introduction - successfactors · ... front desk receptionist, ... this stage may apply to a senior...

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INTRODUCTION……………………………………………………………………………………………………………………………………………………………………………………………………………………2 STAGES OF CONTRIBUTION………………………………………………………………………………………………………………………………………………………………………………………………..3 MOVEMENT EXPECTATIONS………………………………………………………………………………………………………………………………………………………………………………………..……4 GLOBAL COMPETENCIES…………………………………………………………………………………………………………………………………………………………………………………………………... 6 PEOPLE MANAGER COMPETENCIES………………………………………………………………………………………………………………………………………………………………………………….9 APPENDIX…………………………………………………………………………………………………………………………………………………………………………………………………………………………….10 BEHAVIORAL ANCHORS STATEMENT RATING SCALE (BARS)…………………………………………………………………………………………………………………………10 STAGE 1……………………………………………………………………………………………………………………………………………………………………………………………………………………..11 STAGE 2…………………………………………………………………………………………………………………………………………………………………………………………………………………….15 STAGE 3……………………………………………………………………………………………………………………………………………………………………………………………………………………19 STAGE 4…………………………………………………………………………………………………………………………………………………………………………………………………………………...25

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INTRODUCTION In 2017, we consolidated over 250 different expression of behaviors used across the network into a new global competency framework called the Global Laureate Leadership Model (GLLM). This new global framework guides our company on how we achieve business results, develop talent, grow in our careers, recruit and engage employees in line with our Culture. From this GLLM framework, we have identified 11 competencies critical to the success of Laureate 3.0, collectively referred to as Our Behaviors, which will be integrated in the Performance Management process for all non-faculty employees moving forward.

Our Behaviors are organized into three categories: Movement Expectations, Global Competencies and People Manager Competencies.

Movement Expectations

Global Competencies

People Manager Competencies

1. Student Knowledge and Understanding

2. Ethics and Integrity 3. Safety and Security

4. Collaborates 5. Being Resilient 6. Instills Trust 7. Drives Results 8. Innovation 9. Customer Focus

10. Drives Engagement 11. People Leadership

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STAGES OF CONTRIBUTION Our Behaviors provide distinctive expectations for employees through different stages of contribution. The behaviors expected at each stage build on behaviors from the previous stage, and progressively become more complex and sophisticated. It is important that the employee and manager use this framework during the annual goal-setting discussion to establish clear expectations, and so that employees are clear about how their performance will be evaluated at the end of the year.

Stage Definition Individual

Contributor People

Manager

Stage 1 Contributes Dependently

• Entry level, individual contributor. • The role is highly dependent on the directions and supervisions from their managers or supervisors. • Examples: front desk receptionist, Accounts payable analyst, Enrollment analyst, HR analyst, Org Analyst etc.

Stage 2 Contributes Independently

• Mid- to senior level individual contributor. • In some instance, this stage may apply to a senior executive individual contributor. • Role involves the exercise of independent and discretionary judgement. This role involves influences others and to lead initiative or

project to get work done. • Examples: Executive assistant, Project Manager, Sr. Enrolment analyst, Product Manager (no direct report) .

Stage 3 Contributes Through Others

• First level and mid-level managers and leaders with management and supervisory responsibility. • Part of the main job responsibility is to perform managerial duty including hiring, setting performance goals, performance appraisal and

other manager duty for employees. (managing non-employees only does not qualify for this stage) • Examples: Corporate Accounting Manager, Director of Accounting, university head of department, university dean, Directors of OD

(with direct report), Executive Directors.

Stage 4 Contributes Strategically

• Business unit leaders and senior executives with management and supervisory responsibility. • The role involves setting strategic direction for not just the team but for the overall organization he or she manages. • Part of the main job responsibility is to perform managerial duty including hiring, setting performance goals, performance appraisal and

other manager duty for employees. (managing non-employees only does not qualify for this stage) • Examples: University and department deans, provosts, VP of Enrollment, corporate SVP, Executive Directors, Institution CEO, COO,

CAO etc.

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MOVEMENT EXPECTATIONS Movement Expectations reinforce our commitment to be trustworthy, indispensable, and dedicated to our students’ success. All employees must self-assess and acknowledge their commitment to be role models for these behaviors. Movement Expectations are applicable to all employees (faculty and non-faculty).

Student Knowledge and Understanding

Can describe what the students value, what motivates their decision making and what trade-offs they are willing to make to choose our services.

STAGE 1 Contribute Dependently

Demonstrates an interest and is beginning to learn about our students and why they select our institution over other options.

STAGE 2 Contribute Independently

Demonstrates a general understanding of our students, what influences their choices when selecting our institution and our products and services.

STAGE 3 Contribute Through Others

Knows and understands the student. Can describe what the students value, what motivates their decision making and what tradeoffs they are willing to make to choose our products and services.

STAGE 4 Contribute Strategically

Knows the market and anticipates what students will demand. Can describe how our institution and our network differentiate in the market to ensure that we offer students best options for education and career success.

Ethics and Integrity An example of ethical behavior and appropriate conduct at all times.


Understands and follows the Code of Conduct at all times; follows the Code of Conduct and encourages others to do the same. Asks for help when dealing with issues about compliance or the Code of Conduct.


Demonstrates ethical and appropriate conduct; Identifies potential Code of Conduct risks and raises concerns when necessary; asks for help when dealing with issues about compliance or the Code of Conduct.


Is an example of ethical behavior and appropriate conduct at all times; takes steps to ensure that people they manage understand and follow the Code of Conduct; never encourages or directs others to achieve results at the expense of compliance with the law or the Code of Conduct; provides guidance and assists others in resolving questions concerning the Code of Conduct.


Is an example of ethical behavior and appropriate conduct at all times; takes steps to ensure that people they manage understand and follow the Code of Conduct; never encourages or directs others to achieve results at the expense of compliance with the law or the Code of Conduct; creates an environment where everyone feels comfortable raising concerns; provides guidance and assists others in resolving questions concerning the Code of Conduct.

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Safety and Security Committed to ensuring the health, safety and security of our students, faculty and our people in the community/Network.


Understands the need to protect the safety and security of students, faculty, and our people in the Network and community; complies with programs to mitigate all risks.


Ensures the safety and security of students, faculty, and our people in the Network and community; supports or implements the programs in place to mitigate all risks.


Ensures the safety, and security of students, faculty, and our people in the Network and community; ensures viable programs are in place to mitigate all risks.


Enforce procedures in place to protect the safety, and security of students, faculty, and our people in the Network and community; ensures viable programs are in place to mitigate all risks.

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GLOBAL COMPETENCIES Global Competencies are derived from our Operating Principles of Collaboration, Innovation and Outcomes. Global Competencies are applicable to non-faculty employees only, and will be self-assessed and evaluated as part of the annual performance management process.

Collaborates Building partnerships and working collaboratively with others to meet shared objectives.


Makes productive contributions to the group; Solicits input from others; acknowledges others’ efforts, advice, and contributions; volunteers to help others when needed.


Shares information with others so there are no surprises; Considers the broader Network when sharing information and including others in decision-making; Encourages unity rather than “us vs. them” thinking; Welcomes and acknowledges the ideas and input of others across the institution/organization and the Network.


Credits others for their contributions and accomplishments; Encourages people to express their views openly, with respect to cultural norms and the Code of Conduct and Ethics; facilitates effective collaboration among coworkers and stakeholders such as students, faculty members and the local community; Involves others in making decisions on behalf of the group.


Establishes trusted relationships across the Network; uses an engaging and inclusive approach to problem solving demonstrating respect for diverse perspectives, backgrounds and disciplines; collaborates effectively across disciplines to leverage the global network; helps build and strengthen relationships between academic and non-academic leaders; communicates in an open and transparent manner to ensure that others have information needed to succeed; has no hidden or self-serving agendas.

Being Resilient Rebounding from setbacks and adversity when facing difficult situations.


