Supervisors at Rice are expected to embody the eight competencies listed below. Please click below for more information on each competency. To learn more about the RICE MILE and the goals of Leadership Development, please also visit the Supervisor Development page.
Possesses required job knowledge, skills and ability.
- Demonstrates job-specific competencies, often technical or operational in nature, through high performance and quality results for a given position.
Recognizes that people understand and express themselves in different ways.
- Presents ideas and thoughts in a clear, concise, and courteous manner.
- Engages listener.
- Gives input to co-workers and leadership.
- Prepares for discussions.
- Demonstrates interpersonal awareness and an ability to control and filter emotions in a constructive way.
- Makes sure that message is clear and demonstrates correct language usage (proper grammar, spelling, punctuation) for written and oral communication.
- Ensures others involved in a project or effort are kept informed about development and plans.
- Receives and clearly conveys information through a variety of channels, and manages flow of information up, across, and down as needed.
- Engages listener and takes speaker’s views into account before responding.
- Provides regular, timely feedback to direct reports, peers and leadership.
- Models emotional intelligence by demonstrating awareness, managing emotions and recognizing non-verbal communication.
- Articulates and promotes change initiatives by communicating in context of University’s vision and goals.
- Summarizes or paraphrases his/her comprehension of what others have said to verify understanding and prevent miscommunication.
- Changes approach to material depending on make-up of audience, e.g., culture, experience, education background, and/or general knowledge of subject.
- Checks audience understanding of information and encourages interaction to ensure message is fully received in its intended manner.
- Uses multiple channels or means to communicate important messages (e.g., memos, newsletters, meetings, electronic mail).
- Presents, explains, and defends unit/division/department’s position and proposals to staff and stakeholders, with poise and confidence.
- Is an advocate for positive change.
Holds oneself and others accountable for high-quality, timely and cost-effective results by setting priorities, delegating and accepting responsibility for mistakes.
- Holds self accountable for behavior and mistakes.
- Holds self accountable for achieving results within assigned deadlines
- Keeps supervisor informed of progress, issues and potential problems.
- Understands one’s role in the team and organization.
- Manages time, resources and priorities for self and displays good work habits & adaptability.
- Understands and adheres to job and organizational policies, processes, regulations, and laws.
- Keeps functioning effectively under critical and tight deadlines, heavy workloads, and/or other pressures.
- Clarifies priorities for self and asks questions when there is ambiguity.
- Takes personal responsibility for words, actions, decisions and outcomes for self and staff.
- Consistently fulfills commitments.
- Advocates for one’s division/school by identifying resources needed for operations and goal attainment.
- Identifies and addresses issues and potential problems in a timely manner and with an appropriate sense of urgency.
- Comprehends and reports effective data/metrics for areas of responsibility.
- Identifies need for delegation and the need to manage up and across.
- Manages performance to achieve expected results.
- Monitors self and team activity and holds all accountable for results.
- Develops and implements a system to ensure measurement of outcomes and reporting on results.
- Develops mechanisms for students, staff, and other constituents to provide regular feedback.
- Evaluates organizational plans against goals and budget while also aligning with university vision and goals.
- Assesses effectiveness of current performance and plans and makes adjustments as needed.
- Ensures all employees and managers are trained and equipped to execute the work of the division/school in order to meet strategic objectives.
Builds legitimacy through honest relationships, ethical behavior, and positive, open communication.
- Builds legitimacy by displaying authenticity, transparency and openness in daily interactions.
- Builds trust and confidence by displaying respect, demonstrating ethical behavior, keeping commitments, and raising issues with courage and optimism.
- Modifies leadership style and adapts as needed.
- Identifies needs and develops strategies based on information and analysis.
- Acknowledges and takes responsibility for mistakes.
- Carries his/her share of the workload.
- Demonstrates the capacity to inspire and motivate.
- Takes prompt action to accomplish objectives and achieve goals beyond what is required.
- Ensures staff are aligned with Rice’s mission, values and goals.
- Intentionally gets others’ input, ideas and buy-in for projects and initiatives and makes them feel their contributions are valued.
