Classified Performance Management System
Core Competencies:

This document is intended as a resource to help supervisors and employees with the concepts of Core
Competencies and developing associated performance measures or standards. The content of the
performance standards presented below should not be used verbatim as it is unlikely that any
particular job will contain all of these elements. The standards are presented as examples that can
and likely should be modified to fit each individual situation.

The State Personnel Director has defined the following uniform, statewide core
competencies: Accountability, Communication, Job Knowledge, Interpersonal skills,
and Customer Service. These core competencies must be included in every
employee performance plan and considered during every employee evaluation.

What is a competency?




Core Competency Descriptions and Sample Performance Standards:

AccountabilityThe degree to which the employee’s work behaviors demonstrate
responsible personal and professional conduct, which contributes to the overall goals
and objectives of CSM. The employee knows and adheres to attendance, leave and
other relevant policies, procedures, rules and regulations; displays a positive attitude,
conveys a positive image of CSM, and encourages others to do well; takes the
initiative to improve professional growth; is motivated, flexible, and committed to
performing high quality work; demonstrates high standards of ethical conduct; meets
changing conditions and situations in work responsibilities.

Alternative or additional concepts for consideration: Accepts constructive criticism
and suggestions and makes appropriate changes; handles conflict in a constructive
manner; seeks solutions acceptable to all; is willing to accept supervision; can
consistently be relied on to perform in a professional manner; represents department
and CSM in an exemplary fashion; is fully ready to work at the beginning of work
schedule and continues until workday is done; observes break rules; et cetera.




Performance Standards

Important caveat to include with each standard: Please note that the content of the
performance standards is not intended to fully accommodate every situation that
could arise, but rather it is intended to provide a sense of the intent of the levels of
performance agreed to by the supervisor and employee.

Accountability Standards
Sample Language – Must be adjusted to fit each job!

Needs Improvement
Meets Expectations
Exceptional Performer
• Fails to consistently follow
• Consistently adheres to annual/sick
• During absence, ensures that all
annual/sick leave policies
leave policies
aspects of the job are covered
• Considers work commitments and
work cycles when requesting leave
• Responds negatively or
• Listens to and considers critical
• Augments and amplifies
defensively to constructive
feedback
constructive feedback making
feedback from others
• Actively applies constructive
significant positive changes to
feedback to future interactions &
conduct & procedures
situations
• Conveys unprofessional or
• Usually appropriate professional or
• Represents department and CSM
inappropriate business image
business image appropriately
in a highly professional or business
representing department
manner at all times
• Consistently displays professional
• Supervisor often receives
or business image that facilitates
compliments on employee’s
getting job done
professionalism
• Disregards department, School
• Adheres to department, University,
• Encourages others to abide by
and State of Colorado polices
and State of Colorado policies and
department, School and State of
and practices
practices
Colorado policies and practices
• Makes others aware of department,
University and State of Colorado
policies and practices

Accountability Summary: Irrespective of which of the above or other elements make
up “Accountability,” a statement of how they will work together to derive the
performance rating for this core competency needs to be created. A possible method
could be equating the headings with numerical scores (Needs Improvement = 1,
Meets Expectations = 2, Exceptional Performer = 3), then averaging the scores and
applying the scores to a predetermined range such as Needs Improvement 1.00 to
1.85; Meets Expectations 1.86 to 2.70; Exceptional Performer 2.71 to 3.00.
Choosing these numbers and creating the range should be a joint exercise with the
employee. Of course, the supervisor should also assure that it is acceptable to the
reviewer.


Interpersonal RelationsThe degree to which the employee interacts effectively
with others to establish and maintain smooth working relations. The employee
develops and maintains effective, professional relationships; gains confidence and
trust; considers and responds tactfully to the needs of others; takes personal
responsibility for own words and actions, respects the opinions of others.



Alternative or additional concepts for consideration: Maintains smooth working
relations, support and respect for others; demonstrates tact and diplomacy in
negotiations or confrontations with others; contributes to employee morale and
motivation; is accessible to others and responsive to their questions, needs and
concerns; supports and appreciates the diversity of co-workers, students, customers
and visitors; shares information, credit and opportunities; displays an appropriate
balance between personal effort, team effort and ability to establish rapport with
internal and external clients; et cetera.

Interpersonal Relations Standards
Sample Language – Must be adjusted to fit each job!