Remains calm and objective in emotional or stressful situations; Recovers quickly from problems and setbacks; follows guidance on how to respond to challenging or volatile situations; stays focused on tasks despite disruptions or obstacles.


Demonstrates composure and professionalism under difficult circumstances; Bounces back from setbacks or adversity; Maintains productivity under stress or pressure; Overcomes obstacles and learns from failures.


Remains objective and calm when faced with adversity. Grows from hardships and difficult experiences. Manages crises and volatile situations effectively. Helps others recover momentum and confidence after failures or setbacks.


Adjusts quickly to new international locations and conditions; travels comfortably; maintains health and spirit under adverse living conditions; gets up to speed rapidly where resources are sparse; able to function under extreme hardship and difficulty; well organized; good time manager; good negotiator and a resourceful traveler; seems to be motivated by challenge; curious about the unknown; can relax and sleep on airplanes; maintains a positive attitude.

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Instills Trust Gaining the confidence and trust of others through honesty, integrity, and authenticity.


Honest and direct in dealing with people; Reliable, can be counted on to follow through on commitments; Complies with stated policies and practices.


Honors agreements and commitments, even when working through competing priorities; Maintains integrity and professional codes of conduct.


Demonstrates consistency between words and actions, gaining others' trust. Models reliability and ensures that the team meets its commitments. Maintains honesty and authenticity and encourages others to do the same. Is trusted to represent or protect the interests of others fairly.


Acts in the best interests of the institution/organization and the Network, even when it conflicts with self-interests. Models dependability and expects others to live up to their agreements. Shows consistency between words and actions, gaining people's trust and respect. Is truthful and transparent, fostering a sense of trust in the institution/organization and its leadership.

Drives Results Consistently achieving results, even under tough circumstances.


Consistently achieves work objectives and meets goals; maintains work focus despite obstacles or setbacks; understands how one's own efforts contribute to positive outcomes for students, colleagues, and communities; works steadily at unpleasant or routine tasks until they are completed.


Demonstrates a strong drive to achieve meaningful outcomes for customers, for the institution/organization, the Network, and for the communities; Drives tasks to successful completion; Shows determination in the face of obstacles and setbacks; Sets high standards for one's performance.


Pushes others to achieve results; leads others to persist despite setbacks or obstacles; fosters a sense of urgency in the team for reaching goals and meeting deadlines; drives a track record of success for the team.


Works intensely, is competitive, and ambitious; pushes for high standards of administrative and academic quality, student outcomes and administrative effectiveness; resilient, perseverant and is motivated by "stretch" goals; maintains a strong focus on ethics and fairness in pursuit of objectives.

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Customer Focus Building strong customer relationships and delivering customer-centric solutions.


Seeks to understand the reasons for customer's choices; asks questions to accurately identify the needs of customers; prioritizes work based on requests from customers; contributes to ensuring positive outcomes for customers.


Searches for ways to improve service to customers; follows up to ensure problems are solved before they affect the customer's experience; independently anticipates and meets the needs of customers; internalizes feedback from customers; provides innovative ideas to meet their future needs.


Addresses gaps in the team’s ability to meet emerging customer needs. Gathers customer satisfaction input on behalf of the team. Holds others accountable for meeting customer needs. Aligns business processes to work with those of customers.


Demonstrates concern for customer's needs in terms of quality, affordable education(affordability) and career success; acts as a customer advocate on behalf of students; responds constructively to feedback or changes in order to meet or exceed customers’ expectations; builds opportunities to address needs and expand access to broad range of customer populations.

Innovation Leadership Builds a culture capable of generating and executing on high ROI innovation ideas regardless of source.


Welcomes ideas regardless of source; supports the process of idea generation, takes sensible risks, and understands that experimentation and failures are part of the learning process; ambitious but patient -- allows time for ideas to prove to be successful.


Is proactive about offering ideas for innovation and improvement; Collaborates with others and builds on ideas regardless of source; Willing to take sensible risks, and understands that experimentation and failures are part of the learning process; Is ambitious but patient, allowing time for ideas to prove successful.


Encourages others to collaborate and innovate; Adapts strategies and plans proactively as needed - rather than waiting for a crisis or 'burning platform' to execute necessary change. Focuses resources on top priority customer needs/opportunities that can be uniquely addressed through our capabilities - rather than matching every competitor move and innovation.


Builds a culture capable of generating and executing on innovation ideas that has high return on investment. Evolves the business model proactively as needed; Considers and understands broader implications and applications of technology such as systems, business analytics, student success.

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PEOPLE MANAGER COMPETENCIES People Manager Competencies define the expectation for managers to building high performing and engaged teams. People Manager Competencies are applicable to all people managers and will be self-assessed and evaluated as part of the annual performance management process.

Drives Engagement Creating a climate where people are motivated to do their best to help the organization achieve its objectives.


N/A


N/A


Engages others in meaningful decision making and builds ownership. Ensures that all team members are motivated to work toward common goals. Celebrates the team’s successes along the way. Provides praise, recognition, and rewards for strong performance.


Conveys passion, conviction, and enthusiasm to inspire others toward a vision for the institution/organization, the Network and its future; shares a strong commitment to education, students, and the community; finds ways to engage local and remote team members; is willing to take risks that inspire change, and will make unpopular moves to serve the best interests of students and the institution/organization.

People Leadership Leads by example when it comes to finding and developing talent, with a focus on talent acquisition strategies, setting performance targets that raises standards and development of high potential talent.


N/A


N/A


Presents the institution/organization in ways that attract others to join. Accepts responsibility for successes and failures of one's own work and the team’s work. Fosters an environment that encourages and enables others to build skills and develop their careers.


Leads by example when it comes to finding and developing talent, with a focus on talent acquisition strategies, setting performance targets that raises standards and development of high potential talent; creates strong succession bench strength, and requires her/his executives to do the same.

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APPENDIX BEHAVIORAL ANCHORS STATEMENT RATING SCALE (BARS) Expectations for each competency change as the individual moves from one stage of contribution to another. The behavioral anchors are statements that are developed to help employees and managers to clarify expectations. They are written to clarify three levels of performance: Needs Improvement, Meets Expectations and Exceeds Expectations in order to set standards, compare the observed performance against a standard and to provide feedback. These statements enable users to have common language and set of standards to apply in performance and development conversations. In order for the employees and managers to have an effective performance and development conversation, please ensure review the Stage of Contribution and the behavioral statements written for competencies by stages.

Stage Definition Individual

Contributor People

Manager

Stage 1 Contributes Dependently

• Entry level, individual contributor. • The role is highly dependent on the directions and supervisions from their managers or supervisors. • Examples: front desk receptionist, Accounts payable analyst, Enrollment analyst, HR analyst, Org Analyst etc.

Stage 2 Contributes Independently

• Mid- to senior level individual contributor. • In some instance, this stage may apply to a senior executive individual contributor. • Role involves the exercise of independent and discretionary judgement. This role involves influences others and to lead initiative or

project to get work done. • Examples: Executive assistant, Project Manager, Sr. Enrolment analyst, Product Manager (no direct report) .

Stage 3 Contributes Through Others

• First level and mid-level managers and leaders with management and supervisory responsibility. • Part of the main job responsibility is to perform managerial duty including hiring, setting performance goals, performance appraisal

and other manager duty for employees. (managing non-employees only does not qualify for this stage) • Examples: Corporate Accounting Manager, Director of Accounting, university head of department, university dean, Directors of OD

(with direct report), Executive Directors.

Stage 4 Contributes Strategically

• Business unit leaders and senior executives with management and supervisory responsibility. • The role involves setting strategic direction for not just the team but for the overall organization he or she manages. • Part of the main job responsibility is to perform managerial duty including hiring, setting performance goals, performance appraisal

and other manager duty for employees. (managing non-employees only does not qualify for this stage) • Examples: University and department deans, provosts, VP of Enrollment, corporate SVP, Executive Directors, Institution CEO, COO,

CAO etc.

