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These competencies serve as benchmarks for assessing an individual's performance standards and guiding their career advancement.

Considerations When Selecting Evaluation Ratings

Competency and Goal ratings should include comments and examples explaining specific achievements or challenges. Categories on both the Classified Staff and Unclassified Staff performance evaluations may overlap.

"Significantly Exceeds Expectations" (5 Stars)

  • Possible rating, not likely used in all competencies and goals
  • Must include thorough documentation
  • Does not guarantee a merit increase over the projected increment amount within department

"Exceeds Expectations" (4 Stars)

  • Possible rating, not likely used in all competencies and goals
  • Must include thorough documentation
  • Does not guarantee a merit increase over the projected increment amount within department

"Meets Expectations" (3 Stars)

  • Acceptable rating for a solid employee in good standing
  • Most common employee rating

"Developing" (2 stars)

  • Possible rating for an employee who has been employed at Miami for less than one year.
  • Possible rating for an employee who takes a new position on campus or new responsibilities as they work to gain competence related to these duties.
  • This rating would NOT be acceptable for an employee in all competencies or goals as this would be an indicator of severe skill deficiencies.
    • While an employee may be new to the position or responsibility they would have met the basic skill requirements to be placed in their current position.  The supervisor should consult with Human Resources or Academic Personnel as cases of extreme skill deficiencies may be inaccurately rates as Developing and must be addressed immediately.
  • It is expected that an employee would NOT remain in the "Developing" category for more than one review cycle.

"Not Acceptable" (1 star)

  • Possible rating for an employee who is not demonstrating acceptable performance.
  • Two or more "Not Acceptable" ratings in competencies or goals would translate to an overall Not Acceptable rating regardless of the other ratings within the employee's evaluation.
  • A supervisor or manager should provide guidance and expectations regarding how to improve performance issues.
  • Supervisors or managers may choose to include employee input to discover challenges or outline required steps. Supervisors should consult with the appropriate personnel office for guidance if needed.


Accountable for both what is accomplished and how it is accomplished. Takes ownership for decisions, actions and results while consistently exhibiting professionalism and dedication to service and quality.
  • Takes collective responsibility for total organization's success and failures within the scope of influence
  • Takes action to correct and help others learn from mistakes
  • Frequently sets stretch goals for self and/or others
  • Initiates transformational action resulting in significant impact to the organization
  • Achieves expected results and often exceeds them
  • Takes on additional goals as situations arise
  • Plans proactively and seeks out appropriate resources to achieve results
  • Demonstrates the "buck stops here" attitude
  • Challenges self and others to increase results, delivering on or before committed deadline
  • Recognizes and asks for assistance to solve problems, reacts appropriately
  • Accountable for how and what results are achieved
  • Recognizes and admits mistakes and takes action to correct it
  • Acts as a good steward of resources, uses time effectively and efficiently
  • Monitors process, progress and results for self and/or others
  • Shares information freely with supervisor and peers, gives honest and timely feedback
  • Meets deadlines
  • Admits mistakes and/or surfaces issues when approached
  • Still developing knowledge or skills for the job due to newness of position
  • Work needs periodic review to ensure accuracy
  • Requests assistance in making non-routine decisions
  • Works effectively but proficiency is still evolving in some areas
  • Learning to follow prescribed safety standards and exhibits a commitment to follow them
  • Sometimes misses deadlines but shows improvement
  • Does not deliver results or meet all standards and deadlines consistently
  • Often blames others for shortcomings in own area of responsibility
  • Regularly does not keep others informed on progress of work
  • Over-reacts to situations
  • Uses time inefficiently
  • Allows issues to go unaddressed
  • Does not consistently follow safety guidelines/rules

Problem Solving and Innovation

Applies original thinking in approach to job responsibilities in order to identify and solve issues, inefficiencies or obstacles to success. Improves processes, systems and/or services provided, streamlines procedures.

