Performance Planning, Feedback and
Development for Confidential Staff
Confidential Staff Member:
Title:
Reviewer:
Title:
Review Period:
INTRODUCTION:
Performance planning and assessment is an ongoing process of communication between managers
and their staff. The process involves a proactive planning component at the beginning of the
performance year; ongoing feedback and coaching during the year; as well as an annual end of year
meeting to:
•
•
•
•
Assess and discuss the staff member’s relative success in achieving the expectations and/or
goals for the review period and “how” these objectives were achieved using the defined
competencies;
Recognize strong performance;
Identify areas requiring improvement and/or development and plans for meeting the training
needs;
Identify key priorities for the following year, and set goals and expectations.
The staff member has the responsibility to: i) Actively participate in the process of confirming and/or
setting expectations and/or goals; ii) Provide the Reviewer with an Activity Report outlining the
completion of previously agreed to expectations and/or goals. The Reviewer has the responsibility to: i)
Create a motivating and supportive climate; ii) Initiate the process of confirming and/or setting
expectations and/or goals; and iii) Observe performance, give feedback, guide developmental activities
and conduct a performance discussion.
ANNUAL REVIEW PROCESS:
1. The Confidential staff member completes and submits to the Reviewer the Activity Report:
Part A, attaching and referring to previously agreed upon expectations and/or goals and any
projects in Part D.
2. The Reviewer reads the Activity Report and reflects on feedback and coaching discussions
with the Confidential staff member throughout the review period. The Reviewer contacts any
appropriate individuals that the Confidential staff member has identified in the Activity Report:
Part A, for additional feedback on their performance.
3. The Reviewer completes the Values and Competencies Summary: Part B after using the
Competencies Worksheet: Appendix A to identify the demonstrated behaviours.
4. The Reviewer completes the Comments and Overall Performance Rating: Part C and submits
the PPFD form to the HR Office for divisional review before discussion with the Confidential
staff member. If the overall rating is at the 4.5 or 5 level, a paragraph is required from the
Reviewer for the divisional review.
PERFORMANCE PLANNING, FEEDBACK AND DEVELOPMENT FOR CONFIDENTIAL STAFF
Updated: August/2011
Human Resources & Equity, University of Toronto
Performance Planning, Feedback and
Development for Confidential Staff
5. Upon receiving divisional approval, the Reviewer conducts an in person performance
discussion and confirms the rating with Confidential staff member.
6. The Confidential staff member provides the Reviewer with comments and confirms that a
performance discussion took place between the Reviewer and the Confidential staff member.
7. The Reviewer and the Confidential staff member meet to discuss and complete Part D:
Planning for the Next Review Period.
8. Copies of Parts B, C, and D go to the Reviewer, the Confidential staff member and the HR
Office.
PERFORMANCE PLANNING, FEEDBACK AND DEVELOPMENT FOR CONFIDENTIAL STAFF
Updated: August/2011
Human Resources & Equity, University of Toronto
PART A: ACTIVITY REPORT
INSTRUCTIONS: To be completed by the Confidential staff member in reference to Part D (attached)
previously agreed upon expectations and/or goals for the review period providing information including:
accomplishments; unanticipated constraints and opportunities that arose; as appropriate, contact
information for anyone the Reviewer could contact to obtain additional feedback; all professional
development activities; and, service to the University beyond the requirements of the job.
Name and Title of Confidential Staff Member:
Name and Title of Reviewer:
For the Period:
to
Key Accomplishments in Relation to Expectations and/or Goals
Other Accomplishments – Unplanned
Contact Information for Additional Feedback (List people the Reviewer could contact to obtain
additional feedback on your performance – e.g. faculty, clients, colleagues, or students)
Professional Development Undertaken Personally
Professional Development of Employees Supervised (where applicable)
Service to the University of Toronto
(beyond requirements of position – e.g. on committees, governance bodies, etc.)
PERFORMANCE PLANNING, FEEDBACK AND DEVELOPMENT FOR CONFIDENTIAL STAFF
Updated: August/2011
Human Resources & Equity, University of Toronto
PART B: VALUES AND COMPETENCIES SUMMARY
INSTRUCTIONS: To be completed by the Reviewer.
