Others rarely equal performance of this caliber in similar roles Performance consistently meets and often exceeds all competency related expectations Performance consistently demonstrates effective behaviors and often demonstrates exceptional behaviorsSuperior/Highly Performance demonstrates intermediate to advanced mastery of the competencyEffective Some development is suggested to maintain and stay up to date for current competency or to increase competency knowledgePerformanceand performance Performance is continually and consistently superior and regularly goes beyond what is expected Performance consistently meets most or all competency related expectations Performance consistently demonstrates effective behaviorsFully Performance consistently demonstrates basic mastery of the competency and often demonstrates intermediate mastery of theSuccessful/EffectivecompetencyPerformance Development is suggested to maintain/stay up to date for current competency or to increase competency knowledge andperformance Consistently adds value within the department for the specific competency Performance achieves some, but not all competency related expectations Performance inconsistently demonstrates effective behaviors – demonstrates some behaviors but not others, or uses behaviorsPartially SuccessfulinconsistentlyPerformance/Needs May occasionally fall below behavior or position expectationsImprovement Performance demonstrates basic proficiency of the competency Development is required to increase competency knowledge and performance Performance rarely achieves (or fails) to meet effective competency related expectationsHighly IneffectivePerformance Substantial development is required to increase competency knowledge and performanceHuman Resources6-2020Page 2 of 7

Performance Review – CompetenciesThe following tables define each competency and include examples of exceptional, effective, and very ineffective behaviors, these lists are not exhaustive.Responsibilities from the individual’s position description may also be added into the competencies to align the performance with the position description. Ifneeded, define behaviors of the responsibility in terms of very ineffective, effective, and exceptional examples. Ineffective rating for a competency is a mix ofbehaviors from very ineffective and effective examples. Highly effective rating is a mix of behaviors from exception and effective examples.CompetencyDefinitionVery Ineffective UniversityExpertise Applies theUniversity mission,vision, and valuesto work and decisionsUnderstands howthe UniversityworksActions or decisions madeare consistently not in linewith the University’smission, vision, and orvaluesDoes not take the time tolearn how things workwithin the departmentand/or UniversityPerformance or decisionsmade negatively impactcolleagues, customers,vendors, etc.Effective Role Expertise andSelf-Development Demonstrates roleknowledge, skills,and procedures Commitment togrowth anddevelopment Human ResourcesUses out of dateknowledge, skills, and toolsDoes not learn newknowledge, skills, and/ortools when requiredDoes not demonstrate awillingness to learn orapply new knowledge,skills, and/or tools to workDoes not seek feedbackand reacts negatively toconstructive feedback Considers UW-Stevens Point’s mission, vision,and values consistentlyWilling and able to get things done throughinformal and formal channelsTakes into consideration how actions anddecisions impact colleagues, customers,vendors, etc.Understands how the University works and thereasoning behind key processes and proceduresEffectively use the companies formal andinformal systems to get things doneFollows University and UW-System policiesMaintains cross-functional focus and uses themost appropriate channels to communicatewithin and between departmentsSeeks out information about other departments’functions, missions, etc.Keeps up to date on best practices affecting theposition, department, and/or UniversityTakes advantage of learning opportunitiesprovided by the department/UniversitySeeks feedback from supervisor, colleagues,customers, etc.Learns by observing more experiencedcolleaguesIdentifies and understands own strengths andthe areas of improvementDevelops own development/growth goals6-2020Exceptional Considers UW-Stevens Point’s mission,vision, and values in every decision madeand action takenCan communicate why things work the waythey do; effectively considers thatinformation in decision makingUp to date on trends/benchmarks outsideof the University and applies thatinformation to increase effectiveness in thedepartment and/or UniversityAble to bridge technical and role relatedknowledge and skills to interpersonal andmanagerial skillsExperiments with and creates newprocesses to drive improvement within thedepartment/UniversitySeeks and engages in learningopportunities outside of is provided by thedepartment/UniversityReflects on all feedback provided toimprove and applies the lessons learnedfrom past experiences to new situationsPage 3 of 7

Performance Review – CompetenciesCompetencyVery IneffectiveDefinition Produces work that isbelow quality standards,contains errors, and/oroften requires rework Doesn’t follow effectiveand accurate workprocesses (e.g. checklists,work order systems)Quality of Work Does not implementchanges to own workFocuses on workprocess whenqualityneeded/required Avoids learning new toolsand techniques to improvework processes Does not follow policies orprocedures to ensuresafety Does not prioritize work Gives up easily when facedwith obstaclesQuantity of Work Disorganized or wastesProducestimeappropriate Does not have or follow aquantity of workplanHuman ResourcesEffective Produces work that meets the needs of internaland external customersPlans own work activities in advance to insurethat all assignments are completed in a timelyand quality mannerFollows processes to ensure work is free fromerrorsUses established systems to organize andefficiently keep track of information, data, time,and resourcesImplements changes to own work openly andpositivelyApplies tools and technology effectively whenrequestedUnderstands and applies all safety standards;reports and corrects safety problemsNotices opportunities for improvements andoffers quality improvement optionsPrioritizes easily between important andunimportant work; determines project urgencyin a meaningful and practical wayEliminates obstacles when they ariseUses time effectively and efficientlyPlans work, ensures that resources are availableto complete work, and works to avoid conflictsManages multiple projects effectivelyDelegates appropriately6-2020Exceptional Consistently produces work that is alwaysamong the best qualityAnticipates and takes actions to avoidquality problemsCreates and updates effective workprocesses to ensure qualityInitiates implementing new tools andtechniques effectively for the departmentand/or UniversityCreates an environment committed toupholding safety standardsLinks individual work todepartment/University strategic goalsAnticipates obstacles, plans and takesaction to address them, shares knowledgeto help others avoid similar obstaclesAble to take on complex projects or tasksto achieve goals; uses available resourcesto complete workPage 4 of 7