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STAGE 1: Contribute Dependently DEFINITION NEEDS IMPROVEMENT MEETS EXPECTATIONS EXCEEDS EXPECTATIONS


Demonstrates an interest and is beginning to learn about our students and why they select our institution over other options.

o Shows little understanding of the student; does not pay attention to what students value, what motivates their decisions, or the tradeoffs they are willing to make to choose Laureate's products and services.

o Demonstrates a solid awareness of students and what they value

o Able to describe, generally, what motivates students' decision making and the tradeoffs they are willing to make to choose Laureate's products and services.

o Shows a strong interest in learning more about the students, their goals and how the institution enables them to succeed

o Seeks out chances to connect with students and/or faculty to gain more exposure/insight.

Ethics and Integrity

Understands and follows the Code of Conduct at all times; follows the Code of Conduct and encourages others to do the same. Asks for help when dealing with issues about compliance or the Code of Conduct.

o Sometimes acts in ways that appear unethical or inappropriate; shows a limited understanding of the Code of Conducts and/or fails to follow the Code of Conducts;

o Pursues results without ensuring compliance with the law or the Code of Conducts; fails to quickly address questionable activity occurring within the organization or with external parties;

o Does not ask questions or seek help in responding to concerns about the law or the Code of Conducts.

o Shows a solid grasp of the Code of Conducts and follows it in his/her day-to-day work with very few deviations;

o Raises concerns when questionable activity occurs within the organization or with external parties;

o Asks for help when needed to respond to concerns about the law or the Code of Conducts.

o Serves as the role model of ethical behavior and approapriate conduct;

o Understands and follows the Code of Conduct at all times;

o Proactively raises questions or concerns about potential conflicts with the Code before they occur

o Refers to the Code when explaining policy or when working through issues that require judgment related to ethics, fairness and/or integrity.

Safety and Security

Understands the need to protect the safety and security of students, faculty, and our people in the Network and community; complies with programs to mitigate all risks.

o Fails to follow or disregards procedures in place to protect the safety and security of students, faculty, and our people in the community/Network.

o Follows procedures in place to protect the safety and security of students, faculty, and our people in the community/Network

o Makes it a top priority to understand all safety and security policies and protocols that relate to students, faculty, and all our people in the Network and community

o Complies with programs to mitigate all risks.

Collaborates Makes productive contributions to the group; Solicits input from others; acknowledges others’ efforts, advice, and contributions; volunteers to help others when needed.

o Creates limited or ineffective contributions to the group;

o May focus largely on one's own agenda without considering how to support the whole team;

o Asks few questions to draw upon the input of others;

o Overlooks chances to acknowledge what others are doing;

o May come across as wanting all the credit; o Misses opportunities or rarely volunteers to

help others.

o Learns how to operate as a team player and seeks to contribute actively to the group’s efforts;

o Seeks out others’ input. Demonstrates understanding and appreciation for how others contribute to the team and organizational goals.

o Steps forward to help others when the need is apparent.

o Makes an extra effort to be inclusive and reach out to others

o Makes productive contributions when working as part of a group;

o Acknowledges and/or compliments others’ efforts, advice, and contributions;

o Frequently volunteers to help others

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Being Resilient Remains calm and objective in emotional or stressful situations; Recovers quickly from problems and setbacks; follows guidance on how to respond to challenging or volatile situations; stays focused on tasks despite disruptions or obstacles.

o Loses composure and objectivity when faced with emotional or stressful situations;

o Takes a long time to recover from problems and setbacks;

o Deals ineffectively with challenging or volatile situations; seeks limited guidance and struggles to resolve them alone. Has difficulty maintaining a clear focus when faced with disruptions or obstacles.

o Keeps calm and objective when faced with emotional or stressful situations. Promptly moves on from setbacks and problems;

o Solicits input on the best way to resolve challenging or volatile situations;

o Stays focused on tasks and does not allow disruptions or obstacles to derail progress.

o Is not distracted by emotional or stressful situations and maintains progress and pace of work. Swiftly recovers from setbacks, even those that may create significant difficulties;

o Seeks insight into the nature of challenging or volatile situations;

o Takes steps to reduce tensions and find optimal solutions;

o Skillfully handles disruptions and obstacles; o Steadily progresses despite unexpected

challenges and hindrances.

Instills Trust Honest and direct in dealing with people; Reliable, can be counted on to follow through on commitments; Complies with stated policies and practices

o May bend some policies or ignore adhering to some stated practices. At times, may say one thing and do another.

o May be uncomfortable with direct communication, or withhold or shade the truth at times;

o Occasionally overcommits or fails to follow through on agreements or commitments.

o Acts consistently with the organization’s policies and practices;

o Displays consistency between what is said and what is done;

o Shows honesty and candor when working with others;

o Is counted on to honor agreements and meet commitments.

o Consistently adheres to organizational policies and practices, even when they are unpopular or inconvenient;

o Builds trust by showing consistency between what is said and what is done in various work settings;

o Is consistently open, honest, and direct in dealing with others, establishing relationships built on trust;

o Builds a trustworthy reputation by honoring agreements and reliably following through on commitments.

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Drives Results Consistently achieves work objectives and meets goals; maintains work focus despite obstacles or setbacks; understands how one's own efforts contribute to positive outcomes for students, colleagues, and communities; works steadily at unpleasant or routine tasks until they are completed.

o May struggle to achieve work objectives, missing deadlines or requirements;

o Is distracted or discouraged by obstacles or setbacks;

o Puts in insufficient effort to meet goals and deliver expected results for students, colleagues, and communities;

o Avoids or works intermittently at unpleasant or routine tasks;

o Allows them to go uncompleted for too long.

o Completes work objectives in a timely manner and at an acceptable level of quality;

o Typically maintains work focus despite obstacles or setbacks;

o Does what is necessary to meet goals and deliver expected results for students, colleagues, and communities;

o Shows consistent effort to complete even unpleasant or routine tasks in a timely manner.

o Regularly exceeds work objectives; finds ways to deliver results faster or to a higher-quality standard;

o Drives ahead with great focus when faced with obstacles and setbacks;

o Maintains productivity and a positive attitude; devotes considerable effort to surpass goals and achieve the best possible results for students, colleagues, and communities;

o Goes above and beyond to achieve excellence; demonstrates tenacity when faced with unpleasant or routine tasks;

o Completes them promptly and successfully.

Customer Focus Seeks to understand the reasons for customer's choices; asks questions to accurately identify the needs of customers; prioritizes work based on requests from customers; contributes to ensuring positive outcomes for customers.

o Overlooks the reasons for customers' choices and makes assumptions about their decision-making process;

o Asks few questions to determine the needs of customers, or poses questions that are off-base and provide little insight;

o Places no particular priority on customer requests and may treat customer issues with insufficient urgency;

o Does work that falls shy of students' or customers' requirements, resulting in unsatisfactory service.

o Works to gain a sound understanding of what guides customers' choices;

o Shows inquisitiveness about customer needs; responds promptly to customer requests;

o Secures the support of others to resolve the issues;

o Learns customer requirements and delivers them effectively.

o Probes beyond the obvious in order to learn the many factors guiding customers' choices;

o Probes deeply into customer needs to identify less obvious interests or expectations;

o Gives customer requests immediate attention; o Connects with others to ensure the best

possible outcomes for students; o Consistently goes above and beyond to

understand customer requirements and surpass their expectations.

