PM TOOLKIT Table of Contents 2-13-04 · Giving & Receiving Feedback .....11 What is Performance...

Performance Management Toolkit i 2/04

PERFORMANCE MANAGEMENT TOOLKIT

Table Of Contents

1. Overview Red Introduction–Purpose, Importance, & Value...................................................................................................1 Objectives of the Performance Management Process......................................................................................2 A Shared Responsibility–Roles of Supervisor & Employee ...........................................................................3 Performance Management Cycle.....................................................................................................................4 Steps & Responsibilities in Performance Management Process......................................................................5 2. Links to Mission & Next Steps Orange Flow: Mission to Individual Objectives ..........................................................................................................7 SMC's Mission .............................................................................................................................................7-a Our Three Traditions ................................................................................................................................... 7-b Twelve Virtues .............................................................................................................................................7-c Next Steps ................................................................................................................................................... 7-d 3. Coaching & Communication Gold Coaching..........................................................................................................................................................9 Communication Overview.............................................................................................................................10 Giving & Receiving Feedback ......................................................................................................................11

What is Performance Feedback ..............................................................................................................11 Three Components of Feedback.............................................................................................................11 Asking for Feedback ..............................................................................................................................12 Giving Feedback ....................................................................................................................................12

Guidelines for Giving Constructive Feedback ................................................................................12 DESC Script ....................................................................................................................................13 “I” Statements .................................................................................................................................14 Tips on Giving Feedback ................................................................................................................15 What Affects How We Give and Hear Feedback............................................................................15

Receiving Feedback ...............................................................................................................................15 Listening........................................................................................................................................................16

Overview ................................................................................................................................................16 Listening Skills.......................................................................................................................................16 Active Listening .....................................................................................................................................16

Model ..............................................................................................................................................16 Key Points .......................................................................................................................................17

Listening Techniques .............................................................................................................................17 Creating a Comfortable Environment for Coaching, Feedback & Reviews..................................................18 4. Sample Forms & Instructions Yellow Instructions for Performance Reviews........................................................................................................22-a

Performance Review for Supervisors ..................................................................................................24-a Performance Review for Staff (Non-Supervisory) ..............................................................................26-a

Instructions for Progress Reviews ..............................................................................................................28-a Progress Review for Supervisors.........................................................................................................30-a Progress Review for Staff (Non-Supervisory).....................................................................................32-a

Performance Management Toolkit ii 5/05

Table of Contents (cont'd)

5. Performance Planning Dark Green Overview and Steps.......................................................................................................................................33 Four Key Job Dimensions .............................................................................................................................33 Orienting A New Employee ..........................................................................................................................34 Writing S.M.A.R.T. Objectives....................................................................................................................34

Definition of Terms................................................................................................................................34 S.M.A.R.T. Objectives and Standards...................................................................................................34 Sample Objectives on Performance Review Form.................................................................................36 Questions to Use for Developing Objectives .........................................................................................36 Showing Importance of Objectives ........................................................................................................37 Performance Objectives Planning Worksheet ........................................................................................37

Performance Competencies ...........................................................................................................................38 Overview ................................................................................................................................................38 General Competencies............................................................................................................................39 Supervisory & Management Competencies ...........................................................................................40

6. Progress Review Light Green Overview .......................................................................................................................................................41 Key Steps.......................................................................................................................................................41 Sample Progress Review ...............................................................................................................................42 7. Performance Review Dark Blue Overview .......................................................................................................................................................43 Key Steps.......................................................................................................................................................43 Preparation for Review .................................................................................................................................43 What the Supervisor Does......................................................................................................................43 Supervisor Checklist ..............................................................................................................................44

What the Employee Does .......................................................................................................................45 Employee Checklist................................................................................................................................45 Some Sources of Feedback.....................................................................................................................46

Some Questions to Ask When Seeking Feedback..................................................................................46 Conducting & Completing the Review..........................................................................................................47 Explanation of Performance Ratings .............................................................................................................47

Overview ................................................................................................................................................47 Definitions..............................................................................................................................................48 Behaviors at Each Rating Level – Examples for General Competencies ............................................50-a Behaviors at Each Rating Level – Examples for Supervisory & Management Competencies............52-a

Example of Completed Performance Review for Supervisor.....................................................................54-a Example of Completed Performance Review for Staff (Non-Supervisory) ...............................................56-a Accomplishments ..........................................................................................................................................57

Writing Accomplishment Statements.....................................................................................................57 Employee Accomplishment Worksheet .................................................................................................58

Performance Management Toolkit iii 2/04

Table of Contents (cont'd)

8. Recognizing Employees Light Blue Overview .......................................................................................................................................................59 Examples and Possibilities for Recognizing & Rewarding Employees ........................................................60 9. Development & Improvement Plans Purple Development Plan .........................................................................................................................................61

Overview ................................................................................................................................................61 Blank Development Plan.....................................................................................................................61-a Sample Development Plan ................................................................................................................. 61-b

Plan for Improvement....................................................................................................................................62 Overview ................................................................................................................................................62 Blank Plan for Improvement ...............................................................................................................62-a Sample Plan for Improvement............................................................................................................ 62-b

10. Appendix Gray Definition of Terms .......................................................................................................................................63 Checklist for Orienting New Employees.......................................................................................................65 References & Resources/Bibliography..........................................................................................................66 Endnotes ........................................................................................................................................................67

Performance Management Manual

Performance Management Toolkit 5/05 1

1. Overview INTRODUCTION—Purpose, Importance, and Value What is Performance Management? Performance Management refers to a process of planning, coaching, review, feedback, and evaluation. It enables managers and employees to work together to discuss and understand performance expectations, monitor performance, offer feedback, review actual performance, and provide or receive coaching and training for ongoing development. It depends on manager-employee participation and cooperation. The College’s Performance Management process for staff employees is designed to:

• provide meaningful feedback and support for employees, • link to department goals and College’s mission and goals, and • support the College’s Next Steps.

The process promotes a shared responsibility between supervisors/managers and employees for performance planning and assessment, ongoing two-way communication throughout the year, and opportunities for professional development and continuous learning. What is the Performance Management Toolkit? The purpose of the Toolkit is to help you understand, and be successful in carrying out the new Performance Management process. It explains the College’s Performance Management process and its key steps, components, competencies and objectives. It also provides examples of the forms and of some objectives and comments. In addition, the Toolkit provides suggestions and approaches for coaching, giving and receiving feedback, listening, writing objectives, and providing recognition. The Appendix includes definitions and resources.

At-Will Policy: Nothing in this Performance Management process changes the College’s existing at-will policy, which provides that the College can terminate, with or without notice, an employee’s employment at any time for any lawful reason, with or without cause. Similarly, nothing in this performance management process should be construed or is intended as a promise that the College will or must engage in the corrective steps described below in every situation. Such steps (e.g., Plan for Improvement), when implemented, are at the discretion of the individual supervisor, in consultation with Human Resources, and depend on the circumstances presented in a given performance situation.


2 2/04 Performance Management Toolkit

OBJECTIVES of the PERFORMANCE MANAGEMENT PROCESS

• Promote two-way communication, mutual goal-setting and feedback, and capability of reshaping expectations and objectives as year progresses

• Create setting for staff members to participate in shaping their job responsibilities and performance objectives and development

• Clarify College’s mission and goals and departmental goals • Link individual’s performance with department goals and College’s mission, values and

continuous learning process • Clarify and reinforce core competencies (knowledge, skills, and behaviors) that are

critical for success • Provide meaningful feedback on employee performance • Provide opportunities for professional development and continuous learning • Be a flexible process that is adaptable for different positions and departments and at

same time provide consistency across campus • Provide framework for recognizing and rewarding staff performance



A SHARED RESPONSIBILITY—ROLES OF SUPERVISOR & EMPLOYEE The success of the Performance Management process depends on the sharing of responsibility by supervisors/managers and staff members. The process encourages ongoing communication about an employee’s job and performance and the relationship to department goals and College goals.

Role of Supervisor

Role of Employee

• Interpret the College’s mission, goals,

strategic initiatives • Share and communicate department goals

and relevant information • Explain policies, procedures & processes

• Review the College’s mission, goals,

strategic initiatives • Understand department goals • Review & follow pertinent policies,

procedures & processes

• Help employee see how individual

performance contributes to the College’s and department’s success or failure

• Work with supervisor to understand how

their performance contributes to the College’s and department’s success or failure

• Clarify performance expectations: job

responsibilities, standards & goals

• Participate in process of clarifying

performance expectations: job responsibilities, standards & goals

• Provide feedback & ongoing coaching • Remove obstacles and provide adequate

resources, tools, & support • Communicate regularly, constructively and

effectively • Encourage employees to complete self-

assessment and obtain feedback from others

• Initiate progress review & document • Initiate and jointly discuss annual review;

document review as result of discussion & forward to next level supervisor

• Recognize accomplishments

• Seek & give feedback • Remove barriers to action & seek training

& support • Communicate regularly, constructively

and effectively • Monitor one’s progress & assess own

performance • Actively participate in all performance

and coaching discussions & reviews



PERFORMANCE MANAGEMENT CYCLE The Performance Management process is a continual cycle that goes on throughout the year. It is based on ongoing, back-and-forth communication between supervisor and staff member. Key components of the cycle are:

• Planning and Goal Setting (Performance Planning), which includes communicating

College mission and goals and department goals and developing individual performance expectations that are linked to the mission and goals.

• Ongoing Coaching and Mutual Feedback throughout the year, which includes

reassessing expectations and progress, coaching by the supervisor, and professional development.

• Mid Year Progress Review, which includes a midyear discussion, assessment, and

completion of the Progress Review by the supervisor and employee. This can occur more frequently.

• End of Year Performance Review, which includes assessment of the employee’s

performance by the employee, customers and supervisor; discussion and feedback between the employee and supervisor and completion of the Performance Review. At this time the supervisor and employee start the performance planning process for the coming year.



STEPS & RESPONSIBILITIES IN PERFORMANCE MANAGEMENT PROCESS

Parts of the Process

Steps Supv. Employee

Planning & Goal Setting (usually at start of performance period)

1. Supervisor prepares for performance planning by reviewing Performance Management Toolkit & gathering appropriate information.

X

2. Supervisor reviews College mission & goals and develops department goals with staff or shares already developed department goals with staff.

X X

3. Employee drafts performance objectives/standards or job responsibilities and discusses them with supervisor.

X

4. Supervisor shares performance expectations with employee. Supervisor and employee agree on objectives/standards/ responsibilities and record these in Section I of End of Year Performance Review form.

X X

5. Supervisor and employee review competencies and agree on behaviors & actions that support these competencies.

X X

Coaching, Mutual Feedback (ongoing)

6. Supervisor provides employee ongoing, regular performance coaching and feedback; employee receives coaching & feedback and gives feedback to supervisor.

X X

Mid Year Progress Review (usually Dec. – Jan. - can be more frequent)

7. Supervisor & employee meet to discuss performance and reassess performance expectations & progress. This is a two-way conversation with feedback between supervisor & employee.

X X

8. As result of this meeting supervisor completes comments sections on Progress Review and makes appropriate changes to job responsibilities/objectives; supervisor & employee sign & each receives a copy.

X X



X X

End of Year Performance Review (May-June)

10. In preparation for meeting with supervisor, employee assesses own performance for annual performance period using End of Year Performance Review form.

X

11. Supervisor gets feedback on employee’s performance from employee’s customers and schedules and prepares for performance review with employee.

X

12. Supervisor & employee meet to discuss employee’s performance for performance period.

X X

13. Supervisor completes comment & rating sections and Overall Performance Summary and shares with employee. Together they complete development plan and employee completes the employee comment section. All initial and sign as indicated.

X X

14. Supervisor reviews Performance Review with next level supervisor; next level supervisor signs. Copies are made for employee & supervisor. Original is sent to Human Resources.

X



This page intentionally left blank



2. Links to Mission & Next Steps The Performance Management process provides supervisors and employees the opportunity to translate College and school/department goals into individual objectives for employees. As participants in the process, supervisors and employees can gain a clear understanding of shared expectations – of what needs to be achieved and how. Employees play a critical role in defining their objectives and helping the College achieve its mission, goals, and compliance with accreditation standards.

Saint Mary’s College is committed to a process of review, planning and continuous improvement. The College is accredited by the Western Association of Schools and Colleges (WASC), which encourages continuous improvement. You can find the College mission, traditions, and Next Steps on the SMCNet website at: http://smcnet.stmarys-ca.edu/about/.

ft|Çà `tÜçËá VÉÄÄxzx

`|áá|ÉÇ fàtàxÅxÇà

As Saint Mary’s College enters the twenty-first century, it celebrates the three traditions which have sustained it since itsearliest years and seeks its future in them: the classical tradition of liberal arts education, the intellectual and spiritual legacyof the Catholic Church, and the vision of education enunciated by Saint John Baptist De La Salle and developed by theBrothers of the Christian Schools and their colleagues in a tradition now more than 300 years old.

The Mission of Saint Mary’s College is:

To probe deeply the mystery of existence by cultivating the ways of knowing and the arts of thinking.

Recognizing that the paths to knowledge are many, Saint Mary’s College offers a diverse curriculum which includesthe humanities, arts, sciences, social sciences, education, business administration and nursing, serving traditionalstudents and adult learners in both undergraduate and graduate programs. As an institution where the liberal artsinform and enrich all areas of learning, it places special importance on fostering the intellectual skills and habits ofmind which liberate persons to probe deeply the mystery of existence and live authentically in response to the truthsthey discover. This liberation is achieved as faculty and students, led by wonder about the nature of reality, look twice,ask why, seek not merely facts but fundamental principles, strive for an integration of all knowledge, and expressthemselves precisely and eloquently.

To affirm and foster the Christian understanding of the human person which animates the educational mission of the Catholic Church.

Saint Mary’s College holds that the mystery which inspires wonder about the nature of existence is revealed in theperson of Jesus Christ giving a transcendent meaning to creation and human existence. Nourished by its Christianfaith, the College understands the intellectual and spiritual journeys of the human person to be inextricablyconnected. It promotes the dialogue of faith and reason; it builds community among its members through thecelebration of the Church’s sacramental life; it defends the goodness, dignity and freedom of each person, and fosterssensitivity to social and ethical concerns. Recognizing that all those who sincerely quest for truth contribute to andenhance its stature as a Catholic institution of higher learning, Saint Mary’s welcomes members from its own andother traditions, inviting them to collaborate in fulfilling the spiritual mission of the college.

To create a student-centered educational community whose members support one another with mutual understanding and respect.

As a Lasallian college, Saint Mary’s holds that students are given to its care by God and that teachers grow spirituallyand personally when their work is motivated by faith and zeal. The college seeks students, faculty, administrators andstaff from different social, economic, and cultural backgrounds who come together to grow in knowledge, wisdom andlove. A distinctive mark of a Lasallian school is its awareness of the consequences of economic and social injusticeand its commitment to the poor. Its members learn to live “their responsibility to share their goods and their servicewith those who are in need, a responsibility based on the union of all men and women in the world today and on aclear understanding of the meaning of Christianity.” (From: The Brothers of the Christian Schools in the World Today: ADeclaration).

Our Three Traditions

Catholic, Lasallian and Liberal Arts Saint Mary's College celebrates three traditions: the classical tradition of liberal arts education, the intellectual and spiritual legacy of the Catholic Church, and the vision of education enunciated by Saint John Baptist De La Salle and developed by the Brothers of the Christian Schools and their colleagues in a tradition now more than 300 years old. The Catholic tradition fosters a Christian understanding of the whole person. The Lasallian tradition, rooted in the Christian Brothers' commitment to teaching, supports education that is truly transformative. The Liberal Arts tradition ensures that students develop habits of critical thinking and a desire for lifelong learning.

7-b

The Twelve Virtues of a Good Teacher

In his Recueil (Collection), published in Paris in 1717, De La Salle lists twelve qualities which every good teacher should possess. Brother Agathon (1731 – 1798), Superior General, popularized the Twelve Virtues, dedicating nearly a third of his 1785 circular to the virtue of gentleness.

1. Dignity [la gravité]: Seriousness, assurance, and presence. Respect is won by acting with composure.

2. Calmness [le silence]: In the Lasallian tradition, stillness and peace, rather than strict silence, marked the ideal classroom atmosphere.

3. Humility [l’humilité]: Modest, unassuming; willing to admit mistakes. Humility flowers into courtesy and into respect for pupils.

4. Prudence [la prudence]: Level-headed, of sound judgment, sensible, reasonable; a steadying quality in any circumstance.

5. Wisdom [la sagesse]: Act wisely and with discernment, circumspection, and sufficient knowledge to make sound judgments.

6. Patience [la patience]: Remain composed and even-tempered, especially in difficult moments.

7. Self-Control [la retenue]: Reserve, exhibit self-discipline and restraint when annoyed or provoked.

8. Gentleness [la douceur]: Meek, respectful, refined, amiable, kindly, and with good manners, qualities described in De La Salle’s work “Christian Politeness.”

9. Zeal [le zéle]: A blend of keenness, enthusiasm, and warmth; more practically, cheerful involvement in all aspects of the teaching vocation.

10. Vigilance [la vigilance]: Caring presence, with a watchful eye, in the way the Good Shepherd cares for his sheep.

11. Prayerfulness [la piété]: Raising up the mind and heart to God in prayer, ready to do all needed to prepare pupils for life.

12. Generosity [la générosité]: Unselfish, giving, and unconcerned with measuring one’s own efforts. The affection of those a teacher inspires is life long.

7-c

May 2002

You should manifest courage and

intrepidity in teaching…

your zeal and your faith being strengthened

by the thought that you are God’s ministers

and you act in his name.

Saint John Baptist De La Salle

Page 2

INTRODUCTIONINTRODUCTIONINTRODUCTIONINTRODUCTIONINTRODUCTION

In May of 1999 I shared with the Saint Mary’s Community my vision for the future of the College basedupon the three traditions at the core of our institution: Catholic, Lasallian, and Liberal Arts. This documentdeveloped from a year-long review of a draft by a number of faculty, staff, students, Trustees, Regents andalumni. At the conclusion of that vision statement, I identified five principles that would help direct ourenergy for a one-to-three year period.

Those five principles were: 1) We believe in teaching excellence to enhance student learning. 2) We developcitizens of the world. 3) We enrich the community through interdisciplinary opportunities. 4) We seek distinctionthrough the application of knowledge. 5) We practice efficient management to optimize our goals.

Three years have passed since the 1999 Vision Statement, and we are ready now to take the next step inadvancing these five principles to strengthen our identity as a quality learning community distinguished byour three traditions.

Based upon the work of academic program planning, WASC pre-visitation preparations, conversationswith the deans of the College and my Cabinet, we are in a position to provide the Saint Mary’s communitywith direction and focus, consistent with our traditions, for the next five years that will distinguish SaintMary’s from other institutions of higher education by accentuating areas where we excel over them.

