HARVARD UNIVERSITY

Competency Dictionary
ver. FY14
 Welcome to the Harvard University Competency Dictionary. Here you will find
a list of competencies that Harvard values in their employees. Please click
on one of the competencies below to be brought to the definition or scroll
through the document to learn about each competency.
Harvard Competencies

Ability to Influence Managing Conflict

Accountability Negotiation
Applied Learning Organizational Awareness
Attention to Detail Persuasiveness
Build a High Performing Team Planning and Organizing
Building Partnerships Problem Analysis and Solving
Building Trust Pursues Excellence
Communication Skills Resource Allocation
Continuous Learning Risk Taking
Customer Focus Strategic Thinking
Decision Making Teamwork and Collaboration
Delegation Time Management
Delivers Results Valuing Diversity
Embraces Change
Innovation
Interpersonal Skills
Job Knowledge
Living the Vision and Values
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 Competency Title Description
• Uses appropriate interpersonal styles and techniques to gain acceptance of ideas or plans. Effectively ex-
plores alternatives to reach outcomes that gain the support and acceptance of others.

• Opens discussions effectively – Describes expectations, goals, or requests in a way that provides clarity and
excites interest.

Ability to Influence • Develops others’ and own ideas – Presents own ideas; seeks and develops suggestions of others.

• Builds support for preferred alternatives – Builds value of preferred alternatives by relating them to others’
needs; responds to differing views by emphasizing value; articulates problems with undesirable alternatives.

• Facilitates agreement – Uses appropriate influence strategies (such as demonstrating benefits or giving re-
wards) to gain genuine agreement; persists by using different approaches as needed to gain commitment.
• Takes responsibility for actions, decisions and deliverables. Works to establish a culture of accountability
among direct reports and across the organization, where applicable; models accountability for others. Aligns
systems to support accountability (reward and recognition, compensation, mobility, etc.).

• Takes responsibility and demonstrates accountability – Accepts responsibility for outcomes (positive or nega-
tive) of one’s work; takes ownership for mistakes or missteps and refocuses efforts when necessary; holds self
and others accountable for reaching short and long-term goals.
Accountability
• Encourages others to take responsibility – Provides encouragement and support to others in accepting re-
sponsibility; does not accept others’ denial of responsibility without questioning.

• Sets high standards of performance for self and others – Self-imposes standards of excellence rather than
having standards imposed.

• Assimilating and applying new job-related information in a timely manner.

• Actively participates in learning activities—Takes part in needed learning activities in a way that makes the
most of the learning experience (e.g., takes notes, asks questions, does required tasks).

Applied Learning • Quickly gains knowledge, understanding, or skill—Readily absorbs and comprehends new information from
formal and informal learning experiences.

• Applies knowledge or skill—Puts new knowledge, understanding, or skill to practical use on the job; furthers
learning through trial and error.

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 • Accomplishing tasks by considering all areas involved, no matter how small; showing concern for all aspects
of the job; accurately checking processes and tasks; being watchful over a period of time.

• Follows procedures—Accurately and carefully follows established procedures for completing work tasks.

• Ensures high-quality output—Vigilantly watches over job processes, tasks, and work products to ensure free-
dom from errors, omissions, or defects.

• Takes action—Initiates action to correct quality problems or notifies others of quality issues as appropriate.
Attention to Detail

• Develops a capable, diverse and cohesive team to maximize their collective skills and talents; moti-
vates others to achieve the organization’s goals; recognizes and rewards contributions.

• Hires and develops a diverse team – Attracts and hires the best candidates internally and externally;
takes action to increase individual and team effectiveness; creates the climate and culture of an inclu-
sive, positive, high-functioning team.

• Sets performance goals—Collaboratively works with direct reports to set meaningful, specific per-
formance goals that align with team goals; identifies measures for evaluating goal achievement; gives
timely, appropriate feedback, providing coaching when needed.
Build a High
• Emphasizes retention – Establishes development opportunities to encourage talented individuals to
Performing Team remain with Harvard; provides opportunities that offer challenge and career satisfaction, consistent
with fostering and maintaining a diverse and inclusive work environment.

• Provides differential rewards – Looks for opportunities to reinforce, recognize and reward accom-
plishments;

• Aligns processes and resources – Aligns internal processes and resources (i.e., team goals, perfor-
mance and development plans, staffing, budget) to support building organizational capability in prior-
ity areas.

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 • Building Partnerships / Work Relationships - Identifies opportunities and takes action to build strategic rela-
tionships between one’s area and other areas, teams, departments, units, or organizations to help achieve busi-
ness goals.