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Innovation Leadership

Welcomes ideas regardless of source; supports the process of idea generation, takes sensible risks, and understands that experimentation and failures are part of the learning process; ambitious but patient -- allows time for ideas to prove to be successful.

o Rejects or comes across as uninterested in others' ideas;

o Does not encourage the process of idea generation;

o Does not take risks or takes unreasonable risks;

o Comes across as afraid of failure or punishes others for failure rather than seeing it as part of the learning process;

o Shows little ambition, or is too quick to drive forward untested and/or unproven ideas.

o Comes across as generally open to and interested in others' ideas, regardless of source;

o Supports the process of idea generation; takes reasonable risks and accepts that experimentation and failure are part of the learning process;

o Ensures ideas are sound before moving forward to implement them.

o Seeks out and welcomes ideas regardless of source;

o Supports and fosters the process of idea generation;

o Takes well-thought-out risks and recognizes that experimentation and failure are part of the learning process;

o Is ambitious but fully vets ideas before implementing them to ensure success.

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STAGE 2: Contribute Independently DEFINITION NEEDS IMPROVEMENT MEETS EXPECTATIONS EXCEEDS EXPECTATIONS


Demonstrates a general understanding of our students, what influences their choices when selecting our institution and our products and services.


o Demonstrates a solid awareness of students and what they value;

o Can describe, generally, what motivates students' decision making and the tradeoffs they are willing to make to choose Laureate's products and services.

o Shows a strong interest in learning about trends in the market and with student demographics that have implications for the institution's programs and services;

o Takes proactive steps to connect with students in order to understand their needs and expectations.


Demonstrates ethical and appropriate conduct; Identifies potential Code of Conduct risks and raises concerns when necessary; asks for help when dealing with issues about compliance or the Code of Conduct.

o Fails to act ethically or appropriately at times;

o Does not follow the code or ensure that direct reports do so;

o May encourage or direct others to achieve results at the expense of compliance with the law or the Code of Conducts;

o Discourages people from raising concerns; o Provides little guidance or assistance in

resolving questions about the law or the Code;

o Does not ask for help when needed in addressing concerns regarding the law or the Code of Conducts.

o Acts ethically and appropriately; follows the Code of Conducts and expects others to do so as well;

o Is careful to achieve results while complying with the law and the Code of Conducts;

o Will ask for help when necessary in answering questions or responding to concerns regarding the law or the Code of Conducts.

o Refers to the institution's mission, values and Code of Conduct when dealing with difficult decisions;

o Recognizes examples of when values are followed but is also quick to identify times when they are compromised;

o Stays engaged until questions or discrepancies are resolved.

Safety and Security

Ensures the safety and security of students, faculty, and our people in the Network and community; supports or implements the programs in place to mitigate all risks.

o Fails to ensure the safety and security of students, faculty, and our people in the community/Network;

o Neglects to implement or inconsistently implements programs that are in place to mitigate risks.

o Typically ensures the safety and security of students, faculty, and our people in the community/Network;

o Implements programs to mitigate risks as required or instructed.

o Clearly demonstrates their support in making safety and security a top priority;

o Take personal responsibility to fully support all safety and security policies and programs.

Collaborates Shares information with others so there are no surprises; Considers the broader Network when sharing information and including others in decision-making; Encourages unity rather than “us vs. them” thinking; Welcomes and acknowledges the ideas and input of others across the

o Allows surprises to arise by withholding information that others would have liked to know;

o Works in isolation, even when the best outcomes can be attained by partnering with others;

o Engages in “us vs. them” thinking or allows it to exist within the team;

o Keeps in touch with stakeholders and makes sure to share the facts they need to know;

o Readily involves others as appropriate to accomplish individual and group goals;

o Discourages “us vs. them” thinking in self and others;

o Accepts and conveys appreciation for input from others across the institution and the

o Ensures that stakeholders remain well informed and that surprises are eliminated.;

o Identifies and enlists a wide variety of stakeholders who can add value to team outcomes;

o Confronts and challenges “us vs. them” thinking when it arises, reminding others that all are working toward the same goal;

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institution/organization and the Network.

o Focuses largely on one's own views; misses opportunities to acknowledge the input of others across the institution/organization and the network.

Network. o Urges others across the institution/organization and the Network to share their input;

o Expresses strong appreciation for these contributions.

Being Resilient Demonstrates composure and professionalism under difficult circumstances; Bounces back from setbacks or adversity; Maintains productivity under stress or pressure; Overcomes obstacles and learns from failures.

o Loses composure and shows less professionalism when faced with difficult circumstances;

o Allows setbacks and adversity to deter accomplishing goals;

o Loses focus or becomes less effective when stress and pressure arise;

o Becomes frustrated and discouraged in the face of obstacles; misses opportunities to learn from failures.

o Stays calm and professional, even when situations become difficult;

o Recovers from setbacks and adversity in a timely manner;

o Continues to work toward objectives despite stress and pressure;

o Overcomes obstacles without becoming discouraged and draws lessons from failures.

o Shows great composure, a positive attitude, and strong judgment, even in adverse situations;

o Gains maturity and wisdom from difficult experiences;

o Shares life lessons with others; o Responds resourcefully to crises and volatile

situations, helping others to remain productive and positive;

o Creates an environment in which others can learn from their mistakes and remain energized despite past failures.

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Instills Trust Honors agreements and commitments, even when working through competing priorities; Maintains integrity and professional codes of conduct.

o May withhold or distort the truth at times; may be uncomfortable being direct or appear to have hidden motives;

o Occasionally overcommits or doesn’t follow through when dealing with competing priorities;

o At times, actions do not match words; may not practice what he/she preaches;

o May overlook or ignore some standards or professional codes of conduct.

o Builds trust by maintaining an honest and straightforward approach with people;

o Instills trust by following through on agreements and commitments despite competing priorities;

o Demonstrates consistency between what is said and what is done;

o Demonstrates integrity, upholding professional codes of conduct.

o Is consistently honest and straightforward when working with others;

o Shares uncomfortable information in a clear and helpful manner;

o Can be fully counted on to honor agreements and commitments while managing competing priorities; puts in extra time and effort when needed;

o Is a trusted role model for team members, showing consistency between words and actions in various situations;

o Establishes a solid reputation for integrity by maintaining high ethical standards and professional codes of conduct.

Drives Results Demonstrates a strong drive to achieve meaningful outcomes for customers, for the institution/organization, the Network, and for the communities; Drives tasks to successful completion; Shows determination in the face of obstacles and setbacks; Sets high standards for one's performance.

o Shows a limited drive to achieve meaningful results for customers, the institution/organization, the Network, and the communities;

o Appears content with mediocre outcomes; o Does little to pursue or push

initiatives/efforts to successful completion and closure;

o Gives up too quickly when situations become difficult;

o May be easily deterred from key goals by obstacles and setbacks;

o Is satisfied with average performance; does not sufficiently set challenging goals for oneself.

o Conveys a desire to achieve meaningful results for customers, the institution/organization, the Network, and the communities;

o Pursues initiatives/efforts to successful completion and closure;

o Remains focused on achieving key goals, even in the face of obstacles and setbacks;

o Holds oneself to high standards of performance; sets some challenging goals.

o Is passionate about achieving excellent results for customers, the institution/organization, the Network, and the communities;

o Consistently drives initiatives/efforts to successful completion and closure in an extremely timely manner;

o Demonstrates great tenacity to achieve results in the midst of obstacles and setbacks;

o Continues to push ahead despite major challenges and frustrations;

o Regularly pushes oneself to achieve outstanding outcomes;

o Consistently establishes bold goals for one's performance.

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Customer Focus Searches for ways to improve service to customers; follows up to ensure problems are solved before they affect the customer's experience; independently anticipates and meets the needs of customers; internalizes feedback from customers; provides innovative ideas to meet their future needs.

o Takes few steps to improve service to customers; may rely too much on existing systems and approaches;

o Misses opportunities to follow up to ensure that problems are solved before they affect customers;

o Overlooks emerging customer needs and struggles to accommodate their new priorities or expectations;

o Gives customer feedback little consideration and provides few ideas to meet future needs.

o Investigates and applies some ways to improve service to customers;

o Keeps in contact with customers and asks if problems have been resolved;

o Looks to the future and determines some emerging customer needs;

o Determines appropriate responses; studies customer feedback and uses it to determine some creative new ideas.

o Regularly assesses customer service levels and identifies creative, viable ways to drive substantial improvement;

o Maintains open channels of communication with customers;

o Ensures that problems have been resolved to customers' full satisfaction;

o Forecasts even subtle changes in customer priorities and expectations;

o Makes regular efforts to adjust approach to ensure needs are always met;

o Digs deeply into customer feedback and drives the innovations that can better meet their future needs.


