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The Drexel Competencies emphasize characteristics that are important to how each Drexel professional staff member performs in his or her role. Below are the competency definitions and sample comments that a professional staff member or his/her supervisor may address in the performance evaluation.

Customer Service

Maintains a positive and professional demeanor with external and internal customers (e.g., students, patients, visitors, faculty or professional staff). Ascertains needs of others through listening, observation, solicitation and feedback; and strives to continually enhance the service experience.

Did Not Achieve Expected Results Thinks s/he already knows what customers need and expect. Is not proactive in getting to know customers. Is unwilling or unable to handle criticisms, complaints and special requests. Does not listen well to customers, reacts by interrupting them and making excuses. Does not make time for customer contact. Maintains the status quo without considering possibilities for improvement. Presents him/herself as unhelpful or unfriendly.
Makes too many exceptions and does not form consistent customer service policies, practices and processes for others to learn and follow. Sticks so close to current understanding of customer needs that breakthroughs are missed.
Partially Achieved Expected Results May be unconcerned with the customer experience. Sometimes asks for customer input for use in process improvement, but sometimes avoids customer contact and sticks with established processes. Builds relationships with some, but not all customers. Is sometimes considered unhelpful or unfriendly.
Fully Achieved Expected Results Gathers firsthand information from customers for use in process and service improvement. Builds positive and professional relationships with customers and colleagues. Listens actively to customer needs and concerns. Is usually described as helpful and friendly.
Achieved More Than Expected Results Often reaches out to customers for information to better understand needs or make process improvements. Meets and frequently exceeds customer expectations. Establishes and maintains excellent relationships with customers and colleagues. Is frequently described as helpful and friendly.
Exceeds Expectations Is dedicated to exceeding the expectations and requirements of internal and external customers. Is outstanding at gathering firsthand information from customers and using it to make process or service improvements. Consistently acts with customers' needs in mind. Is exceptional at establishing and maintaining effective relationships with customers and colleagues and gains their trust and respect. Is a model of helpfulness and friendliness.


Demonstrates clear and consistent speaking, listening and written communication skills. Listens actively to build trusting relationships. Is able to effectively make a point in both verbal and written communication. Written communication is concise and error-free.

Did Not Achieve Expected Results Communication is infrequent and inconsistent. Written communication is unclear and demonstrates grammar/usage problems. Is unable to adjust to different audiences for written or verbal communication. Doesn't listen well, and may appear arrogant, impatient or uninterested.
Is an unclear or contradictory communicator; informs some better than others. Does not consider who needs to know what information by when. Withholds information or does not see informing others as important. Invests too much time in crafting written communications. Demonstrates a single communication mode (verbal or written). Others may confuse listening with agreement.
Partially Achieved Expected Results May be inconsistent in communicating at the appropriate level of detail, sharing too much or too little information. Written communication is often unclear, with frequent grammar/usage problems. May not be able to convey his or her point clearly in verbal interactions. May lean heavily on a single mode of communication. May not listen well, and may be too busy constructing his/her own response.
Fully Achieved Expected Results Communicates clearly with others at all levels. Written communication is clear and grammar/usage problems are rare. Is proficient in verbal communication and is able to clearly convey his or her point in verbal communication. Listens well, so that others feel understood.
Achieved More Than Expected Results Clearly communicates needed information to others, both written and verbal. Written communication is consistently clear and error-free. Consistently engages in productive verbal communication. Listens actively, encouraging trust and respect.
Exceeds Expectations Provides the information people need to know to be successful and to feel positive about being a member of the team, unit and/or the organization. Is exemplary in all forms of communication (verbal, written and interpersonal). Is seen as a role model and sought by customers when needs arise.

Dependability and Adaptability

Works according to schedule and arrives on time and prepared. Honors commitments; demonstrates ownership and takes advantage of opportunities to add value beyond scope of responsibility. Adapts to changes in the work environment; adjusts approach and prioritizes competing demands as necessary. Reacts well under pressure and develops creative solutions and suitable alternatives to problems.