  • Virgorously but respectfully challenges current practices, thought processes and perspectives to drive the best long term results for Miami
  • Uses data and benchmarks to recommend what is best for Miami
  • Change 'champion' and advocate that drives results
  • Creates opportunities for unique, leading edge, or entirely new initiatives for the university
  • Frequently pilots new initiatives that are then implemented within/across teams, departments
  • Challenges the status quo by suggesting new and better ways to achieve results
  • Takes risk with innovative ideas, balancing change with tradition
  • Rewards and recognizes responsible risk taking
  • Sets and achieves high standards and goals
  • Regarded as a subject matter expert for improvements in their area of responsibility
  • Proven track record of continuous improvement
  • Executes solutions; doesn't just bring problems
  • Shares knowledge and expertise willingly to encourage continuous improvement
  • Seeks out information to solve problems – will research best practices
  • Facilitates and participates in brainstorming, solicits feedback regularly
  • Inquires and is curious about new approaches
  • Establishes and maintains relationships in order to implement improvements
  • Demonstrates creative thinking through accomplishment
  • Understands personal areas of opportunity and takes action to make improvements
  • Always supportive of change once a decision is finalized
  • Uses available information to solve problems
  • Is too new to suggest improvements for change
  • Willingly listens to feedback
  • Demonstrates curiosity about learning the position and practices at the university
  • Works to improve individual competency on the job
  • Sometimes brings problems but does not recommend solutions
  • Does not have enough experience to determine whether current state is good or bad
  • Does little or no problem solving – looks to others to resolve problems
  • Listens to, but does not act on, feedback provided
  • Demonstrates little or no curiosity; satisfied with the current state
  • May actively resist or not participate in change, unwilling to share knowledge
  • Does not seek out trends or benchmark information

Cooperation and Collaboration

Shows a willingness to share ideas and best practices. Cooperates with co-workers to collaborate on new ideas for the betterment of the unit, department and/or university. Works effectively within a team environment while productively managing conflict.

  • Seeks out opportunities for interdisciplinary collaboration
  • Encourages vigorous debate to create a better outcome
  • Turns a group of individuals into a high performing team
  • Actively challenges others who may behave in ways that hurt teamwork
  • Addresses difficult issues in an appropriate manner which resolves the issue and maintains or builds relationships
  • Creates a feeling of belonging on the team
  • Allows all members to excel
  • Encourages team members to be advocates of their own ideas
  • Showcases the ideas and work of team members and proactively promotes their visibility at the University
  • Creates a climate where people want to do their best
  • Excellent and clear communication skills
  • Always willing to help, mentor and assist team members
  • Will always advocate for the interests of the team, even if against self-interest
  • Participates actively in the work of the team, seeks and listens to contributions of others
  • Fosters open dialogue with individuals and other units, developing peer relationships
  • Contributes, encourages and accepts input from team members
  • Partners with people from other work units to improve overall performance
  • Demonstrates respect for individual differences between team members
  • Supports team decisions over individual opinion
  • Shares wins, successes and promotes a positive environment by valuing teamwork
  • Handles confidential information appropriately, keeps confidences
  • Does not participate in gossip or other behavior that is not appropriate - diffuses the situation
  • Respects the human dignity of each individual; can disagree respectfully
  • Is inconsistent in attempts to consider the team or communicate to team members
  • May still be learning which individuals he/she needs to work with (in own unit and other units)
  • Contributes ideas to the team when asked, learning to be collaborative
  • Is building positive relationships with immediate peers
  • Unsure when to offer ideas or assistance to others
  • Focused on individual work and does not consider the team, does not trust team to perform
  • Poorly communicates with others and/or does not communicate ideas to the team
  • Disregards the need to work with people from own or other units
  • Has few relationships with peers or superiors and does not seek to build those relationships
  • Does not set reasonable expectations or communicate them thoroughly
  • May provide opinions when asked but criticizes or does not support decision after the fact


Demonstrates flexibility to adapt to new situations, handle change and balance multiple demands. Meets challenges as they arise and adjusts strategy based on established priorities. Comfortable with uncertainty.