Is proactive about offering ideas for innovation and improvement; Collaborates with others and builds on ideas regardless of source; Willing to take sensible risks, and understands that experimentation and failures are part of the learning process; Is ambitious but patient, allowing time for ideas to prove successful.

o Offers no or few ideas for innovation or improvement;

o Rejects or comes across as uninterested in others' ideas;

o Does not take risks or takes unreasonable risks;

o Comes across as afraid of failure or punishes others for failure rather than seeing it as part of the learning process; shows little ambition, or is too quick to drive forward untested or unproven ideas.

o Offers some ideas for innovation and improvement;

o Comes across as generally open to and interested in others' ideas, regardless of source;

o Takes reasonable risks and accepts that experimentation and failure are parts of the learning process;

o Makes sure that ideas are sound before moving forward to implement them.

o Regularly offers ideas for innovation and improvement;

o Seeks out and welcomes ideas regardless of source;

o Takes well-thought-out risks and recognizes that experimentation and failure are part of the learning process;

o Is ambitious but fully vets ideas before implementing them to ensure success.

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STAGE 3: Contribute Through Others DEFINITION NEEDS IMPROVEMENT MEETS EXPECTATIONS EXCEEDS EXPECTATIONS


Knows and understands the student. Can describe what the students value, what motivates their decision making and what tradeoffs they are willing to make to choose our products and services.


o Demonstrates a solid awareness of students and what they value;

o Is able to describe, generally, what motivates students' decision making and the tradeoffs they are willing to make to choose Laureate's products and services.

o Frequently reminds the team to put the needs of students first;

o Helps others recognizes trends in the market and with student demographics that have implications for the institution's programs, services;

o Works to find ways to stay connected with students in order to understand their needs and expectations.


Is an example of ethical behavior and appropriate conduct at all times; takes steps to ensure that people they manage understand and follow the Code of Conduct; never encourages or directs others to achieve results at the expense of compliance with the law or the Code of Conduct; provides guidance and assists others in resolving questions concerning the Code of Conduct

o Fails to act ethically or appropriately at times;

o Does not follow the Code of Conducts or ensure that direct reports do so;

o May encourage or direct others to achieve results at the expense of compliance with the law or the Code of Conducts;

o Discourages people from raising concerns; provides little guidance or assistance in resolving questions about the law or the Code of Conducts;

o Does not ask for help when needed in addressing concerns regarding the law or the Code of Conducts.

o Acts ethically and appropriately; follows the Code of Conducts and expects others to do so as well;

o Is careful to achieve results while complying with the law and the Code of Conduct and coaches others to do the same;

o Is open to concerns raised by others and provides guidance and assistance in resolving questions concerning the Code of Conducts;

o Will ask for help when necessary in answering questions or responding to concerns regarding the law or the Code of Conduct.

o Makes it a point to emphasize the organization's mission and values;

o Leads by example, refers to the mission, values and Code of Conduct when dealing with difficult decisions;

o Recognizes and highlights positive examples when values are followed and is also quick to identify times when they are compromised;

o Takes personal responsibility to see that issues are resolved and solutions communicated to those involved.

Safety and Security

Ensures the safety and security of students, faculty, and our people in the Network and community; ensures viable programs are in place to mitigate all risks.

o Fails to ensure the safety and security of students, faculty, and our people in the community/Network;

o Neglects to put viable programs in place to mitigate risks.

o Typically ensures the safety and security of students, faculty, and our people in the community/Network;

o Ensures that viable programs to mitigate risks are in place.

o Strives to be a role model at making safety and security a top priority;

o Take personal responsibility to fully support all safety and security polices and programs.

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Collaborates Credits others for their contributions and accomplishments; Encourages people to express their views openly, with respect to cultural norms and the Code of Conduct and Ethics; Facilitates effective collaboration among coworkers and stakeholders such as students, faculty members and the local community; Involves others in making decisions on behalf of the group.

o Allows credit to be distributed inappropriately;

o Gives an individual credit for shared successes, or shared credit for someone’s personal accomplishments;

o Provides limited opportunities for people to express themselves openly, with respect to cultural norms and the Code of Conduct and Ethics;

o Misses opportunities to ensure effective collaboration among coworkers and external partners;

o Make decisions without including affected team members.

o Makes sure that both individuals and the team as a whole receive credit for contributions and accomplishments;

o Encourages people to share their honest views, with respect to cultural norms and the Code of Conduct and Ethics;

o Reacts in a non-defensive way when they do so;

o Encourages coworkers and external partners to work together as a team;

o Involves others as appropriate when making decisions on behalf of the team.

o Distributes credit skillfully; ensures that the team receives accolades for shared successes and individuals are rewarded for their contributions;

o Regularly solicits others’ ideas and perspectives and leaves space in a conversation for people to contribute;

o Takes clear steps to simplify, enhance, and improve collaboration among coworkers and external partners;

o Seeks out and draws upon a diversity of perspectives when making decisions on behalf of the team.

Being Resilient Remains objective and calm when faced with adversity. Grows from hardships and difficult experiences. Manages crises and volatile situations effectively. Helps others recover momentum and confidence after failures or setbacks.

o Loses composure in the face of adversity; allows emotions to play too large a part in decision making;

o Does little to learn from hardships and difficult experiences;

o Seeks to move quickly past them without pursuing personal growth;

o Struggles to manage crises and volatile situations;

o Becomes overly reactive or otherwise ineffective;

o Allows people's failures to diminish their confidence;

o Magnifies the gravity of mistakes or provides little support.

o Maintains calm when faced with adversity; o Stays objective when finding solutions; o Uses hardships and difficult experiences as

an opportunity for personal growth; o Deals effectively with crises and volatile

situations; o Puts people’s failures in the proper

perspective and helps them move forward.

o Shows great composure, a positive attitude, and strong judgment, even in adverse situations;

o Gains maturity and wisdom from hardships and difficult experiences;

o Shares life lessons with others. Responds resourcefully to crises and volatile situations, helping others to remain productive and positive;

o Creates an environment in which others can learn from their mistakes and remain energized despite past failures.

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Instills Trust Demonstrates consistency between words and actions, gaining others' trust. Models reliability and ensures that the team meets its commitments. Maintains honesty and authenticity and encourages others to do the same. Is trusted to represent or protect the interests of others fairly.

o Actions do not always match words; shows inconsistency in some situations.

o Occasionally overcommits, or diminishes the trust of stakeholders when the team is unable to meet commitments;

o May show a lack of transparency regarding facts or motives, or allow others to hide or distort the truth;

o Does little to protect the interests of those not present;

o May not fairly or fully represent their concerns.

o Gains trust by showing consistency between what is said and what is done;

o Demonstrates reliability and places a strong emphasis on the team meeting its commitments.

o Is a model of honesty and authenticity, and encourages others to be up front with each other.

o Fairly represents the interests of others and is trusted to speak up on their behalf.

o Aligns actions to words and stated values; o Is widely trusted to demonstrate consistency

across a variety of leadership situations; o Builds a team with an exemplary reputation for

reliability and meeting even difficult commitments;

o Puts in extra work when needed. Builds trust among people and groups by ensuring honest and up-front communication;

o Takes steps to maintain transparency; o Goes out of the way to fairly represent and

protect the interests of those not present; o is widely trusted to speak up for others’ needs.