Like the 1999 Vision Statement, this document comes from the community and returns to the commu-nity in its current form for “animation.”

THE NEXT STEPWe need to assert boldly that, by the year 2007, Saint

Mary’s College of California will be the Catholic, Lasalliancollege known widely for its emphasis on creating the premierliberal arts learning community for its students.

What does this mean? First, it means we will recommitourselves to our Catholic and Lasallian roots by providingoutstanding quality educational programs, access for under-privileged students and outreach to those in need. We willcreate a vibrant community that promotes appreciation andunderstanding of how ethnicity, economic background andculture enrich how we learn by diversifying our student body,faculty and staff so that we reflect the society we serve.

This means we will focus our resources and energy to ensurethat we are that extraordinary institution of higher educationcomposed of excellent faculty, staff, and students committed tointeractive, holistic learning and dedicated to assisting eachother on paths of personal growth and spiritual salvation. Thismeans that we will look at everything we do with one questionin mind: how does it contribute to a transformative learningexperience for all involved?

While there are tactical decisions that we must make inorder to reach our goal, there are five primary questions thatwill serve as guides for specific action.

What leadership directions do we want to take amongacademic, professional, societal and spiritual communities?

What cultural attributes do we want to embrace?

How will we generate and allocate our financialresources to strengthen the learning community?

What facilities will we build and renovate?

How can we improve or change our infrastructureto support us?

CONCLUSIONI am looking forward to working with everyone at Saint

Mary’s to determine the best ways to strengthen our learningcommunity and our shared vision. Our students will be betterserved by our dialogue, decisions, and action.

Our expectations and hopes for Saint Mary’s must bechallenging but realistic. We cannot address every issue, so wemust assess and prioritize our needs and concentrate on what isattainable.

Page 3

GRAPHIC UNDERSTANDING OFOUR GOAL

Let me share a graphic depiction of the focal areas we needto address as the Catholic, Lasallian college known widely forits emphasis on providing the premier liberal arts learningenvironment for students. The term “learning focused” is usedin the diagram to emphasize that in large part the goal of ournext steps is to strengthen our identity as a community oflearners.

TheCatholic, Lasallian

College for a PremierLiberal Arts

Learning Experience

Learning FocusedLeadership

LearningFocused

Infrastructure

LearningFocusedCulture

LearningFocusedFinances

LearningFocusedFacilities

Page 4

LEARNING FOCUSED LEADERSHIPTo be identified as a quality learning focused academy, we

must set our sights high. We need recognition for our GreatBooks Collegiate Seminar program and our emphasis on liberallearning from such prestigious organizations as the Associationof American Colleges and Universities, the Association ofCatholic Colleges and Universities, the American Associationof Higher Education, the Association for Core Texts andCourses and the American Academy of Liberal Education.

We need to stay contemporary and competitive in both ourdisciplinary and core curricula through engaging with associa-tions in higher education directed towards Catholic and liberaleducation for the twenty-first century, highlighting our uniqueshared inquiry method, enhancing general education per thework of our program planning initiatives, and meeting ourinstitutional need for a permanent infrastructure for review,assessment, and development of both general and disciplinaryeducation.

To benefit our students further, we must continue theintegration of multidisciplinary academic programs in thecurriculum, targeting as manageable a number of new under-graduate courses as our resources will support. We havealready seen what can be done in the environmental sciencedegree programs in liberal arts and science, and I know thereare many more ideas being considered that will result inexciting student and faculty learning opportunities across thecurriculum.

We need to expand national and international collabora-tive activities with special focus on other Lasallian institu-tions. We must also foster more inter-institutional programs,again with special emphasis on Lasallian institutions, so ourown students, faculty and staff will have the opportunity toexpand their horizons with other citizens of the world.

Because learning occurs outside the formal curriculum, wealso need to work toward establishing more intentionalpartnerships between academic and student affairs programs.No better model exists than the Catholic Institute for Lasal-lian Social Action (CILSA) with its blending of the servicelearning pedagogy with a community-based learning focus, andacademic examination and integration.

We must identify instruments that measure the outcomes ofour curricular and co-curricular programs on our students. Thenew National Survey of Student Engagement (NSSE) providesa vehicle not only to understand our students’ engagement butalso to compare their engagement with student survey resultsfrom other four-year institutions. Understanding that relativepositioning of our students with their peers across the countrytoday, we will be able to establish goals for achievement andengagement the next five years.

A very enriching aspect of the process of learning anddiscovery for our community is found in our Catholic ethos.We must embrace its heritage and purpose and inculcate interms of scholarship campus dialogue, action for justice andthe spiritual basis for community. We must strengthen thiscontribution by establishing a Catholic Institute that will drawon the strengths of our academic and co-curricular programsthat already manifest our Catholic character and further thistradition while respecting the ecumenism so rich on ourcampus.

LEARNING FOCUSED CULTUREThe Christian Brothers continue to animate the College.

They are the heart and memory of the Lasallian charism. Wemust encourage and continue to enhance the commitment ofthe Brothers, in association with faculty and staff, to inspireour students with our core values and shared mission.

We must celebrate the strength of our faculty that advancesstudent learning and discovery. We need to enhance opportu-nities for students to engage with faculty in research, providefaculty with enhanced opportunities to develop new forms ofinstructional delivery and to challenge them to continueresearch in their disciplines and the areas that have beenidentified as central to the Lasallian mission at the tertiarylevel.

These include support for faculty and student scholarshipfocusing on the causes of poverty and social justice, the needsof the poor, the rights of children, education for justice andpeace and conservation of our ecosystem.

The staff shares in our learning culture and we must alsocelebrate and encourage their facilitation of student learning.We need to provide enhanced staff development opportuni-ties, and encourage staff participation in the academic and co-curricular life of the campus.

Success in providing the Christian Brothers, faculty andstaff with the resources and encouragement to enhance theenvironment within which our students minds, hearts andlives are transformed should result in greater student retentionrates based upon satisfaction and clear evidence of ourinstitution’s educational effectiveness.

We must also engage our alumni, parents and benefactorswith our academic and co-curricular initiatives, encouragethem to participate with the Christian Brothers, faculty, staffand students in achieving our five-year goals, and motivatethem to seek out others to support the directions we aretaking as well.

Page 5

LEARNING FOCUSED FINANCESOur students deserve to have a core faculty that, through

continuous service to the College, will provide in eachsucceeding year of teaching greater opportunities for collabo-rative learning. To guarantee this, we must provide a compen-sation package to our faculty that makes it possible for themto be with the students not only during instructional time andoffice hours, but also for the casual conversation in thelibrary, in the student union and residence halls as well as atathletic, recreational, cultural, intellectual and social eventsaround the campus. The Faculty Salary Policy provides thatopportunity by informing our faculty salaries by way ofcomparison with salaries at the Pacific States IIA group ofcolleges and universities.

We also must assure our students that the staff who supportour faculty, provide so many essential services for our students,and engage our students in co-curricular learning experiences,are competent professionals and are offered compensationpackages competitive with the marketplace.

We must not neglect the financial needs of our studentswhile addressing those who assist them in their quest forknowledge. We must increase opportunities for needy studentsto attend, meeting a greater portion of their financial need,especially those students attending Saint Mary’s who are firstgeneration college attendees or are a part of our expandingHigh Potential student population. At the same time, we mustbe competitive with our sister institutions in offering honors-at-entrance and student –athlete scholarships for gifted andqualified students who will challenge their fellow students,whether on or off campus.

To be a center of excellence, we must diversify our financialresources. Currently, over 93% of all income comes fromtuition, room and board fees. We need to increase our endow-ment to at least $250 million, thereby providing $12.5 milliona year to the operating budget of the College, a figure signifi-cantly higher than the $3.35 million currently being generatedby our endowment of $67 million. The beginning of this drivefor a greater endowment has been realized through gifts andbequests made to our successful capital campaign and recentlyhighlighted by the estate of Frank J. Filippi that will addapproximately $20 million to our endowment and will yield $1million annually in perpetuity for scholarships, professorshipsand academic enrichment.

The net revenues from adult and graduate programs mustalso make a growing contribution to the core undergraduateinstitution. Adult and graduate programs should have totalnet revenues (after both direct and indirect expenses) thatprovide at least 10% of the operating revenue of the Collegeas a whole.

We must also strengthen the College’s operating budgetsour students, faculty and staff depend upon to provide the

academic and student programmatic stimulus for enrichedlearning experiences. Annual increases to non-salary budgetsshould be indexed to inflation, and the macro-budget shouldbe equivalent to 1% of the total annual operating budget.

LEARNING FOCUSED FACILITIESWe need to match the development of the curriculum and

co-curricular activities over the next five years with theaddition of new facilities and the renovation of existingbuildings.

First, and primary on the list, will be new homes for theschools of Liberal Arts and Education and the Department ofPerforming Arts. These academic facilities will be matched byrenovations of Galileo Hall for the School of Science, thefaculty office annex adjacent to the art gallery and the RheemCenter for the School of Extended Education. We also needto complete funding for a home for the School of Economicsand Business Administration as well as find the support for anew library that will be complementary to the design ofinstructional space in the new academic buildings.

At the same time, we must provide additional opportuni-ties for our faculty, staff and students outside of the classroomwith the construction of a recreation/athletic/aquatic center,expanded dining facilities, renovation of existing residencehalls and the construction of additional residence halls thatwill allow us to house 75% of the student body on campus.

We also need to give our talented young women and menwho compete in intercollegiate athletics appropriate “fields ofplay”: a new baseball field, completion of the softball field,rejuvenation of the Saint Mary’s College Stadium and the soccerfield, and the renovation of McKeon Pavilion. Along withassisting the more than 350 students who represent the Collegein intercollegiate sporting events, we need to address therecreational needs of our entire student body with expanded cluband intramural recreational opportunities on campus.

LEARNING FOCUSED INFRASTRUCTUREBesides the physical infrastructure, we need to address

several other forms of infrastructure that will guarantee ourstudents the efficient resources they need to benefit from theCollege’s learning environment. Through better coordinationand integration of areas such as marketing, student admissions,registration, matriculation and advising processes, the Collegecan both achieve financial efficiencies and improve service toher students. We must also improve administrative andacademic technology to facilitate learning by providing coursesupport on the web, completing enhanced connectivity to ourstudents whether they reside on or off campus. We mustdeliver more robust media services to our instructional spacesand ensure the new library has state-of-the-art media andtechnology services.

Page 6

These next steps flow from our Mission Statement and thevision I shared with you in 1999. They will be used to not onlyengage the campus community as we move forward, but alsothe Boards of Trustees and Regents, our alumni, parents andour benefactors.

TheCatholic, Lasallian

College for a PremierLiberal Arts

Learning Experience

As we approach 2007, let us stand together and in associa-tion, providing an outstanding liberal arts education, commit-ting ourselves to our Catholic tradition to be impassionedadvocates of a peaceful and just society, and enriching theculture of Lasallian service to others. This we must do toanimate our mission and personify our unswerving focus on ourcore values of being a faithful, generous and human learningcommunity.

Page 7






3. Coaching and Communication COACHING Coaching is a set of management skills and efforts aimed at influencing employee performance to achieve positive and productive results. It is most employed through one-on-one conversations and one-to-group communication when teams are involved. The functions of coaching, in essence, provide direction, guidance, and support to develop people to perform to their fullest or to improve performance when it is not meeting expectations.1 Supervisors are encouraged to provide ongoing coaching and feedback to an employee on his/her performance throughout the year. Key coaching activities are motivating, giving constructive feedback (positive and negative), guiding development, and guiding performance improvement. The three dimensions of coaching are as follows:2

• Create Commitment & Purpose

• Build Competence &

Confidence

• Refocus & Align

Performance

Redirect Instruct Inspire

Improved Performance



Coaching Skills3

• Setting objectives and performance expectations • Giving performance feedback • Conducting periodic performance review • Instructing and training • Mentoring to guide development • Tutoring with questions • Taking someone under your wing • Stimulating and supporting career development • Delegating to empower and achieve results • Motivating employee performance • Facilitating groups to perform as teams • Intervening to build improvement in performance

Coaching Tips4

• Observe continuously what employees do and how they do it. • Take the time to give each employee daily feedback on his or her work. • Let employees know what they did well and what could be improved as soon as possible

after an observed incident or behavior. • Guide employees by identifying not just the specific desired behavior but also its desired

results. • Give employees the benefit of your task and organizational expertise. • Encourage employees to share their own experience and insights. • Be willing to explore options with employees. • Show tact when coaching an employee who needs improvement. • Work with top performers to keep up their high standards and find new challenges. • Use coaching to help employees improve, develop, and succeed, not to chastise. • Be positive about the job, the employee, and the organization. • Ask questions and listen actively to the answers and the reactions behind them.

COMMUNICATION OVERVIEW Communication is the expression of ideas in both oral and written form, and involves both sender and receiver. It is the exchange of information, messages, opinions, and feelings and can be expressed verbally and non-verbally. Communication Tips5 1. Plan your communications

• Know what you want any communication to achieve. • Outline your points and words in a clear, orderly manner. • Keep your communications brief, clear, and simple. • Limit your topics to avoid information overload. • Don’t make assumptions about audience knowledge. • Consider how your audience will receive your communication and how to offset any

negative reactions. 2. Choose your words carefully

• Use conversational language in speech and in writing. • Phrase things positively (“Do”) rather than negatively (“Don’t”). • Present instructions in a step-by-step format.



• Explain the why, not just the what, when possible. • Restate your key points for emphasis. • Minimize use of jargon.

3. Check for understanding

• Encourage questions and feedback. • Follow up to test understanding.

All of the skills and actions of effective coaching are dependent on effective communication. In fact, two-way communication is important to the whole process of Performance Management. Two aspects of communication that are particularly important to the process are:

• Giving and Receiving Feedback, and • Listening

Information and tools for doing both of these are described below. GIVING & RECEIVING FEEDBACK What Is Performance Feedback? It is information to someone about an effort done, or not done, in his or her performance – usually delivered close in timing to the occurrence or pattern of behavior and intended to influence future behavior. Feedback is important because it…

• Improves our performance and how we work together • Shows others how we appreciate what they do • Builds our relationships • Tests the reality of our perceptions, reactions, observations or intentions • Shares our feelings, concerns, and appreciations • Influences someone to stop, start, do more of, or modify their behavior.

Three Components of Feedback: 6

Asking

Delivering or Giving

Receiving



Asking for Feedback:

• Use “encouraging” phrases Did that meet your needs? How am I doing? What do you think worked well? (Or how did that go?) What should I do differently next time? (Or what can be improved or changed?)

• Show by your body language that you are open to it (for example, eye contact, nodding, and uncrossed arms).

• Build feedback opportunities naturally into the work Project start-up discussions Project debriefs Meetings with supervisor or staff member Post-meeting discussions

We can ask for feedback from those we serve, our supervisors and colleagues. Asking for feedback may be more challenging than giving it. Keep in mind that asking for feedback can help build productive working relationships. Giving Feedback Constructive feedback includes both positive and negative feedback. Different from praise or criticism, constructive feedback is based on evidence, not on judgments or opinions. It is directed at a person’s performance, rather than at the person.

Praise or Criticism Constructive Feedback (Positive & Negative)

Good Job. (Praise – too general) Your work on the project was outstanding because … (specifics)

Why can’t you do it like Joe? (Criticism – comparing and blame) Why did you do that!! (Accusatory)

The client was upset – do you understand why? (checking for understanding) The report was missing a summary chart that would help the team understand the data. (specific and observable)

Guidelines for Giving Constructive Feedback7 1. The content of what you say

a. Identify the issue or topic of performance involved. b. Give example or other evidence in order to provide the specifics of what occurred.

2. The manner in how you say it a. Avoid beating around the bush; that is, get to the point and be direct in delivering

your message. b. Be sincere so that you mean what you say and avoid giving mixed messages – the

“yes-but” type of messages. c. When giving feedback on positive situations, to show care and gratitude, express

appreciation, and on negative feedback situations, express concern in both your language and tone so people know you still care.

d. Give the feedback face-to-face not through messengers of technology (e.g., e-mail). e. Give the feedback in a factual and nonjudgmental manner by stating observations

not interpretations.



3. Timely feedback, without delay

a. Give feedback as soon as possible or reasonable and when you are ready. Avoid giving feedback when you are emotionally charged up or when you do not have all your facts in order.

b. Putting off feedback until weeks later—or at the annual review period—will have far less impact on the receiver. Important news that arrives late becomes less important as time passes.

4. Balancing Feedback a. Give feedback when things go right as well as when things go wrong.

5. Ongoing basis a. Give feedback on an ongoing basis that reflects each person’s actual performance or

behavior. Constructive feedback is seen as two-way communication and can be provided by the supervisor to the employee and the employee to the supervisor or among colleagues. It is important that timing is right and that it is given with care, in a constructive manner and in private. Sometimes it is appropriate to give positive feedback when others are present. But one should take into account how comfortable a person would be receiving positive feedback in public and how others hearing the feedback might take it. DESC Script for Giving Negative Feedback Focus on: Amount of information recipient can use, rather than on amount you might have or feel you have to give. Again avoid giving feedback when you are emotionally charged. 1. Describe the situation. Be specific and objective. Make observations not inferences. Deal

with present not past behavior. 2. Express your own feelings, and take responsibility for them. Focus on sharing this to assist

recipient, rather than on “release” for you. 3. Specify changes you want. Be realistic. Ask, don’t demand. Specify, if appropriate, what

behavior you are willing to change or provide to promote agreement... Check for understanding.

4. Share Consequences. Share your perception of possible outcomes. Reaffirm the other’s ability to make a positive change. End on a positive note.

The Script Example 18 Example 2

1. Describe the situation.

“When you borrow my supplies without asking me first.

When you don’t return my phone messages,

2. Express your own feelings. Use “I” statements.

I get upset because I order materials for the projects I have planned.

I feel irritated because it delays me on the project I am working on.

3. Specify changes you want.

What I would prefer is that you plan in advance and order the supplies you need.

What I would prefer is if you or one of your staff members would give me a phone call and let me know when you can get back to me with the information I need.

4. Share Consequences. Reaffirm.

That way you and I will both have what we need for the work we are doing.

This will help us both be effective.

The above are also examples of “I” statements. See next page for more information on “I” statements.



Giving Constructive Feedback—DESC Preparation Worksheet (available on HR web site)

Script Your Feedback Describe the situation.

Express your own feelings. Use “I” statements

Specify changes you want.

Share Consequences. Reaffirm.

Making “I” Statements out of “You” Statements9

“You” Statement “I” Statement

You fail to see what I mean.

I don’t think I conveyed to you the meaning I intended.

You misinterpreted my intention.

I think you have a different view of my intentions from what I meant them to be.

