Staff Core Competencies | Performance Management Process

Over the past year, we have been updating our Staff Core Competencies based on feedback we have received from the pilot in 2022. This year, we are bringing seven Staff Core Competencies forward for use in our Performance Management Process. Competencies are the knowledge, skills, abilities, and behaviors which support meeting the expectations of our roles. Competencies provide a means of communicating and striving to achieve the type of culture we aspire to at Amherst. While there may be additional behaviors specific to your role or area at the college, these competencies are intended to be broad and apply to all staff.

The Staff Core Competencies are: Accountability, Collaboration, Communication, Continuous Learning, Position Specific and Technical Knowledge, Inclusiveness, and Supervisory Skills. We encourage you to consider these competencies when drafting goals for the year ahead and considering areas of growth for yourself and if you are a supervisor, for your staff. Consider where you are in each, how you might deepen skills and abilities pertaining to that competency, and what you need to learn to do so.

We also are introducing new Benchmarks with which to reflect on how the competencies were demonstrated in the prior year. Remember, competencies are how work was done, not what work was completed. The new competency Benchmarks are as follows:

Does Not Demonstrate	Foundational	Strong	Advanced
No understanding of the competency, does not apply the competency in the workplace.	Basic understanding of the competency, sometimes demonstrates the ability to apply it in the workplace.	Demonstrates an understanding of and consistent ability to apply the competency in most situations in the workplace.	Thorough understanding of the competency, demonstrates the ability to apply the competency creatively in the most complex and challenging situations

Remember, competencies are not "achieved" as much as they are developed upon. This is a frequent point of confusion—the distinction between being “competent” and a “competency.” In other words, “competency” has to do with the ability to do something successfully or efficiency. “A competency” is the combination of demonstrable characteristics and skills that enable and improve.

For the full details on the Performance Management Process (PMP), including the annual review flow and process, please visit our PMP page.

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Using the Competencies

These eight competencies will be part of the annual review form this year. Staff will have the opportunity to comment on their growth within each competency, if they choose. Supervisors will provide a rating as well as comments for each competency. In time, these competencies may be used in other areas as well such as hiring, professional development/growth, and succession planning.

Competency Definitions and Example Behaviors

If we think of job descriptions as describing “what” we each do, competencies help us understand “how” we are expected to do it.

Click on the arrow next to each of the competencies below to learn how it is being defined and to see examples of behaviors which may demonstrate each competency as well as provide indications for growth.

Accountability

Holds self responsible for achieving role-related outcomes.

Example Behaviors:

Manages attendance and time appropriately.
Takes responsibility for and follows through on job tasks.
Asks for support when needed.
Takes responsibility for and realizes opportunities for learning from actions.
Demonstrates self-awareness and appropriate boundaries in order to support self-care.

Collaboration

Builds productive relationships and works cooperatively with others, across and/or within departments and divisions.

Example Behaviors:

Works on an ongoing basis to develop trust and maintain positive relationships with others.
Seeks opportunities to create connections and build rapport with a variety of community members.
Works effectively with others toward common goals.
Demonstrates awareness of their impact on, and respect towards, others.
Recognizes and celebrates the accomplishments of others.
Seeks multiple perspectives appropriately to inform decision-making and problem-solving.
Addresses concerns and works to identify and implement strategies to manage conflicts and challenges.
Participates in opportunities the College provides for engagement outside of their office, such as stakeholder panels, staff surveys, hiring committees, etc.

Communication

Takes in information and strategically conveys it to appropriate audiences using appropriate skills and methods.

Example Behaviors:

Organizes and expresses ideas clearly and concisely..
Utilizes modes of communication appropriate to their role and the content.
Provides information in a timely and accurate manner.
Engages with College resources and colleagues when necessary to gather information or expertise.
Commits to awareness and understanding of information from and about the broader community through reading College communications and attending relevant information-sharing meetings.

Continuous Learning

Pursues formal and informal learning opportunities, in support of professional and personal growth.

Example Behaviors:

Approaches tasks and interactions as learning opportunities, both when the desired outcome is or is not achieved.
Seeks and provides feedback intentionally as an opportunity for development.
Identifies strengths and areas of growth and creates plans to develop them.
Recognizes, supports and prioritizes the strengths and professional development of others, where applicable.
Approaches issues with curiosity, an open and critically-thinking mind, and a problem-solving mindset.
Recognizes change as a necessity for growth and is adaptable in supporting it.
Pursues opportunities for innovation and creativity in their work.

Position Specific and Technical Knowledge

Demonstrates the application of knowledge and skills needed to efficiently and effectively perform one’s role.

Example Behaviors:

Keeps up to date in areas relevant to job function.
Proficient at learning new technical, professional and/or institutional knowledge.
Seeks opportunities to share knowledge with others where appropriate.

Inclusiveness

Contributes to a workplace where all people are welcomed, respected, valued and supported.