Did Not Achieve Expected Results Is frequently unreliable in work habits and schedule. Is not orderly in approach his/her to work. Takes on whatever task comes up; is easily diverted into less productive tasks. Frequently does not follow through. Is so concerned with doing things in a particular manner that work is sometimes late. Is easily thrown off balance by the unexpected and does not adjust well to change. Does not respond well to fuzzy problems with no clear solution or outcome. Prefers more data than others, and over-values structure. Is less efficient and productive under ambiguity. Has a strong need to finish each task before beginning another. Prefers to do the same thing time after time, and is unable to fathom new or unorthodox approaches to the work.
Moves to conclusions without enough data. Does not provide specific enough information to others, causing frustration. Undervalues orderly problem solving. Rejects precedent and history. Tends to turn toward the new and risky at the expense of proven solutions.
Partially Achieved Expected Results Is inconsistent in reliability, productivity and organization. Does not always prioritize work appropriately in order to achieve goals. Follow through is inconsistent. Is frequently uncomfortable with change, allowing uncertainty to interfere with productivity. Is often unable to move forward without sufficient data. Problem solving ability may be hindered by the lack of a process or the inability to cope with the unknown.
Fully Achieved Expected Results Is a valued, reliable contributor to the entire team or unit. Is consistently productive and organized in setting objectives and managing time. Works on appropriate priorities to accomplish goals on time within own and others' areas of responsibility. Consistently follows through. Demonstrates solid problem solving ability. Can effectively cope with change, handling pressure and uncertainty well.
Achieved More Than Expected Results Is a highly valued, committed member of team/unit. Is very productive and organized. Is able to manage priorities and time, and achieves goals at a high level, taking ownership and accountability. Demonstrates excellent ability to cope with change and ambiguity. Is able to make decisions and creatively move forward even when data is incomplete.
Exceeds Expectations Is extremely productive and efficient in planning and executing work. Accurately scopes out the work, creates or improves efficient work flows and processes, and assigns or obtains appropriate resources. Demonstrates excellence at planning, priority setting and execution. Is capable of juggling multiple priorities, adapting and flexibly shifting with ease. Proactively manages change with ingenuity, good humor and confidence. Can decide and act without having the total picture. Does not have to finish tasks before moving on. Can comfortably handle risk and uncertainty, maintaining equilibrium and productivity. Is seen as a role model in a crisis.


Takes the lead both within and beyond area of direct responsibility and comfort zone; volunteers for projects to create opportunities or solve important problems; strives to continually improve performance; and seeks opportunities to learn new skills and expand knowledge.

Did Not Achieve Expected Results Is slow to act on opportunities. Tends to be overly methodical, a perfectionist or risk averse. Procrastinates on tasks. Does not independently set challenging goals. Lacks the confidence to act independently and proactively. Resists learning new skills or knowledge and does not volunteer for projects.
Suggests solutions before conducting adequate analysis. Is unlikely to be strategic with actions. Attends to non-challenging duties and tasks instead of important ones.
Partially Achieved Expected Results Does not see, or is not confident in acting on, opportunities for improvement. Needs significant guidance in setting challenging goals. Does not meet all deadlines. Rarely volunteers for additional projects or responsibilities. Is unable to align own activities and goals with team/department/organization goals.
Fully Achieved Expected Results Regularly identifies and acts on opportunities for improvement. Demonstrates leadership in achieving challenging goals within own and others' areas of responsibility. Is able to align own activities with team/department/organization goals. Volunteers for additional assignments. Consistently learns new skills and expands knowledge.
Achieved More Than Expected Results Frequently identifies and acts on challenging goals and development opportunities. Is able to make effective decisions without complete information. Consistently aligns own goals and activities with team/department/organization goals. Frequently seeks new assignments or leadership opportunities to enhance skills and knowledge.
Exceeds Expectations Is action oriented and full of energy for challenging opportunities in areas of importance. Proactively leads others, regardless of formal role or title. Demonstrates courage in acting with a minimum of planning, leading others beyond their comfort zones to open up solutions and unimagined possibilities. Seizes more opportunities than others. Consistently aligns own and others' goals and activities with team/department/organization goals, and makes significant contributions to goals at all levels. Is a role model for frequently asking for feedback on performance and continually learning new skills and knowledge.

Job Knowledge and Skill Application

Demonstrates skills and the technical competence needed to execute job duties; able to learn and apply new skills as necessary. Keeps abreast of current developments and takes risks in developing and proposing new initiatives and challenging the status quo. Understands how job relates to others and uses resources effectively.

Did Not Achieve Expected Results Does not demonstrate the functional or technical proficiency needed for the job. Makes frequent technical or functional errors. Demonstrates poor judgment and decision making because of lack of knowledge. Holds onto past skills and technologies, and resists learning new skills. Ignores or does not understand the impact of the job on others.
Tends to depend upon technical and functional knowledge and skills at the expense of personal, interpersonal and managerial skills. Uses deep technical knowledge and skills to avoid ambiguity and risk. Uses resources inefficiently and even with additional resources, barely meets minimum standards.
Partially Achieved Expected Results Lacks functional or technical proficiency in some areas. Judgment and decision making may be inconsistent due to lack of knowledge and job skill. Does not embrace new knowledge or skills or apply them. Does not consistently use resources efficiently. Does not recognize or understand the relationship of the job to others.
Fully Achieved Expected Results Consistently demonstrates the functional and technical knowledge for the job. Seeks out new knowledge or skills to improve job performance. Uses resources efficiently to get the job done. Remains current in the field. Occasionally takes risks to challenge the status quo. Understands the relationship of the job to others.
Achieved More Than Expected Results Has the functional and technical knowledge and skills to do the job at a high level of accomplishment. Frequently seeks out new knowledge and skills, applying it to job-related challenges. Takes risks to challenge the status quo by developing new methods or initiatives to improve the work. Uses resources to exceed expectations on projects. Recognizes the impact of the job on others.
Exceeds Expectations Has functional and technical knowledge and skills to do the job at an exceptional level of accomplishment. Consistently seeks out and implements new knowledge and skills, resulting in improved or innovative work processes or products. Is a model of knowledge and resourcefulness in the field, able to recognize the impact of the job on others, and reduces risk by including others in decision making.

