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Three Sections of Performance Management

1. Core Responsibilities

• Weight: 70% of total score
• Core Responsibilities define the primary duties and expectations of the role, aligning day-to-day work with team and University goals.
• List 5–7 essential functions that are critical to operations, service, and institutional success.
• Responsibilities should be specific, current, and aligned with the role’s contribution to DU’s mission.
• Use the job description, team resources, and your own insight as guides. You can upload the job description for reference.

2. Core Competencies

• Weight: 30% of total score
• Core Competencies describe how we work—reflecting the behaviors and mindset that support DU’s inclusive, respectful, and mission-driven culture.
• These three competencies (see below) apply to all DU staff and set shared expectations across roles.
• Review how each competency applies to this specific position and be ready to discuss how they show up in the employee’s work.

3. Professional Development

• Not Rated
• Talent Acquisition & Development workshops, collaborations, and trainings (via )
• Tuition waiver–eligible courses
• LinkedIn Learning and self-paced Canvas Catalog trainings

Performance Management Steps

Performance Management workflow steps:

1. Supervisor Identifies Core Responsibilities -
2. Reviewing Expectations Together -
3. Check-In for Clarity and Connection -
4. Employee Self-Reflection -
5. Supervisor Evaluation -��
6. Employee/Supervisor Review Meeting & Acknowledgement -

Core Competencies

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  Competency 1: Work Quality

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  Description

  Produces accurate, thorough, and reliable work. Pays careful attention to detail while balancing efficiency, and ensures outcomes align with organizational standards and goals. Demonstrates pride in work by maintaining high standards and continuously seeking ways to improve.

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  Examples

  • Producing work that is accurate and free from errors.
  • Delivering thorough and complete results that meet requirements.
  • Prioritizing tasks effectively to balance quality and timeliness.
  • Following established processes and guidelines consistently.
  • Taking responsibility for reviewing and improving one’s own work.
  • Seeking feedback to enhance quality and applying it constructively.
  • Maintaining focus and attention to detail, even during repetitive or complex tasks.
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  Competency 2: Initiative

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  Description

  Takes proactive steps to improve work, solve problems, and contribute to team and organizational goals. Seeks opportunities to add value without being asked, follows through on ideas, and demonstrates a willingness to take on new challenges. Approaches work with curiosity, resourcefulness, and a drive to make things better.

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  Examples

  • Taking accountability for tasks and following through without needing reminders.
  • Identifying and solving problems before they escalate or impact others.
  • Seeking opportunities to improve processes, services, or team performance.
  • Engaging beyond one’s immediate role by contributing to cross-unit efforts, committees, or campus initiatives that strengthen collaboration and support the “One DU” culture.
  • Bringing forward ideas and helping move them into action.
  • Showing curiosity and a desire to learn and develop beyond the basics of the role.
  • Staying flexible and resourceful when encountering obstacles or change.
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  Competency 3: Inclusiveness

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  Description

  Actively creates and supports a workplace where all community members feel welcomed, valued, and empowered to contribute and participate fully. Is intentional about understanding others’ experiences and perspectives and commits to ongoing learning and self-awareness to strengthen relationships and foster a positive, welcoming environment.

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  Examples

  • Engages with colleagues thoughtfully, honoring their dignity and perspectives.
  • Embraces the value that the full spectrum of human difference—including race, ethnicity, national origin, gender, sexual orientation, disability, socioeconomic status, age, religious or spiritual affiliation, political perspective, and lived experience—brings to the University community.
  • Demonstrates a commitment to active listening and respectful dialogue that encourages understanding across perspectives.
  • Navigates disagreements or diverse opinions with sensitivity and constructive communication.
  • Seeks and acts on opportunities to make the workplace more welcoming and supportive for everyone.
  • Reflects on personal assumptions and learns from interactions to strengthen workplace relationships.