  • Change agent/change leader
  • First adopter/promoter of a change
  • Consistently initiates and effectively delivers change
  • Challenges others who resist change
  • Can juggle many tasks at once; highly productive
  • Frequently intiates change and often delivers change
  • Encourages team members to be advocates of change
  • Demonstrates maximum flexibility to achieve goals
  • Thrives during changes in work, responsibilities, tasks and/or direction
  • Consistent multi-tasker
  • Participates actively in the change, seeks and listens to contributions of others
  • Partners with people from other work units to implement a change
  • Supports decision to change after it is made
  • Successfully adjusts to changes in work, responsibilities, tasks and/or direction
  • Can priortize work effectively
  • Is inconsistent in attempts to implement a change
  • Accepts a change, but may still be learning how to implement it
  • Maintains a positive attitude during a change
  • Learning to manage multiple priorities/tasks
  • Passively or actively resists change
  • Engages in behaviors that undermine the implementation of a change
  • Disregards changes and directives
  • Openly critical of change
  • Fails to manage multiple tasks/priorities

Quality Of Work

Work delivered timely with excellence and a commitment to standard.

  • Work sets the standard for quality for a team, department or division
  • Consistently exceeds quality goals and stretch goals
  • Coaches others to increase the quality of their work
  • Quality of work stands out as one of the best among a team
  • Often exceeds quality goals and sometimes exceeds stretch goals
  • Often increases the quality of others' work
  • Quality outcomes in individual work
  • Understands how to measure the quality of their work
  • Meets quality goals
  • Works with team members to improve quality
  • Level of quality consistent with other team members
  • Is inconsistent in attempts to implement quality outcomes
  • Still learning how to implement quality standards
  • Receptive to feedback to improve quality
  • Still learning how to measure quality
  • Work products are of poor quality
  • Fails to meet or cannot set quality goals
  • Has a detrimental impact on the quality of work by a team

Functional Knowledge

Employee demonstrates relevant skills and understanding appropriate to position. Identifies, recommends and applies knowledge to best practices, current trends, issues and compliance requirements.

  • Regarded as an expert on their team or in their department
  • Strategic thinker that leads by example, executes and delivers results
  • Coaches and shares expertise with others and increases team performance
  • Sets and achieves ambitious goals
  • Consistently delivers before deadlines
  • Knowledge critical to team success
  • Backup to supervisor during absence
  • Coaches and shares expertise with others without being asked
  • Sometimes delivers before a deadline
  • Knowledge is valued as a member of their team
  • Ability to execute day to day tasks as expected
  • Meets deadlines
  • Is inconsistent in attempts to execute daily work
  • Still learning certain aspects of their job
  • Receptive to feedback and coaching
  • Shows consistent improvement in their job knowledge
  • Lacks the knowledge to execute their work
  • Consistently drains resources from other parts of the team, bringing down team performance
  • Misses deadlines
  • Has not shown an ability or willingness to gain knowledge/proficiency

Leadership and Development (Supervisors Only)

Actively engaged leader who fosters a positive and safe work environment that motivates employees to drive and achieve results. Provides timely and candid feedback while serving as a coach and mentor to promote professional growth and identify opportunities for individual improvement.

  • "Go to" leader to address challenging, difficult to resolve issues
  • Role model for department or division
  • History of turning around the performance of underperforming teams
  • Always rewards top performance while addressing poor performers
  • Always shares credit with their team
  • Reliably addresses challenging, difficult to resolve issues
  • Proactively addresses performance issues before they become larger problems
  • Effective coach that is sought after to assist other teams
  • Goal setting and team management modeled by others
  • Adequately addresses performance management issues
  • Effectively coaches team to improve performance and maximize resources
  • Encourages professional growth opportunities
  • Communicates clear expectations
  • Provides timely and candid feedback
  • Provides accurate and timely status of team assignments
  • Is inconsistent in attempts to hold employees accountable
  • Still learning certain aspects of job as a supervisor
  • Shows consistent improvement in ability to coach and mentor others
  • Inconsistent in timeliness of feedback given to team
  • Requires coaching from immediate supervisor in order to be successful
  • Unsure of current work priorities and team assignments
  • Does not address poor performance on team
  • Does not reward top performance
  • Unable to mentor team to increase performance
  • Detrimental to team performance
  • Team performs worse than other teams
  • Team assignments are inconsistent or unknown

Our Mission

Working alongside the various departments and units within Miami University, we strive to recruit, cultivate, acknowledge, and involve a diverse pool of talent to fulfill their goals and the overarching goals of the institution.