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CategoriesOutcome QuestionsPractice Questions
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DirectionThe university has a vision for the future that is both easy to understand and meaningful to faculty, staff, and studentsThe university's vsion is clearly communicated throughout the university
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The university's strategy is aligned with its visionThe university translates its vision into specific strategic goals and milestones
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Day-to-day behaviors of faculty and staff are guided by the university's vision and strategySupervisors/department heads align the university's goals with the personal goals of faculty/staff
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Supervisors/department heads actively solicit faculty/staff involvement in setting the university's direction
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LeadershipLeaders in the university (including my supervisor) steer the university towards successLeaders in the university (including my supervisor give faculty/stafff the autonomy to make their own decisions
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Leaders in the university (including my supervisor) model the values of the universityLeaders in the university (including my supervisor give faculty/stafff the autonomy to make their own decisions
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Leaders in the university (including my supervisor) make high quality decisionsLeaders in the university (including my supervisor) ask the opinions of others before making important decisions
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Leaders in the university (including my supervisor) demonstrate concern for the welfare of faculty/staff
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Leaders in the university (including my supervisor) create a sense of teamwork and mutual support throughout the university
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Leaders in the university (including my supervisor) challenge faculty/staff to do more than they thought was possible
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Work EnvironmentPeople want to work here because of the culture and work environmentSupervisors/department heads encourage honesty, transparency, and candid open dialogue
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The university's culture positively influences the way people behaveSupervisors/department heads consult with faculty/staff on issues that affect them
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Results are made internally transparent to help motivate faculty/staff to excel
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The university's incentive and recognition systems promote healthy competition among faculty/staff
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Day-to-day work is performed according to clear standards and objectives
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The university communicates clear standards of employee's work
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Supervisors/department heads emphasie the importance of efficiency and productivty
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Supervisors/department heads encourage faculty/staff to experiment with new ideas to foster continuous improvement
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The university protects creative activities and improvement initiatives from day-to-day pressures
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AccountabilityFaculty/staff clearly understand what is expected from themThe university's organizational structure helps create clear accountability
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Faculty/staff clearly understand what is expected from themJobs in the university are designed to have clear objectives and accountabilites for results
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Faculty/staff have sufficient authority to make decisionsFaculty/staff have performance goals the clearly define what they are expected to deliver
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The university provides attractive incentives to high performing faculty/staff
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The university has created clear links between performance and consequences
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Supervisors/department heads create a sense of belonging to the university
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Supervisors/department heads encourage faculty/staff to take a personal stake in their jobs
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Coordination and ControlThe university effectively measures the performance of core activitiesThe university's performance feedback and review process collect accurate information about faculty/staff's strengths, weaknesses, and potential
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Reviews of university performance lead to corrective, follow-up actionThe university systematically tracks faculty/staff's performance over time
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The university is able to minimize unexpected institutional-level performance resultsEach unit of the university has explicit expectations for its contribution to university operations
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The university has clear operating goals and metrics at all levels
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The university's financial measures are good indicators of its true economic performance
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The university has clear oversight and control of its finances at all levels
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The university uses formal policies to discourage faculty/staff from engaging in inappropriate activities
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The university encourages faculty/staff to identify risk issues and escalate them to the right level
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The university is able to identify potential performance issues and threats before they become major problems
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CapabilitesThe university has the capability and knowledge to achieve its goalsThe university identifies and hires the best external cnadidates
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The university has faculty/staff with the right skills to deliver its strategyThe university hires from outside to fill open positions, as relevant
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Supervisors/department heads in the university provide helpful coaching
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Faculty/staff recieve the training and development they need to be effective in their jobs
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The university regularly develops and updates its procedures, manuals, and training guides
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The university documents knowledge and ideas
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The university outsources functions or activities that can be better done by others
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MotivationThe university's faculty/staff are highly motivatedThe university evaluates faculty/staff in part on whether they follow university values in their daily activities
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In the university, fauclty/staff are generally enthusiastic about their jobsSenior leaders clearly communicate a set of values that are personally meaningful to faculty/staff
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Supervisors/departement heads in the university provide praise, thanks, or other forms of recognition
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Supervisors/department heads in the university find ways to make work more meaningful to their faculty/staff
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The university offers top performers the opportunities to support their career advancement
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Promotions in the university are based on merit
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The university provides attractive financial incentives to motivate faculty/staff
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The university rewaqrds high performance with interesting opportunities or additional responsibilities
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The university provides meaningful non-financial rewards and recognition to those who deliver an outstanding contribution
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Innovation and LearningThe university effectively adapts to changes in its external environmentThe university makes the changes neccessary to fulfill its vision
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The university consistently implements new and better ways of doing thingsSenior leaders drive innovation in the university
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Senior leaders devote sufficient attention to doing things differently
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Faculty/staff participate in improvement activities
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The university has clear processes and systems for faculty/staff to contribute improvement ideas
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Senior leaders encourage different parts of the university to work together to make improvements
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The university holds events to share knowledge and ideas across the university
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The university brings in "best practices" from outside the university
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External OrientationThe university has developed high levels of public approvalThe university solicits feedback from its stakeholders (e.g., students, alumni, donors, the community, partner organizations) to improve its ability to meet their needs
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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
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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
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The university considers higher education best practices when making decisions
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The university works with external partners to help them perform well
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The university maintains a network of external partners
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The university invests in relationships with government, academic, and private sector collaborators
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The university invests significant resources to build and maintain strong relationships with the community
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