Competencies describe the knowledge, skills and behaviours that are, to varying degrees, important to
all Confidential jobs. The first two values describe behaviour that is expected of all Confidential
employees. For this reason these are mandatory components of the review process. Identify whether
the staff member has met the expectations by either selecting “Meets Expectation” or “Does Not Meet
Expectation”. Next, select from the Competencies Summary below, four to six competencies that are
relevant or most relevant to the position. The detailed list of competencies is provided as a worksheet
in Appendix A of this form. Clarify with the Confidential staff member if certain competencies are to be
given more weight. Using the Competencies Worksheet in Appendix A, and assessing performance in a
left to right fashion, check all boxes that describe “how” the employee achieved the objectives set out in
the Activity Report. Make note for yourself of examples during the entire review period that have been
the topic of feedback and coaching discussions. Consider the specifics of how and where the
Confidential staff member’s performance met or did not meet standards and on factors that impacted
performance results. You may check boxes in more than one column. Now record your overall numeric
rating of the employee’s performance on each applicable competency in the Competencies Summary
sheet provided below.
CORE VALUES (Both of these must be assessed for all employees.)
Values
Definition
Equity/ Diversity/
Inclusivity
Acts towards others in a civil manner in
support of a healthy, inclusive workplace.
Encourages and incorporates contributions
from diverse groups and individuals.
Shows initiative in learning about the
language and issues related to equity and
diversity. Raises potential equity issues in
relation to the normal operation of the unit
and suggests methods to operationalize
policies and directives. Promptly addresses
issues of inequity that arise within the work
unit.
Accountability/
Business Integrity
Approaches work in a judicious manner
that promotes the University’s norms,
values, beliefs, policies and procedures. Is
knowledgeable and complies with required
University policies and procedures such as
Crisis Management, Health and Safety,
Financial and Human Resources related
policies. Does not misrepresent self or unit.
Meets
Expectations
PERFORMANCE PLANNING, FEEDBACK AND DEVELOPMENT FOR CONFIDENTIAL STAFF
Updated: August/2011
Human Resources & Equity, University of Toronto
Does Not Meet
Expectations
Accountability/
Business
Integrity
Admits mistakes. Displays judgment in the
release of information while encouraging
openness.
Promotes
the
idea
of
transparency in business engagements.
COMPETENCIES SUMMARY (Select four to six relevant competencies that apply to the individual and
position being assessed. (*Based on the completion of Appendix A)
Competency
Definition
Quality of Work
The degree to which the quality of work meets preestablished standards of quality. Measures
thoroughness, accuracy, errors, and the need for
checking and review of work.
Job Knowledge
Understands and appropriately applies technical
knowledge, skills and processes to daily work.
Interprets and applies guidelines and policies to
resolve problems. Knows and applies work methods,
standards and procedures/policies within the
department/division and the institution. Understands
departmental/divisional functions and services and
key
relationships.
Understands
the
department/division/University
organizational
structure and culture. Understands the context of
issues and decisions in relation to own position.
Problem Solving
Willing to resolve problems within the area of
responsibility. Seeks pertinent data, recognizes what
is important, recommends action. Uses rigorous
methods to solve difficult problems. Can see hidden
problems. Knows when to seek out advice from
others. Suggests and shares solutions with others.
Plan/Organize
Enter ’A ‘
if
Applicable
The extent to which the employee achieves position
objectives within given timelines, resources and
overall goals. Effectively and efficiently prioritizes
work assignments. Anticipates/adjusts for problems.
Knows how to efficiently organize and plan own work
related to the unit, committee, project and/or
supervisor schedules and activities. Understands
how to develop and organize file systems used by
self and others. Learns from past experience.
PERFORMANCE PLANNING, FEEDBACK AND DEVELOPMENT FOR CONFIDENTIAL STAFF
Updated: August/2011
Human Resources & Equity, University of Toronto
Performance
Rating
(Numeric)
Competency
Definition
Initiative
Extent to which employee demonstrates the ability to
be a self-starter and to act without prompting.
Generates ideas to recommend change or
improvement. Embraces changes to concepts,
technology and procedures.
Communication
The degree to which the employee transmits oral/
written ideas professionally (tone, emotion, clarity,
accuracy, logic). Expresses oneself confidently in
discussions. Listens to and acknowledges others.
