Michigan Expectations Model

Self

• Adapt
• Act with courage and confidence
• Communicate

Execution

• Achieve results
• Solve problems
• Build positive culture

Each faculty and staff member is expected to apply the skills, principles and behaviors of the Michigan Expectations Model and demonstrate personal leadership and responsibility.

Given the diverse nature of our work, this framework can be adapted for the unique needs of any unit, department or school. An individual's development path will vary depending on their current state of acquired skills, experience and breadth of responsibility.

The model is further broken down by behaviors for each of the following employee roles:

• Member of a team (responsible for the delivery of services to stakeholders, often in partnership with others)
• Leading a team (coordination of the efforts of others in the delivery of services and mission-related activities to stakeholders)
• Leading multiple teams (responsible for the direct implementation of strategies that support organizational goals and mission-aligned activities, the coordination of services across multiple teams and/or units and the utilization of resources such as time, money and people)
• Leading the organization (set organizational direction and have responsibility for management and stewardship of the organization, a central administrative function, school or college, large institute, business, or health care entity that is part of the University of Michigan enterprise)

The behaviors within each role build upon each other as one moves up within the organization. For example, someone in a role of leading multiple teams should be proficient in behaviors for a member of a team and someone leading a single team, in addition to those in the leading multiple teams role.

Read specific behaviors for each level of faculty and staff in the Michigan Expectations Model. (PDF)

Our learning and development strategies follow a 70-20-10 approach:

70 Percent: Experience

Seventy percent of an individual's greatest learning moments come from experiences or on-the-job learning. Examples include:

• Stretch/challenging assignments
• Special projects
• Volunteer/community service
• Rotational assignments

20 Percent: Engagement

Twenty percent of an individual's greatest learning comes from engagement or interactions with others, which includes coaching and mentoring. Examples include:

• Peer-to-peer and formal networking
• Community of practices
• Career/performance discussions

10 Percent: Education

Ten percent of an individual's greatest learning comes from education or formal learning experiences like classroom training, web-based training or industry conferences. Other examples include:

• Instructor-led courses
• Self-study
• Conferences
• Forums
• E-learning
• Books

Be sure to have a mix of learning opportunities: a blend of informal and formal learning.