NEWCASTLE UNIVERSITY

SUCCESS FACTORS
For administrative and support service areas

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NEWCASTLE UNIVERSITY SUCCESS FACTORS

What is a Newcastle University Success Factor?

Success Factors are “attitudes and behaviours that result in effective job
performance”
The Success Factors in this booklet describe the most important behaviours for all staff across
administrative and support service areas in the University. These behaviours (or competencies) have
been identified through our research as being those that make the biggest difference in performance,
focusing on how a job is done.

Why have Success Factors been introduced?

The Success Factors have been developed to support one of the key University
strategic aims of:
“the development of high quality support services which will enhance the academic
administrative partnership in leadership and management”
The Success Factors will help us achieve this aim by providing a clear and agreed description of the
types of behaviours that are associated with effective performance. They provide a benchmark or
standard that can be used by individuals and managers for development purposes and managing
performance. The Success Factors provide a consistent approach to standards of performance,
expectations and descriptions of effective and less effective behaviour across all administrative and
support services jobs and areas.

Advantages of using the Success Factors

The Success Factors will help individuals, managers and the organisation as a
whole by:
• improving the recruitment and selection process
• clarifying requirements of a role in terms of behaviours
• helping to set clearer aims and objectives to focus on (addressing how to do something as well
as what to do)
• highlighting an individual’s strengths and current potential
• helping to focus workplace performance on the organisation’s vision and values
• focusing learning and development plans

How the Success Factors will be used

Success Factors will be used within;
• the recruitment and selection process
• the PDR process
• training and development

How to use this booklet

There are 12 Success Factors, grouped into 4 clusters.
Each individual Success Factor has a brief definition and then 3 levels of effective behavioural
indicators and 2 levels of less effective/negative behavioural indicators. Behavioural indicators are
descriptions of observable behaviour that you see when someone is doing their job.

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This booklet can be used as a reference guide.
You may also wish to consider using this booklet as a communication tool when discussing
effective/less effective behaviour with others.
It is anticipated that, with the benefit of more experience, the University will be able to refine some of
the indicators.
Please note that the behaviours are designed to be selected for their greatest relevance to any one
individual or particular role. Thus they are not prescriptive – not all will be used by everyone. It may be
that only 3 – 5 of the behaviours appear to be “core” to any particular role. It is these which are
therefore most relevant to any individual when considering HOW best to perform their role.

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SUCCESS FACTORS CLUSTER

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 SUCCESS FACTORS CLUSTER
Looking to the Future
Thinking strategically
Has the ability to see the “big picture”, to think
strategically and to manage complex
problems and issues.
Embracing change
Recognises the need for change and is
forward looking. Promotes the benefits of
change to others and regularly comes up with
new ideas. Has the willingness to adopt new
ways of working and to make improvements.
Gathering information
Gathers a broad range of relevant information
from internal and external sources making this
information widely available. Uses information
to gain competitive advantage.
Working together
Developing talent
Motivates and develops self and others to
achieve high performance. Demonstrates a
positive approach to developing skills and
general performance.
Team-working
Works collaboratively with others, plays a
positive role in teams and establishes and
grows relationships across the organisation
where different skills, expertise and opinions
are valued.
Understanding others
Understands colleagues, students and other
key stakeholders.
Inspiring others
Communicating
Uses clear, concise and accurate
communication, tailoring the approach
accordingly and encouraging a two way
communication process.
Influencing
Persuades, convinces and influences others
in order to achieve results and gain support.
Projecting confidence
Projects a positive attitude through personal
confidence and enthusiasm in order to
achieve organisational success. Inspires the
trust and confidence of others.
Taking responsibilty
Planning and organising
Manages time and resources by prioritising
and organising effectively.
Finding solutions
Generates a range of viable options and
decides on an appropriate course of action
that best fits organisational and area goals.
Delivering services
Works continually towards achieving success
through understanding and meeting or
exceeding the expectations of the area, the
University, students, colleagues and other
stakeholders.
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 LOOKING TO THE FUTURE
Success Factor Thinking Strategically

Has the ability to see the “big picture”, to think strategically and to manage
complex problems and issues.