Communication style is appropriate to the
department and role.
Interpersonal/
Teamwork
Relates well to all kinds of people (both within and
across groups) regardless of level inside or outside
of organization. Builds effective relationships. Uses
tact and diplomacy when dealing with and interacting
with others. Works effectively with others to achieve
common goals.
*Service
Orientation
The quality of service provided to clients*,
colleagues and the public demonstrates promptness,
courteousness and sensitivity. Dedicated to meeting
the expectations of internal and external clients
professionally. Recognizes client needs and uses it
to suggest improvements. Makes appropriate
referrals as required.
Initiative
Enter ’A ‘
if
Applicable
Performance
Rating
(Numeric)
Coordinates a work unit including planning activities,
motivating, training and evaluating activities of staff.
Supervision
* The term “client” in the Service Orientation competency is a broad term used to describe a
department/division’s major stakeholders and/or individuals to whom the department/division’s provides
service. Clients may include: students, staff, faculty, external organizations, alumni/donors, government
representatives and others.
PERFORMANCE PLANNING, FEEDBACK AND DEVELOPMENT FOR CONFIDENTIAL STAFF
Updated: August/2011
Human Resources & Equity, University of Toronto
Performance Categories
The following performance categories underlie the behavioural descriptions in the Competencies
Worksheet and the overall performance rating in Part C. It is important that Confidential staff members
understand from the outset that performance ratings are relative to the performance of colleagues in
the same Division. When Reviewers are assessing performance they should consider the relative
performance of staff within their units, being mindful that this is addressed more broadly at the
Divisional Review Committees.
1
Unsatisfactory Performance
Did not meet a majority of the goals and objectives. Improvement is needed in most aspects of the job.
It is unclear if the employee can develop to the point where all job expectations are met. This needs to
be addressed immediately.
2
Partially Achieving Performance Expectations
Partially achieved some quantitative and qualitative goals and objectives; improvement is needed. It is
expected that the employee will work to fulfill job expectations in a reasonable period of time – not to
exceed one year.
3
High Quality Performance
Consistently achieved performance expectations. Work is of high quality in all significant areas of
responsibility. Met job expectations, goals and objectives – both qualitative and quantitative.
4
Excellent Performance
Consistently achieved and frequently exceeded job expectations, goals and objectives through
concerted effort, according to plan. Demonstrated performance of a very high level of quality in all
areas of responsibility.
5
Exceptional Performance
Consistently and substantially exceeded goals, objectives and expectations through outstanding
achievements in all aspects of the position. This category is reserved for employees who demonstrate
exceptional performance of a consistently and distinctly superior level of quality in all areas of
responsibility and make significant contributions to the Division/Department and/or University. Those
who receive this rating must consistently and substantially exceed all goals as a direct result of
concerted effort.
Note: It is expected that the majority of ratings will fall into the “High Quality” and “Excellent”
performance categories.
It is important that Confidential staff members understand from the outset that performance ratings are
relative to the performance of colleagues in the same Division. It is expected that there will be
distinctions between levels of performance, so when Reviewers are assessing performance they should
consider the relative performance of staff within their units, being mindful that this is addressed more
broadly at the Divisional Review Committees.
PERFORMANCE PLANNING, FEEDBACK AND DEVELOPMENT FOR CONFIDENTIAL STAFF
Updated: August/2011
Human Resources & Equity, University of Toronto
PART C: COMMENTS AND OVERALL PERFORMANCE RATING
INSTRUCTIONS: To be completed by the Reviewer.
Rate the Confidential staff member’s overall job performance from 1 to 5 using the performance
categories provided above. The performance rating and comments should reflect the overall
contribution to the department, including accomplishments identified in Part A and the assessment of
competencies in Part B. Please provide specific examples of how the Confidential staff member met
the expectations/goals, demonstrated the competencies and accomplished professional development
personally and for any staff supervised.
(i)
COMMENTS
Accomplishments:
Competencies:
Additional Feedback from Contacts: (Summarize any feedback from appropriate contacts specified
in the Activity Report):
(ii)
OVERALL RECOMMENDED PERFORMANCE RATING: (Please enter “x” only under
appropriate rating.)