Supervision and Management (for those who manage others)

Works with direct reports to regularly communicate expectations, establish SMART goals and set performance standards. Provides direction, ensures resources, appropriately delegates and monitors outcomes. Provides coaching and development; recognition; and feedback as necessary.

Did Not Achieve Expected Results Is unclear and confusing in communicating expectations to employees. Does not use goals and objectives to manage self or others. Is disorganized in assigning and measuring work; may assign tasks haphazardly. Is unclear about roles, responsibilities and priorities. Provides no work-in-progress feedback, benchmarks or measures for performance. Is very results driven and tactical; takes no time for long-term development. Does not delegate; refuses to assign risky or visible work to others. Thinks development is training alone, without understanding how development happens. Does not discuss aspirations with direct reports, hold career discussions, provide coaching, or take development seriously. Prefers to select for talent rather than develop it. Does not support or cooperate with Drexel's performance management system.
Is over-controlling. Directs too much and does not empower people. Concentrates on the development of a few at the expense of many. Creates work inequities as challenging assignments are distributed. Is overly optimistic about how much people can grow. Endorses the latest development fad, sometimes to the detriment of direct reports' development.
Partially Achieved Expected Results Communication of expectations for employees is sometimes confusing. Is not always clear about goals and objectives for self and direct reports. Does not assign work and assess results consistently or clearly. Does not attend to direct reports' development needs. Discourages direct reports from demonstrating initiative. Inconsistently supports Drexel's performance management system.
Fully Achieved Expected Results Establishes expectations and creates clear goals and objectives for self and with others. Monitors progress on projects, and provides positive and constructive feedback. Holds regular development discussions with direct reports. Seeks to understand and support direct reports' career goals. Recognizes outstanding work. Cooperates appropriately with Drexel's performance management system.
Achieved More Than Expected Results Is consistent in clearly stating expectations and assigning responsibility, setting objectives and measures. Sets up systems for monitoring progress and providing frequent feedback. Assigns appropriate stretch goals and delegates work to support them. Holds regular development discussions and supports employee growth that is aligned with both career goals and organizational needs. Recognizes employees both privately and publicly. Appropriately supports Drexel's performance management system.
Exceeds Expectations Is exceptional in clearly articulating expectations and assigning responsibility for tasks and decisions, setting clear objectives and measures, and securing resources that lead to success. Monitors process, progress and results at the appropriate level for the individual and the project. Designs feedback loops into work. Provides challenging and stretching tasks and assignments, appropriately delegating and coaching employees to success. Holds frequent and supportive development discussions, and is aware of each person's career goals and encourages development aligned with organizational goals. Constructs compelling development plans with employees and actively supports their execution. Frequently recognizes employees both privately and publicly. Supports and coaches those who need help and further development. Creatively seeks to enhance the performance management process for employees. Is seen as a manager people want to work for.

Teamwork and Leadership

Exhibits confidence in self and others; inspires respect and fosters a unified culture of pride, continuous development and excellence. Acts on behalf of the team and motivates others through behavior modeling and encouragement. Balances team and individual responsibilities. Is cooperative and open to others' views.

Did Not Achieve Expected Results Is rarely helpful to the rest of the team, unit, or organization in getting work done or in cooperating with others. Sometimes chills the efforts of the larger group by hesitating to get involved, refusing to help, or pointing out reasons why efforts will fail. Withholds resources and information from others. Is more comfortable following, rather than leading. Is very concerned about what others say or think.
Is such a team player that own performance sometimes suffers. In taking time and energy helping others succeed, sometimes runs out of time and resources for own work. Is not be tolerant of other people's ways of doing things. Chooses to strongly lead when other, more team-based tactics, would do as well or better. Is so focused on gratifying own needs for power or control that others do not willingly follow, resulting in a negative culture of compliance and low morale.
Partially Achieved Expected Results Sometimes helps the rest of the team, but does not usually volunteer. Offers limited cooperation with others. Tends to keep to him/herself and does not consistently share expertise, knowledge and information. Rarely leads an initiative. Avoids challenges, rather than embracing them.
Fully Achieved Expected Results Is a solid member of the team who can be counted upon to help the rest of the team or other units in getting work done. Cooperates with others, and takes others' input into account in implementing projects. Exhibits positive, respectful team behavior, aiming for excellence and pride in work. Sometimes volunteers to lead an initiative.
Achieved More Than Expected Results Is a strong member of the team who consistently helps and cooperates with others. Freely shares expertise, knowledge and information with others, and openly seeks and accepts their input. Frequently volunteers to lead challenging initiatives. Motivates and inspires others to high levels of performance and development.
Exceeds Expectations Is consistently helpful and proactive with the rest of the team/other units. Is among the first to volunteer to help others succeed without neglecting own work. Shares freely to support the team or organization. Is a model of sharing, caring and cooperation. Relishes leading, and is looked to for direction in a crisis. Faces adversity head on, and is energized by tough challenges. Inspires others to exceed their own expectations. Models dignity, respect and a humble approach to learning and leadership.