You are wrong in thinking that.

Let me explain my reasons for doing the job this way.

You didn’t do this right.

This wasn’t completed in the format I requested.

Other forms of “I” Statements:

• I was upset when you set up a meeting with me and then you didn’t come to the meeting, because I had rescheduled other appointments to meet with you.

• I really appreciate that you were able to design such a striking cover for our office booklet because it really helped students know where to find the information on our registration process.

When giving constructive negative feedback an “I” statement can decrease resistance and increase the possibilities of the receiver listening to us. The “you” blaming approach often builds resistance and may turn people off. As a result, the listener tunes us out and very little of our message is heard and understood. When giving constructive positive feedback, an “I” statement helps others understand what they did that you value and appreciate. “I” statements generally include:

• Non-blaming description of person’s behavior (When you…) • Your feeling or emotion (I feel…) • Tangible effects/impact on you now or in future (Because…)



Tips on Giving Feedback 1. Focus on behavior rather than person. 2. Focus on observations rather than inferences. 3. Be descriptive rather than judgmental. 4. Be specific – here and now rather than general and abstract. 5. Take into account needs of both. 6. Time it appropriately. 7. “Own” your feelings/ problems/ responsibility. 8. Give in manageable amounts. 9. Use “I’ statements – specific, how you feel, tangible effect. 10. Have verbal statements match non-verbal behavior. 11. Focus on “more or less” rather than “either / or.” 12. Ensure privacy. What Affects How We Give and Hear Feedback10

• Openness to it • Vocabulary • Body language • Assumptions • Interpretation • Perception • Biases • Relationship expectations • Emotions

Feedback providers and receivers need to be aware of and understand what affects how a message is said and heard. Receiving Feedback

• Give your complete attention; really LISTEN to content and feeling. • Ask questions to ensure understanding. • Avoid being defensive. Keep your personal views from affecting your willingness to listen. • Ask follow-up questions to ensure you receive “complete” feedback. • Allow feedback provider to finish without interruption. • Summarize information and ideas to ensure understanding. • When feedback is very general, ask for specifics. For example, could you be more

specific? Would you give me an example? • Consider if others have provided similar feedback to you. • View the feedback as a learning opportunity whether it is negative or positive. It can be

an opportunity to improve or to consider doing more of what you are already doing.



LISTENING Overview Listening is an important part of communication and coaching, including giving and receiving feedback. It may seem simple, but it takes practice and patience and being actively involved in the process. A study by Dr. Ralph Nichol shows “that we devote 40% of our day to listening, yet his tests revealed that people listen at only 25 percent efficiency.” 11 Listening Skills12 When Face to Face with the Speaker

• Clear your mind of other topics, concerns, and thoughts. • Give the speaker your full attention. • Make eye contact with the speaker. • Assume the speaker will say something worth hearing. • Pay attention to your body language; don’t show boredom, impatience, hostility, etc. • Nod, smile, or otherwise indicate you’re following the speaker.

When on the Phone with the Speaker • Picture the speaker in your mind. • Give the conversation your full effort and attention. • Jot down brief notes if needed to help you follow points. • Say “mmm-hmm” or “oh,” or otherwise indicate you’re paying attention.

Whenever anyone is speaking

• Don’t interrupt. • Try to determine the speaker’s key message. • Don’t do or think about something else. • Wait until the speaker has finished to form your response. • Ask questions about anything that’s unclear. • Restate key points to be sure you understand. • Respond to the speaker’s feelings and attitudes as well as the message.

Active Listening Model When we talk (A), we usually are conveying both content (words) & feeling. When we are fully heard, the other person (B) usually lets us know that we have been heard by his/her body language and/or words & will respond to both the content & feeling of what we have said.



Key Points

• Give the speaker your full attention. • Listen for content & feelings. • Focus on speaker’s points vs. how you want to respond. • Listen to words, tone & body language. • Include eye contact, if possible. • Feed back information for understanding. • Ask for clarification as appropriate.

Listening Techniques

Types Purpose Examples Clarifying

• To get additional facts • To help him/her explore all sides

of a problem

• “Can you clarify this?” • “Do you mean this...?” • “Is this the problem as you see it

now?” Restatement

• To check meaning and

interpretation • To affirm that you are listening and

that you understand • To encourage him/her to analyze

other aspects of the matter and discuss it

• “As I understand it then, your

plan is...” • “This is what you have decided

to do and the reasons are...”

Neutral

• To convey that you are interested

and listening

• “I see” • “Uh-huh” • “That’s very interesting” • “I understand”

Reflective

• To show that you understand how

person feels about what they’re saying

• To help the person evaluate and temper their feelings

• “You feel that...” • “It was a shocking thing as you

saw it.” • “You felt you didn’t get a fair

shake.” Summarizing

• To focus the discussion • To encourage further discussion on

a new aspect or problem

• “These are the key ideas you

have expressed.” • “If I understand how you feel

about the situation...”



CREATING A COMFORTABLE ENVIRONMENT for COACHING, FEEDBACK & REVIEWS The environment for coaching, feedback and reviews should be supportive, accepting and comfortable. To help create a comfortable environment, it is important for the supervisor to: • Prepare. • Choose an appropriate time and place.

When and where each person can give full attention Without interruptions With privacy

• Establish Rapport. • Clearly state purpose. • Show support in verbal and non-verbal communication. • Listen. • Ask for feedback, suggestions, perspectives. • Use open-ended questions. • Rephrase and summarize as appropriate.



4. Sample Forms & Instructions THE PAGES THAT FOLLOW INCLUDE: Instructions for Performance Review (Supervisory and Non-Supervisory)

Performance Review for Supervisors

Performance Review for Staff (Non-Supervisory) Instructions for Progress Review (Supervisory and Non-Supervisory)

Progress Review for Supervisors

Progress Review for Staff (Non-Supervisory)






Instructions for Performance Reviews




PE

RF

OR

MA

NC

E R

EV

IEW

STA

FF (

Supe

rvis

ory

and

Non

-Sup

ervi

sory

)*IN

ST

RU

CT

ION

S

(End

of

the

Yea

r an

d In

trod

ucto

ry R

evie

ws)

GE

NE

RA

L●

Com

plet

e fo

rm o

nlin

e or

cop

y fo

rm a

nd t

hen

com

plet

e.●

Onl

ine:

exp

and

each

sec

tion

for

addi

tion

al s

pace

as

appr

opri

ate.

●

Offl

ine:

add

add

itio

nal p

ages

if n

eces

sary

.●

Com

plet

e pa

ge 1

.●

Supe

rvis

or c

ompl

etes

eac

h se

ctio

n of

the

form

aft

er d

iscu

ssio

n w

ith

the

empl

oyee

.

RE

SPO

NSI

BIL

ITIE

S an

d/or

OB

JEC

TIV

ES

- SE

CT

ION

I●

Left

han

d co

lum

n: r

ecor

d th

e ag

reed

upo

n re

spon

sibi

litie

s, ex

pect

atio

ns o

r ob

ject

ives

for

the

empl

oyee

for

the

com

ing

year

. (G

ener

ally

don

e at

the

begi

nnin

g of

the

perf

orm

ance

cyc

le.)

●A

t th

e en

d of

the

rev

iew

per

iod,

sum

mar

ize

in t

he C

omm

ents

se

ctio

n th

e em

ploy

ee’s

perf

orm

ance

for

each

res

pons

ibili

ty

or o

bjec

tive

. ●

At

the

end

of t

he r

evie

w p

erio

d, in

dica

te t

he a

ppro

pria

te

rati

ng fo

r ea

ch r

espo

nsib

ility

or

obje

ctiv

e. (

See

expl

anat

ion

of

perf

orm

ance

rat

ings

bel

ow.)

PE

RFO

RM

AN

CE

CO

MP

ET

EN

CIE

S -

SEC

TIO

N I

I●

At

the

end

of t

he r

evie

w p

erio

d, s

umm

ariz

e pe

rfor

man

ce fo

r ea

ch

com

pete

ncy

in t

he C

omm

ents

sec

tion

& t

hen

indi

cate

rat

ing

for

each

com

pete

ncy.

●

For

supe

rvis

ory

staf

f com

plet

e ge

nera

l com

pete

ncie

s an

d su

perv

isor

y/m

anag

emen

t co

mpe

tenc

ies;

for

non-

supe

rvis

ory

staf

f com

plet

e ge

nera

l com

pete

ncie

s.

OV

ER

AL

L P

ER

FOR

MA

NC

E S

UM

MA

RY

- S

EC

TIO

N I

IIC

omm

ents

and

Rat

ing

●Su

mm

ariz

e th

e em

ploy

ee’s

perf

orm

ance

for

the

full

revi

ew p

erio

d.

●In

dica

te r

atin

g fo

r th

e fu

ll re

view

per

iod.

●

Att

ach

a Pl

an fo

r Im

prov

emen

t if

“Nee

ds I

mpr

ovem

ent”

is

dee

med

app

ropr

iate

by

the

supe

rvis

or.

Pro

fess

iona

l Dev

elop

men

t P

lan

●In

clud

e go

als,

acti

ons

and

tim

e fr

ame.

(Se

e T

oolk

itfo

r sa

mpl

e fo

rmat

.)R

espo

nsib

iliti

es a

nd F

utur

e O

bjec

tive

s●

Rec

ord

key

poin

ts a

nd t

rans

fer

to S

ecti

on I

of t

he r

evie

w fo

rm fo

r th

e ne

xt r

evie

w p

erio

d.E

mpl

oyee

Com

men

ts●

The

em

ploy

ee c

ompl

etes

thi

s se

ctio

n.

SIG

NA

TU

RE

S A

ND

RE

VIE

W●

Init

ial o

r si

gn o

n ea

ch p

age

as in

dica

ted.

●

Rev

iew

wit

h ne

xt le

vel s

uper

viso

r &

obt

ain

sign

atur

e on

last

pag

e.

●M

ake

copi

es fo

r th

e em

ploy

ee a

nd s

uper

viso

r. ●

Send

ori

gina

l to

Hum

an R

esou

rces

.

PE

RFO

RM

AN

CE

RA

TIN

GS

Exc

eeds

Exp

ecta

tion

s –

Con

sist

entl

y su

rpas

ses

all e

xpec

tati

ons

and

goal

s.U

se th

is ra

ting

spar

ingl

y to

avo

id d

ilutin

g th

e va

lue

of th

e “M

eets

E

xpec

tatio

ns”

ratin

g.M

eets

Exp

ecta

tion

s –

Fully

and

con

sist

entl

y ac

hiev

es e

xpec

tati

ons

and

goal

s. T

his

ratin

g is

the

stan

dard

and

is c

omm

enda

ble.

Mos

t em

ploy

ees’

pe

rfor

man

ce w

ill fa

ll in

to th

is ca

tego

ry.

Nee

ds I

mpr

ovem

ent

–N

eeds

impr

ovem

ent

to fu

lly a

chie

ve e

xpec

ta-

tion

s/go

als.

Thi

s ra

ting

is fo

r th

ose

aspe

cts

of p

erfo

rman

ce th

at r

equi

re s

ome

addi

tiona

l tra

inin

g an

d de

velo

pmen

t or

for

perf

orm

ance

that

is

not c

onsis

tent

.U

nacc

epta

ble

–Fa

ils t

o m

eet

job

expe

ctat

ions

. Thi

s is

used

whe

n pe

rfor

man

ce c

ontin

ually

fails

to m

eet a

ccep

tabl

e st

anda

rds.

*See

Per

form

ance

Man

agem

ent

Too

lkit

for

mor

ede

taile

d in

form

atio

n a

nd e

xam

ples

.



Performance Review for Supervisors




2/04

1

Sain

t Mar

y’s C

olle

ge o

f Cal

iforn

ia is

a C

atho

lic, L

asal

lian

and

Libe

ral A

rts C

olle

ge k

now

n w

idel

y fo

r pro

vidi

ng a

n ex

celle

nt le

arni

ng

envi

ronm

ent f

or st

uden

ts. I

t is a

com

mun

ity o

f lea

rner

s–st

uden

ts, f

acul

ty a

nd st

aff–

who

supp

ort t

he o

rgan

izat

ion’

s mis

sion

: •

To p

robe

dee

ply

the

mys

tery

of e

xist

ence

by

culti

vatin

g th

e w

ays o

f kno

win

g an

d th

e ar

ts o

f thi

nkin

g.

• To

aff

irm a

nd fo

ster

the

Chr

istia

n un

ders

tand

ing

of th

e hu

man

per

son

whi

ch a

nim

ates

the

educ

atio

n m

issi

on o

f the

Cat

holic

Chu

rch.

•

To c

reat

e a

stud

ent-c

ente

red

educ

atio

nal c

omm

unity

who

se m

embe

rs su

ppor

t one

ano

ther

with

mut

ual u

nder

stan

ding

and

resp

ect.

The

effe

ctiv

e pe

rfor

man

ce o

f eac

h in

divi

dual

is n

eces

sary

to a

chie

ve th

e C

olle

ge’s

mis

sion

. The

Col

lege

exp

ects

all

its e

mpl

oyee

s to

exem

plify

its v

alue

s thr

ough

com

mitt

ed le

ader

ship

, ong

oing

lear

ning

, and

con

cern

for h

uman

rela

tions

hips

.

Em

ploy

ee:

Su

perv

isor

:

Em

ploy

ee J

ob T

itle:

Job

Gra

de:

Dep

artm

ent:

Obj

ectiv

es, D

evel

opm

ent &

Per

form

ance

Per

iod:

From

:

Thr

ough

:

Intr

oduc

tory

Rev

iew

End

of Y

ear

Rev

iew

Dat

e:

24-a

Sect

ion

I

2/04

2

SEC

TIO

N I

RES

PON

SIB

ILIT

IES

&/O

R O

BJE

CTI

VES

Pr

imar

y Pe

rfor

man

ce E

xpec

tatio

ns:

Res

pons

ibili

ties

&/o

r Obj

ectiv

es

Com

men

ts

EE

M

E

NI

U

EE

M

E

NI

U

EE

M

E

NI

U

EE

M

E

NI

U

EE

M

E

NI

U

EE

M

E

NI

U

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_ S

uper

viso

r Ini

tials

D

ate

Em

ploy

ee In

itial

s

D

ate

Exceeds Expectations

Meets Expectations

Needs Improvement

Unacceptable

Perf

orm

ance

Rat

ings

Sect

ion

II

2/

04

3

SEC

TIO

N II

PE

RFO

RM

AN

CE

CO

MPE

TEN

CIE

S

Gen

eral

Com

pete

ncie

s C

omm

ents

M

issi

on &

Val

ues

- Per

form

day

-to-d

ay a

ctiv

ities

& jo

b re

spon

sibi

litie

s in

w

ays

that

sup

port

& e

nhan

ce th

e C

olle

ge’s

mis

sion

& it

s C

atho

lic, L

asal

lian

& L

iber

al A

rts tr

aditi

ons,

e.g

., se

rvic

e to

com

mun

ity, d

edic

atio

n, ta

king

ow

ners

hip

for s

ucce

ss o

f SM

C, e

xem

plify

ing

beha

vior

that

is a

mod

el fo

r ot

hers

, & a

dher

ing

to C

olle

ge p

olic

ies

EE

ME

N

I U

Serv

ice

- Dem

onst

rate

com

mitm

ent t

o pr

ovid

ing

ever

yone

with

hig

hest

le

vel o

f ser

vice

: Pro

vide

frie

ndly

, car

ing

serv

ice;

exh

ibit

patie

nce

& re

spec

t; fo

llow

up

& fo

llow

thro

ugh;

resp

ond

sinc

erel

y, p

rom

ptly

, con

sist

ently

&

appr

opria

tely

to e

very

one

ever

y tim

e; a

nd e

stab

lish

& m

aint

ain

effe

ctiv

e re

latio

nshi

ps w

ith th

ose

we

serv

e &

gai

n th

eir t

rust

& re

spec

t

EE

ME

N

I U

Team

wor

k - M

aint

ain

harm

onio

us &

effe

ctiv

e w

ork

rela

tions

hips

with

co-

wor

kers

& o

ther

s; a

nd c

olla

bora

te w

ith d

epar

tmen

ts, c

ampu

s co

mm

unity

, &

exte

rnal

sou

rces

, as

appr

opria

te, t

o pr

omot

e co

oper

ativ

e w

ork

rela

tions

hips

, im

prov

e w

ork

proc

esse

s, &

ach

ieve

goa

ls a

nd o

bjec

tives

EE

ME

N

I U

Com

mun

icat

ion

- Effe

ctiv

ely

conv

ey in

form

atio

n &

idea

s bo

th o

rally

& in

w

ritin

g; li

sten

car

eful

ly&

see

k cl

arifi

catio

n to

ens

ure

unde

rsta

ndin

g;

prom

ote

an o

pen

envi

ronm

ent w

here

div

erse

per

spec

tives

are

resp

ecte

d,

deve

lope

d, &

val

ued;

and

mai

ntai

n ap

prop

riate

con

fiden

tialit

y

EE

ME

N

I U

Res

ourc

eful

ness

- C

onsi

sten

tly in

itiat

e id

eas

& a

ctio

ns th

at im

pact

our

su

cces

s: P

roac

tivel

y ta

ke o

r rec

omm

end

appr

opria

te a

ctio

ns, s

olut

ions

or

impr

ovem

ent w

hen

the

situ

atio

n de

man

ds it

; per

seve

re w

hen

enco

unte

ring

chal

leng

es &

obs

tacl

es; a

nd a

djus

t to

effe

ctiv

ely

acco

mm

odat

e m

ultip

le

dem

ands

& s

hifti

ng p

riorit

ies

EE

ME

N

I U

Qua

lity

& Q

uant

ity o

f Wor

k - D

emon

stra

te k

now

ledg

e, te

chni

cal

expe

rtise

, & p

robl

em s

olvi

ng s

kills

nec

essa

ry to

per

form

job

effe

ctiv

ely;

m

ake

qual

ity d

ecis

ions

bas

ed o

n so

und

judg

men

t; co

mpl

ete

assi

gnm

ents

in

a th

orou

gh, a

ccur

ate

& ti

mel

y m

anne

r tha

t ach

ieve

s ex

pect

ed o

utco

mes

; pr

eser

ve C

olle

ge fi

nanc

es &

mai

ntai

n &

car

e fo

r Col

lege

pro

perty

; and

m

eet C

olle

ge &

/or d

epar

tmen

t atte

ndan

ce s

tand

ards

EE

ME

N

I U

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_ Su

perv

isor

Initi

als

Dat

e

Em

ploy

ee In

itial

s

D

ate


Meets Expectations

Needs Improvement

Unacceptable

Perf

orm

ance

Rat

ings

SEC

TIO

N II

2

/04

4

SEC

TIO

N II

PE

RFO

RM

AN

CE

CO

MPE

TEN

CIE

S

(Thi

s sec

tion

is a

lway

s inc

lude

d on

Per

form

ance

Rev

iew

s for

thos

e w

ho su

perv

ise

staf

f, bu

t occ

asio

nally

may

be

used

for o

ther

s suc

h as

pro

ject

man

ager

s or s

uper

viso

rs o

f stu

dent

s.)

