1 - Beginner 2 - Basic
• Not aware of campus life • Has experience but not active
• Not engaged; not familiar with resources or
College
Knowl.
(CK)
opportunities
• Does not express logic in thinking
Critical Thinking
• Cannot identify solution and
strengths/weaknesses of solution
(CT)
• Cannot identify alternative solutions,
realistic conclusions, or different
approaches
• Not able to convey ideas, drifts around
topics and thoughts, not focused
• Does not follow context of situation
Communication (COM)
• Does not connect to others and make
meaning between individuals
• Does not appropriately convey or share
information
• Does not pay attention to others or care
about points being made
• Does not follow up on things, ask questions
• Cannot identify/does not seek appropriate
audience
• Not aware of actions/reactions of others
and does not comprehend the
motivations/social contexts that contribute
Personal/Social Perceptiveness (PSP)
to the behavior
• May come up with single reason,
assumption, judgment for motivations that
contribute to others’ behavior
• Does not regulate emotions well or display
regulation of emotions
• Impulsive in actions, cannot explain actions
• Not aware of their actions, cannot adjust in
relation to others that they interact with
• Not ready or open to learning things that
they do not already know, does not listen
and learn from others
• Does not recognize how actions impact
others
3 - Competent
• Knowledgeable about events, opportunities,
• Does not know how to be engaged; is not
committed to engagement
• Vague knowledge of campus resources
• Expresses basic logic in thinking
• Can identify a solution and strengths and
weaknesses of solution
• Knows that there may be more than one
solution, struggles to identify them, sees
way as only option
• Struggles to convey ideas but meaning is
eventually made
• Difficult to follow, but generally follows
context of situation
• Struggles with appropriate
communication, generally able to do so
• Shares information with right audience
but also with those who are not
appropriate
• Can focus on others, attention waivers,
seems distracted
• Can identify cues with follow up questions
• Can identify appropriate audiences
• Generally aware of actions and reactions
of others, may form opinions as to
motivations or social contexts that
contribute to the behavior
• Regulate emotions to an extent, struggles
to do so with situations that challenge
them
• May act impulsively towards certain
situations; struggles but tries to monitor
self-performance and actions, will do so if
challenged
• Can monitor performance of others,
struggles to adjust own approach
• Willing to take part in training, but will not
be an active member
• Understands that actions have an effect
on others
4 - Advanced
• Very knowledgeable about events, opportunities, systems,
systems, processes, and support services; may be
involved
• Awareness/familiarity with experiences
• Has good grasp on complexities of issue, potential
outcomes of multiple decisions
• Expresses concrete logic in thinking
• Identifies solution, processes strengths and
weaknesses of approach, can identify and explain
multiple approaches
• Able to connect to previous experiences in thinking
• Conveys ideas well and can make meaning
between individuals
• Begins to understand how audience takes in
information and can adjust approach
• Appropriate in conveying information
• Displays good listening behaviors, comprehends
information, integrates information received in
conversation
• Creates and asks follow-up questions to
information
• Shares information with correct audiences
• Actively seeks out/identifies audiences they cannot
share information with
• Aware of actions and reactions of others, engages
in process of trying to understand motivations and
social contexts that effect behavior
• Actively seeks to understand scope of situation
without assumption that others’ motivations/social
contexts are the same as their own
• Regulates emotions well, displays consistency in
emotions that is appropriate for situation
• Does not act impulsively, can identify pros/cons of
their actions and act appropriately
• Aware of own actions, actively monitors actions
• Can monitor and assess performance of others and
adjust their own actions
• Seeks out and embraces training, advice, and
insights from others
• Recognizes impact of decisions/actions on others
processes, and support services; already involved
• Comfortable navigating student experience and knows how
to get other involved/connected and has done so previously
• Has encompassing view of situation, conclusions utilize
deductive reasoning and understanding of abstract ideas
• Logical and thoughtful approach to problem
• Immediately identifies multiple solutions to problem,
thoroughly discusses the strengths and weaknesses of each
• Logically identifies best approach in their opinion
• Able to generate new approaches in new situations
• Excellent communicator
• Expression of ideas and meaning-making is fluid, detailed,
and engaging
• Quickly identifies how audience takes in information and
immediately adapts their approach
• Is appropriate in how they convey information
• Displays excellent listening behaviors and makes their
audience feel engaged and that they care
• Comprehends information received, immediately follows up
or asks clarifying questions
• Very open to sharing information
• Actively seeks out the correct audience, avoids sharing
information with incorrect audiences
• Very aware of actions and reactions of others and thinks of
multiple motivations/social contexts that effect behavior
• Actively seeks to understand scope of situation without
assumption that others’ motivations/social contexts are the
same as their own
• Able to comprehend that the needs of the individual differ
and are able to adjust actions, support, and seek resources in
relation to the needs of those around them appropriately