What you need to demonstrate to be more effective

Creating strategy across the University
ƒ Creates and develops University strategy
University

ƒ Identify appropriate structures for making the strategic vision a reality

ƒ Comfortable working at a complex level; multi-disciplinary and multi-site considerations,
School/Service/Faculty/University priorities and conflicting demands
ƒ Develops objectives and KPIs that ensure that the key aims of the area and the University are
achieved
ƒ Works relentlessly to create a cohesive organisation

Driving strategy in your area

ƒ Sees the bigger picture
ƒ Able to create a vision for own area and explain how it fits in with the overall strategic vision of
Others

the University
ƒ Recognises and analyses the dynamics of problems and issues.
ƒ Understands and makes sense of complex or conflicting data and different perspectives of
stakeholders and University areas/faculties/etc
ƒ Works through the implications of situations in order to identify the most appropriate way
forward in order to meet strategic goals

Understanding key aims in your team

ƒ Understands the key aims of own area and how it relates to own job and responsibilities
ƒ Thinks about the mission and vision of the University and implications in day to day work
Self

ƒ Identifies key issues in own work

ƒ Understands and is sensitive to wider organisational priorities
ƒ Uses analytical techniques to break down complex problems into component parts
ƒ Anticipates obstacles and thinks ahead to next steps

What less effective looks like

Ineffective performance
ƒ Internally focused; only interested in meeting own area’s goals
ƒ Looks too short term when problem solving
ƒ Works only from own perspective
Negative impact
ƒ Allows initiatives to be developed and implemented that are at odds with the University
strategy and own area’s key goals
ƒ Cannot understand implications of own work in wider strategy/University business
ƒ Prevents others from forming broader concepts/strategies citing irrelevance; inability to
understand connections

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 LOOKING TO THE FUTURE
Success Factor Embracing Change
Recognises the need for change and is forward looking. Promotes the benefits
of change to others and regularly comes up with new ideas. Has the willingness
to adopt new ways of working and to make improvements.

What you need to demonstrate to be more effective

University

Initiating change across the University

ƒ Takes the initiative to ensure future success of the University and area/ function by presenting
new ideas and approaches
ƒ Promotes and actively drives change at organisational level
ƒ Creates momentum for continuous improvements

Driving and supporting change in your area

ƒ Accepts the reality and requirements of change as part of achieving organisational goals
Others

ƒ Is able to achieve change at individual and functional level

ƒ Reviews and revises plans to meet with changing circumstances
ƒ Is supportive of others during change
ƒ Develops and implements new ideas

Making improvements in your own role

ƒ Comes forward with new ideas and concepts
ƒ Anticipates change and prepares for it
Self

ƒ Accepts change and “runs” with it

ƒ Willing to experiment, enterprising in approach
ƒ Builds on others’ ideas and suggestions
ƒ Willing to change ways and policies in light of new information

What less effective looks like

Ineffective performance
ƒ Always sticks to tried and tested ways – constantly seeking stability
ƒ Threatened by change
ƒ Does not actively look for ways to improve

Negative impact
ƒ Focuses on what is wrong rather than what is right in any new situation
ƒ Blinkered to new ideas and ways – risk averse
ƒ Displays reluctance to get to grips with new technologies and techniques
ƒ Is resistant to change and causes friction within the team
ƒ Dissuades others from making improvements citing difficulties in implementation

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 LOOKING TO THE FUTURE
Success Factor Gathering Information
Gathers a broad range of relevant information from internal and external
sources making this information widely available. Uses information to gain
competitive advantage.

What you need to demonstrate to be more effective

Keeping the University “in touch”/ Supporting systematic information

gathering and research
University

ƒ Understands the regional, national and global economic context, financial trends,
government policies and their impact on the University.
ƒ Uses benchmarking to analyse external practices and to identify opportunities.
ƒ Ensures systems are in place to capture and interpret trends within the HE market
ƒ Sets up systems to gather and distribute information to support other processes
ƒ Gains a deeper understanding of the issues affecting the organisation through various
methods/sources

Broader information gathering and probing

ƒ Talks to all relevant stakeholders; students, academic team, suppliers, public, in order to
Others

find out what is needed

ƒ Looks for impact of external developments on University
ƒ Collects relevant and available information from as many sources as possible
ƒ Digs deeper by probing and questioning data
ƒ Condenses large amounts of data into key issues

Gathers information relevant to task

ƒ Keeps up to date with University issues
ƒ Gathers relevant information and facts
Self