Su

perv

isor

y &

Man

agem

ent C

ompe

tenc

ies

Com

men

ts

Man

agin

g an

d D

evel

opin

g St

aff -

Rec

ruit

& h

ire a

ppro

pria

te s

taff;

pr

ovid

e em

ploy

ees

clea

r exp

ecta

tions

rega

rdin

g or

gani

zatio

n’s

valu

es &

de

sire

d re

sults

; giv

e cl

ear &

hon

est p

erfo

rman

ce fe

edba

ck; c

omm

unic

ate

in

way

s th

at in

vite

two-

way

dia

logu

e; c

oach

& d

evel

op s

taff

& p

rovi

de

oppo

rtuni

ty fo

r tra

inin

g an

d gr

owth

; rec

ogni

ze s

taff

for e

fforts

& a

chie

vem

ent

& e

nsur

e st

aff a

re tr

eate

d w

ith re

spec

t & in

a fa

ir &

equ

itabl

e m

anne

r; an

d co

nstru

ctiv

ely

addr

ess

perfo

rman

ce p

robl

ems

EE

ME

N

I U

Lead

ersh

ip -

Cre

ate

a su

ppor

tive

staf

f env

ironm

ent,

whi

ch fo

ster

s in

divi

dual

m

otiv

atio

n, h

igh

leve

ls o

f ind

ivid

ual a

nd te

am p

erfo

rman

ce, &

qua

lity

of

serv

ice:

See

k pe

rform

ance

feed

back

& in

corp

orat

e in

to d

epar

tmen

t ob

ject

ives

; dev

elop

& c

omm

unic

ate

clea

r obj

ectiv

es th

at s

uppo

rt de

partm

ent

& C

olle

ge m

issi

on &

goa

ls; b

uild

a w

orkf

orce

that

reco

gniz

es &

val

ues

the

posi

tive

influ

ence

s of

div

erse

cul

ture

s, v

iew

poin

ts, s

tyle

s &

oth

er a

spec

ts o

f in

divi

dual

diff

eren

ces;

set

a to

ne o

f int

egrit

y &

eth

ics;

enc

oura

ge &

faci

litat

e co

oper

atio

n, p

ride,

& t

rust

; em

pow

er &

insp

ire s

taff

by s

harin

g in

form

atio

n,

know

ledg

e, s

kills

, & a

utho

rity;

thin

k &

pla

n st

rate

gica

lly; a

nd le

ad b

y ex

ampl

e

EE

ME

N

I U

Res

ourc

e M

anag

emen

t - D

evel

op p

lans

& o

rgan

ize

reso

urce

s (te

chno

logy

, equ

ipm

ent,

budg

et, s

pace

, & s

taff)

for i

mpl

emen

tatio

n of

pro

ject

s &

pro

gram

s: U

tiliz

e ex

istin

g &

new

reso

urce

s ef

fect

ivel

y &

effi

cien

tly; p

lan,

ad

min

iste

r, &

mon

itor b

udge

t to

ensu

re c

ost e

ffect

iven

ess;

and

acc

omm

odat

e m

ultip

le d

eman

ds fo

r com

mitm

ent o

f tim

e, e

nerg

y &

reso

urce

s

EE

ME

N

I U

Dec

isio

n M

akin

g an

d Ju

dgm

ent -

Ana

lyze

fact

s an

d da

ta, u

se s

ound

ju

dgm

ent,

& s

eek

inpu

t & a

ssis

tanc

e fro

m o

ther

s to

arri

ve a

t mos

t effe

ctiv

e so

lutio

ns; m

ake

deci

sion

s in

a ti

mel

y m

anne

r, ev

en u

nder

unc

erta

in

cond

ition

s, c

onsi

derin

g bo

th th

e im

med

iate

and

long

-term

con

sequ

ence

s;

follo

w u

p to

ens

ure

prob

lem

s ar

e re

solv

ed; a

nd m

aint

ain

appr

opria

te

conf

iden

tialit

y

EE

ME

N

I U

Man

agin

g C

hang

e - I

nitia

te a

ctio

ns th

at fo

ster

acc

epta

nce

of

orga

niza

tiona

l cha

nge:

Com

mun

icat

e in

way

s th

at h

elp

empl

oyee

s un

ders

tand

the

chan

ge; i

nvol

ve e

mpl

oyee

s in

the

deci

sion

s th

at im

pact

them

; an

d es

tabl

ish

stru

ctur

es, p

ract

ices

& fe

edba

ck to

sup

port

succ

essf

ul

impl

emen

tatio

n of

the

chan

ge

EE

ME

N

I U

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_ Su

perv

isor

Initi

als

D

ate

Empl

oyee

Initi

als

Dat

e


Meets Expectations

Unacceptable

Perf

orm

ance

Rat

ings Needs

Improvement

Sect

ion

III

2/0

4

5

SEC

TIO

N II

I

O

VER

ALL

PER

FOR

MA

NC

E SU

MM

AR

Y

Com

men

ts: (

Base

d on

a re

view

of S

ectio

ns I

and

II)

Exce

eds

Expe

ctat

ions

(Per

form

ance

co

nsis

tent

ly s

urpa

sses

all

expe

ctat

ions

and

go

als)

M

eets

Exp

ecta

tions

(Per

form

ance

fully

and

co

nsis

tent

ly a

chie

ves

expe

ctat

ions

and

goa

ls)

Nee

ds Im

prov

emen

t (Pe

rform

ance

nee

ds

impr

ovem

ent t

o fu

lly a

chie

ve e

xpec

tatio

ns a

nd

goal

s)

Una

ccep

tabl

e (P

erfo

rman

ce fa

ils to

mee

t jo

b ex

pect

atio

ns)

Plan

for I

mpr

ovem

ent

Y

es

N

o

.

Prof

essi

onal

Dev

elop

men

t Pla

n:

Res

pons

ibili

ties

and

Futu

re O

bjec

tives

(Com

plet

e th

e re

spon

sibi

litie

s &/

or o

bjec

tives

in S

ectio

n I f

or n

ext r

evie

w p

erio

d.)

Empl

oyee

Com

men

ts (I

nclu

de fe

edba

ck to

the

supe

rvis

or o

n w

ays

in w

hich

sup

ervi

sor c

an a

ssis

t you

in m

eetin

g re

spon

sibi

litie

s &/

or o

bjec

tives

&

enha

ncin

g pe

rform

ance

com

pete

ncie

s):

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_ Su

perv

isor

Sig

natu

re

D

ate

Empl

oyee

Sig

natu

re

Dat

e Si

gnat

ure

of N

ext L

evel

Sup

ervi

sor_

____

____

____

____

____

____

____

____

____

____

____

____

D

ate_

____

____

____

____

____

____

____

____

____

_



Performance Review for Staff (Non-Supervisory)




2/04

1

Sain

t M

ary’

s C

olle

ge o

f C

alifo

rnia

is

a C

atho

lic,

Lasa

llian

and

Lib

eral

Arts

Col

lege

kno

wn

wid

ely

for

prov

idin

g an

exc

elle

nt l

earn

ing

envi

ronm

ent f

or st

uden

ts. I

t is a

com

mun

ity o

f lea

rner

s—st

uden

ts, f

acul

ty a

nd st

aff—

who

supp

ort t

he o

rgan

izat

ion’

s mis

sion

: •

To p

robe

dee

ply

the

mys

tery

of e

xist

ence

by

culti

vatin

g th

e w

ays o

f kno

win

g an

d th

e ar

ts o

f thi

nkin

g.

• To

aff

irm a

nd fo

ster

the

Chr

istia

n un

ders

tand

ing

of th

e hu

man

per

son

whi

ch a

nim

ates

the

educ

atio

n m

issi

on o

f the

Cat

holic

Chu

rch.

•

To c

reat

e a

stud

ent-c

ente

red

educ

atio

nal c

omm

unity

who

se m

embe

rs su

ppor

t one

ano

ther

with

mut

ual u

nder

stan

ding

and

resp

ect.

The

effe

ctiv

e pe

rfor

man

ce o

f ea

ch i

ndiv

idua

l is

nec

essa

ry t

o ac

hiev

e th

e C

olle

ge’s

mis

sion

. Th

e C

olle

ge e

xpec

ts a

ll its

em

ploy

ees

to

exem

plify

its v

alue

s thr

ough

com

mitt

ed le

ader

ship

, ong

oing

lear

ning

, and

con

cern

for h

uman

rela

tions

hips

.

Em

ploy

ee:

Su

perv

isor

:

Em

ploy

ee J

ob T

itle:

Job

Gra

de:

Dep

artm

ent:

Obj

ectiv

es, D

evel

opm

ent &

Per

form

ance

Per

iod:

From

:

Thr

ough

:

Intr

oduc

tory

Rev

iew

End

of Y

ear

Rev

iew

Dat

e:

26-a

Sect

ion

I

2/04

2

SEC

TIO

N I

RES

PON

SIB

ILIT

IES

&/O

R O

BJE

CTI

VES

Pr

imar

y Pe

rfor

man

ce E

xpec

tatio

ns:

Res

pons

ibili

ties

&/o

r Obj

ectiv

es

Com

men

ts

EE

ME

N

I U

EE

ME

N

I U

EE

ME

N

I U

EE

ME

N

I U

EE

ME

N

I U

EE

ME

N

I U

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_ Su

perv

isor

Initi

als

Dat

e

Em

ploy

ee In

itial

s

Dat

e


Meets Expectations

Needs Improvement

Unacceptable

Perf

orm

ance

Rat

ings

Sect

ion

II

2/0

4 3

SEC

TIO

N II

P

ER

FOR

MA

NC

E C

OM

PETE

NC

IES

Gen

eral

Com

pete

ncie

s C

omm

ents

M

issi

on &

Val

ues

- Per

form

day

-to-d

ay a

ctiv

ities

& jo

b re

spon

sibi

litie

s in

w

ays

that

sup

port

& e

nhan

ce th

e C

olle

ge’s

mis

sion

& it

s C

atho

lic, L

asal

lian

& L

iber

al A

rts tr

aditi

ons,

e.g

., se

rvic

e to

com

mun

ity, d

edic

atio

n, ta

king

ow

ners

hip

for s

ucce

ss o

f SM

C, e

xem

plify

ing

beha

vior

that

is a

mod

el fo

r ot

hers

, & a

dher

ing

to C

olle

ge p

olic

ies

EE

ME

N

I U

Serv

ice

- Dem

onst

rate

com

mitm

ent t

o pr

ovid

ing

ever

yone

with

hig

hest

le

vel o

f ser

vice

: Pro

vide

frie

ndly

, car

ing

serv

ice;

exh

ibit

patie

nce

& re

spec

t; fo

llow

up

& fo

llow

thro

ugh;

resp

ond

sinc

erel

y, p

rom

ptly

, con

sist

ently

&

appr

opria

tely

to e

very

one

ever

y tim

e; a

nd e

stab

lish

& m

aint

ain

effe

ctiv

e re

latio

nshi

ps w

ith th

ose

we

serv

e &

gai

n th

eir t

rust

& re

spec

t

EE

ME

N

I U

Team

wor

k - M

aint

ain

harm

onio

us &

effe

ctiv

e w

ork

rela

tions

hips

with

co-

wor

kers

& o

ther

s; a

nd c

olla

bora

te w

ith d

epar

tmen

ts, c

ampu

s co

mm

unity

, &

exte

rnal

sou

rces

, as

appr

opria

te, t

o pr

omot

e co

oper

ativ

e w

ork

rela

tions

hips

, im

prov

e w

ork

proc

esse

s, &

ach

ieve

goa

ls a

nd o

bjec

tives

EE

ME

N

I U

Com

mun

icat

ion

- Effe

ctiv

ely

conv

ey in

form

atio

n &

idea

s bo

th o

rally

& in

w

ritin

g; li

sten

car

eful

ly&

see

k cl

arifi

catio

n to

ens

ure

unde

rsta

ndin

g;

prom

ote

an o

pen

envi

ronm

ent w

here

div

erse

per

spec

tives

are

resp

ecte

d,

deve

lope

d, &

val

ued;

and

mai

ntai

n ap

prop

riate

con

fiden

tialit

y

EE

ME

N

I U

Res

ourc

eful

ness

- C

onsi

sten

tly in

itiat

e id

eas

& a

ctio

ns th

at im

pact

our

su

cces

s: P

roac

tivel

y ta

ke o

r rec

omm

end

appr

opria

te a

ctio

ns, s

olut

ions

or

impr

ovem

ent w

hen

the

situ

atio

n de

man

ds it

; per

seve

re w

hen

enco

unte

ring

chal

leng

es &

obs

tacl

es; a

nd a

djus

t to

effe

ctiv

ely

acco

mm

odat

e m

ultip

le

dem

ands

& s

hifti

ng p

riorit

ies

EE

ME

N

I U

Qua

lity

& Q

uant

ity o

f Wor

k - D

emon

stra

te k

now

ledg

e, te

chni

cal

expe

rtise

, & p

robl

em s

olvi

ng s

kills

nec

essa

ry to

per

form

job

effe

ctiv

ely;

m

ake

qual

ity d

ecis

ions

bas

ed o

n so

und

judg

men

t; co

mpl

ete

assi

gnm

ents

in

a th

orou

gh, a

ccur

ate

& ti

mel

y m

anne

r tha

t ach

ieve

s ex

pect

ed o

utco

mes

; pr

eser

ve C

olle

ge fi

nanc

es &

mai

ntai

n &

car

e fo

r Col

lege

pro

perty

; and

m

eet C

olle

ge &

/or d

epar

tmen

t atte

ndan

ce s

tand

ards

EE

ME

N

I U

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

___

____

____

____

____

____

____

____

____

____

____

____

____

____

__

Supe

rvis

or In

itial

s

Dat

e

Empl

oyee

Initi

als

D

ate


Meets Expectations

Needs Improvement

Unacceptable

Perf

orm

ance

Rat

ings

Sect

ion

III

2/0

4 4

SEC

TIO

N II

I

O

VER

ALL

PER

FOR

MA

NC

E SU

MM

AR

Y C

omm

ents

: (B

ased

on

a re

view

of S

ectio

ns I

and

II)

Exce

eds

Expe

ctat

ions

(Per

form

ance

co

nsis

tent

ly s

urpa

sses

all

expe

ctat

ions

and

go

als)

M

eets

Exp

ecta

tions

(Per

form

ance

fully

an

d co

nsis

tent

ly a

chie

ves

expe

ctat

ions

an

d go

als)

Nee

ds Im

prov

emen

t (Pe

rform

ance

ne

eds

impr

ovem

ent t

o fu

lly a

chie

ve

expe

ctat

ions

and

goa

ls)

Una

ccep

tabl

e (P

erfo

rman

ce fa

ils to

m

eet j

ob e

xpec

tatio

ns)

Plan

for I

mpr

ovem

ent

Y

es

N

o

.

Prof

essi

onal

Dev

elop

men

t Pla

n:

R

espo

nsib

ilitie

s an

d Fu

ture

Obj

ectiv

es (C

ompl

ete

the

resp

onsi

bilit

ies

&/or

obj

ectiv

es in

Sec

tion

I for

nex

t rev

iew

per

iod.

Em

ploy

ee C

omm

ents

(Inc

lude

feed

back

to th

e su

perv

isor

on

way

s in

whi

ch s

uper

viso

r can

ass

ist y

ou in

mee

ting

resp

onsi

bilit

ies

&/or

obj

ectiv

es &

en

hanc

ing

perfo

rman

ce c

ompe

tenc

ies)

:

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_ Su

perv

isor

Sig

natu

re

D

ate

Empl

oyee

Sig

natu

re

Dat

e Si

gnat

ure

of N

ext L

evel

Sup

ervi

sor_

____

____

____

____

____

____

____

____

____

____

____

____

D

ate_

____

____

____

____

____

____

____

____

____

_



Instructions for Progress Reviews




PR

OG

RE

SS

RE

VIE

WST

AFF

(Sup

ervi

sory

and

Non

-Sup

ervi

sory

)*

INS

TR

UC

TIO

NS

GE

NE

RA

L●

Com

plet

e fo

rm o

nlin

e or

cop

y fo

rm a

nd t

hen

com

plet

e.●

Onl

ine:

exp

and

each

sec

tion

for

addi

tion

al s

pace

as

appr

opri

ate.

O

fflin

e: a

dd a

ddit

iona

l pag

es if

nec

essa

ry.

●C

ompl

ete

page

1.

●Su

perv

isor

com

plet

es e

ach

sect

ion

of t

he fo

rm a

fter

dis

cuss

ion

wit

h th

e em

ploy

ee.

●T

he P

rogr

ess

Rev

iew

is g

ener

ally

com

plet

ed in

mid

yea

r (D

ecem

ber-

Janu

ary)

.

RE

SPO

NSI

BL

ITIE

S an

d/or

OB

JEC

TIV

ES

- SE

CT

ION

I●

Rev

iew

res

pons

ibili

ties

, exp

ecta

tion

s or

obj

ecti

ves

that

wer

e ag

reed

upo

n at

the

beg

inni

ng o

f the

per

form

ance

cyc

le.

●D

iscu

ss e

mpl

oyee

’s pe

rfor

man

ce o

n th

ese

resp

onsi

bilit

ies

or o

bjec

tive

s.●

Sum

mar

ize

in t

he C

omm

ents

sec

tion

the

em

ploy

ee’s

perf

orm

ance

fo

r ea

ch r

espo

nsib

ility

or

obje

ctiv

e.

●C

hang

e or

adj

ust

obje

ctiv

es, r

espo

nsib

iliti

es o

r ex

pect

atio

ns a

s ap

prop

riat

e.

PE

RFO

RM

AN

CE

CO

MP

ET

EN

CIE

S -

SEC

TIO

N I

I●

Rev

iew

& d

iscu

ss e

mpl

oyee

’s pe

rfor

man

ce o

n ea

ch c

ompe

tenc

y.●

Sum

mar

ize

perf

orm

ance

for

each

com

pete

ncy

in t

he C

omm

ents

se

ctio

n.

●Fo

r su

perv

isor

y st

aff,

revi

ew g

ener

al c

ompe

tenc

ies

and

supe

rvis

ory/

man

agem

ent

com

pete

ncie

s; fo

r no

n-su

perv

isor

y st

aff,

revi

ew g

ener

al c

ompe

tenc

ies.

SIG

NA

TU

RE

S●

On

each

pag

e pr

ovid

e ap

prop

riat

e si

gnat

ures

. Mak

e co

py fo

r em

ploy

ee.

