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ASU Core Expectations & W. P. Carey Definitions

The W. P. Carey School of Business online performance evaluation looks at competency levels in the following ASU Core Expectations:

Consider how well the employee understands internal and external customer service needs; gives complete and timely responses; anticipates needs; asks questions and provides reasonable alternatives/solutions; solicits feedback on services provided; demonstrates a service focus outlook with business ethics and personal integrity; builds relationships; treats all people respectfully; takes personal responsibility for correcting problems; demonstrates a pleasant disposition and professional image.

Considers outcomes in decision making process and the effect on others. Based on university standards of ethics and compliance, demonstrates appropriate behaviors and actions for solutions. Consider how well the employee thinks logically, complies with given standards, rules and policies, and displays good judgment. Exhibits honesty, integrity and high moral behavior. Complies with ASU health and safety policies. Attends mandatory safety trainings, is familiar with building evacuation plan and procedures, uses university equipment responsibly, including vehicles, and reports any unsafe equipment and all employee injuries immediately.

Consider how the employee gains respect and cooperation; inspires and directs toward common unit goals; takes responsibility; builds relationships; and has a cooperative outlook toward work assignments and requirements. Consider job related responsibilities when dealing with others. Listens carefully and objectively, checks facts, and communicates respect. Maintains a constructive, open dialogue with others, demonstrates sensitivity for differences and diversity; learns from mistakes without blaming others; recognizes the impact of one's behavior on others.

Consider how well the employee plans and organizes work; coordinates with others, and establishes priorities; anticipates future needs; carries out assignments effectively and completely, meets deadlines; identifies problems and provides appropriate recommendations for solutions in support of continuous improvement; adopts, supports and understands how one's own actions relate to the university's, school's and/or department's mission and strategic goals.

Consider how the employee accepts, adapts to, and approaches change; assumes responsibility; seeks new approaches to completing assignments; takes proactive measures to improve a situation.

Consider how well the employee portrays himself/herself to others; expresses oneself clearly, professionally and effectively when speaking and/or writing to internal and external audiences; shares information in a timely manner using the most appropriate method; open-minded, willingness to listen, appreciates others' opinions; accepts and seeks out feedback; presents well-organized information.

Consider how well the employee maintains and expands job knowledge by staying informed of up-to-date job methods, skills and techniques; ability to find underlying issues and recommends effective and innovative solutions. Demonstrates a social, environmental and fiscal consciousness to the impact of business and workplace decisions; keeps in mind what is best for the organization.

Consider willingness to share relevant information with staff; shows fairness and impartiality in interactions; solicits staff input; models behaviors representing the values of the unit, department and school; manages and holds the team accountable for the school's goals and expectations; prepares thorough and objective appraisals; ensures mandatory safety and security trainings are completed; reviews the building evacuation plan and procedures with employees, uses university equipment responsibly, including vehicles, and reports any unsafe equipment and all employee injuries immediately; encourages professional development opportunities.

The values, intentions and actions of an employee demonstrate measurable and observable work behaviors which provide performance rating indicators to determine the level of an individual's alignment to the expectations, the school’s values, and the position’s mission and goals.

Evaluation Ratings

  1. Consistently Exceeds Expectations
    • Consistently exceeds performance expectations
    • Demonstrates exceptional quality of work in all essential areas of responsibility
    • Almost always makes an exceptional or unique contribution in achievement of unit, department, and university objectives
  2. Frequently Exceeds Performance Expectations
    • Almost always achieves performance expectations and frequently exceeds them
    • Demonstrates performance of a very high level of quality
    • Significantly contributes to the success of the services and projects they support
  3. Performance Expectations Fulfilled
    • Work is of high quality in all significant areas of responsibility
    • Consistently fulfills performance expectations and periodically may exceed them
    • Any performance concerns are resolved through coaching, feedback, and self- initiative
  4. Inconsistently Fulfills Expectations
    • The employee's work does not consistently meet the requirements of the position. While the employee may have performed acceptably in some areas, job performance needs to improve.
    • For an "Overall" rating of a 2, a performance improvement plan (PIP) is recommended; a PIP is not needed for a 2 in a core competency.
    • Coaching from the supervisor is recommended.
  5. Unacceptable
    • Rarely meets the performance standards. Clearly falls short of desired results. Performance has declined significantly, or the employee has not sustained adequate improvement, as required since the last performance review.

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