• Identifies partnership needs—Analyzes the organization and own area to identify key relationships that should
be initiated or improved to further the attainment of own area’s goals.

• Explores partnership opportunities—Exchanges information with potential partner areas to clarify partnership
benefits and potential problems; collaboratively determines the scope and expectations of the partnership so
that both areas’ needs can be met.

Building • Formulates action plans—Collaboratively determines courses of action to realize mutual goals; facilitates
agreement on each partner’s responsibilities and needed support.
Partnerships
• Subordinates own area’s goals—Places higher priority on organization’s goals than on own area’s goals; antici-
pates effects of own area’s actions and decisions on partners; influences others to support partnership objec-
tives.

• Monitors partnership—Implements effective means for monitoring and evaluating the partnership process and
the attainment of mutual goals.”

• “Interacting with others in a way that gives them confidence in one’s intentions and those of the organization.

• Operates with integrity—Demonstrates honesty; keeps commitments; behaves in a consistent manner.

• Discloses own positions—Shares thoughts, feelings, and rationale so that others understand personal posi-
tions.

• Remains open to ideas—Listens to others and objectively considers others’ ideas and opinions, even when
they conflict with one’s own.
Building Trust • Supports others—Treats people with dignity, respect, and fairness; gives proper credit to others; stands up for
deserving others and their ideas even in the face of resistance or challenge.”

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 • Proactively communicates; informs others of what they need to know. Utilizes oral and written communica-
tion to enhance relationships across the organization. Capably articulates thoughts and ideas in speaking and
listens carefully to others. Key actions include:

• Verbal communication – Clearly communicates ideas, information, proposals, instructions, issues, and ques-
tions using appropriate tone and language.

• Written communication – Produces clear, concise memos, email, and other correspondence, that conveys all
relevant information using appropriate language.
Communication
Skills • Presentation skills – Prepares and delivers persuasive, clear messages in a style appropriate to the audience.
Exhibits mastery of materials, a comfortable and effective delivery styles, and handles inquiries about the topic
with ease.

• Actively identifying new areas for learning; regularly creating and taking advantage of learning opportunities;
using newly gained knowledge and skill on the job and learning through their application.

• Targets learning needs—Seeks and uses feedback and other sources of information to identify appropriate
areas for learning.

•Seeks learning activities—Identifies and participates in appropriate learning activities (e.g., courses, reading,
self-study, coaching, experiential learning) that help fulfill learning needs.

• Maximizes learning—Actively participates in learning activities in a way that makes the most of the learning ex-
perience (e.g., takes notes, asks questions, critically analyzes information, keeps on-the-job application in mind,
does required tasks).
Continuous Learning
• Applies knowledge or skill—Puts new knowledge, understanding, or skill to practical use on the job; furthers
learning through trial and error.

• Takes risks in learning—Puts self in unfamiliar or uncomfortable situation in order to learn; asks questions at
the risk of appearing foolish; takes on challenging or unfamiliar assignments.

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 • Making customers and their needs a primary focus of one’s actions; developing and sustaining productive
customer relationships.

• Seeks to understand customers—Actively seeks information to understand customers’ circumstances, prob-

lems, expectations, and needs.

• Educates customers—Shares information with customers to build their understanding of issues and capabili-
ties.
Customer Focus
• Builds collaborative relationships—Builds rapport and cooperative relationships with customers.

• Takes action to meet customer needs and concerns—Considers how actions or plans will affect customers;
responds quickly to meet customer needs and resolve problems; avoids overcommitments.

• Sets up customer feedback systems—Implements effective ways to monitor and evaluate customer concerns,
issues, and satisfaction and to anticipate customer needs.
• Identifying and understanding issues, problems, and opportunities; comparing data from different sources to
draw conclusions; using effective approaches for choosing a course of action or developing appropriate solu-
tions; taking action that is consistent with available facts, constraints, and probable consequences.

• Identifies issues, problems, and opportunities—Recognizes issues, problems, or opportunities and determines
whether action is needed.

•Gathers information—Identifies the need for and collects information to better understand issues, problems,
and opportunities.

• Interprets information—Integrates information from a variety of sources; detects trends, associations, and
cause-effect relationships.
Decision Making
• Generates alternatives—Creates relevant options for addressing problems/opportunities and achieving de-
sired outcomes.

• Chooses appropriate action—Formulates clear decision criteria; evaluates options by considering implications
and consequences; chooses an effective option.

• Commits to action—Makes decisions within a reasonable time.

• Involves others—Includes others in the decision-making process as warranted to obtain good information,
make the most appropriate decisions, and ensure buy-in and understanding of the resulting decisions.