ƒ Is thorough in investigating an issue; “no stone left unturned” approach

ƒ Pieces together information to identify trends
ƒ Is wary of assuming things
ƒ Has an eye for detail, spotting errors and ensuring accurate information

What less effective looks like

Ineffective performance
ƒ Does not discern between important and unimportant information
ƒ Focuses on the familiar and obvious
ƒ Takes information at face value – does not question or critically evaluate
ƒ Is unwilling to ask questions to seek clarification

Negative impact
ƒ Ignores or rejects information
ƒ Provides inaccurate information
ƒ Does not consider all angles of a situation
ƒ Relies on outdated data
ƒ Makes assumptions rather than gathering information

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 INSPIRING OTHERS
Success Factor Communicating

Uses clear, concise and accurate communication, tailoring the approach

accordingly and encouraging a two way communication process.

What you need to demonstrate to be more effective

Maximising clear communication at all University levels

University

ƒ Disseminates key organisational messages to staff and colleagues internally and

externally and ensures understanding.
ƒ Creates a cohesive University image and brand through effective communication at
all levels.
ƒ Recognises the importance of excellent communication for the University and
encourages others to do so.
ƒ High impact presentation style used in appropriate settings
Enabling clear communication at area/functional level
ƒ Encourages and supports a free flow of communication and information across own area, and
Others

the wider University where appropriate.

ƒ Can put forward own view whilst listening and respecting the views and opinions of others.
ƒ Understands how best to appeal to the other person/group, correctly interpreting the right
way to approach a situation.
ƒ Uses visual and verbal presentation to add impact.
ƒ Plans communication methods to add impact to messages

Clear communicator
ƒ Is factually correct and gives consistent verbal and non verbal messages.
ƒ Clear and concise; gets the message across to others.
ƒ Chooses communication tools appropriately e.g. selective use of emails and other channels of
communication.
Self

ƒ Tailors content of communication to the audience, changing style, tone and format
appropriately.
ƒ Uses face to face communication regularly; team meetings, one to ones, informal
discussions/chats, briefing sessions etc
ƒ Can hold attention of others using appropriate techniques; questioning, rhetorical questions,
changing tone and pace of voice and animated style.

What less effective looks like

Ineffective performance
ƒ Confused messages, lacks clarity
ƒ Says different things to different people – inconsistent messages
ƒ Only uses one method of communication (such as email)
ƒ Goes into meetings or presentations unprepared
ƒ Too “long winded” in presentations – written or verbal

Negative impact
ƒ Failure to keep others informed of important and useful information, withholds information
ƒ Does not listen
ƒ Not interested in communicating
ƒ Mumbling, incoherent in communication making message difficult to understand.

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 INSPIRING OTHERS
Success Factor Influencing

Persuades, convinces and influences others in order to achieve results and gain
support.

What you need to demonstrate to be more effective

University

High level influencing relationships

ƒ Builds relationships with key players both internally and externally in order to gain support
ƒ Develops strong organisational alliances and joint ventures
ƒ Lobbies for support

Using influencing strategies

ƒ Uses a variety of influencing styles to suit the audience
Others

ƒ Uses experts or third parties to influence others

ƒ Explains how own proposals will support the interests of others (i.e. using win-win strategies)
ƒ Has a keen sense of timing; seizes opportunities
ƒ Develops plans and strategies for influencing and persuading stakeholders

Using direct persuasion

ƒ Outlines the pros and cons of a situation
Self

ƒ Uses arguments which appeal to reason

ƒ Explains the benefits of own proposal (not just the features).
ƒ Effectively counters the arguments of others with preparation and anticipation
ƒ Thinks about the desired impact required and plans and prepares a suitable approach

What less effective looks like

Ineffective performance
ƒ Has limited impact on others
ƒ Only uses formal communications, not a range of influencing behaviours
ƒ Narrow range of influencing styles
ƒ Does not appreciate own impact on others
ƒ Does not appreciate the need to influence others
ƒ Presents only the facts with no attempt at persuasion

Negative impact
ƒ Imposes own view on others
ƒ Remains aloof and separate from others
ƒ Attacks other proposals in attempt to promote own.