●K

eep

Prog

ress

Rev

iew

in t

he d

epar

tmen

t. G

ener

ally

Pro

gres

s R

evie

ws

are

NO

T fo

rwar

ded

to H

uman

Res

ourc

es.

*See

Per

form

ance

Man

agem

ent

Too

lkit

for

mor

ede

taile

d in

form

atio

n an

d ex

ampl

es.

(Mid

Yea

r)



Progress Review for Supervisors




2/04

1

Sain

t Mar

y’s C

olle

ge o

f Cal

iforn

ia is

a C

atho

lic, L

asal

lian

and

Libe

ral A

rts C

olle

ge k

now

n w

idel

y fo

r pro

vidi

ng a

n ex

celle

nt le

arni

ng

envi

ronm

ent f

or st

uden

ts. I

t is a

com

mun

ity o

f lea

rner

s—st

uden

ts, f

acul

ty a

nd st

aff—

who

supp

ort t

he o

rgan

izat

ion’

s mis

sion

: •

To p

robe

dee

ply

the

mys

tery

of e

xist

ence

by

culti

vatin

g th

e w

ays o

f kno

win

g an

d th

e ar

ts o

f thi

nkin

g.

• To

aff

irm a

nd fo

ster

the

Chr

istia

n un

ders

tand

ing

of th

e hu

man

per

son

whi

ch a

nim

ates

the

educ

atio

n m

issi

on o

f the

Cat

holic

Chu

rch.

•

To c

reat

e a

stud

ent-c

ente

red

educ

atio

nal c

omm

unity

who

se m

embe

rs su

ppor

t one

ano

ther

with

mut

ual u

nder

stan

ding

and

resp

ect.

The

effe

ctiv

e pe

rfor

man

ce o

f eac

h in

divi

dual

is n

eces

sary

to a

chie

ve th

e C

olle

ge’s

mis

sion

. The

Col

lege

exp

ects

all

its e

mpl

oyee

s to

exem

plify

its v

alue

s thr

ough

com

mitt

ed le

ader

ship

, ong

oing

lear

ning

, and

con

cern

for h

uman

rela

tions

hips

.

Em

ploy

ee:

Su

perv

isor

:

Em

ploy

ee J

ob T

itle:

Job

Gra

de:

Dep

artm

ent:

Obj

ectiv

es, D

evel

opm

ent &

Per

form

ance

Per

iod:

From

:

Thr

ough

:

Mid

-Yea

r R

evie

w

Oth

er

Dat

e:

30-a

Sect

ion

I 2

/04

2

SEC

TIO

N I

R

ESPO

NSI

BIL

ITIE

S &

/OR

OB

JEC

TIVE

S

Prim

ary

Perf

orm

ance

Exp

ecta

tions

: R

espo

nsib

ilitie

s &

/or O

bjec

tives

Com

men

ts

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_ _

____

____

____

____

____

____

____

____

____

____

____

____

____

____

Su

perv

isor

Sig

natu

re

D

ate

Em

ploy

ee S

igna

ture

D

ate

Sect

ion

II 2

/04

3

SEC

TIO

N II

PE

RFO

RM

AN

CE

CO

MPE

TEN

CIE

S

Gen

eral

Com

pete

ncie

s C

omm

ents

M

issi

on &

Val

ues

- Per

form

day

-to-d

ay a

ctiv

ities

& jo

b re

spon

sibi

litie

s in

w

ays

that

sup

port

& e

nhan

ce th

e C

olle

ge’s

mis

sion

& it

s C

atho

lic, L

asal

lian

&

Libe

ral A

rts tr

aditi

ons,

e.g

., se

rvic

e to

com

mun

ity, d

edic

atio

n, ta

king

ow

ners

hip

for s

ucce

ss o

f SM

C, e

xem

plify

ing

beha

vior

that

is a

mod

el fo

r oth

ers,

&

adhe

ring

to C

olle

ge p

olic

ies

Serv

ice

- Dem

onst

rate

com

mitm

ent t

o pr

ovid

ing

ever

yone

with

hig

hest

leve

l of

serv

ice:

Pro

vide

frie

ndly

, car

ing

serv

ice;

exh

ibit

patie

nce

& re

spec

t; fo

llow

up

&

follo

w th

roug

h; re

spon

d si

ncer

ely,

pro

mpt

ly, c

onsi

sten

tly &

app

ropr

iate

ly to

ev

eryo

ne e

very

tim

e; a

nd e

stab

lish

& m

aint

ain

effe

ctiv

e re

latio

nshi

ps w

ith th

ose

we

serv

e &

gai

n th

eir t

rust

& re

spec

t

Team

wor

k - M

aint

ain

harm

onio

us &

effe

ctiv

e w

ork

rela

tions

hips

with

co-

wor

kers

& o

ther

s; a

nd c

olla

bora

te w

ith d

epar

tmen

ts, c

ampu

s co

mm

unity

, &

exte

rnal

sou

rces

, as

appr

opria

te, t

o pr

omot

e co

oper

ativ

e w

ork

rela

tions

hips

, im

prov

e w

ork

proc

esse

s, &

ach

ieve

goa

ls a

nd o

bjec

tives

Com

mun

icat

ion

- Effe

ctiv

ely

conv

ey in

form

atio

n &

idea

s bo

th o

rally

& in

w

ritin

g; li

sten

car

eful

ly &

see

k cl

arifi

catio

n to

ens

ure

unde

rsta

ndin

g; p

rom

ote

an

open

env

ironm

ent w

here

div

erse

per

spec

tives

are

resp

ecte

d, d

evel

oped

, &

valu

ed; a

nd m

aint

ain

appr

opria

te c

onfid

entia

lity

Res

ourc

eful

ness

- C

onsi

sten

tly in

itiat

e id

eas

& a

ctio

ns th

at im

pact

our

su

cces

s: P

roac

tivel

y ta

ke o

r rec

omm

end

appr

opria

te a

ctio

ns, s

olut

ions

or

impr

ovem

ent w

hen

the

situ

atio

n de

man

ds it

; per

seve

re w

hen

enco

unte

ring

chal

leng

es &

obs

tacl

es; a

nd a

djus

t to

effe

ctiv

ely

acco

mm

odat

e m

ultip

le

dem

ands

& s

hifti

ng p

riorit

ies

Qua

lity

& Q

uant

ity o

f Wor

k - D

emon

stra

te k

now

ledg

e, te

chni

cal e

xper

tise,

&

pro

blem

sol

ving

ski

lls n

eces

sary

to p

erfo

rm jo

b ef

fect

ivel

y; m

ake

qual

ity

deci

sion

s ba

sed

on s

ound

judg

men

t; co

mpl

ete

assi

gnm

ents

in a

thor

ough

, ac

cura

te &

tim

ely

man

ner t

hat a

chie

ves

expe

cted

out

com

es; p

rese

rve

Col

lege

fin

ance

s &

mai

ntai

n &

car

e fo

r Col

lege

pro

perty

; and

mee

t Col

lege

&/o

r de

partm

ent a

ttend

ance

sta

ndar

ds

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_ Su

perv

isor

Sig

natu

re

D

ate

Em

ploy

ee S

igna

ture

D

ate

Sect

ion

II 2

/04

4

SEC

TIO

N II

PER

FOR

MA

NC

E C

OM

PETE

NC

IES

(T

his s

ectio

n is

alw

ays i

nclu

ded

on P

erfo

rman

ce R

evie

ws f

or th

ose

who

supe

rvis

e st

aff,

but o

ccas

iona

lly m

ay b

e us

ed fo

r oth

ers s

uch

as p

roje

ct m

anag

ers o

r sup

ervi

sors

of s

tude

nts.)

Su

perv

isor

y &

Man

agem

ent C

ompe

tenc

ies

Pr

ogre

ss R

evie

w

M

anag

ing

and

Dev

elop

ing

Staf

f - R

ecru

it &

hire

app

ropr

iate

sta

ff; p

rovi

de

empl

oyee

s cl

ear e

xpec

tatio

ns re

gard

ing

orga

niza

tion’

s va

lues

& d

esire

d re

sults

; gi

ve c

lear

& h

ones

t per

form

ance

feed

back

; com

mun

icat

e in

way

s th

at in

vite

tw

o-w

ay d

ialo

gue;

coa

ch &

dev

elop

sta

ff &

pro

vide

opp

ortu

nity

for t

rain

ing

&

grow

th; r

ecog

nize

sta

ff fo

r effo

rts &

ach

ieve

men

t & e

nsur

e st

aff a

re tr

eate

d w

ith

resp

ect &

in a

fair

& e

quita

ble

man

ner;

and

cons

truct

ivel

y ad

dres

s pe

rform

ance

pr

oble

ms

Lead

ersh

ip -

Cre

ate

a su

ppor

tive

staf

f env

ironm

ent,

whi

ch fo

ster

s in

divi

dual

m

otiv

atio

n, h

igh

leve

ls o

f ind

ivid

ual &

team

per

form

ance

, & q

ualit

y of

ser

vice

: S

eek

perfo

rman

ce fe

edba

ck &

inco

rpor

ate

into

dep

artm

ent o

bjec

tives

; dev

elop

&

com

mun

icat

e cl

ear o

bjec

tives

that

sup

port

depa

rtmen

t & C

olle

ge m

issi

on &

go

als;

bui

ld a

wor

kfor

ce th

at re

cogn

izes

& v

alue

s th

e po

sitiv

e in

fluen

ces

of

dive

rse

cultu

res,

vie

wpo

ints

, sty

les,

& o

ther

asp

ects

of i

ndiv

idua

l diff

eren

ces;

se

t a to

ne o

f int

egrit

y &

eth

ics;

enc

oura

ge &

faci

litat

e co

oper

atio

n, p

ride,

& tr

ust;

empo

wer

& in

spire

sta

ff by

sha

ring

info

rmat

ion,

kno

wle

dge,

ski

lls, &

aut

horit

y;

thin

k &

plan

stra

tegi

cally

; and

lead

by

exam

ple

Res

ourc

e M

anag

emen

t -D

evel

op p

lans

& o

rgan

ize

reso

urce

s (te

chno

logy

, eq

uipm

ent,

budg

et, s

pace

& s

taff)

for i

mpl

emen

tatio

n of

pro

ject

s &

pro

gram

s:

Util

ize

exis

ting

& n

ew re

sour

ces

effe

ctiv

ely

& e

ffici

ently

; pla

n, a

dmin

iste

r, &

m

onito

r bud

get t

o en

sure

cos

t effe

ctiv

enes

s; a

nd a

ccom

mod

ate

mul

tiple

de

man

ds fo

r com

mitm

ent o

f tim

e, e

nerg

y &

reso

urce

s

Dec

isio

n M

akin

g an

d Ju

dgm

ent -

Ana

lyze

fact

s &

dat

a, u

se s

ound

ju

dgm

ent,

& s

eek

inpu

t & a

ssis

tanc

e fro

m o

ther

s to

arri

ve a

t mos

t effe

ctiv

e so

lutio

ns; m

ake

deci

sion

s in

a ti

mel

y m

anne

r, ev

en u

nder

unc

erta

in c

ondi

tions

, co

nsid

erin

g bo

th th

e im

med

iate

& lo

ng-te

rm c

onse

quen

ces;

follo

w u

p to

ens

ure

prob

lem

s ar

e re

solv

ed; a

nd m

aint

ain

appr

opria

te c

onfid

entia

lity

Man

agin

g C

hang

e - I

nitia

te a

ctio

ns th

at fo

ster

acc

epta

nce

of o

rgan

izat

iona

l ch

ange

: C

omm

unic

ate

in w

ays

that

hel

p em

ploy

ees

unde

rsta

nd th

e ch

ange

; in

volv

e em

ploy

ees

in th

e de

cisi

ons

that

impa

ct th

em; a

nd e

stab

lish

stru

ctur

es,

prac

tices

& fe

edba

ck to

sup

port

succ

essf

ul im

plem

enta

tion

of th

e ch

ange

____

____

____

____

____

____

____

____

____

____

____

___

__

____

____

____

____

____

____

____

____

____

____

____

____

____

__

Supe

rvis

or S

igna

ture

Dat

e

Empl

oyee

Sig

natu

re

Dat

e



Progress Review for Staff (Non-Supervisory)




2/04

1

Sain

t Mar

y’s C

olle

ge o

f Cal

iforn

ia is

a C

atho

lic, L

asal

lian

and

Libe

ral A

rts C

olle

ge k

now

n w

idel

y fo

r pro

vidi

ng a

n ex

celle

nt le

arni

ng

envi

ronm

ent f

or st

uden

ts. I

t is a

com

mun

ity o

f lea

rner

s—st

uden

ts, f

acul

ty a

nd st

aff—

who

supp

ort t

he o

rgan

izat

ion’

s mis

sion

: •

To p

robe

dee

ply

the

mys

tery

of e

xist

ence

by

culti

vatin

g th

e w

ays o

f kno

win

g an

d th

e ar

ts o

f thi

nkin

g.

• To

aff

irm a

nd fo

ster

the

Chr

istia

n un

ders

tand

ing

of th

e hu

man

per

son

whi

ch a

nim

ates

the

educ

atio

n m

issi

on o

f the

Cat

holic

Chu

rch.

•

To c

reat

e a

stud

ent-c

ente

red

educ

atio

nal c

omm

unity

who

se m

embe

rs su

ppor

t one

ano

ther

with

mut

ual u

nder

stan

ding

and

resp

ect.

The

effe

ctiv

e pe

rfor

man

ce o

f eac

h in

divi

dual

is n

eces

sary

to a

chie

ve th

e C

olle

ge’s

mis

sion

. The

Col

lege

exp

ects

all

its e

mpl

oyee

s to

exem

plify

its v

alue

s thr

ough

com

mitt

ed le

ader

ship

, ong

oing

lear

ning

, and

con

cern

for h

uman

rela

tions

hips

.

Em

ploy

ee:

Supe

rvis

or:

Em

ploy

ee J

ob T

itle:

Job

Gra

de:

Dep

artm

ent:

Obj

ectiv

es, D

evel

opm

ent &

Per

form

ance

Per

iod:

From

:

Thr

ough

:

Mid

-Yea

r R

evie

w

Oth

er

Dat

e:

32-a

Sect

ion

I

2/04

2

SEC

TIO

N I

R

ESPO

NSI

BIL

ITIE

S &

/OR

OB

JEC

TIVE

S

Prim

ary

Perf

orm

ance

Exp

ecta

tions

: R

espo

nsib

ilitie

s &

/or O

bjec

tives

Com

men

ts

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_ Su

perv

isor

Sig

natu

re

D

ate

Empl

oyee

Sig

natu

re

Dat

e

Sect

ion

II

2/0

4

3

SEC

TIO

N II

PE

RFO

RM

AN

CE

CO

MPE

TEN

CIE

S

Gen

eral

Com

pete

ncie

s C

omm

ents

M

issi

on &

Val

ues

- Per

form

day

-to-d

ay a

ctiv

ities

& jo

b re

spon

sibi

litie

s in

w

ays

that

sup

port

& e

nhan

ce th

e C

olle

ge’s

mis

sion

& it

s C

atho

lic, L

asal

lian

&

Libe

ral A

rts tr

aditi

ons,

e.g

., se

rvic

e to

com

mun

ity, d

edic

atio

n, ta

king

ow

ners

hip

for s

ucce

ss o

f SM

C, e

xem

plify

ing

beha

vior

that

is a

mod

el fo

r oth

ers,

&

adhe

ring

to C

olle

ge p

olic

ies

Serv

ice

- Dem

onst

rate

com

mitm

ent t

o pr

ovid

ing

ever

yone

with

hig

hest

leve

l of

serv

ice:

Pro

vide

frie

ndly

, car

ing

serv

ice;

exh

ibit

patie

nce

& re

spec

t; fo

llow

up

&

follo

w th

roug

h; re

spon

d si

ncer

ely,

pro

mpt

ly, c

onsi

sten

tly &

app

ropr

iate

ly to

ev

eryo

ne e

very

tim

e; a

nd e

stab

lish

& m

aint

ain

effe

ctiv

e re

latio

nshi

ps w

ith th

ose

we

serv

e &

gai

n th

eir t

rust

& re

spec

t

Team

wor

k - M

aint

ain

harm

onio

us &

effe

ctiv

e w

ork

rela

tions

hips

with

co-

wor

kers

& o

ther

s; a

nd c

olla

bora

te w

ith d

epar

tmen

ts, c

ampu

s co

mm

unity

, &

exte

rnal

sou

rces

, as

appr

opria

te, t

o pr

omot

e co

oper

ativ

e w

ork

rela

tions

hips

, im

prov

e w

ork

proc

esse

s, &

ach

ieve

goa

ls a

nd o

bjec

tives

Com

mun

icat

ion

- Effe

ctiv

ely

conv

ey in

form

atio

n &

idea

s bo

th o

rally

& in

w

ritin

g; li

sten

car

eful

ly &

see

k cl

arifi

catio

n to

ens

ure

unde

rsta

ndin

g; p

rom

ote

an

open

env

ironm

ent w

here

div

erse

per

spec

tives

are

resp

ecte

d, d

evel

oped

, &

valu

ed; a

nd m

aint

ain

appr

opria

te c

onfid

entia

lity

Res

ourc

eful

ness

- C

onsi

sten

tly in

itiat

e id

eas

& a

ctio

ns th

at im

pact

our

su

cces

s: P

roac

tivel

y ta

ke o

r rec

omm

end

appr

opria

te a

ctio

ns, s

olut

ions

or

impr

ovem

ent w

hen

the

situ

atio

n de

man

ds it

; per

seve

re w

hen

enco

unte

ring

chal

leng

es &

obs

tacl

es; a

nd a

djus

t to

effe

ctiv

ely

acco

mm

odat

e m

ultip

le

dem

ands

& s

hifti

ng p

riorit

ies

Qua

lity

& Q

uant

ity o

f Wor

k - D

emon

stra

te k

now

ledg

e, te

chni

cal e

xper

tise,

&

pro

blem

sol

ving

ski

lls n

eces

sary

to p

erfo

rm jo

b ef

fect

ivel

y; m

ake

qual

ity

deci

sion

s ba

sed

on s

ound

judg

men

t; co

mpl

ete

assi

gnm

ents

in a

thor

ough

, ac

cura

te &

tim

ely

man

ner t

hat a

chie

ves

expe

cted

out

com

es; p

rese

rve

Col

lege

fin

ance

s &

mai

ntai

n &

car

e fo

r Col

lege

pro

perty

; and

mee

t Col

lege

&/o

r de

partm

ent a

ttend

ance

sta

ndar

ds

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_ Su

perv

isor

Sig

natu

re

D

ate

Empl

oyee

Sig

natu

re

Dat

e



5. Performance Planning OVERVIEW & STEPS The supervisor and employee meet to set performance expectations at the beginning of each performance review period. This is generally between May, when the review for the previous performance period is completed, and July, when the next performance period technically begins. Because of the academic schedule and the functioning of some schools and departments, the performance planning part may begin in August or September. During this time the supervisor and the employee complete the first five steps of the Performance Management Process as outlined below:

Part of the Process

Steps Supervisor Employee

Planning & Goal Setting (usually at start of perf. period)

1. Supervisor prepares for performance planning.

X

2. Supervisor reviews College mission & goals and develops department goals with staff or shares already developed department goals with staff.