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 • Allocating decision-making authority and/or task responsibility to appropriate others to maximize the organiza-
tion’s and individuals’ effectiveness.

•Shares appropriate responsibilities—Allocates decision-making authority and/or task responsibility in appro-

priate areas to appropriate individuals (considering positive and negative impact, organizational values and
structures, and enhancement of the individual’s knowledge/skills).

•Defines parameters—Clearly communicates the parameters of the delegated responsibility, including decision-
making authority and any required actions, constraints, or deadlines.

•Provides support without removing responsibility—Suggests resources and provides assistance or coaching as
Delegation needed; expresses confidence in the individual.

•Stays informed—Establishes appropriate procedures to keep informed of issues and results in areas of shared
responsibility.

• Establishes high goals for organization success and personal accomplishment; meets or exceeds those goals;
conveys a sense of urgency and drives issues to closure.

• Identifies opportunities to perform high impact work – Looks for existing and emerging needs as well as de-
velopments in academia, private industry and government to identify new opportunities to perform high impact
work that aligns with the mission.

• Achieves goals – Works tenaciously toward and derives satisfaction from achieving challenging goals; pitch-
Delivers Results es in where required without regard to status.

• Remains focused – Self-disciplined; measures progress and evaluates results; prevents irrelevant issues or
distractions from interfering with timely completion of important initiatives.

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 • Actively identifies problems and opportunities for change and implements solutions where appropriate. Main-
tains effectiveness when experiencing major changes in work tasks or the work environment; adjusts effective-
ly to work within new work structures, processes, requirements, or cultures. Key actions include:

• Demonstrates effort to understand changes – Actively tries to understand changes in work tasks, situations,
and environment as well as the logic or basis for change; actively seeks information about new work situations.

• Approaches change or newness positively – Treats change and new situations as opportunities for learning or
Embraces Change growth; focuses on the beneficial aspects of change; speaks positively about the change to others.

• Invites change –– Presents new ideas or potential solutions to problems without prompting; does not wait for
others to take action or to request actions.

• Adjusts behaviors – Quickly modifies behavior to deal effectively with changes in the work environment; read-
ily tries new approaches appropriate for new or changed situations; does not persist with ineffective behaviors.

• Generating innovative solutions in work situations; trying different and novel ways to deal with work problems
and opportunities.

• Challenges paradigms—Identifies implicit assumptions in the way problems or situations are defined or pre-
sented; sees alternative ways to view or define problems; is not constrained by the thoughts or approaches of
others.

• Leverages diverse resources—Draws upon multiple and diverse sources (individuals, disciplines, bodies of
knowledge) for ideas and inspiration.

Thinks expansively—Combines ideas in unique ways or makes connections between disparate ideas; explores
different lines of thought; views situations from multiple perspectives; brainstorms multiple approaches/solu-
Innovation tions.

• Evaluates multiple solutions—Examines numerous potential solutions and evaluates each before accepting
any.

• Ensures relevance—Targets important areas for innovation and develops solutions that address meaningful
work issues.

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 • Exhibits acceptable standards of professional conduct. Listens carefully. Develops and maintains positive
working relationships with all constituents. Key actions include:

• Diplomacy – Extends consideration to co-workers, students, faculty and other constituents at all levels.

• Maintains confidences – Handles confidential information without breaking trust or confidences. Is seen as a
trusted and discrete colleague.
Interpersonal Skills
• Respect and professionalism – Demonstrates clear, professional, and respectful communications in all interac-
tions, consistent with an inclusive work environment. Treats others with dignity and respect.

• Conflict management – Resolves conflict effectively and respectfully.

• vHas solid knowledge of his or her department, and current position, as well as policies, processes, practices,
and tools required to complete the work efficiently and effectively. Grasps aspects of required duties and skills
needed to be successful in this role.

Job Knowledge • Having achieved a satisfactory level of technical and professional skill or knowledge in position-related areas;
keeping up with current developments and trends in areas of expertise.

• Demonstrates an understanding of local school/business unit’s vision and values, using them as a point of
reference where appropriate. Keeps the vision and values at the forefront of decision-making and personal ac-
tion.

• Communicates the importance of the vision and values – Helps others understand the local school/business
unit’s vision and values and their importance.

• Moves others to action – Translates the local school/business unit’s vision and values into day-to-day activities
Living the Vision and and behaviors; guides and motivates others to take actions that support the vision and values.
Values • Models the vision and values – Takes actions, makes decisions, and shapes team or group priorities to reflect
the local school/business unit’s vision and values.