It is expected that the majority of ratings will fall into the “3”, “3.5” or “4” performance category.
1
2
2.5
3
3.5
4
4.5
5
General Comments & Rationale for Rating:
Rationale is recommended for all ratings but is required for ratings of “4.5” or “5”.
PERFORMANCE PLANNING, FEEDBACK AND DEVELOPMENT FOR CONFIDENTIAL STAFF
Updated: August/2011
Human Resources & Equity, University of Toronto
(iii):
EMPLOYEE COMMENTS AND SIGNATURES
INSTRUCTIONS: To be completed by the Confidential staff member and signed by the Reviewer and
the Confidential staff member.
Employee comments about this rating:
Did you have an opportunity to meet with your Reviewer to discuss your performance?: YES __
NO__
Reviewer’s Name and Title
Confidential Staff Member’s Name and Title
Reviewer’s Signature and Date
Confidential Staff Member’s Signature and Date
PART D: PLANNING FOR NEXT REVIEW PERIOD
INSTRUCTIONS: To be discussed, completed jointly and signed-off by both parties. This will form the
basis for next year’s Activity Report and assessment. Identify plans for development that will enhance
job performance, provide an opportunity for career development or address areas that need
improvement. Development activities may include job assignments such as projects and committees,
continuing education courses and/or supportive relationships such as peer coaching, mentoring and
professional networks.
As an aid in development planning including how job knowledge will be kept up-to-date,
refer to Appendix B Competency Development Guide for suggested practical activities, training courses
and other resources on the Confidentials staff page on the Human Resources & Equity website.
Next Review Period:
to
Outline expectations and/or goals related to ongoing work, possible service to the University
and any projects, if applicable
Professional Development Activities- include brief description of training and development
plans
PERFORMANCE PLANNING, FEEDBACK AND DEVELOPMENT FOR CONFIDENTIAL STAFF
Updated: August/2011
Human Resources & Equity, University of Toronto
Professional Development for Employees Supervised - include brief description of plans (if
applicable)
Confidential Staff Member’s Signature
Date
Reviewer’s Signature
Date
The University of Toronto respects your privacy and is committed to protecting confidentiality through the application of sound
and secure practices. The University will protect all personal information in accordance with applicable privacy legislation.
Personal information that you provide to the University is collected pursuant to section 2(14) of the University of Toronto Act,
1971 and may be used and disclosed for purposes that the University considers necessary for sound human resources
administration and related activities, including, for example, those relating to recruitment, selection and hiring and payroll and
benefits administration. If you have questions, please refer to www.utoronto.ca/privacy or contact the University Freedom of
Information and Protection of Privacy Coordinator at 416-946-7303, McMurrich Building, room 104, 12 Queen's Park Crescent
West, Toronto, ON, M5S 1A8.
PERFORMANCE PLANNING, FEEDBACK AND DEVELOPMENT FOR CONFIDENTIAL STAFF
Updated: August/2011
Human Resources & Equity, University of Toronto
APPENDIX A - COMPETENCIES WORKSHEET for Confidential Staff
* Select four to six competencies that apply to the individual and the position being assessed. Assess staff on only those competencies that apply. This document can be used to help form the basis of the
discussion on how well staff accomplished their goals and expectations.
Competency
Unsatisfactory
Partially Achieving
High Quality Performance
Excellent Performance
Exceptional Performance
Performance Expectations
3
1
2
4
5
Quality of Work
Produces work that does not
Work does not meet all
Produces work that meets
Regularly produces work
Always produces work
meet standards.
standards.
all standards.
that exceeds standards.
that exceeds standards.
The degree to which the
Work
always
requires
Work
frequently
requires
Work
requires
little
checking
Work
requires
no
checking
Work is error-free and
quality of work meets prerevision.
revision.
or revision.
or revision.
is held as an example.
established standards of
Does
not
attend
to
details.
Inconsistent
attention
to
Attends
to
details.
Consistent
attention
to
Thoroughness,
quality. Measures
detail.
detail.
accuracy and attention
Produces inaccurate work.
Work is accurate and
thoroughness, accuracy,
to detail consistently
thorough.
Thoroughness and accuracy
Work is accurate and
errors, and the need for
exceed standards in a
are inconsistent.
thorough and exceeds
checking and review of work.
significant manner.
standards.