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 INSPIRING OTHERS
Success Factor Projecting Confidence

Projects a positive attitude through personal confidence and enthusiasm in order

to achieve organisational success. Inspires the trust and confidence of others.

What you need to demonstrate to be more effective

University ambassador
University

ƒ Generates a climate of confidence in the University and is an ambassador of the University.

ƒ Champions the goals and values of the University, is inspirational to those around them.
ƒ Encourages a culture that values diversity and has the confidence to support and champion
organisational diversity.

Builds confidence in others

ƒ Energises others by being passionate about their area.
ƒ Has the self confidence to take unpopular but necessary decisions.
Others

ƒ Displays genuine interest and confidence when dealing in diverse range of academic
disciplines, services and student activities across the University.
ƒ Displays the confidence to challenge politely colleagues regardless of seniority.
ƒ Projects a professional image including dressing appropriately.
ƒ Sees the success and advancement of colleagues in a positive light.
ƒ Celebrates success in own area with others.
Personal confidence
ƒ Projects energy
ƒ Enthusiastic and positive outlook
ƒ Confident statements of own position or views
Self

ƒ Demonstrates self assured manner

ƒ High level of self-motivation even when things are not going well
ƒ Remains calm when responding to challenging situations
ƒ Believes and values own evidence based judgement, even if it is different from others
ƒ Shares personal success stories with others – not boasting

What less effective looks like

Ineffective performance
ƒ Uninterested
ƒ Does not appear to be confident
ƒ Is reluctant to state own ideas, thoughts or suggestions
ƒ Displays inflated or negative self image

Negative impact
ƒ Appears arrogant or aggressive
ƒ Undermines the confidence of others/team
ƒ Expresses doubts and lack of confidence in self, others and the University.

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 WORKING TOGETHER
Success Factor Developing Talent

Motivates and develops self and others to achieve high performance.

Demonstrates a positive approach to developing skills and general performance.

What you need to demonstrate to be more effective

University

Building organisational capability

ƒ Recognises the value of learning from mistakes, experimental processes and risk taking in
order to build a culture of continuous learning and development
ƒ Creates, supports and promotes organisational learning and development initiatives
ƒ Provides clear direction to colleagues in a way that motivates and empowers others

Actively developing others

ƒ Focuses team and departmental development on wider organisational aims and objectives
ƒ Personally involved in supporting the development of others – acting as a coach, mentor or
trainer
ƒ Looks at ways of developing and stretching others through significant on the job opportunities
Others

such as one off projects, secondments etc.

ƒ Provides feedback identifying areas for development and recognising good work
ƒ Actively manages and supports staff through the PDR process, promotions and reward
mechanisms.
ƒ Helps others to recognise their own strengths and weaknesses
ƒ Gives timely and constructive feedback
ƒ Gives “on the job” support and training, looks at enabling skills transfer

Self development
ƒ Puts time and effort into own performance review and PDR process
ƒ Reviews own ways of working to identify learning and improvements and puts them
into practice
ƒ Works towards developing professional qualifications and/or accreditation
Self

ƒ Asks others for feedback on own performance

ƒ Responds positively to feedback by changing and adapting behaviour
ƒ Has a positive approach to new situations recognising different learning opportunities
ƒ Grasps opportunities to expand own responsibilities and expertise, investing personal
effort in enhancing skills and continuous learning
ƒ Recognises and values the success and advancement of colleagues

What less effective looks like

Ineffective performance
ƒ Does not share experiences and insights
ƒ Relies purely on training courses to address development needs
ƒ Does not recognise the value of “on the job” training and development
ƒ Uses training and development purely as a solution to problem performance, punitive

Negative impact
ƒ Does not tolerate mistakes or see the value in learning from things that have gone wrong
ƒ Provides little or no feedback to others
ƒ Only interested in promotion rather than development
ƒ Restricts opportunities for individuals to learn and develop

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 WORKING TOGETHER
Success Factor Team-working
Works collaboratively with others, plays a positive role in teams and establishes
and grows relationships across the organisation where different skills, expertise
and opinions are valued

What you need to demonstrate to be more effective

Creating a collaborative culture
University

ƒ Gets involved in external groups across HE and other relevant sectors

ƒ Constantly looking at ways of building alliances and relationships
ƒ Creates opportunities for teamwork across departments and functions in order to deliver
University objectives and to develop people