- Creates a trusting work environment by demonstrating interpersonal awareness and finding appropriate ways to approach sensitive issues.
- Rewards solutions that are more cost-effective or result in greater efficiency.
- Continuously acts on ideas while optimizing and leveraging university resources to get results.
- Remains open to others’ ideas and opinions even when they conflict with their own.
- Gives people latitude to make decisions based on their level and area of responsibility, and level of knowledge and skills.
- Leads and manages an inclusive workplace that maximizes the talents of each person to achieve sound organizational results.
- Considers political/environmental dynamics and shows respect accordingly.
- Exercises influence up, down, across and outside the organization.
- Proactively considers stakeholder engagement when planning and executing goals and projects.
- Involves internal and external constituents in decision making to ensure their support.
- Seeks out others and builds relationships in order to increase operational efficiency.
- Anticipates potential opportunities and outcomes by staying current with industry trends.
- Actively seeks out different viewpoints and leverages the benefits of different perspectives.
- Seeks to understand the perspective of others when he or she disagrees with them and responds appropriately.
- Develops self-sustaining culture that functions beyond a specific leader.
Formulates priorities and implements plans with long-term interest in mind.
- Understands strategy and role in achieving key objectives.
- Anticipates needs and potential problems and proactively develops contingency plans to achieve goals. Manages up.
- Acts to align own unit’s goals with the strategic direction of the organization.
- Sets goals and metrics for employees that are aligned with school/division and university goals and also strives for continuous improvement and impact.
- Ensures that people in the unit understand how their work relates to the organization’s mission.
- Uses effective techniques to define outcomes and expectations.
- Identifies a clear, motivating, challenging vision and direction.
- Provides input on strategic direction and keeps the big picture in mind.
- Builds a shared, long range vision with others by recognizing short term achievements and translating vision into action.
- Keeps the big picture in mind and uses appropriate interpersonal skills and influence to gain acceptance for ideas.
- Stays abreast of business, industry and market trends and applies learning and best practices.
Makes effective and timely decisions while perceiving the impact and implications of decisions.
- Identifies and collects information needed to clarify a situation, escalates when appropriate or makes a decision*.
- Compares data and metrics effectively when drawing conclusions or proposing, making and communicating decisions.
- Checks multiple sources in order to get the most complete, accurate information.
- Consults with a subject matter expert, if necessary, before making a decision.
- Considers others’ perspectives when solving a problem.
- Uses effective approaches for choosing a course of action or developing appropriate solutions.
* Often a decision does not have to be made at this level. One may need to seek clarification or escalate the issue.
- Includes others in the decision-making process as warranted to help make the most appropriate decision and to gain buy-in.
- Recognizes interrelationships and works toward inclusive decision making and transparent resolutions that all can support.
- Implements a course of action, considering priority, effort, complexity, timing, support and short and long-term implications.
- Establishes and communicates decision making processes and framework.
- Empowers employees to be resourceful, solution-oriented and take charge/make decisions within their sphere of work.
- Weighs available facts, costs, benefits, constraints and probability for success when taking risks.
- Makes decisions in difficult and ambiguous circumstances.
- Takes charge of an issue, group, etc. when a decision has to be made or when it is necessary to overcome an impasse.
Works in cooperation with others to achieve goals and maximize impact.
- Listens attentively to and supports other team members’ ideas and proposals.
- Communicates concerns openly and respectfully with other team members.
- Provides other team members with honest and constructive feedback (e.g., emphasizes points of agreement, suggests alternatives that may be acceptable to the group).
- Works for solutions that all team members can support.
- Shares expertise with others.
- Seeks opportunities to work on teams as a means to develop experience and knowledge.
- Provides assistance, information, or other support to individuals, to build or maintain relationships with them.
- Provides opportunities for people to learn to work together as a team.
- Enlists the active participation of everyone.
- Promotes cooperation with other work units.
- Ensures that all team members are treated fairly.
- Recognizes and encourages the behaviors that contribute to teamwork.
- Develops, maintains, and strengthens partnerships with others, inside or outside the organization, who can provide information, assistance, and support.
- Builds constructive working relationships and fosters trust.
