Leading by Example
It is best practice for leaders to model the behaviors that they expect of those they supervise. Therefore, it is appropriate to consider the information below when evaluating an administrator’s performance. The information below defines expectations and the job behaviors for success for classified staff and service professionals and the teaching, research and service expectations for faculty. While the actual job duties and tasks for administrators may vary from those of faculty and staff, administrators should model commitment and the NAU behaviors for success, that support the expectations and accountabilities of those they supervise.
Faculty Statement of Expectations
While academic administrators may not have direct responsibility for teaching, research and service, they are responsible for creating the type of work environment that is conducive to faculty achieving successful outcomes in these areas.
These accountabilities for performance generally address teaching, research and service, and are further defined in the Conditions of Faculty Service (page 14 and 15) as:
- Student-related responsibilities (to include at least teaching, advising, mentoring, and student supervision)
- Scholarship, research, and/or creative activity; and professional development
- Service to the profession, the University (including administration/college/school/department/area) and to the community (local, state, national, and international) as it relates to the mission and guidelines of the University and the profession.
Behaviors for Success – Classified Staff and Service Professionals
Performance evaluation criteria adopted in 2006 from the NAU Mission and Values.
Commitment to service Accordion Closed
- Offers assistance, support and feedback to students, employees, and customers.
- Shows initiative, anticipates needs and takes appropriate action to meet needs.
- Projects a positive, consistent image that reflects institutional values.
- Shows an appropriate sense of urgency in completing work and addressing the needs of others.
- Promotes a student-centered approach to all work as it directly or indirectly impacts students.
Commitment to forming and maintaining working relationships Accordion Closed
- Is tactful, honest, and respectful in communications.
- Shows respect for individual differences (lifestyle, behavior, abilities, attitudes, values, and views).
- Demonstrates behaviors that embrace diversity.
- Is approachable and accessible; promotes cooperation.
- Deals maturely, discreetly, and directly with conflict.
Commitment to the mission of the university and work unit Accordion Closed
- Ensures own actions are consistent with the university’s mission and work unit’s mission.
- Assists others in solving problems and achieving common goals.
- Makes appropriate use of resources in problem solving.
- Supports student success and excellence in their educational experience; promotes educational access for all.
Positive approach to change and improvements Accordion Closed
- Demonstrates receptiveness to new ideas and approaches.
- Is flexible in methods of work completion.
- Shows a willingness to try new methods; takes advantage of learning opportunities.
- Offers constructive solutions for making effective changes
Personal accountability for own work, words, and actions Accordion Closed
- Operates with honesty and integrity.
- Completes work in a timely manner.
- Asks supervisor to clarify expectations when necessary.
- Exercises confidentiality in all aspects of work.
- Admits mistakes and attempts to learn from them.
- Seeks opportunities for professional growth.
- Solves problems by identifying issues and initiating solutions.
- Follows through on commitments.
- Carries out internal control activities.
Fosters a respectful, effective, and trusting work environment Accordion Closed
- Manages employee performance throughout the year and provides frequent feedback.
- Empowers others to make decisions and suggest changes.
- Addresses conflict and brings to a constructive conclusion.
- Accepts responsibility for mistakes and takes corrective action.
- Invites and accepts constructive feedback.
- Uses resources efficiently.
- Leads in a way that promotes a positive work environment.
- Ensures internal control activities are established and clearly communicates expectations about compliance.