Example Behaviors:

Engages in learning opportunities to build knowledge and understanding of diverse populations, structural inequalities and other topics which support diversity, equity, and inclusion in practice.
Develops skills that promote an intentionally inclusive culture (e.g., effectively communicate across differences, navigate conflict, promote equity and belonging, etc.) through institutional or other learning opportunities.
Actively participates in the diversity, equity and inclusion (DEI) work of the division and institution in order to create an impact towards equity and inclusion for all.
Respects differences in backgrounds, viewpoints and needs in order to support the development of a culture of inclusion.
Identifies barriers to full inclusion and offers suggestions for changing policies, procedures or other aspects of the work environment, as appropriate.

Supervisory Skills

Develops and maintains an engaging work culture where staff feel welcomed, respected, valued and supported. Aligns communication and action in support of departmental and/or divisional goals and College mission and initiatives.

Example Behaviors:

Builds connection with and among diverse individuals and teams
Creates a culture of trust where staff feel safe sharing their talents
Makes decisions that are transparent and equitable to develop a culture of trust.
Creates an environment where multidirectional constructive feedback and positive reinforcement is the norm
Empowers others by sharing authority and delegating tasks as appropriate, trusting employees to do them
Celebrates accomplishments of staff and recognizes growth
Sets and communicates clear priorities and expectations
Addresses concerns and initiates strategies to manage conflict
Plans for and manages institutional resources wisely and in the best interest of the institution

History and Background of our Staff Core Competencies

The 2017 Staff Survey indicated a strong desire to shift the Performance Management Process (PMP) towards one that is simpler, more meaningful, and more transparent. The Performance Management Working Group (PMWG) was put together to help determine the best path forward. Based on recommendations of the PMWG, modifications were made to the PMP. The 2020 Staff Survey indicated that while we were moving in the right direction with the changes that had been implemented, we still had work to do.

Informed by research of best practices in performance management across a number of peer institutions, a recommendation of the PMWG was to introduce streamlined competencies as a means for creating the opportunity for meaningful feedback and directed growth.

In 2022, the Staff Core Competencies were incorporated to the Performance Management Process. These new competencies which stemmed directly out of the previous use of 25 Performance Factors are shorter in length, more robust in definition, and directly linked to the culture we aspire to at Amherst College.

While the Staff Core Competences were introduced in the Performance Management Process, numerous other colleges and universities also use competencies as the foundation for performance management, training and development, succession planning, career planning, and hiring. As we continue to work towards a highly engaging staff culture that offers high levels of retention and opportunities for growth, we will be further incorporating these core competencies throughout our processes.

Future Changes

Coming in 2024, there will be additional changes made to the Supervisory Skills competency which better reflect the desires expressed though listening sessions and assessment to clarify supervisory expectations at the College. While these changes are not in place for 2023, we encourage you to familiarize yourself with them, as they will be implemented in 2024. The change breaks out the Supervisory Skills competency into five supervisory-specific competencies. Note: this competency only applies to those who supervise staff at the College.

Supervisory Skills (click on each competency to expand and view example behaviors):

Culture Development: Develops and maintains an engaging work culture where staff feel welcomed, respected, valued and supported.

Builds connection with and among diverse individuals and teams.
Creates a culture of transparency and trust where staff feel safe sharing their talents.
Addresses concerns and initiates strategies to manage conflict.

Work Planning and Management: Aligns communication and action in support of departmental and/or divisional goals and the College’s mission and initiatives.

Sets and communicates clear priorities and expectations.
Manages work plans of individuals and teams to effectively support relevant goals and initiatives.
Empowers others by sharing authority and delegating tasks as appropriate, trusting employees to do them.
Makes decisions that are transparent and equitable.

Financial Stewardship: Plans for and manages institutional resources wisely and in the best interest of the institution.

Uses the College's financial management tools and processes to create (if applicable) and manage budgets to meet departmental outcomes.
Manages resources effectively and efficiently within existing budgetary levels.

People Development: Intentionally builds the capacity of individuals and teams.

Actively participates in all aspects of the College’s Performance Management Process.
Creates an environment where multidirectional constructive feedback and positive reinforcement is the norm.
Celebrates accomplishments of staff and recognizes growth.

Continuous Learning Related to Leadership and Supervision: Pursues formal and informal learning opportunities to strengthen leadership practice.

Actively participates in formal and informal leadership development opportunities provided by the College.
Pursues learning and development opportunities related to culture development.
Seeks feedback related to effectiveness of leadership practice.
Proactively creates and implements a personal development plan related to leadership effectiveness.

Human ResourcesStaff Core Competencies

Section Navigation

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Using the Competencies

Competency Definitions and Example Behaviors

Accountability

Collaboration

Communication

Continuous Learning

Position Specific and Technical Knowledge

Inclusiveness

Supervisory Skills

History and Background of our Staff Core Competencies

Future Changes