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1 | Categories | Outcome Questions | Practice Questions | ||||||||||||||||||||||||
2 | Direction | The university has a vision for the future that is both easy to understand and meaningful to faculty, staff, and students | The university's vsion is clearly communicated throughout the university | ||||||||||||||||||||||||
3 | The university's strategy is aligned with its vision | The university translates its vision into specific strategic goals and milestones | |||||||||||||||||||||||||
4 | Day-to-day behaviors of faculty and staff are guided by the university's vision and strategy | Supervisors/department heads align the university's goals with the personal goals of faculty/staff | |||||||||||||||||||||||||
5 | Supervisors/department heads actively solicit faculty/staff involvement in setting the university's direction | ||||||||||||||||||||||||||
6 | Leadership | Leaders in the university (including my supervisor) steer the university towards success | Leaders in the university (including my supervisor give faculty/stafff the autonomy to make their own decisions | ||||||||||||||||||||||||
7 | Leaders in the university (including my supervisor) model the values of the university | Leaders in the university (including my supervisor give faculty/stafff the autonomy to make their own decisions | |||||||||||||||||||||||||
8 | Leaders in the university (including my supervisor) make high quality decisions | Leaders in the university (including my supervisor) ask the opinions of others before making important decisions | |||||||||||||||||||||||||
9 | Leaders in the university (including my supervisor) demonstrate concern for the welfare of faculty/staff | ||||||||||||||||||||||||||
10 | Leaders in the university (including my supervisor) create a sense of teamwork and mutual support throughout the university | ||||||||||||||||||||||||||
11 | Leaders in the university (including my supervisor) challenge faculty/staff to do more than they thought was possible | ||||||||||||||||||||||||||
12 | Work Environment | People want to work here because of the culture and work environment | Supervisors/department heads encourage honesty, transparency, and candid open dialogue | ||||||||||||||||||||||||
13 | The university's culture positively influences the way people behave | Supervisors/department heads consult with faculty/staff on issues that affect them | |||||||||||||||||||||||||
14 | Results are made internally transparent to help motivate faculty/staff to excel | ||||||||||||||||||||||||||
15 | The university's incentive and recognition systems promote healthy competition among faculty/staff | ||||||||||||||||||||||||||
16 | Day-to-day work is performed according to clear standards and objectives | ||||||||||||||||||||||||||
17 | The university communicates clear standards of employee's work | ||||||||||||||||||||||||||
18 | Supervisors/department heads emphasie the importance of efficiency and productivty | ||||||||||||||||||||||||||
19 | Supervisors/department heads encourage faculty/staff to experiment with new ideas to foster continuous improvement | ||||||||||||||||||||||||||
20 | The university protects creative activities and improvement initiatives from day-to-day pressures | ||||||||||||||||||||||||||
21 | Accountability | Faculty/staff clearly understand what is expected from them | The university's organizational structure helps create clear accountability | ||||||||||||||||||||||||
22 | Faculty/staff clearly understand what is expected from them | Jobs in the university are designed to have clear objectives and accountabilites for results | |||||||||||||||||||||||||
23 | Faculty/staff have sufficient authority to make decisions | Faculty/staff have performance goals the clearly define what they are expected to deliver | |||||||||||||||||||||||||
24 | The university provides attractive incentives to high performing faculty/staff | ||||||||||||||||||||||||||
25 | The university has created clear links between performance and consequences | ||||||||||||||||||||||||||
26 | Supervisors/department heads create a sense of belonging to the university | ||||||||||||||||||||||||||
27 | Supervisors/department heads encourage faculty/staff to take a personal stake in their jobs | ||||||||||||||||||||||||||
28 | Coordination and Control | The university effectively measures the performance of core activities | The university's performance feedback and review process collect accurate information about faculty/staff's strengths, weaknesses, and potential | ||||||||||||||||||||||||
29 | Reviews of university performance lead to corrective, follow-up action | The university systematically tracks faculty/staff's performance over time | |||||||||||||||||||||||||
30 | The university is able to minimize unexpected institutional-level performance results | Each unit of the university has explicit expectations for its contribution to university operations | |||||||||||||||||||||||||
31 | The university has clear operating goals and metrics at all levels | ||||||||||||||||||||||||||
32 | The university's financial measures are good indicators of its true economic performance | ||||||||||||||||||||||||||
