| LEADERSHIP PRINCIPLES | OPPORTUNITIES FOR IMPROVEMENT | POSITIVE PERFORMANCE | OUTSTANDING PERFORMANCE |
| Mission Aligned | - Minimal to no effective strategies aligned with CSUN's mission, values and priorities.
- Does not demonstrate a personal commitment to student success.
- After a decision is made, continues to be an active critic of university leaders and initiatives.
- Actively finds flaws versus recommending solutions.
- Demonstrates an unwillingness to collaborate in order to preserve control and/or maintain “boundaries.”
Note – whistleblower claims are exceptions. | - Demonstrates a commitment to student success and the university's vision, values, and priorities by formulating and implementing effective strategies in your own functional areas.
| - Champions and communicates broader strategies to ensure team understands university priorities and initiatives.
- Participates and creates a community of shared values in which faculty, students, staff, administrators and alumni experience personal satisfaction and pride in their collective achievements.
- Promotes an environment that enables students to realize their educational goals and promotes an environment that the welfare and intellectual progress of students.
- Dismantles siloes and works across and with other departments and divisions to accomplish university goals and priorities.
- Serves as a role model for others by demonstrating a personal commitment to the university vision, values, and priorities.
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| Ethical and Collegial | - Does not consistently treat people with dignity, respect and fairness.
- Participates in or condones situations that raise moral and ethical questions by not taking appropriate action.
| - Treats people with dignity, respect and fairness.
- Creates a work environment that engenders trust and that respects the legal and moral constraints that go with working at a public university.
| - Creates and leads a work environment that upholds the highest standards of conduct in keeping with CSUN’s values and mission.
- Garners trust from team and others across the university, and serves as a role model for others.
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| Collaborative | - Does not offer ideas, ask questions or participate in discussions and/or meetings.
| - Shares responsibility for the creation and application of ideas and projects.
| - Actively engages and collaborates on projects, planning and discussion at meetings.
- Actively seeks out opportunities and the ability to work with colleagues campus- wide resulting in impactful actions.
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| Accountable | - Takes minimal to no responsibility for establishing clear team responsibilities, thus hampering the team’s ability to effectively set priorities or determine desired outcomes.
- Does not understand applicable laws, regulations and policies.
| - Sets priorities and identifies obstacles while demonstrating knowledge of applicable laws, regulations and policies.
- Has established clear responsibilities for others and holds self and team responsible and accountable for achieving promised results.
| - Works collaboratively with team to set priorities and establish clear responsibilities for achieving outcomes which exceed expectations.
- Holds self and team accountable for achieving promised results. Has in-depth understanding of applicable laws, regulations and policies.
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| Courageous and Resilient | - Passive when faced with opposition.
- Turns away from goals/objectives when confronted by resistance.
- Demonstrates no desire nor ability to adapt to new challenges.
- Resists participating in new opportunities and initiatives.
| - Effective in developing solutions to challenging/unique situations.
- Encourages a solution-oriented and an adaptable working environment when faced with challenges and change.
- Participates in new opportunities when presented.
| - Perseveres in support of university mission, vision and values despite personal risk or discomfort.
- Often inspires others to follow their lead.
- Takes the initiative to move forward following opposition and/or challenging interactions.
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| Inclusive | - At times, demonstrates a lack of awareness of and respect for individual differences.
- Does not always intervene when problematic, non- inclusive behavior arises.
- Does not promote nor consider the diverse experience and abilities of others in daily work.
| - Demonstrates awareness of and respect for individual differences.
- Actively supports fair treatment and opportunity for all.
- Demonstrates ability to engage in critical reflection and discussions with members of the team to drive inclusive practices.
| - Actively listens and promotes a culture that supports the free and open expression of ideas, identities and beliefs and has the capacity to negotiate differences.
- Encourages staff and others at the university to tap into the rich and diverse experiences of the people that make up the university to propel CSUN forward.
- Assesses the effectiveness of university practices in order to remove barriers to addressing issues of social justice and inclusion.
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| Service-Oriented | - Does not sufficiently respond to department-related concerns, issues and needs of students, faculty, staff and other constituents are resolved effectively and efficiently.
| - Participates in developing or implementing initiatives that positively impact students, faculty, staff and/or other constituents and further the campus mission.
| - Excels at providing timely, responsive, thoughtful, and creative support to students, faculty, staff and other constituents with any matter requiring resolution.
- Does due diligence to ensure issues are addressed or resolved.
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| Communicative | - Does not facilitate access to information required by team members to work effectively.
- Does not cultivate a working environment that welcomes open dialogue or new perspectives.
| - Communicates information regularly to staff.
- Holds regular discussions and seeks input from team on projects and ways to move the department, division, and university, forward.
| - Creates an environment in which people feel safe to share ideas and offer differing points of view.
- Regularly meets with staff to solicit honest input on how things are working in the area, beyond just projects, and actively listens.
- Provides feedback with empathy.
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| Talent Builder | - Provides minimal feedback. Does not establish clear expectations.
- Is inaccessible and inconsistently recognizes employee efforts and accomplishments.
| - Observes and provides constructive feedback.
- Establishes and communicates clear expectations.
- Is accessible and recognizes and develops employee strengths.
| - Fosters a culture for continual growth and achieving goals. Consistently and informally interacts with and observes direct reports.
- Feedback is constructive, growth oriented and focused on university mission.
- Encourages employee growth through professional development and coaching.
- Prepares high achieving employees for next steps in career.
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| Catalytic | - Focus on status quo. Advocates for routine processes at expense of innovation or benefit to others.
| - Participates in developing and implementing initiatives that positively impact and further the campus mission.
- Considers and welcomes creative ideas that move the team forward.
| - Actively and strategically takes a leadership role and encourages team to advance, develop, and implement initiatives that positively impact and further the campus mission.
- Inspires an innovative work culture through style of communication and enthusiasm.
- Regularly brings creative ideas forward and proactively evaluates best practices.
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