Job Knowledge
Understands and appropriately
applies knowledge, skills and
processes to daily work.
Interprets and applies
guidelines and policies to
resolve problems. Knows and
applies work methods,
standards and
procedures/policies within the
department/division and
institution. Understands
departmental/divisional
functions and services and key
relationships. Understands the
department/division/University
organizational structure and
culture. Understands the
context of issues and decisions
in relation to own position.
Problem Solving
Willing to resolve problems
within the area of
responsibility. Seeks pertinent
data, recognizes what is
important, recommends action.
Uses rigorous methods to
solve difficult problems. Can
see hidden problems. Knows
when to seek out advice from
others. Suggests and shares
solutions with others.
Inadequate knowledge of the
job.
Needs to improve knowledge
of the job.
Applies job knowledge in all
parts of the job well.
Inappropriate and/or incorrect
application of knowledge.
Sometimes interprets and
applies guidelines and
policies to resolve problems.
Appropriately interprets and
applies guidelines and
policies to resolve problems.
Needs to improve
understanding of
departmental/divisional
functions and services
Demonstrates a clear
understanding of
departmental/divisional
functions and services.
Does not always understand
key relationships,
organizational structure and
culture.
Understands key
relationships, organizational
structure and culture.
Lacks understanding of
departmental/divisional
functions and services.
Lacks understanding of key
relationships, organizational
structure and culture.
Does not understand the
context of issues and
decisions in relation to own
position.
Unable to solve most
problems.
Does not display analytical
skills.
Appendix A - Competencies Worksheet for Confidential Roles
Sometimes understands the
context of issues and
decisions in relation to own
position.
Routine problems are
resolved in a standard
manner.
Occasionally displays
analytical skills.
Occasionally knows when to
seek advice of colleagues.
Understands the context of
issues and decisions in
relation to own position.
Consistently applies job
knowledge in all parts of the
job well, sometimes sought
out for expertise.
Often initiates suggested
changes to work methods,
standards and procedures to
resolve problems.
Demonstrates advanced
understanding of
departmental/divisional
functions and services.
Has complete understanding
of key relationships,
organizational structure and
culture.
Identifies issues and
possible decision outcomes
in relation to own position
and others.
Solves problems of average
difficulty and some of high
difficulty.
Displays solid analytical
skills.
When appropriate seeks
advice of colleagues and
shares solutions with others.
Updated: August/2011
Solves problems of average
difficulty and most of high
difficulty.
Displays solid analytical and
innovative methods.
When appropriate seeks
advice and is willing to help
others solve problems.
Consistently applies
expert job knowledge in
all parts of the job.
Is seen as a role model
and job expert, often
sought out by coworkers for guidance,
advice and/or training.
Demonstrates “big
picture” understanding
of department/division’s
goals and objectives
and provides input.
Creates opportunities to
develop and evolve key
relationships within the
organizational structure
and culture.
Anticipates issues and
possible decision
outcomes in relation to
own position and
others.
Solves problems,
regardless of level of
difficulty.
Analyzes complex
problems and shows
highly innovative
methods.
Is regularly sought out
by others for guidance
in resolving problems.
Human Resources & Equity, University of Toronto
Competency
Unsatisfactory
1
Plan and Organize
The extent to which the
employee achieves position
objectives within given
timelines, resources and overall
goals. Effectively and efficiently
prioritizes work assignments.
Anticipates/adjusts for
problems. Knows how to
efficiently organize and plan
own work related to the unit,
committee, project and/or
supervisor schedules and
activities. Understands how to
develop and organize file
systems used by self and
others. Learns from past
experience.
Initiative
Extent to which employee
demonstrates the ability to be a
self-starter and to act without
prompting. Generates ideas to
recommend change or
improvement. Embraces
changes to concepts,
technology and procedures.
Partially Achieving
Performance Expectations
2
High Quality Performance
3
Excellent Performance
Exceptional Performance
4
5
Does not meet goals and
deadlines.
Is disorganized.
Does not set priorities.
Does not follow through on
work.
Does not follow processes.
Does not understand filing
systems.
Does not learn from past
experience.
Achieves some goals and
deadlines.