Drives Results Pushes others to achieve results; leads others to persist despite setbacks or obstacles; fosters a sense of urgency in the team for reaching goals and meeting deadlines; drives a track record of success for the team.

o Places little emphasis on the need to achieve results;

o Accepts poor outcomes or unproductive behaviors;

o Allows people to become discouraged by setbacks or obstacles;

o Does not help others move forward; misses opportunities to instill a sense of urgency for reaching goals and meeting deadlines;

o Builds a track record for the team that includes too many disappointments and missed expectations.

o Emphasizes the importance of achieving results;

o Challenges poor outcomes or unproductive behaviors;

o Helps others persist when setbacks or obstacles arrive;

o Provides some assistance and encouragement;

o Takes steps to promote urgency in others to reach goals and meet deadlines;

o Generally overcomes obstacles and delivers results through the team.

o Creates a results-focused team atmosphere; o Ensures that people engage in productive

behaviors and don’t settle for poor performance;

o Ensures that others push through setbacks and obstacles, creating a feeling of energy and an emphasis on excellence, even in very difficult times;

o Builds a strong sense of urgency in the team for exceeding goals and beating deadlines;

o Consistently delivers excellent results through the team; establishes a superior track record.

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Customer Focus Addresses gaps in the team’s ability to meet emerging customer needs. Gathers customer satisfaction input on behalf of the team. Holds others accountable for meeting customer needs. Aligns business processes to work with those of customers.

o Takes few or ineffective steps to resolve gaps in the team’s ability to meet emerging customer needs;

o Makes limited efforts to obtain customer feedback or data; may remain unaware of customers’ views;

o Misses opportunities to create a feeling of accountability toward the customers;

o May ignore complaints or handle too many customer issues on his/her own;

o Creates or preserves processes that do not align with those of customers.

o Diagnoses gaps in the team’s ability to meet emerging customer needs and takes action to remedy these issues;

o Solicits customer feedback and data; o Conveys a clear understanding of the level of

service the team is providing; o Delivers clear messages about providing a

strong level of service to customers; o Takes action when team members do not

meet standards; o Takes steps to align processes with those of

customers.

o Stays attuned to emerging customer needs and ensures that gaps in team’s abilities are addressed before they become a problem;

o Probes into customer feedback and data; uses this input to drive continuous improvemen;

o Creates an environment in which team members feel a strong sense of ownership and accountability toward creating the best possible customer experience;

o Skillfully aligns and integrates organizational processes with those of customers, leading to substantial improvements in service.


Encourages others to collaborate and innovate; embraces and builds on ideas regardless of source; supports the process of idea generation, encourages risk taking, tolerates experimentation and failures as part of the process; ambitious but patient -- allows time for ideas to prove successful.

o Accepts ideas only from select people or if they are low-risk;

o Punishes failure, emphasizes the drawbacks, or otherwise stifles innovation within the team/organization;

o Shows little ambition, or lacks the patience for the creative process to run its course.

o Supports others in collaborating and being creative;

o Accepts new ideas regardless of the source; o Supports the process of idea generation,

encourages risk taking, tolerates experimentation and failures as part of the process;

o Is ambitious but patient--allows time for ideas to prove successful.

o Initiates the process of idea generation and nurtures it despite obstacles and setbacks;

o Embraces new ideas regardless of the source, showing gratitude and enthusiasm for creative efforts; encourages risk taking;

o Tolerates experimentation and failures in the name of innovation; balances ambition with patience, allowing the creative process to run its full course.

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Drives Engagement

Empowers others with meaningful decision making and ownership. Ensures that all team members are motivated to work toward common goals. Celebrates the team’s successes along the way. Provides praise, recognition, and rewards for strong performance.

o Stays overly involved in decisions and work of the team;

o Gives limited responsibility or ownership; o Adopts an approach that is too task-focused,

directive, or independent to be motivating for team members;

o Overlooks chances to celebrate successes or acknowledge progress toward goals;

o Creates or allows an environment in which people are not rewarded or do not receive adequate recognition for their successes.

o Ensures that others are able to make decisions and take accountability;

o Takes steps to understand people’s motivations, engage them in their work, and build a sense of energy toward common goals;

o Finds ways to celebrate people’s efforts, progress, and everyday wins. Acknowledges others’ accomplishments and ensures that people receive appropriate rewards for their efforts and successes.

o Trusts the team to make decisions and empowers them to make significant contributions;

o Creates a highly motivating atmosphere in which many different people feel energized and enthusiastic about achieving common goals;

o Regularly takes opportunities to celebrate efforts, progress, and everyday wins so that people feel inspired to push ahead;

o Ensures that people receive visibility for their successes and finds multiple ways to ensure that efforts are rewarded.

People Leadership (Recruit)

Presents the institution/organization in ways that attract others to join. Hires people who demonstrate long-term cultural fit and sustained contribution. Gains an understanding of candidates’ strengths and weaknesses. Pursues and attracts talented candidates for key roles.

o Does little to pursue or attract talented candidates for key roles;

o Presents the institution/organization in a way that seems flat and uninspired;

o Makes hiring decisions that do not account for sustained contribution and long-term cultural fit;

o Inaccurately evaluates candidates’ strengths and weaknesses, putting the organization at risk of making a costly hiring mistake.

o Pursues or attracts talented candidates for key roles;

o Presents the institution/organization in a way that resonates with candidates, making the organization seem more attractive than other employers;

o Judges candidates based on their potential to make a sustained contribution and be a long-term cultural fit;

o Accurately evaluates their strengths and weaknesses, thus helping to avoid a costly hiring mistake.

o Finds and attracts highly talented candidates for key roles, even in tough labor markets;

o Presents the institution/organization in a way that resonates deeply with candidates, making it hard for them to choose another employer over ours;

o Judges candidates based on their potential to make a sustained contribution and be a long-term cultural fit;

o Quickly and accurately evaluates their strengths and weaknesses, thus helping to avoid a costly hiring mistake.

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People Leadership (Performance & Accountability)

Accepts responsibility for successes and failures of one's own work and the team’s work. Holds oneself and team accountable for outcomes. Monitors metrics and milestones to chart progress against expectations and accountabilities. Builds feedback processes into the work.

o Does not show a strong sense of responsibility for successes and failures of own work and the team’s work;

o May deflect blame when things go wrong, or otherwise fail to holds self and team accountable for outcomes;

o Does not monitors metrics and milestones tightly enough to chart progress against expectations;

o Neglects to build feedback processes into the work.

o Shows a sense of personal accountability; o Accepts responsibility for successes and

failures of own work and the team’s work; o Holds self and team accountable for

outcomes; o Does not deflect blame when things go

wrong; o Monitors metrics and milestones to chart

progress against expectations; o Builds feedback processes into the work.

o Shows an unwavering sense of personal accountability;

o Readily accepts responsibility for successes and failures of own work and the team’s work;

o Holds self and team accountable for outcomes even when it is not easy to do so;

o Takes ownership for correcting own mistakes and the team's mistakes;

o Closely monitors metrics and milestones to chart progress against expectations;

o Builds feedback processes into the work.

People Leadership (Leadership Development)

Fosters an environment that encourages and enables others to build skills and develop their careers. Provides useful real-time coaching to others. Recommends developmental activities and stretch assignments to others.

o Takes a passive, uninspired approach to building talent;

o Does little to encourage or enable others to build skills and develop their careers;

o Misses chances to provide real-time coaching, or does it in a way that does not resonate with team members;

o Recommends only the obvious developmental activities, such as technical training;

o Does not delegate in a way that stretches the team's skills in competencies that matter to their career goals and the Institution's/organization's goals.

o Plays an active role in building talent; fosters an environment that encourages and enables others to build skills and develop their careers;

o Acts on chances to provide real-time coaching to others;

o Recommends developmental activities and stretch assignments to others.

o Shows great passion and creativity as it relates to building talent;

o Sets an example of how a leader can create an environment that encourages and enables others to build skills and develop their careers;

o Does not miss a chance to coach others, giving accurate, balanced feedback;

o Skillfully crafts delegations so they stretch the team's skills in competencies that matter to their career goals and the institution's/organization's goals.