- Enlists active participation of others by using various methods to facilitate teamwork & connection.
- Supports staff and colleagues and shares relevant expertise when needed.
- Intentionally learns about each employee’s strengths and career aspirations, and works collaboratively to cultivate an effective team.
- Works cooperatively with others to create opportunities for employees to work together, learn from each other and showcase their strengths.
Provides ongoing feedback and opportunities to learn through formal and informal methods.
- Demonstrates self-reflection and solicits feedback from others regarding performance.
- Identifies individual challenges and seeks opportunities to grow, improve, and learn.
- Seeks feedback from others and uses various sources of information (e.g., professional organizations, publications) to identify appropriate areas for learning.
- Pursues appropriate learning activities that fulfill self-development/learning needs, and applies such learning on the job.
- Sets concrete goals for own activities and behavior in order to achieve desired work outcomes and meet or exceed expectations.
- Applies new technical and business information and knowledge to practical use on the job.
- Shares knowledge, assistance, and guidance to help others learn while getting the job done.
- Provides helpful, behaviorally specific feedback and coaching to others.
- Shares information, advice, and suggestions to help others to be more successful; provides effective coaching.
- Gives people assignments that will help develop their abilities.
- Regularly meets with employees to review their development progress.
- Recognizes and reinforces people’s developmental efforts and improvements.
- Expresses confidence in others’ ability to be successful.
- Provides guidance in how to strengthen knowledge and skills to improve personal and organizational performance.
- Encourages development and actively coaches employees by giving constructive, timely feedback with respect for diverse needs.
- Defines exceptional performance and sets clear, challenging but realistic expectations while monitoring progress toward goals.
- Recognizes and rewards staff, both formally and informally, for contributions, entrepreneurial efforts, and impact.
- Models continuous learning and professional development through personal commitment, mentoring and cultivating career growth for staff.
- Creates a culture of development through coaching, delegating, providing stretch assignments, giving meaningful feedback, etc.
- Distributes assignments to promote team learning and shared success.
- Enables career development and movement inside and outside the department.
Demonstrates support for organizational changes needed to improve effectiveness, including initiating, sponsoring, and implementing change or helping others successfully manage it.
- Personally develops a new method or approach to one’s work.
- Proposes new approaches, methods, technology, etc.
- Understands the value of change and develops more efficient, less expensive, etc. ways of doing work
- Works with ambiguity as determined by job and job level.
- Adapts to changes in assignments and priorities in response to changing conditions, new information or unexpected challenges.
- Makes effective decisions and achieves desired results in the midst of major changes in responsibilities, work processes, timeframes, performance expectations, organizational culture, or work environment.
- Works cooperatively with others to produce innovative solutions.
- Helps employees develop a clear understanding of what they will need to do differently as a result of organizational changes.
- Helps employees manage the anxiety or stress associated with change.
- Implements and supports various change management activities (e.g. team coaching, communications, etc.).
- Establishes structures and processes to plan and manage the orderly implementation of change.
- Demonstrates support for innovation and for changes needed to improve the organization’s effectiveness.
- Seizes opportunities to influence the future direction of an organizational unit or the overall business.
- Helps groups/units prepare for change and manage the associated anxiety and stress associated with large-scale change.
- Takes the lead in setting new business directions, partnerships, policies or procedures.
- Demonstrates organizational agility and gets things done through both formal and informal channels.
- Facilitates groups or teams through the problem-solving and creative-thinking processes leading to the development and implementation of new approaches, systems, structures, and methods.
- Facilitates change acceptance and implementation within the division/school & encourages innovative approaches to new initiatives.
Benefits of a Competency Model
A competency model helps employees better understand how to target their performance and efforts. Additionally, it creates a common vocabulary to discuss successful performance and helps leaders lead more effectively by supporting employees to reach their maximum potential.
- Competency - is a skill, behavior and/or attitude that leads to high performance and can be improved by means of learning and practice
- Competency-Based Development - is a strategic approach that identifies desired and expected performance to achieve job and organizational goals
- Behavioral Indicator - shows how an employee would demonstrate proficiency in a given competency