• Rewards living the vision and values – Recognizes and rewards colleagues and direct reports whose actions
support the local school/business unit’s vision and values.

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 Dealing effectively with others in an antagonistic situation; using appropriate inter-personal styles and methods
to reduce tension or conflict between two or more people.

- Opens discussions effectively—Establishes a clear and compelling rationale for resolving the conflict.

- Clarifies the current situation—Collects information from relevant sources to understand the conflict.

- Remains open to all sides—Objectively views the conflict from all sides.

- Stays focused on resolution—Stays focused on resolving the conflict and avoids personal issues and attacks.
Managing Conflict
- Develops others’ and own ideas—Presents and seeks potential solutions or positive courses of action.

- Initiates action—Takes positive action to resolve the conflict in a way that addresses the issue, dissipates the
conflict, and maintains the relationship.

- Closes discussions with clear summaries—Summarizes to ensure that all are aware of agreements and re-
quired actions.

Effectively exploring alternatives and positions to reach outcomes that gain the support and acceptance of all
parties.

- Clarifies the current situation—Explores all parties’ needs, concerns, and initial positions, including own.

- Identifies points of agreement/disagreement—Builds common ground by highlighting areas of agreement;

focuses efforts by pointing out areas of disagreement.

- Keeps discussion issue oriented—Manages the interpersonal process to stay focused on the task; construc-
tively addresses emotions and conflict.
Negotiation
- Develops others’ and own ideas—Engages in mutual problem solving by brainstorming alternative positions or
approaches and evaluating them openly and fairly.

- Builds support for preferred alternatives—Builds value of preferred alternatives by relating them to the other
party’s needs; responds to objections by emphasizing value; exposes problems with undesirable alternatives.

- Facilitates agreement—Seeks a win-win solution through a give-and-take process that recognizes each party’s
core needs.

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 • Gains knowledge of University culture, systems, and pressures; understands the agenda and perspectives
of others; recognizes and balances the interest of one’s department with those of other departments and the
University, as well as the impact of decisions on each. Key actions include:

• Reads and understands the environment – Understands department/school purpose and place in the Univer-
sity system.

• Manages key stakeholder reactions – Assesses the views of stakeholders on key issues; positions the timing
of recommendations to insure the greatest likelihood of success.

Organizational • Identifies partnership needs – Analyzes the organization and own area to identify key relationships that
should be initiated or improved to further the attainment of own area’s goals.
Awareness
• Is aware of the political landscape – Appropriately anticipates the political consequences of actions; considers
the political environment when presenting ideas and taking actions; knows when to get input and build consen-
sus.

• Using appropriate interpersonal styles and communication methods to gain acceptance of a service or idea.

•Questions and probes—Seeks information to understand situations, needs, and desired potential benefits.

• Establishes strategy—Develops approaches that best position services or ideas; leverages supportive factors,
overcomes or minimizes barriers, and addresses unique needs and preferences of key decision makers.

• Builds rapport—Makes favorable impressions by interacting in a manner that builds effective relationships.
Persuasiveness
•Demonstrates capability—Presents products, services, or ideas in a manner that clearly shows how they would
meet needs and provide benefits; builds confidence in the products or ideas.

• Gains commitment—Uses appropriate techniques to move others to action or to gain agreement.

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 Establishing courses of action for self and others to ensure that work is completed efficiently.

Prioritizes—Identifies more critical and less critical activities and assignments; adjusts priorities when appropri-
ate.

Determines tasks and resources—Determines project/assignment requirements by breaking them down into
tasks; identifying equipment, materials, and people needed; and coordinating with internal and external part-
Planning and ners.

Organizing Schedules—Allocates appropriate amounts of time for completing own and others’ work; avoids scheduling
conflicts; develops timelines and milestones.

Leverages resources—Takes advantage of available resources (individuals, processes, departments, and tools)
to complete work efficiently.

Stays focused—Uses time effectively and prevents irrelevant issues or distractions from interfering with work
completion.
Uses sound or logical judgment to spot and analyze problems, develop alternative solutions and initiate correc-
tive action. Key actions include:

• Proactively identifies problems -- Anticipates, identifies and clearly defines problems

Problem Analysis • Identifies multiple solutions to the problem – Identifies, evaluates and weighs alternatives of multiple solutions
and Solving • Proposes and implements solutions -- Works effectively with the organization to resolve issues and proposes
and implements well-conceived, logical solutions in the best interest of the organization.

Sets high standards of performance for self and others; self-imposes standards of excellence.

• Sets standards for excellence—Establishes criteria and/or work procedures to achieve a high level of quality,
productivity, or service.