Needs to improve the
planning/organizing of
work.
Sets priorities and follows
through some of the time.
Needs to improve time
management.
May allow her/himself to be
diverted into less
productive or essential
tasks.
Some understanding of
basic filing systems.
Meets and/or sets
appropriate goals and
deadlines.
Plans and executes work
to achieve deadlines.
Effectively prioritizes tasks/
projects.
Anticipates potential
problems and adjusts for
them when planning.
Develops and maintains
files systems accessible by
self and others.
Learns from past
experience.
Establishes work plans
and often achieves them
with the resources
available in a timely
manner.
Plans and executes work
in the most efficient
manner.
Consistently anticipates
and works to remove
potential problems.
Develops and continually
updates complex file
systems easily accessible
by self and others.
Applies learning from past
experiences.
Sets ambitious but attainable
deadlines that are always
met.
Always anticipates potential
problems and overcomes
them to achieve objectives.
Is a model of efficient
planning.
Identifies and implements
innovative and most efficient
workflow processes.
Helps others to develop and
implement complex file
systems.
Needs significant guidance
and support.
Unable to act
independently.
Does just what is needed to
get by.
Fails to accept changes in
methods, procedures and
technology.
Requires prompting and
assistance from time to
time to carry out normal job
functions.
Usually waits for direction
before acting.
On occasion makes
suggestions to improve
processes.
Does not consistently
respond well to or accept
changes in work demands,
methods, procedures and
technology.
Requires appropriate level
of
supervision/guidance/supp
ort.
Is a self-starter; acts
independently where
appropriate.
Identifies opportunities to
improve processes.
Generates ideas for
change/ improvement.
Willingly accepts and
supports changes in work
demands, methods/
procedures and
technology.
Knows what needs to be
done to maintain any
situation.
Often initiates appropriate
change in an attempt to
improve processes.
Identifies opportunities for
improvement and makes
recommendations to act
on these opportunities.
Consistently thinks and
acts proactively.
Quickly accepts, supports
and adapts to changes in
work demands,
methods/procedures and
technology.
Knows what needs to be
done to improve any
situation; takes extraordinary
action to make sure it
happens.
Not only seizes opportunities
as they arise, but creates
opportunities where
challenges exist.
Is a model self-starter.
Helps others to accept,
support and adapt to
changes in work demands,
methods/procedures and
technology.
Appendix A - Competencies Worksheet for Confidential Roles
Updated: August/2011
Human Resources & Equity, University of Toronto
Competency
Unsatisfactory
Partially Achieving
Performance Expectations
2
High Quality Performance
3
Does not convey relevant
information to others.
Written and oral
communications are not
grammatically correct or
clear and concise.
Does not listen to others
when needed.
Does not exhibit
professionalism appropriate
to the department and role.
Occasionally conveys
relevant information to
others.
Written and oral
communications are
sometimes well written,
clear and concise with few
grammatical errors.
On occasion, fails to listen
carefully.
Occasionally does not
exhibit professionalism
appropriate to the
department and role.
Consistently conveys
relevant information to
others.
Written and oral
communications are
consistently well written,
clear and concise with no
grammatical errors.
Listens to and
demonstrates
understanding of other’s
opinions.
Communication is
consistently transmitted in
a professional manner
appropriate to the
department and role.
Consistently conveys
relevant and complex
information to others.
Written and oral
communications are
always well written, clear
and concise with no
errors.
Listens to and
demonstrates
understanding of other’s
complex opinions.
Communication often
exceeds standards
regarding professionalism
appropriate to the
department and role.
Consistently and articulately
conveys relevant and
complex information to
others.
Written and oral
communications are often
used as a model.
Listens to and demonstrates
understanding of other’s
complex opinions. Often
used as a model.
Communication consistently
exceeds standards regarding
professionalism appropriate
to the department and role.
Is seen as unapproachable.
Does not exhibit tact and
diplomacy.
Does not sustain
cooperative working
relationships.
Is unwilling to work with
others to achieve common
goals.
Is easy to approach some
of the time.
Occasionally exhibits tact
and diplomacy.
Participates in cooperative
working relationships some
of the time.
Occasionally is unwilling to
work with others to achieve
common goals.
Is easy to approach.
