Managerial Competency Assessment

Exit Survey »

Concern for Employee Satisfaction
Clearly demonstrates a desire for a high level of satisfaction among employees. Communicates regularly with existing employees and makes it clear that employees can initiate conversations about concerns or issues. Accurately assesses the level of employee satisfaction through both confidential surveys and ongoing dialogue. This is distinctly different from being seen as difficult to approach, assuming that "no news is good news", downplaying issues that are creating dissatisfaction or failing to identify practices or conditions that are adversely affecting the level of satisfaction, engagement or turnover.

Always demonstrates concern for employee satisfaction through regular communication with employees. Frequently asks for feedback, through both oneon-one communication and employee surveys. Conducts thorough and honest exit interviews with departing employees.

Demonstrates concern for employee satisfaction through frequent communication with employees. Asks for feedback, through both one-on-one communication and employee surveys. Conducts thorough and honest exit interviews with departing employees.

Demonstrates concern for employee satisfaction through communication with employees. Occasionally asks for feedback, through both one-on-one communication and employee surveys. Conducts exit interviews with departing employees.

Maintains limited communication with employees, and does not always demonstrate concern for their satisfaction. Rarely asks for employee feedback. Has not always conducted exit interviews with departing employees.

Does not communicate regularly with employees, and does not demonstrate concern for their satisfaction. Will not listen to employee feedback, and does notconduct exit interviews with departing employees.

Solving Problems
Takes a proactive approach to anticipating and preventing problems. When problems occur, defines those problems, investigates obstacles, gathers relevant information,decides whether solving the problem should be a group decision, generates and analyzes alternate solutions and arrives at a workable solution. This differs from those who are not proactive, typically get surprised when problems occur, attempt to solve problems without the right mix of people involved, push too quickly for solutions or generate solutions that are not viable.

Excellent problem solving skills. Generates alternative solutions to reach the best resolution. Proactively anticipates and prevents problems from arising.

Good problem solving skills. Generates alternative solutions to reach the best solution. At times, has been able to anticipate and prevent problems from arising.

Has shown ability to solve problems and generate alternative solutions. Has not taken a proactive approach to anticipating and preventing problems.

Developing problem solving skills. Would benefit from further training and experience.

Does not have good problem solving skills. Does not anticipate problems, and does not generate ideas for solving problems that arise.

Technical Credibility
Has achieved credibility related to technical standards and procedures. Can describe the rationale for standards and procedures and serves as a positive role model when it comes to following safety practices and equipment procedures. Participates on special committees and other initiatives that enhance knowledge and awareness of safety issues. This contrasts with individuals who lack credibility in the technical arena due to a lack of awareness of safety practices, who fail to participate on special teams or committees, and/or who lack credibility when it comes to various technical standards and procedures.

Extremely conscientious about ensuring that standards are met and procedures are followed. Participates in special teams and committees to gain knowledge and implement high standards.

Very conscientious about ensuring that standards are met and procedures are followed. Has participated in special teams and committees to gain knowledge and implement high standards.

Conscientious about ensuring that standards are met and procedures are followed. Is encouraged to increase participation in special teams and committees to gain knowledge and implement high standards.

On occasion, has not been conscientious about ensuring that standards are met and procedures are followed. Is encouraged to participate in special teams and committees to gain knowledge and implement high standards.

Not conscientious about ensuring that standards are met and procedures are followed.

Building Team Environment
Establishes an environment that creates incentives for, and eliminates barriers to, a team environment. For example, articulates common goals, communicates how individual roles contribute to team success, provides both clear direction and sufficient resources while removing or reducing obstacles to team success. This contrasts with those who reward competitive behavior within the team, fail to connect individual roles to team goals, talk/write about the importance of teamwork without providing adequate
resources or fail to play a key role in neutralizing any other obstacles to team success.

Does an excellent job of building strong teams, with minimal barriers to success. Always motivates team members to work together, and ensures that roles and responsibilities are understood.

Does a very good job of building strong teams, with minimal barriers to success.Usually motivates team members to work together, and ensures that roles and responsibilities are understood.

Has limited influence in team building and defining roles. Able to motivate team members to work together. Assists in clarifying roles and responsibilities to team members.

Lacks experience in team building and defining roles. Has difficulty motivating team members to work ogether. Has a limited role in clarifying roles and responsibilities to team members.

Has been unable to create a team environment. Has not motivated team members to work together, and has not clarified roles and responsibilities to team members.

Delegating Responsibility
Makes it a practice to delegate responsibility whenever it is appropriate to do so. Sees to it that employees have the ability, potential and motivation level to perform delegated work effectively and gives them enough authority to carry out these assignments. This contrasts with those who hold onto tasks that could be done by others, assign tasks without clear direction or sufficient authority, select inappropriate individuals to take on delegated assignments, or tend to overload certain individuals with tasks in a manner that creates an unbalanced workload on the team.

Always maintains a balanced workload by delegating responsibility where appropriate. Considers the subordinate's ability, potential, and ambition when delegating responsibility.

Usually maintains a balanced workload by delegating responsibility where appropriate. Often takes the subordinate's ability, potential and ambition into consideration.

Able to delegate responsibility when necessary. Needs to consider the subordinate's ability, potential, and ambition.

Tends to become overburdened. Needs to delegate responsibility more often.

Does not use good judgment as to when it is appropriate to delegate responsibility.