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STAGE 4: Contribute Strategically

DEFINITION NEEDS IMPROVEMENT MEETS EXPECTATIONS EXCEEDS EXPECTATIONS


Knows the market and anticipates what students will demand. Can describe how our institution and our network differentiate in the market to ensure that we offer students best options for education and career success.

o Doesn't think of the student first; may think he/she already knows what they need;

o May focus on internal operations and get blindsided by student problems;

o May not make the first move—won't meet and get to know students;

o Uncomfortable with new people contacts; may be unwilling to handle criticisms, complaints, and special requests;

o May not listen well to students.

o Strives to understand how Laureate serves students from multiple perspectives;

o Looks for insight regarding the motives, goals, progress and outcomes;

o Can articulate how students use Laureate's offerings to expand their capabilities and benefit from the experience in terms of future opportunities, employment, impact on the community and other relevant factors.

o Is dedicated to always exceeding the expectations and requirements of students. Always thinks of the students needs first.

o Recognizes trends in the market and with student demographics that have implications for the institution's programs, services;

o Proactively finds ways to stay connected with students in order to understand their needs and expectations.


Is an example of ethical behavior and appropriate conduct at all times; takes steps to ensure that people they manage understand and follow the Code of Conduct; never encourages or directs others to achieve results at the expense of compliance with the law or the Code of Conduct; creates an environment where everyone feels comfortable raising concerns; provides guidance and assists others in resolving questions concerning the Code of Conduct;

o As a leader, has shown behavior and/or used judgment that fails to live up to ethical standards such as encouraging others to achieve results at the expense of compliance with the law or the Code of Conduct;

o Has failed to create an environment that encourages people to raise concerns or has not made it a priority to empower others to address actions that violate the Code of Conduct.

o Works to set the standard for leading ethically and appropriately;

o Follows the Code of Conduct and holds other leaders accountable to do so as well;

o Ensures that results are achieved while complying with the law and the Code of Conduct;

o Encourages the leadership team and others to be proactive about identifying and resolving issues related to the Code of Conduct.

o Has an excellent understanding of the institution's mission and values;

o Makes it a point to cultivate and support the values and Code of Conduct through leading by example Is quick to recognize positive examples when values are followed and equally quick to identify times when they are compromised;

o Ensures that issues are resolved and that policies or practices are adapted when necessary to be in full alignment with the mission and values of the instituion.

Safety and Security

Enforce procedures in place to protect the safety and security of students, faculty, and our people in the Network and community; ensures viable programs are in place to mitigate all risks.

o May take short cuts on safety and security policies and programs;

o Gives impression that compliance is lower priority or optional;

o Neglect of safety and security policies may have placed students, faculty and staff at risk.

o Consistently demonstrates a "safety first" attitude;

o Ensures that he/she sets the example for leadership in matters related to safety and security;

o Holds self and others accountable for compliance with all safety and security policies and programs.

o Takes proactive steps to ensure the institution, its students, faculty and staff have safety and security as a top priority;

o Take personal responsibility to fully support all safety and security polices and programs.

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Collaborates Establishes trusted relationships across the Network; uses an engaging and inclusive approach to problem solving demonstrating respect for diverse perspectives, backgrounds and disciplines; collaborates effectively across disciplines to leverage the global network; helps build and strengthen relationships between academic and non-academic leaders; communicates in an open and transparent manner to ensure that others have information needed to succeed; has no hidden or self-serving agendas.

o Doesn't assemble, build or manage in a team fashion;

o Manages people on a one-to-one basis; o Doesn't create a common mindset or

common challenge; o Rewards and compliments individuals, not

the team; may not hold many team meetings; o Doesn't create any synergies in the team; o Everyone works on his/her own projects;

doesn't manage in a way that builds team morale or energy;

o Doesn't have the skills or interest to build a team;

o May be very action and control oriented and won't trust a team to perform.

o Seeks out a broad range of perspectives when leading discussions, formulating solutions, or charting strategies;

o Supports an environment where people feel able to express themselves with honesty;

o Promotes a culture of collaboration across boundaries;

o Urges teamwork with other groups, functions, and teams;

o Takes clear steps to address the major barriers to collaboration.

o Known for building dream teams; carefully assembles people with the right combination of skills and diversity;

o Does a great job of matching responsibilities to members' strengths so the team has a full set of synergistic skills and is motivated and effective.

Being Resilient Adjusts quickly to new international locations and conditions; travels comfortably; maintains health and spirit under adverse living conditions; gets up to speed rapidly where resources are sparse; able to function under extreme hardship and difficulty; well organized; good time manager; good negotiator and a resourceful traveler; seems to be motivated by challenge; curious about the unknown; can relax and sleep on airplanes; maintains a positive attitude.

o Gets travel weary; does not know how to manage the rigors of international travel;

o Takes a while to adjust to new international locations;

o Gets out of sorts under the pressure of constant travel and changes in living conditions;

o Is disorganized; not a good time manager; o Not resourceful enough to bargain for

personal accommodation and comfort; o Not a fast starter when traveling; o Continually misses transportation

connections.

o Stays persistent in the face of adversity or obstacles;

o Urges others to adopt a similar approach. Uses the organization’s hardships and difficult experiences as an opportunity to develop organizational persistence;

o Puts failures in the proper perspective and helps the organization move forward in response;

o Shows appropriate stability and resilience in crisis situations;

o Helps the organization stay focused on what’s important.

o Able to function under extreme hardship and difficulty; well organized;

o Good time manager; o Good negotiator and a resourceful traveler;

seems to be motivated by challenge; curious about the unknown;

o Can relax and sleep on airplanes; o Maintains a positive attitude.

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Instills Trust Acts in the best interests of the institution/organization and the Network, even when it conflicts with self-interests. Models dependability and expects others to live up to their agreements. Shows consistency between words and actions, gaining people's trust and respect. Is truthful and transparent, fostering a sense of trust in the institution/organization and its leadership.

o At times, may place self-interests above the best interests of the institution/organization, the Network, and its stakeholders;

o Occasionally overcommits, or diminishes the trust of stakeholders when the institution/organization is unable to meet its commitments;

o At times, does not practice what is preached, diminishing trust and respect;

o May tolerate a lack of transparency or at times distort the truth, reducing the trust that others place in the institution.

o Places the institution's/organization’s needs first, even when they conflict with self-interests;

o Demonstrates dependability and builds an organization with a reputation for living up to its commitments;

o Gains others' trust and respect by showing consistency between what is said and what is done;

o Acts as a role model for honesty and transparency, promoting trust in the organization and its leadership.

o Is widely trusted to place the needs and best interests of the institution/organization and the Network above any self-interests;

o Creates an institution/organization with an exemplary reputation for honoring agreements and meeting even highly challenging commitments;

o Is known to instill trust and gain respect by aligning actions to words and values;

o Shows consistency across many leadership challenges;

o Develops strong trust in the institution/organization and its leadership through open and honest communication;

o Takes steps to actively ensure transparency.

Drives Results Works intensely, is competitive, and ambitious; pushes for high standards of administrative and academic quality, student outcomes and administrative effectiveness; resilient, perseverant and is motivated by "stretch" goals; maintains a strong focus on ethics and fairness in pursuit of objectives.

o May come across as overly focused on their own advancement, sometimes at the expense of others;

o Tends to play politics or manage up in order to position themselves with management;

o Fails to share credit for accomplishments.

o Encourages the organization to push forward, even in difficult situations; provides reinforcement and support to help people overcome obstacles;

o Identifies and takes steps to eliminate the barriers and obstacles to organizational performance;

o Seeks and obtains results that have a positive impact on business performance;

o Urges the organization to focus on the topics that matter and act to achieve results.

o Is hard driving, competitive, and ambitious; o Holds high internalized standards for success; o Persists in pursuit of objectives in the face of

obstacles; o Is motivated and enthusiastic in the face of

challenging goals.

