Action Verbs Account Achieve Administer Advise Analyze Answer Arbitrate Arrange Assemble Assess Assist Audit Calculate Categorize Chart Classify Coach Code Collaborate Collect Communicate Compile Complete Compose Compound Compute Conduct Confer Conserve Consolidate Construct Consult Contact Contribute Control Coordinate Copy Correspond Counsel Create Decide Define Delegate Deliver Demonstrate Design Determine Develop Devise Diagnose Direct Distribute Edit Eliminate Establish Estimate Evaluate Examine Expand Explain File Formulate Gather Generate Guide Handle Help Identify Illustrate Implement Improve Increase Initiate Install Institute Instruct Interact Interpret Interview Invest Investigate Judge Lead Lecture Maintain Manage Manufacture Measure Mediate Modify Monitor Motivate Negotiate Obtain Offer Operate Order Organize Outline Perform Persuade Plan Prepare Prescribe Present Process Produce Promote Protect Provide Realize Receive Recommend Record Recruit Reduce Refer Regulate Relate Reorganize Repair Represent Research Respond Restore Retrieve Review Revise Revitalize Search Select Sell Serve Simplify Solve Spearhead Speculate Sponsor Study Succeed Summarize Supervise Supply Support Synthesize Teach Test Train Translate Troubleshoot Tutor Unite Utilize Verify Volunteer Write action verbs: ____________________________________________________________________
University Core Values Core values are the skills, knowledge, and behaviors essential for successful individual performance and the achievement of the university’s strategic objectives. Contributes dependently Contributes independently Contributes through others Contributes strategically Equity, Civility and Respect - Exhibits integrity, respect, civility, and ethical behaviors toward staff and the university; supports cultural diversity, equity, and fairness in the workplace. Works well with others of diverse cultures and backgrounds Respects others without regard to gender, age, political affiliation, religion, sexual orientation, physical characteristics or any other feature that is not relevant to workplace performance Creates a welcoming and respectful work environment Communicates in a way that demonstrates an understanding that our culture is diverse and richer on account of that diversity Models inclusive, fair and respectful behaviors and processes Leverages the differences between individuals for the betterment of the university Manages and holds others accountable for supporting the university’s Principles of equity, civility, and respect Actively diverse opinions and ideas when making decisions Integrates diversity into university initiatives Seeks equity in all practices Establishes policies that forward the university’s commitment to diversity and inclusion Innovation and Problem Solving - Demonstrates an appreciation for new ideas and methods that challenge the existing reality to prepare the organization for the future. Demonstrates willingness to question established processes and procedures for improvement opportunities Actively solicits ideas and learnings from others Considers a problem from multiple perspectives Models processes and behaviors that cultivate creativity Stimulates expression of creative ideas Teaches creative techniques to team members. Takes appropriate risks and undertakes entrepreneurial tasks Encourages others to question established work processes and assumptions Champions new ideas and initiatives Extends and applies innovative ideas to enhance the work of the university Reapplies successful innovation in multiple areas Cultivates a culture of entrepreneurial thinking Actively challenges the way processes and procedures have always been done
Managing Change - Adapts to change and shifting priorities, effectively in ambiguous situations, and constructively influences others to build and maintain resilience. Welcomes change as an opportunity for learning or growth, focuses on the beneficial aspects of change Modifies behavior to deal effectively with changes in work environment Supports change implementation Works effectively with others who have ideas and opinions in conflict with each other Demonstrates flexibility during time of uncertainty and Welcomes ideas offered by others Models behaviors that lead to the successful adoption of new ideas and processes. Actively manage others’ resistance to change Recognizes and rewards members who make useful changes. Empathizes with people who feel loss as a result of change Acts as a change advocate Motivates others to participate in strategic change Simplifies the process of change and manages the associated difficulties Mission/Service Excellence - Understands and articulates the link between the job and the university’s commitment to quality and outstanding customer service to all clients. Understands the purpose of the job and its connection to the success of the university Meets the expectations and requirements of all customers Demonstrates steadiness and reliability Adheres to the university’s code of ethics Actively seeks ways of strengthening the link between