Uses tact and diplomacy.
Participates in cooperative
working relationships at all
levels inside/outside the
unit.
Consistently works with
others to achieve common
goals.
Is easy to approach and
builds rapport.
Uses tact and diplomacy
in sensitive situations.
Consistently participates
in cooperative working
relationships at all levels
inside/outside the unit.
Collaborates with others
to achieve common goals.
Is sensitive to others, builds
rapport and fosters
cooperative attitude within
the unit.
Is a model of tact and
diplomacy in sensitive
situations.
Initiates co-operative and
collegial relationships at all
levels inside/outside the unit.
Collaborates across
organizational boundaries to
achieve common goals.
1
Communication
The degree to which the
employee transmits oral/ written
ideas professionally (tone,
emotion, clarity, accuracy,
logic). Expresses oneself
confidently in discussions.
Listens to and acknowledges
others. Communication style is
appropriate to the department
and role.
Interpersonal/Teamwork
Relates well to all kinds of
people (both within and across
groups) regardless of level
inside or outside of
organization. Builds effective
relationships. Uses tact and
diplomacy when dealing with
and interacting with others.
Works effectively with others to
achieve common goals.
Appendix A - Competencies Worksheet for Confidential Roles
Updated: August/2011
Excellent Performance
Exceptional Performance
4
5
Human Resources & Equity, University of Toronto
Competency
Unsatisfactory
1
Service Orientation
The quality of service provided
to clients, colleagues and the
public demonstrates
promptness, courteousness and
sensitivity. Dedicated to
meeting the expectations of
internal and external clients
professionally. Recognizes
client needs and uses this to
suggest improvements. Makes
appropriate referrals as
required.
Partially Achieving
Performance Expectations
2
High Quality Performance
3
Excellent Performance
Exceptional Performance
4
5
Inadequate service
provided.
Is unwilling to handle
complaints or special
requests.
Fails to make appropriate
referrals.
Service provided usually
meets standards.
Handles the occasional
complaint or special
request.
Occasionally makes
appropriate referrals.
Provides prompt and
courteous service that
consistently meets
standards.
Handles complaints and
special requests effectively
and demonstrates
sensitivity to client needs.
Makes appropriate
referrals.
Provides prompt and
courteous service that
meets and exceeds
standards.
Handles complaints and
special requests
effectively as well as
anticipating and being
sensitive to client needs.
Makes appropriate
referrals in complex
situations.
Provides prompt and
courteous service that meets
and exceeds standards in a
significant manner.
Uses innovative approaches
to handle complaints and
special requests while
anticipating and being highly
sensitive to client needs.
Is used by others to suggest
the best referral for complex
situations.
Inadequate coordination of
the work unit.
Fails to plan, coordinate
and evaluate activities of
staff.
Inadequate direction is
provided to staff.
Does not follow up with staff
to ensure work assignments
are completed.
Does not effectively
motivate and/or train staff.
Some coordination of the
work unit occurs.
Sometimes plans,
coordinates and evaluates
activities of staff.
Directions to staff are not
always clear.
Some follow up is provided.
Is somewhat effective to
motivate and/or train staff.
Unit functions well as a
team.
Consistently plans,
coordinates and evaluates
activities of staff.
Provides clear direction to
staff.
Follows up to ensure that
work assignments are
complete.
Effectively motivates
and/or trains staff.
Unit consistently functions
well as a team.
Embraces the
department/division’s
vision and goals
incorporating same into
the plan for the unit.
Consistently provides
clear direction to staff.
Acts as a mentor to staff.
Unit is seen as model team.
Unit goals are surpassed.
Inspires staff to take
ownership of projects,
providing guidance rather
than direction.
Employs innovative
techniques to motivate staff.
Is seen as a model
supervisor.
* The term “client” in the
Service Orientation competency
is a broad term used to
describe a
department/division’s major
stakeholders and/or individuals
to whom the
department/division’s provides
service. Clients may include:
students, staff, faculty, external
organizations, alumni/donors,
government representatives
and others.
Supervision
Coordinates a work unit
including planning activities,
motivating, training and
evaluating staff.
Appendix A - Competencies Worksheet for Confidential Roles
Updated: August/2011
Human Resources & Equity, University of Toronto