33 | The university has clear oversight and control of its finances at all levels | ||||||||||||||||||||||||||
34 | The university uses formal policies to discourage faculty/staff from engaging in inappropriate activities | ||||||||||||||||||||||||||
35 | The university encourages faculty/staff to identify risk issues and escalate them to the right level | ||||||||||||||||||||||||||
36 | The university is able to identify potential performance issues and threats before they become major problems | ||||||||||||||||||||||||||
37 | Capabilites | The university has the capability and knowledge to achieve its goals | The university identifies and hires the best external cnadidates | ||||||||||||||||||||||||
38 | The university has faculty/staff with the right skills to deliver its strategy | The university hires from outside to fill open positions, as relevant | |||||||||||||||||||||||||
39 | Supervisors/department heads in the university provide helpful coaching | ||||||||||||||||||||||||||
40 | Faculty/staff recieve the training and development they need to be effective in their jobs | ||||||||||||||||||||||||||
41 | The university regularly develops and updates its procedures, manuals, and training guides | ||||||||||||||||||||||||||
42 | The university documents knowledge and ideas | ||||||||||||||||||||||||||
43 | The university outsources functions or activities that can be better done by others | ||||||||||||||||||||||||||
44 | Motivation | The university's faculty/staff are highly motivated | The university evaluates faculty/staff in part on whether they follow university values in their daily activities | ||||||||||||||||||||||||
45 | In the university, fauclty/staff are generally enthusiastic about their jobs | Senior leaders clearly communicate a set of values that are personally meaningful to faculty/staff | |||||||||||||||||||||||||
46 | Supervisors/departement heads in the university provide praise, thanks, or other forms of recognition | ||||||||||||||||||||||||||
47 | Supervisors/department heads in the university find ways to make work more meaningful to their faculty/staff | ||||||||||||||||||||||||||
48 | The university offers top performers the opportunities to support their career advancement | ||||||||||||||||||||||||||
49 | Promotions in the university are based on merit | ||||||||||||||||||||||||||
50 | The university provides attractive financial incentives to motivate faculty/staff | ||||||||||||||||||||||||||
51 | The university rewaqrds high performance with interesting opportunities or additional responsibilities | ||||||||||||||||||||||||||
52 | The university provides meaningful non-financial rewards and recognition to those who deliver an outstanding contribution | ||||||||||||||||||||||||||
53 | Innovation and Learning | The university effectively adapts to changes in its external environment | The university makes the changes neccessary to fulfill its vision | ||||||||||||||||||||||||
54 | The university consistently implements new and better ways of doing things | Senior leaders drive innovation in the university | |||||||||||||||||||||||||
55 | Senior leaders devote sufficient attention to doing things differently | ||||||||||||||||||||||||||
56 | Faculty/staff participate in improvement activities | ||||||||||||||||||||||||||
57 | The university has clear processes and systems for faculty/staff to contribute improvement ideas | ||||||||||||||||||||||||||
58 | Senior leaders encourage different parts of the university to work together to make improvements | ||||||||||||||||||||||||||
59 | The university holds events to share knowledge and ideas across the university | ||||||||||||||||||||||||||
60 | The university brings in "best practices" from outside the university | ||||||||||||||||||||||||||
61 | External Orientation | The university has developed high levels of public approval | The university solicits feedback from its stakeholders (e.g., students, alumni, donors, the community, partner organizations) to improve its ability to meet their needs | ||||||||||||||||||||||||
62 | The university effectively manages exteranal relationships with stakehoders (e.g., students, alumni, donors, the community, partner organizations) | The university identifies specific groups of stakeholders (e.g., students alumni, donors, the community, partner organizations) and targets them through tailored offerings | |||||||||||||||||||||||||
63 | The university effectively responds to the changing needs of stakeholders (e.g., students, alumni, donors, the community, partner organizations) | The university considers the strengths of its offerings compared to peer universities | |||||||||||||||||||||||||
64 | The university considers higher education best practices when making decisions | ||||||||||||||||||||||||||
65 | The university works with external partners to help them perform well | ||||||||||||||||||||||||||
66 | The university maintains a network of external partners | ||||||||||||||||||||||||||
67 | The university invests in relationships with government, academic, and private sector collaborators | ||||||||||||||||||||||||||
68 | The university invests significant resources to build and maintain strong relationships with the community | ||||||||||||||||||||||||||
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