individual work and the mission of the university Demonstrates a willingness to question the value of endeavors that do not contribute to the university’s mission Establishes and documents standards Delivers high quality work consistently and on time Seeks opportunities to improve standards Models behaviors that demonstrate adherence to the university’s mission and service standards Engages in open discussions about how their work contributes to the university’s mission Ensures that practices and tasks align with leadership and university vision and strategic direction Models processes and behaviors that exemplify high quality and standards Teaches others to strive for quality Establishes a culture in which all team members take a pride of ownership and responsibility for all work Aligns programs and strategies that further the mission of the university Fosters work that furthers the mission of the university Sets desired service standards and articulates how work is connected to the university’s mission Creates and effectively communicates a vision and direction for team/organization and aligns this vision to the university’s mission
Relationships and Teaming - Develops effective working relationships with others; cultivates networks across the university; demonstrates attitudes and behaviors that contribute to the well-being of the university. Establishes and maintains effective relationships with colleagues and customers Maintains confidentiality Effectively participates on work teams Always follows through on requests from colleagues and customers. Protects confidentiality Builds effective relationships and networks of trust Actively participates in work teams and committees Minimizes conflict with others Models behaviors and processes for managing conflict Models behaviors that lead to healthy working relationships Builds networks across team and organization Solicits feedback on self and fair, timely feedback to others Coaches and develops others Encourages high standards of performance; celebrates and rewards optimal performance Blends people into teams when necessary; creates strong morale within team; shares wins and successes; values contributions from others. Builds effective talent pools that support and strengthen the university. Builds, maintains and cultivates strategic relationships that allow the university to further its mission Develops future university leadership Leads university-wide committees and work teams
Sample Development Needs and Opportunities Development Need Suggested Professional Development Opportunities Personal Organization Time Management Prioritizing Delegation Teaching Effectiveness Take Courses *- Getting and Staying Organized, Managing Multiple Priorities, Using Blackboard, etc. Manage something remotely – Communicate, set timeframes, and expectations with staff; allow employees to approach tasks or projects independently Communication Skills and Strategies Interpersonal and Group Communication Skills Written Communication Skills Research and Grant writing Join Toastmasters Take Courses - Crucial Conversations, Communicating with Others: Your Style and Its Impact, Dealing with Difficult People, Becoming a Totally Responsible Person, etc. a proposal for a new grant, policy, process, mission, product or service and present it to management Draft an after action report and obtain feedback from others Take Courses – Effective Business Writing, Power Writing, Grant Writing, etc. Supervisory/Leadership Skills Delegation Giving Effective Feedback Ask to be nominated for the JHU Leadership Development Program Take Courses - Becoming a Conflict Competent Leader, Supervisory Training Program, Skills for Supervisors and Managers, Leadership Skills Development (Series of Courses), etc. Complete a degree ** Research and read resources Emotional Intelligence Research and read resources – i.e. Bradberry, T., & Greaves, J. (2005). The Emotional Intelligence Quick Book: Everything you need to know to put your EQ to work. Primal leadership: Realizing the power of emotional intelligence. Manage a dissatisfied internal or external customer; analyze and resolve complaints around a product or service Take a Course - Cultivating the Power of Emotional Intelligence Networking on a university committee Join a professional association and attend local and/or national meetings; volunteer for a committee or leadership role Identify external and internal networking opportunities Team Building Hold monthly team or project planning meetings Conduct semi-monthly 1:1 sessions with team members Plan opportunities to bring staff, faculty, and students together Strategic Thinking and Planning Plan an off-site meeting, conference, or event, etc. Develop and implement a new process or system (policies, process, or procedures) Seek opportunities for global/overseas experiences Find role models and ask for feedback/mentorship Seek coaching from your supervisor *Go to or to see a complete listing of courses offered to JHU employees. **Go to for details on Education Assistance Benefits for JHU employees.