X X

3. Employee drafts performance objectives/standards or job responsibilities and discusses them with supervisor.

X

4. Supervisor shares performance expectations with employee. Supervisor and employee agree on objectives/standards/ responsibilities and record these in Section I of the End of Year Performance Review. They also agree on the importance of each objective or job responsibility and record it by numbered order or percentage of the job.

X X

5. Supervisor and employee review the competencies and agree on behaviors & actions that support these competencies. They also agree on the importance of each competency in relation to each other and the job.

X X

FOUR KEY JOB DIMENSIONS13 Effective performance depends, in large part, on the level of understanding and agreement between the supervisor and the employee about four key dimensions of the employee’s job: • WHY does this job exist?

Jobs are created for a reason. The supervisor and the employee should understand the overall purpose of the job, what it is intended to accomplish, and how the work contributes to the department and College’s mission and goals.



• WHAT are the duties and responsibilities?

These are the specific tasks to be performed by the employee. Some may be ongoing while others may be for defined periods of time, such as projects. A job description is typically used to describe these duties and responsibilities.

• HOW is it to be performed?

Performance expectations should be clearly articulated for each significant duty and responsibility. Employees need clarity about how the supervisor expects the duties and responsibilities of the job to be carried out. The employee and supervisor discuss and agree upon the standards and/or objectives that define the job responsibilities.

• HOW WELL is it being performed?

This is the dimension that involves evaluation by the supervisor and the employee. A credible evaluation and review depends on performance measures, both quantitative and qualitative. These are usually included in the standards and objectives agreed upon by the supervisor and employee in the performance planning process. The supervisor and employee often reassess and modify these standards and objectives as the year goes on.

ORIENTING A NEW EMPLOYEE When an employee is new to the job, the manager should orient the new employee to the College, department and job. As part of this process the supervisor should clarify job responsibilities and performance expectations with the employee and begin the performance planning process. This should occur within the first week of the employee’s arrival and may continue for a period of time. Therefore, follow the steps of Performance Planning with the new employee - no matter what time of year the employee begins his/her job. See the Supervisor’s Checklist for Orienting New Employees in the Appendix for additional information. At the end of the first three months of the new employee’s employment, the supervisor completes an Introductory Review (See Performance Review) on the employee’s performance. WRITING S.M.A.R.T. OBJECTIVES Definition of Terms: • For our purposes we are using the term objectives to refer to measurable and desired

results/accomplishments/achievements of individual or team performance: A performance effort to be accomplished that is to produce meaningful results. An objective answers the questions: What is the result being sought? What is

important to accomplish? • Sometimes some performance focuses on standards instead of objectives. These are

similar to objectives but focus more on day-to-day performance. A standard is an expectation of behavior or level of performance that is to be achieved or

maintained for positive results.

S.M.A.R.T. Objectives/Standards • Specific and clear—well defined • Measurable—Quantity, time, quality, cost • Action-oriented (& agreed upon)—use action verbs • Results-focused and Realistic • Time-focused



Format for SMART Objectives • Action verb + desired outcome + measurable quantity or quality + time frame

Sample Objectives • Broader Goal or Responsibility– Develop staff to assume greater responsibilities on

assignments Objective – Develop J. Smith to assume project management responsibilities (leading,

facilitating team, implementing and monitoring) on New Student Orientation by 4/1/05 • Broader Goal – Increase revenues 20% from athletic events

Objective – Increase revenues of Fall 2004 athletic events by 20% over year 2003

Sample Standards • Answer phone by the 3rd ring welcoming caller with SMC, department name, your name

and “How can I help you? • File all incoming files into correct master files within one day of delivery

Examples of Action Verbs

• Administer • Audit

• Advise • Create

• Analyze • Identify

• Audit • Launch

• Compile • Produce

• Deliver • Plan

• Accomplish • Provide

• Compose • Report

• Evaluate • Research

• Interview • Review

• Organize • Solicit

• Distribute • Complete

• Establish • Design

• Execute • Increase

• Implement • Monitor

• Maintain • Write

• Obtain



SAMPLE OBJECTIVES ON PERFORMANCE REVIEW FORM

Primary Performance Expectations: Responsibilities and/or Objectives

Comment

Rating Level

(Human Resource Example) Develop a New Employee Orientation process by December 2004, for implementation in January 2005. Use a collaborative process to gain buy in from key stakeholders (new employees, supervisors, Staff Council).

(Special Projects Example) Deliver all projects on time (as scheduled). Late projects include documentation of a list of issues that are “outside the control” of the employee.

(Athletics Example) Increase revenues from spring 2005 events by 10% over spring events of 2004.

(Finance Example) Complete budget planning process by February 2005. Budget should be accurate, in line with projected revenues, and accepted by all team members

Five key elements to setting effective objectives or standards: • Written down • Stated in positive language – what you desire or plan to achieve rather than what you want to

avoid • Under your control – reasonable but a stretch • Measurable in some way (you can count it, weigh it, see it, etc.). Key question: Will you know

it when you achieve it? • Written as if it has already happened or is happening Questions to Use for Developing Objectives with the Employee

• What are employee’s job responsibilities? • Which key objectives should employee focus on? • What resources or assistance does employee need to achieve these objectives? • What are possible obstacles to achieving the goals? What can be done to overcome

obstacles? • What behaviors are critical to achieving the objectives? (Often these behaviors are elements

of competencies.) • What links employee’s performance objectives to school/department’s goals? • Are the performance expectations clear to both the supervisor and the employee?



Showing Importance of Objectives Some objectives may be more important or take up a greater percentage of one’s time than others. You can show this in one of two ways (or both) on the Performance Review form:

1. numbering the objectives on the form with #1 being most important 2. weighting each objective in terms of percentage of time devoted to this objective with the

total for all objectives being 100% For example:

Primary Performance

Expectations: Responsibilities and/or Objectives

Comment

Rating Level

1. Recruit, coach, and develop staff throughout year and provide opportunities for training and growth as evidenced by development plans, delegation of specific job assignments and performance reviews (40%)

2. Develop and implement 5-year strategic plan for Facilities Department to include… by April 2005 (20%)

3. Actively participate in following campus committees: Planning Committee, Budget Committee, Athletics Committee by sharing priorities for Facilities, collaborating with departments and problem solving mutual and competing needs. (20%)

4. Operate within budget guidelines and monitor quarterly so that budget is balanced and within target by year end (10%)

5. Develop and implement plan for 24/7 coverage of maintenance for the campus by 10/1/04 and monitor effectiveness on 6-month basis (10%)

Performance Objectives Planning Worksheet (available on HR web site)

Responsibility Objective or Standard (includes performance expectations and measures)



PERFORMANCE COMPETENCIES Overview Competencies are defined as knowledge, skills, and behaviors (usually grouped in a common cluster) that help a person perform at a high level and are critical for achieving an organization’s mission, values and goals. In SMC’s Performance Management process, there are six performance competencies for all staff (including supervisors) and five performance competencies for supervisors/managers—all in line with SMC’s mission, values, and goals. One’s job responsibilities may emphasize some parts of a competency or some competencies more than others. An employee and his/her supervisor identify the factors in each competency that are most important and relevant to the success of the employee in his/her current role and in carrying out his/her responsibilities. If some are more important than others these can be noted in the descriptions or comments areas. They also can be numbered and/or weighted as stated in the section on writing objectives. The following two pages list and describe the General Competencies and the Supervisory and Management Competencies. See example of Ratings segment, Section 7 (Performance Review) in Toolkit for charts describing sample behaviors for each competency at each rating level.



General Competencies 1. Mission and Values

Perform day-to-day activities and job responsibilities in ways that support and enhance the College’s mission and its Catholic, Lasallian and Liberal Arts traditions, for example: • Service to community • Dedication • Taking ownership for success of Saint Mary’s College • Exemplifying behavior that is a model for others • Adhering to College policies

2. Service Demonstrate commitment to providing everyone with highest level of service: • Provide friendly, caring service; exhibit patience and respect; follow up and follow through • Respond sincerely, promptly, consistently and appropriately to everyone every time • Establish and maintain effective relationships with those we serve, and gain their trust

and respect

3. Teamwork • Maintain harmonious and effective work relationships with co-workers and others • Collaborate with departments, campus community, and external sources, as appropriate,

to promote cooperative work relationships, improve work processes, and achieve goals and objectives

4. Communication

• Effectively convey information and ideas both orally and in writing • Listen carefully and seek clarification to ensure understanding • Promote an open environment where diverse perspectives are respected, developed,

and valued • Maintain appropriate confidentiality

5. Resourcefulness

Consistently initiate ideas and actions that impact our success: • Proactively take or recommend appropriate actions, solutions or improvement when the

situation demands it • Persevere when encountering challenges and obstacles • Adjust to effectively accommodate multiple demands and shifting priorities

6. Quality and Quantity of Work • Demonstrate knowledge, technical expertise, and problem solving skills necessary to

perform job effectively • Make quality decisions based on sound judgment • Complete assignments in a thorough, accurate and timely manner that achieves

expected outcomes • Preserve College finances and maintain and care for College property • Meet College and/or department attendance standards



Supervisory and Management Competencies 1. Managing and Developing Staff

• Recruit and hire appropriate staff • Provide employees clear expectations regarding organization’s values and desired

results • Give clear and honest performance feedback • Communicate in ways that invite two-way dialogue • Coach and develop staff and provide opportunity for training and growth • Recognize staff for efforts and achievement and ensure staff are treated with respect and

in a fair and equitable manner • Constructively address performance problems

2. Leadership

Create a supportive staff environment, which fosters individual motivation, high levels of individual and team performance, and quality of service: • Seek performance feedback and incorporate into department objectives • Develop and communicate clear objectives that support department and College mission

and goals • Build a workforce that recognizes and values the positive influences of diverse cultures,

viewpoints, styles, and other aspects of individual differences • Set a tone of integrity and ethics • Encourage and facilitate cooperation, pride, and trust • Empower and inspire staff by sharing information, knowledge, skills, and authority • Think and plan strategically • Lead by example

3. Resource Management

Develop plans and organize resources (technology, equipment, budget, space and staff) for implementation of projects and programs: • Utilize existing and new resources effectively and efficiently • Plan, administer, and monitor budget to ensure cost effectiveness • Accommodate multiple demands for commitment of time, energy and resources

4. Decision Making and Judgment

• Analyze facts and data, use sound judgment, and seek input and assistance from others to arrive at most effective solutions

• Make decisions in a timely manner, even under uncertain conditions, considering both the immediate and long-term consequences

• Follow up to ensure problems are resolved • Maintain appropriate confidentiality

5. Managing Change

Initiate actions that foster acceptance of organizational change: • Communicate in ways that help employees understand the change • Involve employees in the decisions that impact them • Establish structures, practices and feedback to support successful implementation of the

change

6. Progress Review OVERVIEW The Progress Review usually occurs mid year in December or January. It is a time for a discussion between the employee and the supervisor on the employee’s performance and progress so far, and to reassess performance expectations. It is a time to see if there have been things beyond the employee’s control that are impeding performance and if particular support or resources are needed. The expectation is that the employee and supervisor have had ongoing feedback and communication up to this point. The mid year review formalizes this process. The Progress Review can be held at other times of the year, for example, quarterly. This is up to the department, supervisor and situation. Progress Reviews are written and kept in the department. Both the supervisor and employee receive a copy. After the Progress Review, the supervisor and employee should continue ongoing coaching and mutual feedback as appropriate. KEY STEPS Coaching, Mutual Feedback (ongoing)


X X

Mid-Year Progress Review (usually Dec.-Jan.- can be more frequent)

7. Supervisor & employee meet to discuss performance and reassess performance expectations & progress. This is a two-way conversation with feedback between supervisor & employee.

X X

8. As result of this meeting supervisor completes comments sections on Progress Review and makes appropriate changes to job responsibilities/objectives; supervisor & employee sign & each receives a copy.

X X



X X

GENERAL INSTRUCTIONS for COMPLETION of Progress Review Form (Section 4 of the Toolkit includes instructions for the completion of the Progress Review.) Supervisor completes each section of the form after discussion with the employee. Section I – Responsibilities&/or Objectives

• Review responsibilities, expectations or objectives that were agreed upon at the beginning of the performance cycle.

• Discuss employee’s performance on these responsibilities or objectives. • Summarize in the Comments section the employee’s performance for each responsibility or

objective • Change or adjust objectives, responsibilities or expectations as appropriate.

Section II – Performance Competencies • Review & discuss employee’s performance on each competency. • Summarize performance for each competency in the Comments section • For supervisory staff, review general competencies and supervisory/management competencies;

for non-supervisory staff, review general competencies Performance Management Toolkit rev.5/05 41

SAMPLE PROGRESS REVIEW SECTION I RESPONSIBLITIES &/OR OBJECTIVES

Primary Performance Expectations: Responsibilities &/or Objectives

Comments

(Human Resource Example) Develop a New Employee Orientation process by April 2005, for implementation in May 2005. Use a collaborative process to gain buy in from key stakeholders (new employees, supervisors, Staff Council).

Sally has formed a task group representing members of key stakeholders. Under her guidance they have made recommendations for the key components of the program. She is meeting her timelines and criteria that we developed earlier. She will need the VP’s support in presenting the overview to the Cabinet.

(Special Projects Example) Deliver all projects on time (as scheduled). Late projects include documentation of a list of issues that are “outside the control” of the employee.

Jim is two weeks behind on project ABC. This has been due to several unplanned absences. He is working on a plan for catching up on time missed; he will finalize and discuss plan by 4/04/04.

(Athletics Example) Increase revenues from spring 2005 events by 10% over spring events of 2004.

Marsha has enlisted alumni support in sponsoring 3 new events for the spring in addition to the usual 5 events. She has targeted revenue that will reflect a 15% increase over last spring. She will be enlisting the assistance of two interns to help her with the project.

(Finance Example) Complete budget planning process by February 2005. Budget should be accurate, in line with projected revenues, and accepted by all team members.

Joe has been facilitating the team in the budget planning process since October. Two of the team members who are critical to the decision making process have had sporadic attendance at the meetings. He and I are planning an approach to work with these two team members so that they are fully involved.

SECTION II PERFORMANCE COMPETENCIES

General Competencies

Comments

Mission & Values Marty continues to represent her colleagues on the Staff Council and participates regularly in LaSallian sponsored events such as the Soup & Substance discussions. She sets a good example for others in the department.

Service Since her last review Marty took the workshop on Building a Service Culture. She is using some of the problem solving skills as she works with other Campus departments to meet their needs on our services. Several students have complained that Marty has not gotten back to them on their questions. She has identified steps, which she plans to follow, to improve her responsiveness in answering student questions.

Teamwork She has shared some of the tools learned in the Service class with other staff members. As a result the staff is instituting a suggestion system on improving our services to students. Marty is facilitating this process.

Communication Marty is representing our department on a College committee and will be making presentations to student groups. At her request, I will coach her on her presentation skills.

______________________________________________________________________________________ Performance Management Toolkit rev.5/05 42

Resourcefulness Due to budget constraints we will not be able to fund a half- time administrative assistant position. I have asked Marty to work with me to come up with creative ways to provide the services that this position has previously provided. This will be a stretch and challenge for Marty in the coming months.

Quality & Quantity of Work Marty is professional in all that she does and has a thorough knowledge of all aspects of her job. She is the historian in our department on past and present practices and takes on many projects. I’ve asked Marty to train one of the administrative assistants in the processes for monitoring our budget so that Marty can focus on long term department projects.

Performance Management Toolkit rev. 5/05 42b



7. Performance Review OVERVIEW End of Year Review The Performance Review occurs at the end of the performance period—usually May and/or June. It covers the employee’s performance since the Performance Review of the previous year. Technically the performance review period is from July 1st to June 30th. During May or June the supervisor and employee conduct the review and complete the Performance Review form. Then the supervisor shares the review with the next-level supervisor. The completed and signed review is sent to the Human Resources Office and is filed in the employee’s personnel file. Introductory Review A Performance Review can also be used at the end of the Introductory Period for new employees and employees transferring to new positions. The Introductory Review is generally conducted 90 days after the employee is in the position. Adjust time frames and instructions given below to fit this review period. See Staff Handbook on New Employees, Introductory Period. KEY STEPS End of Year Performance Review (May-June)

10. In preparation for meeting with supervisor, employee assesses own performance for annual performance period using End of Year Performance Review form.

X

11. Supervisor gets feedback on employee’s performance from employee’s clients and schedules and prepares for performance review with employee.

X

12. Supervisor & employee meet to discuss employee’s performance for performance period.

X X

13. Supervisor completes comment & rating sections and Overall Performance Summary and shares with employee. Together they complete development plan and employee completes the employee comment section. All initial and sign as indicated.

X X

14. Supervisor reviews Performance Review with next level supervisor; next level supervisor signs. Copies are made for employee & supervisor. Original is sent to Human Resources.

X

PREPARATION FOR THE REVIEW What the Supervisor Does

1. The supervisor asks the employee to assess the employee’s performance for the year using the Performance Review and the Accomplishment worksheet as guidelines. The supervisor schedules a time (about 1 hour) with the employee to review the employee’s performance for the year. Allow one to two weeks’ preparation for both the supervisor and employee.



2. Supervisor a. Reviews the employee’s job responsibilities and objectives for the year. b. Gets feedback on the employee’s performance (see next pages for sources of

feedback and some questions to ask when seeking feedback). c. Evaluates the employee’s performance for the year. The supervisor uses the

Performance Review as a guideline and may make notes on the Performance Review but doesn’t complete the form until during or after the discussion with the employee.

3. Supervisor sets aside adequate time for the review discussion and ensures that

environment for review is private and comfortable. Supervisor Checklist for Preparing Performance Review14 When you prepare a performance review, try to answer these questions:

Did the employee meet his or her objectives for the period? Were there any outside circumstances (new orders, staff cuts, equipment problems) that limited the employee’s ability to meet goals? Did you provide the employee with feedback on progress toward goals during the year? Do you have records of specific examples of successes, improvements, or weaknesses? Do your examples include feedback from internal and external customers, other supervisors, etc.? Are your employee performance reviews: ____ Specific? ____ Related to the employee’s objectives & responsibilities? ____ Concerned solely with job behaviors and effort, not personality? ____ Individualized, without comparison to others? ____ Fair and objective? ____ Based on what occurred during the entire period? Are you prepared to listen with an open mind to the employee’s own assessment and interpretation of events? Do you have some objectives in mind to propose for the coming period? Do you have ideas to propose on how you can help the employee improve performance in the coming period? Do you have ideas for the employee's professional development?



