Shannon knows what she must contribute to the team and is willing to. She shows appreciation of other team members. She takes initiative to fix problems on her own and seeks out positive solutions. She is sincere with other team members and students. Even when she does not feel well, she has a positive, happy disposition and it is infectious. She keeps up with current research in our job and reads a lot of great books that so she can continue to grow in her position.
Shannon builds empathy by offering a positive mentor/mentee relationship throughout the program. Through empathy students learn to relate to her as a mentor, which helps them to build friendships based on positive relationships of trust. She shows enthusiasm with the ability to show a keen interest in a subject or an activity, as well as a readiness to get involved. I can tell she is enthusiastic about her profession. She is always on time, tries to correct mistakes, and works extra hours when necessary.
She listens and responds appropriately to other team members' ideas; offers support for others' ideas and proposals; expresses disagreement constructively (e.g., by suggesting alternatives that may be acceptable to the group); helps teammates when they need it; gives honest and constructive feedback and shows willingness to receive feedback from peers. Shannon encourages team unity through sharing information or expertise, working together to solve problems, and putting team success first. She also ensures joint ownership of goal setting, commitments, and accomplishments and involves everyone on the team. She respects and maintains confidentiality and is truthful and honest in all dealings.
Shannon keeps promises and commitments made to others and does the right thing, even when it is difficult. She does not yield to pressure to show bias or manipulate others. She avoids situations and actions considered inappropriate or which present a conflict of interest while adhering to a set of core values that are represented in decisions and actions. She does not misrepresent herself or use position or authority for personal gain. She always takes responsibility for her own work, including problems or issues.
Shannon shares specialized approaches and skills that will increase capabilities of other team members and her students. She highlights performance strengths and weaknesses by giving factual, specific, non-judgmental feedback. She builds relationships with team members so that her suggestions are received in a positive, developmental manner. She takes steps to learn the work interests and career goals of team members and coaches students for incremental, one-step-at-a-time improvements, offering praise and recognition as each step forward is made. Shannon encourages repeating and building upon areas of strength and works on the areas that may be improved with students. She also suggests methods and gives examples that provide a roadmap to improved performance. She models successful behaviors, a high-performance work ethic, and constant self-improvement.
Shannon can describe students' expectations of WGU. She shows interest in, anticipates, and responds timely to student needs. She focuses on the student's positive results, rather than on failures and goes beyond basic set expectations to help students implement solutions to meet their goals. She delivers assistance when the student needs them. She explores options when unable to answer a question immediately and follows up with the student to give correct information to make sure they are satisfied. She provides students status reports and progress updates regarding the current term and on time progress. Shannon seeks ways to improve student satisfaction with WGU and recognizes adverse student interactions and develops better alternatives all while presenting a positive disposition when interacting with students and peers.