Needs Improvement
Meets Expectations
Exceptional Performer
• Exhibits negative individual and
• Consistently exhibits business
• With only rare exception,
group behaviors; participates in
oriented, professional relations with
interacts in a professional, warm,
or initiates gossip.
others.
and outgoing manner that builds
• Is disrespectful and/or displays
• Participates as a member of a work
trust.
unprofessional behavior.
group or team as needed.
• Unsolicited compliments are
• May generate complaints to
• Shares information timely to assist
received by supervisor regarding
supervisor from others about
others.
employee’s interactions.
interactions or treatment of
• Recognizes and respects diversity.
• Leads work groups and teams
others.
• Establishes rapport
producing quality, timely results.
• Consistently contributes towards a
• Handles interactions with a
positive work environment exhibiting
diverse clientele with sensitivity,
helpful behaviors; may volunteer to
tact and empathy.
lead work groups or teams
• At this level, no instances of
• Consistently deals effectively with
unprofessional behavior will be
confrontation.
exhibited.
• Recognizes and handles sensitive
• Achieves “win – win” solutions.
situations with tact.

Interpersonal Relations Summary: See discussion above under “Accountability
Summary.”

Job KnowledgeThe degree to which the employee is skilled in job-specific
knowledge that is necessary to provide the appropriate quantity and quality of work in
a timely and efficient manner. The employee meets work standards, schedules, and
deadlines; demonstrates efficiency in completing duties; sets priorities, is motivated;
makes sound, well-informed, objective decisions; resolves problems; makes
continuous improvements and takes on additional duties as needed.

Alternative or additional concepts for consideration: Possesses knowledge of
established policies and procedures; possesses sufficient skills and knowledge to
perform all parts of the job effectively and efficiently; provides technical assistance to
others and is consulted by others on technical matters; displays innovation; et cetera.




Job Knowledge Standards
Sample Language – Must be adjusted to fit each job!

Needs Improvement
Meets Expectations
Exceptional Performer
• More than occasionally,
• Much of the standard work is
• Is often consulted by others on
performance errors are evident
performed at an acceptable error
non-standard matters.
that are traceable to lack of
level, indicating that the employee
• Considered a content expert,
knowledge regarding
possesses basic knowledge needed.
actively shares this knowledge and
processes, principals, or
• Actively applies knowledge correctly
uses it to design and propose
practices
in non-standard situations, using a
improved processes, principals, or
thorough understanding of the work
practices.
processes, principals, or practices to

assure high quality outcomes or
results
• Work output contains more
• Consistently creates accurate work
• Work is accurate and most often
than occasional errors and
and meets or exceeds deadlines.
completed prior to deadlines –
missed deadlines or errors of
• No errors of significance
errors are truly rare and almost
significance
always found & corrected by
jobholder.
• Misses training opportunities
• Attends training as assigned or
• Seeks, learns, and applies new
directed.
job related training and knowledge

and disseminates to coworkers
• Needs active involvement of
• Possesses sufficient skills to perform
• Only rarely needs supervisor
supervisor and frequent
job effectively and efficiently.
assistance; often called upon to
coaching to perform job
• Can work in most situations
provide input to new processes or
generating correct choices or applying
practices; makes effective
appropriate processes, principals, or
recommendations.
practices without reference to
supervisor or needing supervisory
interventions.

Job Knowledge summary: See discussion above under “Accountability Summary.”

Customer ServiceThe extent to which the employee works effectively with internal
and external customers and/or clients to satisfy their service/product expectations.
The employee demonstrates a knowledge of products and services; gets the
customer’s input; assesses their needs; focuses on finding solutions and/or offers
alternatives; responds to requests for information, products, or services promptly,
courteously, and effectively; etc.

Alternative or additional concepts for consideration: Is supportive of faculty and
student needs; helps identify customer needs through courteous questioning and a
sincere desire to be helpful; follows up with customers, as appropriate, to ensure
satisfaction; considers and recommends alternatives to customers when needed; et
cetera.





Customer Service Standards
Sample Language – Must be adjusted to fit each job!

Needs Improvement
Meets Expectations
Exceptional Performer
• Generates complaints from
• Actively seeks alternative solutions
• With only rare exceptions,
customers.
to accommodate customer needs.
provides timely, correct, engaged,
• May be abrupt in customer
• Responds to customer questions
friendly and warm customer
interactions.
appropriately.
experiences
• Fails to provide customer
• Promotes strong and positive
• Consistently helps customers to
follow-up.
customer relations.
understand their needs and
• Exhibits aggressive reactions to
• Consistent and timely with customer
ensures delivery of the proper
customer conflict.
follow-up.
services.
• Effective in resolving conflict only
• Often garners unsolicited positive
infrequently needing supervisor
feedback and compliments.
assistance.

Customer Service Summary: See discussion above under “Accountability
Summary.”

CommunicationThe degree to which the employee effectively communicates by
actively listening and sharing relevant information with co-workers, supervisor(s) and
clients so as to anticipate problems and ensure the effectiveness of CSM. The
employee keeps co-workers, supervisors, and customers informed; actively listens;
provides clear instructions and expectations; and communicates effectively orally and
in writing in a manner that is well organized, appropriate, and courteous.