INFORM Feedback Intention Technique Example of Behavior Inform and orient: prepare person for session Inform person ahead of time. Select appropriate time/location. Provide relaxed respectful atmosphere. Explain/negotiate agenda. Let’s make an appointment to review your performance. What are your goals for this year? Remember the stated expectations for this procedure/process? Navigate towards understanding: ask person for self-assessment Ask what was done well and what could be improved. Ask how person felt. Use open-ended questions. How do you think this goal is going? What was done well? What be improved? Formulate a response: decide what needs to improve and how much feedback is appropriate; give reinforcing and corrective feedback Offer your response to observations of specific behaviors, approach or style. Give your reasons in the context of well-defined shared When you did/said… I was … (pleased, relieved, excited, concerned, upset, etc..), because… Also put in the context of the impact that it had or has on others. Offer plan for improvement: develop specific strategies Invite person’s suggestions Give your suggestions Provide resources (books, classes, other experienced staff) Teach (discuss, demonstrate, coach) Offer support What could you do differently? This is my suggestion… Where will you get help? Let’s reframe the problem. Let’s talk about this. What can I do to assist you? Request application: strategies to real situations Apply planned improvements to current or future dilemmas What will you do next time? Show me! Motivate to action: confirm person understands and agrees with what has been discussed Person reviews his/her behaviors needing change Specify consequences What do you do well? What changes will you make? By when? What if you don’t?
Adapted from “Improving Performance Appraisal Interviews”, Liam 05/04/2000, Supply Management, Pages 36-37. Copyright Bell & Howell Information and Learning Company. Copyright Chartered Institute of Purchasing & Supply, May 4, 2000, as found in hr.unt.edu/main/word.../Coaching_for_improved_performance.doc Performance Management Scheduling and Roles Timing Role Role 1st Meeting - Goal Setting and Development Planning 1 month after hire or annual review organizational goals and individual’s roles performance expectations based on employee’s job description and alignment with department goals input on development plan organizational and your individual contribution SMART goals for the year development plan for the year 2nd Meeting – Mid-year Checkpoint 6 months after hire or annual review (begin prep 2 weeks before) employee on any changes in organizational strategic priorities progress on goals Ask if any additional support or guidance is needed in to effectively reach goal on time feedback about areas that are going well feedback about areas of concern or development organizational strategic priorities have not changed progress towards meeting goals If needed, ask for support or guidance needed to effectively reach your goal on time feedback from supervisor about areas that are going well feedback from supervisor about areas of concern or development 3rd Meeting – Annual Review 12 months after hire or previous annual review (begin prep 1 month before) a written summary of the information you have prepared feedback on performance recognize accomplishments; note positive feedback (emails, letters, etc…) from others identify gaps action plan to address gaps for the year about employee’s future career goals assessment of performance over the past year major accomplishments of improvement skill or existing skill development progress towards meeting contributing factors to goal attainment barriers that prevented goal achievement feedback from supervisor about areas that are going well and areas of concern or development feedback on future career aspirations
Performance Management Scheduling and Roles – What to Bring?, What to Do? Role Role 1st Meeting - Goal Setting & Development Planning 1 after hire or annual review What do you provide to employee prior to meeting? Mission and Values Strategic Plan and Goals Departmental Goals (Your Goals) Position Job Description What do you bring? Role-specific goals related to employee’s position List of suggested courses or experiences for the development plan What do you do? Clarify organizational goals and individual’s roles Set performance expectations based on employee’s job description and alignment with department goals Mutually set SMART goals for the year Mutually agree on a development plan for the year What do you bring? Draft of your SMART Goals Draft of your development plan What do you do? Clarify organizational goals and your individual contribution Mutually set SMART goals for the year Mutually on a development plan for the year 2nd Meeting – Mid-year Checkpoint 6 months after hire or annual review (begin prep 2 weeks before) What do you bring? documentation/data relevant to checkpoint meeting What do you do? Update employee on any changes in organizational strategic priorities Assess progress on goals Ask if any additional support or guidance is needed in order to effectively reach goal on time Provide feedback about areas that are going well Provide feedback about areas of concern or development What do you bring? Written summary of progress towards meeting Any documentation/data relevant to checkpoint meeting What do you do? Ensure organizational strategic priorities have not changed Report progress towards meeting goals If needed, ask for support or guidance needed to effectively reach your goal on time Obtain feedback from supervisor about areas that are going well Obtain feedback from supervisor areas of concern or development