What the Employee Does

1. Employee a. Reviews his/her job responsibilities for the year b. Reviews his/her accomplishments and key activities for the year (Some sources

of information can be calendars, notes, reports, and projects) c. Writes out a list of accomplishments

2. Employee assesses his/her performance for year. He/She may use a copy of the Performance Review form as a guide and/or worksheet.

3. Employee prepares for the discussion with his/her supervisor. Employee Checklist When you prepare for your performance review, try to answer these questions:

Did you meet your objectives for the period? Were there any outside circumstances (new demands, staff cuts, equipment problems) that limited your ability to meet objectives? Did you get feedback on progress toward objectives during the year? Do you have records of specific examples of successes or improvements? Do your examples include feedback from customers or colleagues, etc.? Is your assessment of your performance: ____ Specific? ____ Related to your objectives & job responsibilities? ____ Fair and objective? ____ Based on what occurred during the entire period? Are you prepared to listen with an open mind to your supervisor’s assessment and interpretation of events? Do you have some objectives in mind to propose for the coming period? Do you have ideas to propose on how you can improve performance in the coming period? Do you have ideas for your professional development?



Some Sources of Feedback • The employee’s customers and colleagues who have worked with him/her • Samples of employee’s work (e.g., reports, projects, events) • Notes the supervisor has made • Notes the employee has made • Calendars (supervisor, employee, department) • Task groups or committees employee has served on • Vendors employee works with Some Questions to Ask When Seeking Feedback In order to broaden the range of feedback given about an individual’s performance, a supervisor or employee may seek feedback from others with whom the employee interacts. This feedback should not be treated as a “report card” or popularity contest. The intent is to encourage communication that helps recognize and improve performance. About Strengths:

Supervisor: What is _____ doing that is helpful or working well for you? Employee: What am I doing that is helpful to you or working well for you? Supervisor: What should _____ continue doing or do more of? Employee: What should I continue doing or do more of?

About Areas for Improvement: Supervisor: What do you think _____ could do better to improve his/her performance? Employee: What do you think I could do better to improve my performance? Supervisor: What could _____ do less of or stop doing? Employee: What could I do less of or stop doing? Supervisor: What should _____ start doing? Employee: What should I start doing?



CONDUCTING and COMPLETING THE REVIEW

1. The employee and supervisor meet to discuss the employee’s performance. 2. The supervisor generally leads the discussion 3. Together they review the responsibilities and objectives for the year. 4. The employee and supervisor discuss the employee’s accomplishments, the employee’s

self-assessment and the supervisor’s assessment. This is a back and forth dialogue. (See Section 3 on Coaching and Communication.)

5. The employee is encouraged to provide feedback to the supervisor about support or resources he/she needs.

6. At this time the supervisor may complete the comments and ratings sections or does so after the review meeting. During the meeting, the supervisor shares how he/she sees the employee’s performance for the year, listens to what the employee has to say, and takes notes as appropriate.

7. The employee and supervisor discuss the employee’s professional development and complete the Professional Development section. They can complete an expanded version of the Development Plan and attach it to the Performance Review form. (See Toolkit section on Development Plans.)

8. As appropriate the supervisor and employee schedule another meeting to review the completed form and sign where indicated.

9. If the supervisor completes the review form following the review meeting, then he/she shares the completed review with the employee; the employee adds his/her comments (on the Overall Performance Summary page) and each signs the review. The completed review includes comments, ratings, overall summary and ratings, and sections on Professional Development and Responsibilities and Future Objectives.

10. The employee’s comments can include feedback to the supervisor and/or additional information he/she wishes to add about their performance.

11. The Plan for Improvement is available when the overall performance rating on the Performance Review is “Needs Improvement.” Attach it to the Performance Review.

12. If the employee receives an overall rating of “unacceptable,” the supervisor should consult with Human Resources prior to completion of review.

13. Following the completion of the Performance Review, the supervisor reviews it with the next level supervisor, who then signs the Review. Copies are made for employee and supervisor. Original is sent to Human Resources.

EXPLANATION OF PERFORMANCE RATINGS Overview In completing the Performance Review, the supervisor writes comments and selects the appropriate ratings to describe the employee’s performance for the full review period. This is done in Sections I, II, and III. The supervisor rates each responsibility and/or objective according to the performance and behavioral expectations that the supervisor and employee have previously agreed on. (These may have been adjusted or changed as the year progressed.) In addition, the supervisor selects one rating for the overall performance summary on the last page of the Performance Review.



The Following Are The Performance Ratings And Their Definitions: Exceeds – Consistently surpasses all expectations and goals. Use this category sparingly to avoid diluting the value of the ‘Meets Expectations’ rating. Meets Expectations – Fully and consistently achieves expectations and goals. Meets Expectations is the standard and is commendable. Most employees’ performance will fall into this category. Needs Improvement – Needs improvement to fully achieve expectations/goals. This rating is for those aspects of performance that require some additional training and development, or for performance in certain areas that is not consistent. Unacceptable – Fails to meet job expectations. This is used when performance continually fails to meet acceptable standards. (If an employee’s performance is “unacceptable,” the supervisor should consult with Human Resources prior to completing the Review.) Again, when determining individual performance ratings, it is important to keep in mind that Meets Expectations is the standard and is commendable. Most employees’ performance will fall into this category. The Plan for Improvement is available when the overall performance rating on the Performance Review is “Needs Improvement,” but can also be used at any time performance is less than it should be. The Plan for Improvement is attached to the Performance Review when it is returned to Human Resources. (See Toolkit, Section 9: Development and Improvement Plans.)



Behaviors at Each Rating Level — Examples for General Competencies




PER

FOR

MA

NC

E A

SSES

SMEN

T LE

VELS

(RA

TIN

GS)

– S

ome

Exam

ples

for G

ener

al C

ompe

tenc

ies

1

U

nacc

epta

ble

N

eeds

impr

ovem

ent

Mee

ts e

xpec

tatio

ns

Exce

eds

expe

ctat

ions

Mis

sion

&

Val

ues

Con

sist

ently

fails

to fo

llow

C

olle

ge p

olic

ies r

esul

ting

in

rew

ork,

exp

ense

&/o

r uns

afe

cond

ition

s for

Col

lege

; co

nsis

tent

ly d

ispl

ays b

ehav

iors

and

ac

tions

whi

ch a

re d

etrim

enta

l to

cow

orke

rs

Occ

asio

nally

fails

to fo

llow

C

olle

ge p

olic

y re

sulti

ng in

re

wor

k; o

ccas

iona

lly d

ispl

ays

beha

vior

det

rimen

tal t

o co

wor

kers

Take

s ow

ners

hip

for s

ucce

ss o

f de

partm

ent &

SM

C; c

onsi

sten

tly

treat

s oth

ers w

ith in

tegr

ity a

nd

resp

ect

Con

tinua

lly d

emon

stra

tes

cont

ribut

ion

to C

atho

lic a

nd

Lasa

llian

com

mun

ity b

y le

adin

g &

serv

ing

on c

omm

ittee

s tha

t se

rve

the

Col

lege

& e

xter

nal

com

mun

ity; s

een

as a

mod

el fo

r ex

empl

ifyin

g C

olle

ge &

La

salli

an v

alue

s Se

rvic

e C

onsi

sten

tly ru

de to

cus

tom

ers;

R

efus

es to

hel

p cu

stom

ers i

n so

lvin

g pr

oble

ms;

fails

to re

spon

d to

cus

tom

er re

ques

ts in

tim

ely

man

ner;

ofte

n ig

nore

s cus

tom

ers;

fr

eque

ntly

con

duct

s per

sona

l bu

sine

ss w

hile

cus

tom

er w

aits

Occ

asio

nally

rude

to c

usto

mer

s;

has d

iffic

ulty

in v

aryi

ng

appr

oach

with

diff

eren

t nee

ds o

f cu

stom

ers;

may

hav

e di

ffic

ulty

un

ders

tand

ing

cust

omer

re

ques

ts; g

ets a

nnoy

ed w

ith

cust

omer

with

man

y qu

estio

ns

Giv

es fr

iend

ly, c

arin

g se

rvic

e;

exhi

bits

pat

ienc

e &

resp

ect;

cons

iste

ntly

serv

es c

usto

mer

s by

resp

ondi

ng to

nee

ds, s

olvi

ng

prob

lem

s the

cus

tom

er h

as a

nd

seek

ing

impr

oved

way

s to

satis

fy c

usto

mer

; fol

low

s up

to

ensu

re e

xpec

tatio

ns h

ave

been

m

et

Con

sist

ently

surp

asse

s clie

nt

expe

ctat

ions

of s

ervi

ce, q

ualit

y &

out

com

es; c

onsi

sten

tly

initi

ates

man

y se

rvic

e im

prov

emen

t act

iviti

es; m

odel

s &

cha

mpi

ons e

xcel

lenc

e in

cu

stom

er se

rvic

e; a

lway

s m

otiv

ates

oth

ers t

o im

prov

e se

rvic

e re

sults

T

eam

wor

k W

orks

aga

inst

team

goa

ls; h

as

cons

iste

ntly

faile

d to

con

tribu

te to

te

am g

oals

; doe

s not

com

mun

icat

e pr

ojec

t or t

ask

stat

us to

aff

ecte

d gr

oups

whe

n re

spon

sibl

e fo

r doi

ng

so; f

requ

ently

arg

ues w

ith c

o-w

orke

rs a

nd c

olle

ague

s, cr

eatin

g co

nflic

ts th

at w

ork

agai

nst t

rust

&

solv

ing

prob

lem

s; u

sual

ly fo

cuse

s on

bla

min

g ot

hers

Mot

ivat

ed (w

orks

) mor

e fo

r ow

n go

als t

han

that

of t

eam

/ de

partm

ent;

does

not

co

nsis

tent

ly c

omm

unic

ate

proj

ect o

r tas

k st

atus

to a

ffec

ted

grou

ps w

hen

resp

onsi

ble

for

doin

g so

; occ

asio

nally

arg

ues

rath

er th

an p

robl

em so

lves

with

co

-wor

kers

; som

etim

es re

luct

ant

to h

elp

othe

rs

Mai

ntai

ns h

arm

onio

us &

ef

fect

ive

wor

k re

latio

nshi

ps w

ith

co-w

orke

rs &

col

leag

ues;

co

llabo

rate

s with

oth

er

depa

rtmen

ts to

solv

e pr

oble

ms,

mee

t goa

ls, a

nd im

prov

e w

ork

proc

esse

s; c

reat

es w

orki

ng

rela

tions

hips

that

enc

oura

ge

colla

bora

tion

& tr

ust

Serv

es a

s a ro

le m

odel

in

crea

ting

& m

aint

aini

ng

enth

usia

sm fo

r all

proj

ects

&

initi

ativ

es; c

onsi

sten

tly in

spire

s tru

st &

con

fiden

ce w

ith o

ther

s;

regu

larly

reco

gniz

ed b

y pe

ers a

s pr

omot

ing

lead

ersh

ip &

te

amw

ork;

alw

ays h

elps

oth

ers

in u

nder

stan

ding

how

to a

chie

ve

goal

s 50-a

PER

FOR

MA

NC

E A

SSES

SMEN

T LE

VELS

(RA

TIN

GS)

– S

ome

Exam

ples

for G

ener

al C

ompe

tenc

ies

2

U

nacc

epta

ble

N

eeds

impr

ovem

ent

Mee

ts e

xpec

tatio

ns

Exce

eds

expe

ctat

ions

Com

mun

icat

ion

Ofte

n m

isun

ders

tand

s wha

t ot

hers

are

sayi

ng, l

eadi

ng to

m

ista

kes o

n th

e jo

b an

d m

isco

mm

unic

atio

n to

oth

ers;

of

ten

does

not

com

mun

icat

e im

porta

nt in

form

atio

n to

thos

e ne

edin

g to

kno

w; d

oes n

ot li

sten

or

ask

for c

larif

icat

ion;

nu

mer

ous e

rror

s & la

ck o

f or

gani

zatio

n in

writ

ten

wor

k;

freq

uent

ly sh

ares

con

fiden

tial

info

rmat

ion

inap

prop

riate

ly

Har

d to

und

erst

and

focu

s of

writ

ten

com

mun

icat

ion;

mak

es

gram

mat

ical

err

ors;

pr

esen

tatio

ns m

ay b

e po

orly

or

gani

zed

& d

eliv

ered

in

mon

oton

e; h

as d

iffic

ulty

ex

plai

ning

com

plic

ated

pr

oced

ures

; fre

quen

tly ta

lks

for l

ong

perio

ds o

f tim

e w

ith

little

opp

ortu

nity

for o

ther

s’

cont

ribut

ions

Is c

onvi

ncin

g an

d co

nfid

ent

whe

n sp

eaki

ng; s

peak

s ar

ticul

atel

y an

d co

ncis

ely;

can

ex

plai

n co

mpl

icat

ed

proc

edur

es w

ell;

is o

pen

to

dive

rse

view

s and

enc

oura

ges

vario

us v

iew

poin

ts; l

iste

ns

care

fully

& se

eks c

larif

icat

ion

to e

nsur

e un

ders

tand

ing;

m

aint

ains

app

ropr

iate

co

nfid

entia

lity

Supe

rior w

ritte

n an

d or

al

com

mun

icat

ion

skill

s; a

lway

s pr

ovid

es in

form

atio

n in

a ti

mel

y,

clea

r, co

ncis

e an

d ef

fect

ive

man

ner

& to

ne; e

xcel

lent

list

ener

who

is

able

to u

nder

stan

d a

varie

ty o

f vi

ewpo

ints

; spe

aks a

nd w

rites

pe

rsua

sive

ly a

nd c

onvi

ncin

gly

for

man

y di

ffer

ent a

udie

nces

Res

ourc

eful

ness

N

ever

initi

ates

act

ions

or m

akes

su

gges

tions

for i

mpr

ovem

ent;

whe

n fa

ced

with

a p

robl

em o

r ch

ange

, ign

ores

it a

nd d

oes n

ot

info

rm o

ther

s or s

eek

help

; co

nsis

tent

ly ta

kes a

ctio

n w

ithou

t re

gard

to p

riorit

ies

Whe

n fa

ced

with

a n

ew

situ

atio

n or

mul

tiple

dem

ands

, so

met

imes

has

diff

icul

ty

adju

stin

g or

pro

blem

solv

ing

way

s to

resp

ond;

inco

nsis

tent

in

det

erm

inin

g pr

iorit

ies w

hen

chan

ges o

ccur

Ant

icip

ates

pro

blem

s and

ta

kes a

ctio

n in

a ti

mel

y m

anne

r; ta

kes a

pro

activ

e ap

proa

ch, i

nitia

ting

impr

ovem

ents

& c

hang

es;

wor

ks w

ithin

bud

get;

sugg

ests

w

ays f

or sa

ving

mon

ey a

nd

bette

r usi

ng re

sour

ces;

adj

usts

to

mul

tiple

dem

ands

and

sh

iftin

g pr

iorit

ies

Show

s gre

at in

sigh

t in

antic

ipat

ing

prob

lem

s & d

evis

ing

solu

tions

; ta

kes l

eade

rshi

p in

iden

tifyi

ng

prob

lem

s & o

ppor

tuni

ties a

nd

supp

ortin

g in

itiat

ives

; use

s in

nova

tive

way

s to

use

& sa

ve

reso

urce

s; a

lway

s pro

activ

e,

plan

ning

ahe

ad, r

eass

essi

ng &

de

term

inin

g pr

iorit

ies i

n lin

e w

ith

Col

lege

& d

epar

tmen

t goa

ls

Qua

lity

&

Qua

ntity

of

Wor

k

Has

freq

uent

ly d

amag

ed o

r w

aste

d re

sour

ces;

alw

ays l

ate

or

inac

cura

te in

com

plet

ing

assi

gnm

ents

eve

n w

hen

adeq

uate

re

sour

ces a

re a

vaila

ble;

wor

k is

fa

r bel

ow e

stab

lishe

d st

anda

rds;

w

hen

prob

lem

s aris

e, fa

ils to

at

tem

pt to

solv

e pr

oble

ms;

fr

eque

nt e

rror

s in

wor

k ha

ve

caus

ed la

ck o

f pay

men

t to

vend

ors o

r wor

k st

oppa

ge

seve

ral t

imes

; exc

essi

ve

abse

nces

Som

etim

es w

aste

s nee

ded

reso

urce

s; so

met

imes

reco

rds

are

inac

cura

te re

quiri

ng

rew

ork

and

dela

y; c

ompu

ter

skill

s on

XY

Z ar

e ba

sic

whe

re

new

job

assi

gnm

ents

requ

ire

addi

tiona

l ski

lls

Dem

onst

rate

s fun

ctio

nal a

nd

tech

nica

l kno

wle

dge

& sk

ills

to p

erfo

rm a

ll du

ties a

nd

resp

onsi

bilit

ies;

abl

e to

ac

quire

& le

arn

new

skill

s w

hen

need

ed; p

rodu

ces w

ell

with

out s

low

ing

othe

rs d

own;

w

ork

is re

gula

rly c

ompl

eted

on

tim

e &

err

or fr

ee a

nd o

f hi

gh q

ualit

y

Is re

cogn

ized

as t

he “

expe

rt” in

hi

s/he

r are

a of

kno

wle

dge;

is

regu

larly

soug

ht o

ut b

y ot

hers

for

advi

ce/tr

aini

ng/c

larif

icat

ion;

co

mpl

etes

man

y m

ore

proj

ects

&

wor

k of

ver

y hi

gh q

ualit

y th

an

expe

cted

; tak

es o

n ne

w, v

alua

ble

proj

ects

on

own



Behaviors at Each Rating Level—Examples for Supervisory & Management Competencies




PER

FOR

MA

NC

E A

SSES

SMEN

T LE

VELS

(RA

TIN

GS)