Building team spirit and working across teams

ƒ Operates in a number of different teams and groups across the organisation
ƒ Understands that differences in the team are strengths and looks at ways of developing and
nurturing different skills
Others

ƒ Moves people from team to team to build better and more productive teams
ƒ Shares praise with the team and passes on credit
ƒ Knows team members on an individual basis
ƒ Confident in adopting a range of team roles
ƒ Looks at ways of developing cross functional co-operation and support
ƒ Uses effective facilitation skills to ensure effective use of time and resources in meetings
(ensuring that everyone has a say, summarising opinion, keeping to time and agenda etc)

Co-operative
ƒ Respects the expertise and contribution of others even if own opinion is different
ƒ Shares relevant and useful information with others
ƒ Keeps other team members up to date with progress
ƒ Gets involved with team tasks
Self

ƒ Willing to help others and share workloads

ƒ Supportive of team decisions
ƒ Asks others’ opinion
ƒ Encourages others to get involved
ƒ Talks about other team members in a positive way
ƒ Respects the value that different views bring to the team

What less effective looks like

Ineffective performance
ƒ Opts out of team activities, aloof and insular
ƒ Becomes drawn into personal antagonisms
ƒ Always has to have the final say
ƒ Defensive about own patch
ƒ Dominating

Negative impact
ƒ Talks negatively about team members and activities
ƒ Purposefully withholds information that could be useful
ƒ Only pursues own agenda
ƒ Shuns opportunities to get involved in networks
ƒ Dismissive of views and opinions of others
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 WORKING TOGETHER
Success Factor Understanding Others

Understands colleagues, students and other stakeholders.

What you need to demonstrate to be more effective

Builds organisational understanding
University

ƒ Creates an environment of trust and respect in which people can say what they think
without fear
ƒ Understands and values the perspective of stakeholder groups – students and parents,
colleagues, research bodies and public opinion
ƒ Acts with an in depth understanding of diversity
ƒ Keeps in touch with the mood of the organisation, tunes in to staff and student issues

Understands underlying issues

Others

ƒ Understands individual or group motives

ƒ Understands the culture of a particular area, school or faculty
ƒ Shows insight into people from diverse cultures and backgrounds
ƒ Discloses own true thoughts and feelings to enable others to do the same

Listens and understands

ƒ Makes time to listen
ƒ Clarifies understanding of others to avoid misinterpretation
ƒ Recognises emotion in other peoples’ reactions
Self

ƒ Reads body language and picks up other clues to understand what is really being said
ƒ or thought
ƒ Adapts own response to take into account cultural differences, behaviours and perspectives
ƒ Paraphrases and reflects using active listening techniques in order to check understanding
ƒ Uses open ended questions to open up discussions and to find out true thoughts and feelings
of others

What less effective looks like

Ineffective performance
ƒ Jumps to conclusions about people
ƒ Does not see things from other people’s perspective
ƒ Does not listen

Negative impact
ƒ Does not value a different point of view
ƒ Undermines trust
ƒ Is insensitive to others
ƒ Talks over others
ƒ Interrogates others to build up a case against them

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 TAKING RESPONSIBILITY
Success Factor Planning and Organising

Manages time and resources by prioritising and organising effectively.

What you need to demonstrate to be more effective

University

Planning and managing organisational goals

ƒ Establishes effective management control systems
ƒ Anticipates future demands for staff, information etc.
ƒ Actively engages in organizational resource planning

Planning and managing team/department work

ƒ Effective at monitoring and controlling work flow of teams
Others

ƒ Effective at organising and managing heavy and complex workload

ƒ Identifies quickly what is important and prioritises accordingly
ƒ Establishes clear roles and responsibilities for self and others
ƒ Maintains flexibility in work plans to allow for changing circumstances

Planning and managing own work

ƒ Works in a planned and structured way
ƒ Uses own and others’ time effectively
ƒ Sets own priorities in conjunction with team and area objectives
Self

ƒ Plans workload and tasks in a systematic way

ƒ Ensures that all activities are completed on time
ƒ Uses systems and tools to ensure records and audit trails are clear and up to date
ƒ Keeps work systems up to date, neat and tidy
ƒ Ensures that others know how process and systems work

What less effective looks like

Ineffective performance
ƒ Waits to be told what to do rather than organising own work
ƒ Disorganised - misses deadline, loses paperwork
ƒ Continually cancels meetings
ƒ Finds difficulty in setting priorities
ƒ Sets unrealistic plans

Negative impact
ƒ Reactive work style
ƒ Panics under pressure
ƒ Overly structured or rigid
ƒ Will not change plans
ƒ Makes mistakes regularly
ƒ Does not complete assigned work

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 TAKING RESPONSIBILITY
Success Factor Finding Solutions

Generates a range of viable options and decides on an appropriate course of

action that best fits organisational and area goals.