• Shows an excellent ability to regulate emotions, can adjust
their emotion to match what is needed
• Eagerly monitors their self-performance in relation to the
performance of others
• Eagerly embraces and seeks out training and advice of others,
shows self-motivation for other learning opportunities
• Takes ownership of actions, follows up on actions when
appropriate
 1 – Beginner
• Oblivious to situation and context; does not
recognize when something is wrong/will go
Problem Sensitivity (PS)
wrong
• Not able to apply general problem solving
to specific problems
• Answers and solutions do not make
sense/are not appropriate
• Does not see connections between
information involved, does not account for
information
• Cannot recognize patterns or relationships
• Cannot describe, relate, or assist in the new
intake of knowledge for others
• Actively avoids giving feedback to others
and avoids receiving feedback
• Does not utilize or consider feedback given
to them
Facilitation (F)
• Takes no initiative in bringing others
together, does not display group facilitation
behaviors
• Does not utilize systems to make
improvements or take corrective action;
approach often hinders situation
• Does not display assertive behavior, avoids
difficult or challenging situations
• Avoids conflict
• Does not want to help others
• Does not display compassion or care for
others
• Focus is on self, displays self-advantage
Conscientiousness (IS)
Interpersonal/Service
behaviors
• Does not display respect for others, their
opinions, experiences, or perspectives
• Does not accept others for their
differences, does not engage in relationship
making
• Does not hold self accountable or display
self-discipline
• Does not care for the organization, does
not follow through on responsibilities
2 – Basic
• Recognizes when there is a problem,
cannot foresee issues
• Identifies generic approaches to situation,
may not make complete sense or be most
appropriate
• Struggles to combine multiple sources of
information to see complete picture,
knows that problem is complex
• Struggles to recognize patterns and
relationships
• Struggles in approach to teaching others
new knowledge
• Has right ideas, how they convey ideas,
relate, or assist others does not meet
others where they are at
• May avoid teachable moments
(meaningful dialogue, providing resources,
explaining process, providing feedback)
unless forced to do so
• Has ability to bring others together and
reconcile differences, needs to be pushed
into it by leader or supervisor
• Works within processes to take corrective
action
• Can be assertive but will avoid issues if
they can
• Displays helping behaviors when
approached or needed
• Compassionate, caring, does not publically
show those feelings
• Shows respect for others, not open to
hearing their opinions, experiences, or
perspectives
• Will avoid or shut down conversations or
moments if they can
• Displays behaviors that cultivate
relationships, shows self-discipline and
follows through on most responsibilities
3 – Competent
• Knows something is wrong, likely to go wrong, can
explain why
• Observes situation and can apply general
approaches to specific issues
• General approaches are appropriate to situation
• Can combine multiple sources of information into
coherent understand of whole situation
• Can pick up patterns and relationships
• Displays teaching behaviors (meaningful dialogue,
providing resources, explaining processes,
providing feedback) and pursues helping others
acquire knowledge
• Wants to facilitate group experiences, seeks
situations to help others reconcile differences
• Utilizes processes to make improvements or take
corrective action
• Does not shy away from conflict or difficult
situations
• Approaches to conflict and facilitation are positive
and affect positive growth
• Seeks out situations to help others in ways that are
appropriate
• Compassionate, shows care for others
• Displays openness to others, their opinions,
experiences, and perspectives
• Realizes that their perspective is not the only one
• Embraces differences in others, wants to engage in
learning more about those differences
• Appropriately displays behaviors that help cultivate
and maintain relationships
• Shows self-discipline and follows through on all
assigned tasks
4 - Advanced
• Immediately recognizes when something is wrong, displays
foresight in predicting issue, can explain why
• Can fluidly adapt to specific issue at hand due to experience
and comfort with general approaches
• Easily combines multiple sources of information and has
concrete grasp on big picture
• Quickly identifies patterns or relationships
• Displays great teaching behaviors (meaningful dialogue,
challenging thought processes, providing resources,
explaining processes, providing feedback and pointed
direction) and pursues helping others with knowledge
acquisition
• Creates and encourages teamwork or group opportunities
• Strives to include and develop group around them
• Actively seeks out conversation between members to
reconcile differences
• Works well within processes to take corrective action
• Does not shy away from conflict or difficult situations
• Approaches to conflict and facilitation are positive and affect
positive growth
• Realizes their perspective is not the only one
• Anticipates ways to help others
• Shows compassion, care, respect, and appropriate levels of
assistance without assuming permission or incompetence
from others
• Displays authenticity to others in learning about their
opinions, experiences, and perspectives
• Honors differences in others, wants to engage in learning
more, provides forum for others to tell their story
• Appropriately displays behaviors that help cultivate and
maintain relationships with others
• Shows self-discipline and follows through on tasks assigned
• Takes initiative to seek solutions and improve environment
and conditions for others