Pursues Excellence • Ensures high quality—Dedicates required time and energy to assignments or tasks to ensure that no aspect of
the work is neglected; works to overcome obstacles to completing tasks or assignments.

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 • Initiates action that tries to achieve a recognized benefit or advantage when potential negative consequences
are understood. Key actions include:

• Ownership – Takes responsibility for one’s role so that the team can create better solutions. Works to the
best of one’s ability, taking pride in the work and environment. Owns mistakes and shares successes.
Risk Taking • Experimenting – Volunteers for new things. Operates outside one’s comfort zone. Asks, “How can I approach
the work in new ways with new thought?”

• Initiative – Recognizes the need for action, offers solutions, seeks expertise and anticipates needs.

• Manages finances and organizational resources to enhance department, school or university goals. Deploys
funds, staffing or resources economically and effectively. Key actions include:

• Budget management -- Prepares and manages budget and staff time effectively; can justify variances when
necessary.
Resource Allocation • Demonstrates sound fiscal and resource management -- Uses program resources (money, time, people, etc.)
wisely and within allocated budget; consistently looks for opportunities to enhance services levels and/or re-
duce cost (i.e., looks at each position vacancy creatively, streamlines process and/or procedures, etc.).

• Financial compliance -- Adheres to all school, university, Federal, and State financial policies and procedures.

Obtains information and identifies key issues and relationships relevant to achieving a long-range goal or
vision; commits to a course of action to accomplish a long-range goal or vision after developing alternatives
based on logical assumptions, facts, available resources, constraints, and organizational values. Consistently
and effectively plans for both long- and short-term, adjusting plans as needed; achieves key objectives.

• Gathers information – identifies and fills gaps in information required to understand strategic issues.

• Organizes information – organizes information and data to identify/explain major trends, problems, and
causes; compares and combines information to identify underlying issues.
Strategic Thinking
• Evaluates/Selects strategies – generates and considers options for actions to achieve a long-range goal or
vision; develops decision criteria considering factors such as cost, benefits, risks, timing, and buy-in; selects the
strategy most likely to succeed.

• Establishes implementation plan – identifies the key tasks and resources needed to achieve objectives.

• Executes plan – makes sure strategies are carried out; monitors results and makes adjustments as needed.

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 Actively participates as a member of a team to move the team toward the completion of goals. Maintains
strong, personal connections with team members and key stakeholders. Aligns personal work and perfor-
mance with the broader team to achieve mutual outcomes. Key actions include:

• Facilitates team goal accomplishment – Makes procedural or process suggestions for achieving team goals
or performing team functions; provides necessary resources or helps to remove obstacles to help the team ac-
complish its goals.

Teamwork and • Involves others – Listens to and fully involves others in team decisions and actions; values and uses individual
differences and talents.
Collaboration
• Informs others on team – Shares important or relevant information with the team.

• Models commitment – Adheres to the team’s expectations and guidelines; fulfills team responsibilities; dem-
onstrates personal commitment to the team.

Effectively managing one’s time and resources to ensure that work is completed efficiently.

- Prioritizes—Identifies more critical and less critical activities and tasks; adjusts priorities when appropriate.

- Makes preparations—Ensures that required equipment and/or materials are in appropriate locations so that
own and others’ work can be done effectively.

- Schedules—Effectively allocates own time to complete work; coordinates own and others’ schedules to avoid
conflicts.

- Leverages resources—Takes advantage of available resources (individuals, processes, departments, and

Time Management tools) to complete work efficiently.

- Stays focused—Uses time effectively and prevents irrelevant issues or distractions from interfering with work
completion.

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 Appreciating and leveraging the capabilities, insights, and ideas of all individuals; working effectively with indi-
viduals of diverse style, ability, and motivation.

Leverages diversity—Seeks out and uses ideas, opinions, and insights from diverse and various sources and in-
dividuals; maximizes effectiveness by using individuals’ particular talents and abilities on tasks or assignments.

Seeks understanding—Establishes relationships with and learns more about people of other cultures and back-
grounds (e.g., special issues, social norms, decision-making approaches, preferences).

Valuing Diversity Champions diversity—Advocates the value of diversity to others; takes actions to increase diversity in the work-
place (e.g., by recruiting and developing people from varied backgrounds and cultures); confronts racist, sexist,
or inappropriate behavior by others; challenges exclusionary organizational practices.

Takes actions that respect diversity—Examines own biases and behaviors to avoid stereotypical actions or re-
sponses; plans and takes actions that consider the diversity of those involved or affected.

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