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Customer Focus Demonstrates concern for student's needs in terms of quality, affordable education(affordability) and career success; acts as a customer advocate on behalf of students; responds constructively to feedback or changes in order to meet or exceed students’ expectations; builds opportunities to address needs and expand access to broad range of student populations.

o Appears to put the needs of students as a lower priority;

o Less inclined to seek or use feedback from students -- feels they already know what is in the best interest of students and/or the Network;

o Tends to be more focused on policy, internal processes.

o Speaks clearly about the importance of the customer;

o Fosters a sense of urgency toward customer needs;

o Secures appropriate organizational resources and support to meet current customer needs;

o Creates and maintains effective partnerships with customers;

o Identifies some ways to build and strengthen these relationships;

o Supports efforts to build customer satisfaction, loyalty, and commitment.

o Acts as a customer advocate on behalf of students;

o Responds constructively to feedback or changes in order to meet or exceed students’ expectations;

o Builds opportunities to address needs and expand access to the broad range of student populations.


Builds a culture capable of generating and executing on innovation ideas that has high return on investment regardless of source (R&D, other functions, external partners, etc.).

o Not a good judge of what's creative; doesn't understand the marketplace for innovation;

o Is incapable of selecting, from a range of ideas; doesn't innovate;

o May not be open to the creative suggestions of others;

o May be stuck in his/her comfort zone of tasks and methods of doing them;

o May not understand creativity or the process of innovation;

o May reach conclusions too soon; o May be a perfectionist avoiding risk and

fearing failures and mistakes.

o Allocates resources to build a solid innovation portfolio and takes advantage of new opportunities;

o Fosters a climate that supports and rewards creativity and innovation;

o Removes obstacles to creativity and innovation that exist in the organization;

o Encourages and enables sharing of innovative solutions, overcoming the "not invented here" constraint.

o Leads the organization to develop and implement breakthrough ideas and solutions

o Engages diverse team members and encourages inclusion;

o Able to integrate ideas and concepts from educators, business developers and from different regions;

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Drives Engagement

Conveys personal passion, conviction, and enthusiasm to inspire others toward a vision for the institution/organization, the Network and its future; shares a strong commitment to education, students, and the community; finds ways to engage local and remote team members; is willing to takes risks that inspire change, and make unpopular moves to serve the best interests of students and the institution/organization.

o Can't communicate or sell a vision; not a good presenter;

o Can't turn a good phrase or create compelling one-liners; uncomfortable speculating on the unknown future;

o Isn't charismatic or passionate enough to excite and energize others;

o Can't simplify enough to help people understand complex strategy;

o May not understand how change happens; doesn't act like he/she really believes in the vision;

o More comfortable in the here and now.

o Generates commitment in others by appealing to their values and goals;

o Takes steps to create a climate that makes work gratifying and enjoyable for the majority of the employees;

o Recognizes others for strong performance and valuable contributions;

o Encourages others to do the same; o Provides clear messages about the purpose

and importance behind the work.

o Captures people's imaginations and makes the future come alive;

o Expresses the infinite possibilities and opportunities of the coming days and helps people embrace a vision of the future.

People Leadership (Recruit)

Defines and implements talent acquisition strategies (or plans) focused both on quality of hires and cultural fit; manages the creation of a robust internal network of incoming talent.

o Doesn't have a good track record in hiring and/or staffing;

o May clone him/herself or focus on one or two preferred characteristics;

o May look narrowly for people who are similar to him/her;

o May play it safe with selections; doesn't select much diversity;

o May not know what competence looks like, lack criteria, or assume he/she just knows;

o May lack the patience to wait for a better candidate;

o Does not hire people who are better than him/her.

o Takes action to make the organization an attractive place to work;

o Conveys support for the processes that attract and acquire future talent;

o Brings in new talent who have the critical capabilities needed by the organization;

o Recognizes and takes steps to address or resolve critical gaps in the organization’s strategic talent pools.

o Is excellent at understanding the hiring needs of a particular position and the culture of the organization;

o Really takes the time to define the characteristics and competencies that a successful hire should have to fit in and do a job well;

o Is skilled at both short- and long-term hiring needs.

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People Leadership (Performance & Accountability)

Implements performance targets that constantly raise the bar to the next level. Is able to dispassionately differentiate good from poor performers and aggressively reward the highest potential individuals over the rest.

o Unclear or cryptic communicator to direct reports;

o Doesn't set goals, targets, mileposts and objectives;

o Does not plan well in giving out work—just gives out tasks;

o Mostly tells and sells; doesn't listen much; plays favorites and is tough on others;

o May be too impatient to structure work for others;

o Doesn't delegate well; o Doesn't take the time to manage; o May lack interest in managing and be more

eager to work on one's own assignments.

o Emphasizes accountability and takes appropriate action when teams or individuals do not meet goals;

o Takes clear action to ensure that the organization meets its commitments;

o Addresses poor performance in teams; o Does not allow leaders to simply blame their

employees or make excuses; o Uses key indicators, processes, and

management systems to monitor the organization’s performance against goals.

o Pays a lot of attention to people who are not performing up to standard;

o Follows up with them, measures their progress, and offers assistance;

o Makes sure they make an effort to improve their performance and deals with them assertively to ensure progress.

People Leadership (Leadership Development)

Identifies high potential talent both internally and externally; identifies the right "stretch" assignments; encourages learning from experience; invests time to understand the capabilities and challenges of direct reports; deploys talent to ensure top performers are challenged and recognized for their contributions; acts as a coach, mentor and trusted advisor to direct reports and/or colleagues.

o Isn't accurate in his/her appraisals of people; o Does not evaluate the strengths and

weaknesses of others well; o Biases and stereotyping may play too much

in his/her appraisals; o May have simplistic models of people; may

make instant judgments on almost no data; o Doesn't change after the initial appraisal; o His/Her estimates and projections of what

people will do in certain circumstances turn out to be wrong;

o May be such a poor listener to and observer of others that he/she really doesn't know what they're like.

o Creates a development-focused culture in the organization, supporting others’ development efforts and reinforcing the value of learning;

o Coaches and mentors key talent when the opportunity arises;

o Contributes to and supports network-wide initiatives to build leadership excellence and build ready talent;

o Applies and establishes ongoing programs and processes to help facilitate the development of all talent.

o Can match each person's portfolio of talents and skills with best-fit tasks and roles;

o Examines the requirements of each role and can quickly identify individuals who have the necessary strengths and experience;

o While avoiding assigning people to areas where they are weak, he/she allows for some stretch for those needing development.

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People Leadership (Succession and Pipeline)

Is permanently working to create succession bench strength, and demand her/his executives to do the same. This organization has the talent it needs for future success. This organization has a viable successor identified.

o Not a people developer or builder; very results driven and tactical;

o No time for long-term development; doesn't see long-term development as his/her job;

o Plays it safe; o Can't bring him/herself to assign really

stretching (risky) work; o Thinks development is going to a course; o Doesn't know how development really

happens; o May not know the aspirations of people, may

not hold career discussions or provide coaching, may not push people to take their development seriously;

o May prefer to select talent rather than develop it;

o Doesn't support or cooperate with the developmental system in the organization.

o Knows people’s strengths and weaknesses; o Studies people to understand their patterns

and can readily predict how they will act in various future situations;

o Recognizes talent when they see it; o Pays close attention to the differences in

people's skills and perspectives; o Whenever possible, tries to match roles and

talent profile so that the person with the closest skills and interest gets the assignment.

o Has made it a priority to understand what it takes to grow and succeed in Laureate’s environment;

o Knows the capabilities and personal disposition that is required to succeed and helps others to recognize and develop those with the best chance of succeeding.

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