What you need to demonstrate to be more effective

High level solution focus

ƒ Considers large amounts of complex information quickly and identifies key issues
University

ƒ Thinks broadly when faced with problems, consults others and builds on the ideas of
others, borrowing and adapting to find the best solution
ƒ Sees and/or develops a range of options to deal with problems and uses skill,
knowledge and experience to decide how to proceed
ƒ Anticipates potential problems well into the future and incorporates action plans into
current activities

Big decision making

ƒ Recognises urgency and takes decisive action when required,
Others

ƒ Identifies when given contradictory or inaccurate information

ƒ Formulates options and possible scenarios for consideration
ƒ Encourages creative and innovative thinking in self and others
ƒ Makes decisions based on understanding the wider organisational needs and having
considered a range of possible options

Sorts things out

ƒ Uses initiative to sort things out, is enterprising in effective use of material, financial and human
resources
Self

ƒ Looks at ways of overcoming obstacles rather than coming to a standstill

ƒ Confidently deals with a broad range of information
ƒ Keeps an open mind to alternative ways of doing things
ƒ Proactively anticipates and plans for likely problem areas or obstacles by assessing and
managing risks

What less effective looks like

Ineffective performance
ƒ Is easily set back, takes things personally
ƒ Overlooks key details
ƒ Is overwhelmed when things go wrong

Negative impact
ƒ Taking a narrow view on a situation: “that won’t work”
ƒ Refuses to consider alternatives
ƒ Opts out if things start going wrong
ƒ Quickly passes on problem to someone else to sort out
ƒ Blames others

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 TAKING RESPONSIBILITY
Success Factor Delivering Services
Works continually towards achieving excellent service delivery through
understanding and meeting/exceeding the expectations of the area, the
University, students, colleagues and other stakeholders.

What you need to demonstrate to be more effective

Drives organisational excellence
ƒ Develops objectives and KPIs that ensure that the key aims of the area and the University are
achieved
University

ƒ Empowers others through motivation, development and process to deliver excellent service
ƒ Thinks “customer/stakeholder” in all aspects of the role.
ƒ Actively promotes and develops processes to ensure that excellent service and continuous
improvement are integral to the way we work.
ƒ Values and uses quality improvement measures and techniques in plans, budgets and
objectives
ƒ Has an organisational understanding of what customer/stakeholder requirements are and
seeks to deliver them across the University
Develops a high performance culture
ƒ Demonstrates high energy and commitment to the delivery of excellent service
ƒ Knows and understand customer/stakeholder needs in terms of dept/area outputs
Others

ƒ Sets stretching but achievable goals to ensure that continuous performance

improvement is achieved
ƒ Creates Service Level Agreements (SLAs) where appropriate and/or performance
targets which are clear to the team and the customer/stakeholder
ƒ Continually seeks feedback on team/department performance and looks at ways of
improving service levels based on feedback

Getting the job done well

ƒ Sees other departments and colleagues as “customers” and follows through on their enquiries
and requests
ƒ Keeps fellow team members up to date with progress
ƒ Co-operates with others in achieving targets
Self

ƒ Takes responsibility for achieving own targets

ƒ Has a positive attitude for doing things better
ƒ Looks for ways to make immediate improvements (quick wins)
ƒ Pays attention to detail
ƒ Strives to deliver high quality results
ƒ Is enthusiastic in getting the job done on time

What less effective looks like

Ineffective performance
ƒ Does the minimum to get by
ƒ Gives up if things don’t go to plan
ƒ Sees no need to improve
Negative impact
ƒ Is not bothered if targets are not achieved
ƒ Takes sole credit for achieving results
ƒ Blocks or resists attempts to set targets and measure progress
ƒ Avoids dealing with difficult problems

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