Empowering Employees
Empowers others in an intentional manner that accepts the risk of mistakes while focusing on the benefits. Allows others to find their way, yet helps when needed. Uses good judgment related to the level of authority and the amount of leeway to extend to particular individuals. This contrasts with leaders who focus more on the risks involved from empowerment, do not make it clear how much authority someone has been given or use poor judgment about how much to empower particular individuals.

Always uses good judgment when empowering others.Shares authority, and allows for acceptable risks and mistakes.

Usually uses good judgment when empowering others. Shares authority, and allows for acceptable risks and mistakes.

Has made good decisions about empowering others. At times, has shared authority, accepting a reasonable level of risk.

Lacks the experience needed to judge when it is appropriate to empower others and accept risks and mistakes.

Does not use good judgment as to when it is appropriate to empower others and accept risks and mistakes.

Encouraging Accountability
Ensures that employees understand their level of accountability, including what they are responsible to deliver and are expected to undertake.
Employees are confident about how much support they will receive when they accept ownership of projects and issues. This is in contrast to those individuals who leave too much room for interpretation when it comes to expectations and accountability, or who leave those who commit to do
assignments feeling unsupported or abandoned when they encounter obstacles or need answers to questions that arise in the course of a project or task.

Always encourages employees to be accountable and to take ownership of projects or issues. Shows excellent judgment as to the level of accountability to allow, and provides an appropriate level of support.

Often encourages employees to be accountable and to take ownership of projects or issues. Shows very good judgment as to the level of accountability to allow. Provides an appropriate level of support.

Occasionally encourages employees to be accountable and to take ownership of projects or issues. Shows good judgment as to the level of accountability to allow.

On occasion, has not provided sufficient support. Lacks experience to judge when employees should accept accountability, and the level of accountability to allow. Does not provide an appropriate level of support.

Does not encourage employees to be accountable for their work. Does not provide an appropriate level of support.

Encouraging Customer Focus
Consistently conveys that customers are the highest priority. Respects customer needs and expectations and lets customers know if their expectations cannot be met. Refrains from complaining about (or speaking negatively about) customer behavior or expectations. Communicates in a manner that promotes and sustains customer satisfaction and encourages others to do the same. Achieves these outcomes by ensuring that customer needs and deadlines are realistic and that they are met. Publicly recognizes those who deliver excellent customer service. This is markedly different than those who speak unkindly about customers, fail to inform customers about any unrealistic expectations, complain about customer expectations, and fail to recognize or reward those who think and behave otherwise.

Always demonstrates commitment to customer service, and influences and motivates others to maintain a focus on customer service. Initiates frequentcommunication with customers to ensure their satisfaction.

Demonstrates a commitment to customer service. Often influences and motivates others to maintain a focus on customer service. Initiates communication with customers to ensure their satisfaction.

Usually demonstrates a commitment to customer service. Has rarely influenced others to maintain a focus on customer service. Communicates with customers to ensure their satisfaction.

Occasionally demonstrates a commitment to customer service. Has not influenced others to maintain a focus on customer service. Needs to communicate with customers more frequently, to ensure their satisfaction.

Does not demonstrate a commitment to customer service. Has had a negative influence on customer focus within the organization.

Encouraging Skills Development
Encourages and facilitates skills development by finding training and development activities and resources, identifying areas that need development, reducing or neutralizing barriers to such development, encouraging and motivating skills development and framing skills development as a desirable and practical way to enhance long-term personal impact and effectiveness. This is in contrast to leaders whoare primarily focused on short-term results, see skills development as someone else's responsibility, create barriers to development, fail to frame and describe the long-term benefits of skills development and are not viewed by others as someone who can be entrusted with the development of others.

Always works closely with employees to assist them in identifying areas for development and removing barriers to development. Uses a very enthusiastic manner to motivate employees, by showing them the benefits that could arise from pursuing development opportunities.

Usually works closely with employees to assist them in identifying areas for development and removing barriers to development. Uses an enthusiastic manner to motivate employees, by showing them the benefits that could arise from pursuing development opportunities.

At regular intervals, works with employees to assist them in identifying areas for development and removing barriers to development. Motivates employees by showing them the benefits that could arise if they pursue development opportunities.

When approached by the employee, works with them to assist in identifying areas for development and removing barriers to development. Rarely shows employees the benefits that could arise from development opportunities.

Does not encourage employees to develop their skills. Has not demonstrated an ability to help employees to identify areas for development. Does not remove barriers to employee development.

Establishing Focus
Establishes a clear and realistic sense of direction by clarifying organizational goals as well as how employee roles and responsibilities contribute to them. Ensures that departmental goals match those of the larger organization and that resources are allocated to meet priorities. Maintains staff motivation and focus on goals and priorities throughout the year. This is in contrast to those who leave goals and expectations unclear, fail to dovetail unit goals with those of the organization or fail to align resources and day-to-day focus in a manner that facilitates goal achievement.

Has an important influence on the direction or focus of his/her department,and ensures that this direction matches the priorities of the organization. Always motivates staff to work toward common goals, by ensuring that they understand the goal and their role in accomplishing it.

Has a good influence on the direction or focus of his/her department, and ensures that this direction matches the priorities of the organization.Frequently motivates staff to work toward common goals, by ensuring that they understand the goal and their role in accomplishing it.

Has limited influence on the direction or focus of the department. Keeps the priorities of the organization in mind. Able to motivate staff to work toward common goals, by helping them to understand the goal and their role in accomplishing it.

Unable to influence direction or focus of the department. Limited ability to motivate staff. Would benefit from leadership training.

Does not establish a focus, and is unable to motivate staff.