Alternative or additional concepts for consideration: Uses appropriate language and
terminology suited to the situation or receiver of the communication; communicates in
a manner that is understood, courteous and effective; seeks and considers ideas
from others on issues; keeps supervisor, co-workers and internal units informed; is
considerate of the communication styles of others; prepares written
communications/documents that are complete, clear and understandable; et cetera.




Communication Standards
Sample Language – Must be adjusted to fit each job!

Needs Improvement
Meets Expectations
Exceptional Performer
• Oral communication tends to
• Oral communication is consistently
• Oral communication is open,
exhibit a pattern of insensitivity,
appropriate to the purpose, is
encouraging, anticipating and
is disjointed from the purpose of
engaging, warm and friendly.
seeking understanding;
the communication or
• Content is in almost all instances
• Achieves collective agreement to
inappropriate to the purpose
clear and considerate of the receiver.
situations and concepts that may
• Effectively conveys information and
not have been acceptable to all.
is persuasive in most situations.
• A lack of communication related
complaints is the norm.
• Written communication often
• Written communication is timely,
• Written communication is clear,
contains errors of substance or
appropriate to the purpose and
concise, open, content rich and on
of structure or format that
almost always error free.
point with only rare departures.
detracts from the intended
• Grammar supports the purpose, the
• Always grammatically correct,
message
documents are easily readable and
professional, and generates
• often fails to respond timely to
convey even complex or controversial
understanding in the reader.
required or requested
information in a straightforward way -
• Friendly in tone when appropriate.
communications
evokes warmth and contributes to
understanding;
•No errors of significance.

Communication summary: See discussion above under “Accountability Summary.”


For Supervisory Positions Only --
All supervisors must have the following core competency in their performance plans
that measures and evaluates the effectiveness of their supervision and performance
management of their employees.

Supervision/People Management The degree to which the supervisor assigns
work, develops deadlines, and provides ongoing feedback; demonstrates leadership
by promoting teamwork, diversity, and cooperation; provides opportunities and gives
recognition; clarifies and communicates performance expectations; provides ongoing
behavioral feedback and annual performance appraisals; exercises discipline and
resolves conflict fairly and constructively; trains, coaches, and develops
subordinates; delegates responsibility as appropriate; et cetera.

Alternative or additional concepts for consideration: Employees supervised
demonstrate productivity, competence and high morale; makes good selection
decisions; conforms to and completes required and accepted personnel policies and
procedures; utilizes employees’ skills and abilities; develops well-functioning work
groups and teams; conducts performance planning and evaluations in a timely
manner; develops performance standards, goals, objectives and deadlines and
communicates them to employees; resolves routine personnel issues or problems; et
cetera.




Supervision/People Management Standards – (for supervisory jobs only)
Sample Language – Must be adjusted to fit each job!

Needs Improvement
Meets Expectations
Exceptional Performer
• Inefficient or unproductive work
• Has an efficient, cohesive and
• With only rare exceptions,
unit; responds only when
productive work unit;
provides leadership effectively
complaints arise.
• Generally, unit is free from conflict,
setting unit vision
but when it occurs, usually deals with
• Challenges and supports staff
conflict timely.
yielding outstanding unit results;
• Provides developmental
• Develops camaraderie and an
experiences for employees;
esprit de corps among staff;
• Develops strong teams and utilizes
• Exhibits a high degree of integrity
workforce effectively.
and demands and gets the same
from staff;
• Makes work fun.
• Provides minimal information to
• Provides consistent and timely
• Virtually always assures that
employees about issues and
briefings to employees on issues and
appropriate action is taken with
expectations
expectations, and assures that
disseminated information;
employees understand the
• Assures that employees are
implications of information.
involved, engaged and function at
high levels developing new
approaches, applying CQI
concepts.
• Frequently does not provide
• Provides timely coaching and
• Consistently gives timely and
productive coaching and
feedback to employees.
appropriate feedback utilizing
feedback to employees
• Acknowledges and addresses
multiple approaches;
behavior(s) immediately;
• Effectively uses negotiating skills
• Feedback is content rich,
with employees;
appropriately focused on behavior or
• Accepts, leads and promotes
results.
change effectively overcoming
resistance by creating vision.
• Conflicts may go unresolved,
• Uses conflict resolution resources
• Through leadership, prevents
unaddressed, or may fester
and consistently achieves resolution.
conflicts from occurring;
affecting morale of unit or results.
• In the rare event that conflict
arises, effectively uses skills to
resolve and remove or reduce the
source of the conflict.

Supervision/People Management Summary: See discussion above under
“Accountability Summary.”