– S

ome

Exam

ples

for S

uper

viso

ry &

Man

agem

ent C

ompe

tenc

ies

1

U

nacc

epta

ble

N

eeds

impr

ovem

ent

Mee

ts e

xpec

tatio

ns

Exce

eds

expe

ctat

ions

Man

agin

g &

D

evel

opin

g St

aff

Doe

s not

pro

vide

s em

ploy

ees w

ith

clea

r exp

ecta

tions

rega

rdin

g de

sire

d re

sults

or w

ith fe

edba

ck o

n pe

rfor

man

ce; i

f doe

s, is

ver

y in

cons

iste

nt a

nd/ o

r ina

ppro

pria

tely

sh

ares

with

oth

ers;

nev

er o

r rar

ely

addr

esse

s per

form

ance

pro

blem

s an

d al

low

s pro

blem

s to

go o

n to

o lo

ng; u

sual

ly c

omm

unic

ates

one

w

ay a

nd o

ften

puts

staf

f dow

n;

cons

iste

ntly

out

of t

ouch

with

wor

k go

ing

on a

nd ra

rely

, if e

ver,

prov

ides

trai

ning

opp

ortu

nitie

s;

usua

lly d

oes n

ot c

ompl

ete

perf

orm

ance

revi

ews o

r con

duct

co

achi

ng m

eetin

gs w

ith st

aff;

does

no

t orie

nt n

ew st

aff t

o th

eir t

asks

an

d re

spon

sibi

litie

s

Is in

cons

iste

nt in

setti

ng &

co

mm

unic

atin

g ex

pect

atio

ns;

mic

rom

anag

es m

any

empl

oyee

ac

tiviti

es; h

as d

iffic

ulty

del

egat

ing

task

s & p

roje

cts t

hat c

an b

e de

lega

ted,

or o

ver-

dele

gate

s; n

ew

empl

oyee

s ofte

n do

not

wor

k ou

t; ha

s hig

her t

urno

ver r

ate

than

av

erag

e; h

as d

iffic

ulty

han

dlin

g em

ploy

ee c

onfli

cts a

nd p

robl

em

solv

ing

with

em

ploy

ees;

som

etim

es

does

not

com

plet

e pe

rfor

man

ce

revi

ews;

tend

s to

rest

rict l

earn

ing

oppo

rtuni

ties o

r not

dev

elop

staf

f to

perf

orm

nee

ded

dutie

s; p

oor

plan

ning

resu

lts in

staf

f ove

rload

; fa

ils to

che

ck o

n pr

ogre

ss o

f de

lega

ted

assi

gnm

ents

Cho

oses

staf

f wis

ely;

sets

cle

ar

perf

orm

ance

exp

ecta

tions

with

ea

ch st

aff m

embe

r; de

lega

tes

appr

opria

tely

; coa

ches

and

de

velo

ps st

aff o

n a

regu

lar b

asis

; lo

oks f

or w

ays t

o re

cogn

ize

and

appr

opria

tely

trai

n st

aff;

cond

ucts

an

d co

mpl

etes

per

form

ance

re

view

s in

timel

y m

anne

r; re

cogn

izes

staf

f app

ropr

iate

ly a

nd

give

s tim

ely

and

effe

ctiv

e fe

edba

ck o

n pe

rfor

man

ce; d

eals

w

ith p

erfo

rman

ce is

sues

in ti

mel

y m

anne

r and

wor

ks to

supp

ort

impr

oved

per

form

ance

Alw

ays s

ets c

lear

per

form

ance

ex

pect

atio

ns w

ith e

mpl

oyee

s;

assu

res a

lignm

ent w

ith d

ept.

&

orga

niza

tiona

l goa

ls; u

ses

dele

gatio

n w

ell t

o de

velo

p em

ploy

ees;

ver

y ef

fect

ivel

y ha

ndle

s em

ploy

ee c

onfli

cts;

is a

mod

el fo

r ot

hers

in c

oach

ing

and

deve

lopi

ng

empl

oyee

s, gi

ving

feed

back

, and

co

mpl

etin

g pe

rfor

man

ce re

view

s;

stro

ng a

t scr

eeni

ng a

nd h

iring

staf

f; lis

tens

car

eful

ly to

em

ploy

ee n

eeds

an

d re

mov

es o

bsta

cles

to

perf

orm

ance

whe

reve

r pos

sibl

e

Lea

ders

hip

Trea

ts st

aff u

nfai

rly b

y co

nsis

tent

ly

favo

ring

som

e st

aff o

ver o

ther

s;

dict

ates

rath

er th

an le

ads;

app

ears

to

tally

una

ble

to b

uild

team

s and

di

rect

oth

ers’

act

iviti

es; s

ets g

oals

co

ntra

ry to

Col

lege

’s m

issi

on; w

ill

not s

olic

it op

inio

ns fr

om o

ther

s;

neve

r inv

olve

s oth

ers i

n m

akin

g de

cisi

ons;

freq

uent

ly a

cts w

ithou

t in

tegr

ity, i

njur

ing

othe

rs o

r in

terf

erin

g w

ith th

e ac

tiviti

es o

f ot

hers

; fai

ls to

act

in c

ompl

ex

situ

atio

ns; f

ails

to m

otiv

ate

or

dire

ct st

aff

Som

etim

es fa

ils to

info

rm st

aff o

n im

porta

nt is

sues

or c

hang

es;

som

etim

es fa

ils to

trea

t sta

ff

equi

tabl

y; h

as so

me

bias

es th

at

som

etim

e ge

t in

the

way

of t

reat

ing

staf

f fai

rly; o

ften

does

not

get

in

volv

ed to

reso

lve

disp

utes

am

ong

empl

oyee

s; se

ts u

nrea

listic

goa

ls;

usua

lly d

oesn

’t in

volv

e st

aff i

n de

cisi

on m

akin

g

Get

s sta

ff in

put f

or m

ajor

de

cisi

ons;

hel

ps st

aff u

nder

stan

d de

partm

ent a

nd c

olle

ge g

oals

; tre

ats e

mpl

oyee

inpu

t ser

ious

ly;

prov

ides

nee

ded

info

rmat

ion

to

staf

f and

man

agem

ent;

mak

es

deci

sion

s bas

ed o

n pe

rfor

man

ce,

not p

erso

nal c

hara

cter

istic

s;

regu

larly

shar

es a

ppro

pria

te

man

agem

ent i

nfor

mat

ion

in st

aff

mee

tings

; lis

tens

car

eful

ly &

lo

oks f

or c

omm

on g

roun

d;

dipl

omat

ic w

ithou

t sid

este

ppin

g cr

itica

l iss

ues;

hol

ds &

dis

play

s C

olle

ge’s

val

ues;

eff

ectiv

ely

mot

ivat

es &

dire

cts;

enc

oura

ges

othe

rs to

shar

e id

eas &

supp

ort

one

anot

her

Driv

es o

ther

s to

achi

eve

goal

s;

crea

tes s

trong

team

; man

ages

the

team

pro

cess

with

gre

at sk

ill;

insp

ires o

ther

s to

have

con

fiden

ce

in th

emse

lves

; ope

n to

crit

icis

m;

alw

ays k

eeps

em

ploy

ees i

n lo

op

with

wha

t the

y ne

ed to

kno

w a

nd

mod

els b

ehav

ior e

xem

plify

ing

the

valu

es o

f SM

C; s

ensi

tive

to &

re

spec

tful o

f all

indi

vidu

als;

act

s as

conf

lict t

roub

lesh

oote

r with

in

orga

niza

tion;

per

seve

red

thro

ugh

man

y le

ader

ship

cha

lleng

es; h

as

staf

f fire

d up

and

com

mitt

ed to

or

gani

zatio

nal g

oals

and

vis

ion;

us

es p

artic

ipat

ive

appr

oach

w

hene

ver c

alle

d fo

r; ta

kes b

lam

e &

sh

ares

succ

esse

s; se

ts a

n ex

ampl

e fo

r oth

ers;

a te

ache

r & g

uide

52-a

PER

FOR

MA

NC

E A

SSES

SMEN

T LE

VELS

(RA

TIN

GS)

– S

ome

Exam

ples

for S

uper

viso

ry &

Man

agem

ent C

ompe

tenc

ies

2

U

nacc

epta

ble

N

eeds

impr

ovem

ent

Mee

ts e

xpec

tatio

ns

Exce

eds

expe

ctat

ions

Res

ourc

e M

anag

emen

t M

ism

anag

es b

udge

t cau

sing

sign

ifica

nt

expe

nse

to C

olle

ge o

r ina

bilit

y to

pe

rfor

m a

ppro

pria

tely

; has

use

d m

oney

fo

r pur

pose

s oth

er th

an th

ose

allo

cate

d;

freq

uent

ly m

isse

s im

porta

nt d

eadl

ines

; st

eps i

n pr

ojec

ts a

re p

oorly

pla

nned

, re

sulti

ng in

was

ted

reso

urce

s and

tim

e;

fails

to sc

hedu

le k

ey ta

sks o

f tea

m a

nd

falls

sign

ifica

ntly

beh

ind;

fails

to p

lan

for c

ontin

genc

ies;

neg

lect

s to

tell

othe

rs

of sc

hedu

le c

hang

es; d

oes n

ot c

onsu

lt ot

hers

whe

n re

quire

d; u

nabl

e to

di

scrim

inat

e im

porta

nt fr

om tr

ivia

l ac

tiviti

es; d

oes n

ot p

riorit

ize;

onl

y fo

cuse

s on

one

task

/ res

pons

ibili

ty a

t a

time

whe

n re

spon

ding

to m

ultip

le

dem

ands

; fre

quen

tly y

ells

& sc

ream

s in

stre

ssfu

l situ

atio

ns; m

akes

exc

uses

or

blam

es o

ther

s whe

n go

als n

ot a

chie

ved;

ite

ms o

ften

fall

thro

ugh

crac

ks w

hen

he/s

he h

as m

any

resp

onsi

bilit

ies

Pres

sure

or l

ack

of c

onfid

ence

so

met

imes

inte

rfer

es w

ith

achi

evem

ent o

f goa

ls; c

an’t

see

big

pict

ure

in p

lann

ing;

leav

es

plan

ning

unt

il la

st m

inut

e;

man

ages

by

cris

is ra

ther

than

by

plan

; tea

m m

embe

rs so

met

imes

co

mpl

ain

that

they

are

not

fully

in

form

ed o

r are

hel

d up

in th

eir

wor

k by

lack

of t

imel

y re

spon

se;

freq

uent

ly u

nder

-ant

icip

ates

re

sour

ces n

eede

d; m

ay u

se

reso

urce

s des

igna

ted

for o

ther

s;

man

y un

plan

ned

purc

hase

s mad

e un

nece

ssar

ily; a

llow

s peo

ple

and

even

ts to

inte

rrup

t whe

n no

t ne

cess

ary;

trie

s to

do e

very

thin

g he

rsel

f/him

self;

pro

cras

tinat

es;

forg

ets t

o do

min

or ta

sks t

hat c

ost

time

late

r

Jugg

les v

ario

us ta

sks a

nd

dem

ands

; mee

ts g

oals

and

mos

t de

adlin

es o

n tim

e; in

form

s oth

ers

whe

n pr

oble

ms o

ccur

; doe

s not

let

ever

yday

pro

blem

s def

lect

from

re

spon

sibi

litie

s; d

evel

ops b

oth

long

and

shor

t ter

m p

lans

; an

ticip

ates

nee

ds a

nd p

robl

ems o

f pr

ojec

ts; p

lans

are

gen

eral

ly

prac

tical

and

doa

ble;

stay

s with

in

budg

et e

xcep

t for

em

erge

ncy

situ

atio

ns o

r situ

atio

ns b

eyon

d hi

s/he

r con

trol;

seek

s out

cos

t ef

fect

ive

optio

ns; d

oes n

ot

impe

de n

eces

sary

smal

l ex

pend

iture

s; m

anag

es

inte

rrup

tions

wel

l; pr

iorit

izes

ef

fect

ivel

y; b

reak

s dow

n ta

sks o

r pr

ojec

ts in

to w

orka

ble

parts

Supe

rior a

t coo

rdin

atin

g re

sour

ces

need

ed to

com

plet

e a

proj

ect;

plan

s tim

e w

isel

y an

d ha

ndle

s m

ultip

le d

eman

ds w

ell;

ofte

n ex

ceed

s goa

ls a

nd m

ay c

ompl

ete

proj

ects

ear

ly; u

ses i

nnov

ativ

e an

d ef

fect

ive

way

s to

save

mon

ey

and

still

pro

vide

for q

ualit

y w

ork;

co

pes w

ell w

ith p

robl

ems b

eyon

d hi

s/he

r con

trol;

othe

rs re

gula

rly

rely

on

his/

her s

ched

ulin

g &

pl

anni

ng c

apab

ilitie

s; o

verc

omes

de

lays

cau

sed

by o

ther

s; e

xcel

lent

co

ntin

genc

y pl

anne

r

Dec

isio

n M

akin

g &

Ju

dgm

ent

Lets

oth

ers f

ind

and

fix p

robl

ems;

wea

k pr

oble

m a

naly

sis s

kills

; may

find

pr

oble

ms b

ut d

oesn

’t ge

nera

te so

lutio

ns

or so

lve

prob

lem

s; d

oes n

ot fo

llow

up

to

see

if pr

oble

ms a

re re

solv

ed; e

xtre

mel

y fe

arfu

l of m

akin

g a

mis

take

; fai

ls to

ga

ther

nec

essa

ry in

form

atio

n fo

r de

cisi

on m

akin

g; o

ften

fails

to se

e pr

oble

ms t

hat r

equi

re a

dec

isio

n;

freq

uent

ly m

akes

bad

dec

isio

ns; h

as

lack

ed so

und

judg

men

t on

a nu

mbe

r of

criti

cal s

ituat

ions

; doe

sn’t

verif

y in

form

atio

n be

fore

form

ing

judg

men

ts;

divu

lges

con

fiden

tial i

nfor

mat

ion

whe

n sh

ould

not

Kno

ws s

olut

ions

but

doe

sn’t

reco

mm

end

them

; usu

ally

fails

to

iden

tify

unde

rlyin

g or

syst

emic

pr

oble

ms o

r com

plet

ely

anal

yze

prob

lem

s; d

oesn

’t re

cogn

ize

trend

s in

recu

rrin

g pr

oble

ms;

of

ten

does

n’t f

ollo

w u

p to

ens

ure

that

pro

blem

s are

reso

lved

; del

ays

mak

ing

nece

ssar

y de

cisi

ons;

st

icks

with

stat

us q

uo ra

ther

than

m

ake

a de

cisi

on; f

inds

it d

iffic

ult

to b

e no

njud

gmen

tal w

hen

judg

men

t dic

tate

s it;

som

etim

es

show

s poo

r jud

gmen

t whe

n de

alin

g w

ith h

is/h

er st

aff

Kno

ws w

hen

a pr

oble

m w

arra

nts

solv

ing

and

uses

goo

d ju

dgm

ent

in so

lvin

g pr

oble

ms;

can

ana

lyze

fa

cts,

info

rmat

ion

and

evid

ence

lo

gica

lly; r

ecom

men

ds a

ltern

ativ

e so

lutio

ns to

pro

blem

s; se

eks i

nput

fr

om o

ther

s and

wei

ghs t

he p

ros

and

cons

of a

solu

tion

or p

riorit

y;

deci

sion

s are

wel

l tho

ught

out

and

tim

ely;

invo

lves

oth

ers

appr

opria

tely

whe

n m

akin

g de

cisi

ons;

com

mun

icat

es

deci

sion

s cle

arly

& d

irect

ly;

follo

ws u

p to

ens

ure

that

pr

oble

ms a

re re

solv

ed; a

dher

es to

co

nfid

entia

lity

Hig

hly

prof

icie

nt a

nd c

reat

ive

at

solv

ing

prob

lem

s; id

entif

ies

prob

lem

s in

own

area

and

de

velo

ps re

sour

cefu

l sol

utio

ns;

antic

ipat

es p

robl

ems a

nd so

lves

be

fore

they

dev

elop

; ana

lyze

s pr

oble

ms t

horo

ughl

y an

d ta

kes

appr

opria

te a

ctio

n; m

akes

toug

h de

cisi

ons;

wei

ghs o

ptio

ns

care

fully

and

thor

ough

ly; c

lear

ly

unde

rsta

nds t

he im

plic

atio

ns o

f si

tuat

ions

and

use

s sou

nd

judg

men

t whe

n de

cidi

ng w

hat t

o do

; can

alw

ays b

e co

unte

d on

to

mak

e a

good

and

tim

ely

deci

sion

w

hen

face

d w

ith a

dile

mm

a

PER

FOR

MA

NC

E A

SSES

SMEN

T LE

VELS

(RA

TIN

GS)

– S

ome

Exam

ples

for S

uper

viso

ry &

Man

agem

ent C

ompe

tenc

ies

3

U

nacc

epta

ble

N

eeds

impr

ovem

ent

Mee

ts e

xpec

tatio

ns

Exce

eds

expe

ctat

ions

Man

agin

g C

hang

e Fa

ils to

info

rm th

ose

affe

cted

by

chan

ge; f

ails

to sh

ift o

r mak

e ch

ange

s in

prio

ritie

s; la

cks f

lexi

bilit

y in

mos

t si

tuat

ions

Res

ists

cha

nges

; arg

ues a

gain

st

rese

tting

prio

ritie

s; m

ay n

ot

cons

iste

ntly

info

rm o

ther

s of

chan

ges;

freq

uent

ly w

ill n

ot c

hang

e m

ind

even

whe

n pr

esen

ted

with

ev

iden

ce

Adj

usts

to c

hang

es fa

irly

wel

l; w

ill a

ccep

t cha

nges

in p

riorit

ies a

s re

quire

d; c

onsi

ders

hum

an c

osts

w

hen

chan

ges m

ade;

whe

n m

akin

g ch

ange

s, ke

eps s

taff

in

form

ed in

tim

ely

man

ner;

mak

es a

pla

n an

d fo

llow

s up

with

it

whe

n m

akin

g si

gnifi

cant

ch

ange

s; in

volv

es st

aff i

n th

e de

cisi

ons t

hat a

ffec

t the

m

Has

mas

tere

d di

ffer

ent a

ppro

ache

s to

situ

atio

ns a

nd c

an fl

exib

ly

resp

ond

whe

n re

quire

d; a

ble

to sh

ift

focu

s rap

idly

whe

n ne

eded

; de

mon

stra

tes c

alm

in th

e fa

ce o

f m

ajor

pro

blem

s or c

hang

e; w

hen

mak

ing

sign

ifica

nt c

hang

es a

lway

s ke

eps s

taff

—an

d ot

hers

with

nee

d to

kno

w—

info

rmed

; whe

neve

r po

ssib

le, a

lway

s pla

ns th

e ch

ange

in

adva

nce

alon

g w

ith c

ontin

genc

y pl

ans a

s cha

nge

occu

rs; a

lway

s co

mm

unic

ates

in w

ays t

hat h

elp

othe

rs u

nder

stan

d th

e ch

ange

and

in

volv

es st

aff i

n th

e de

cisi

ons t

hat

impa

ct th

em



Example of Completed Performance Review for Supervisor




2/04

1

Sain

t Mar

y’s C

olle

ge o

f Cal

iforn

ia is

a C

atho

lic, L

asal

lian

and

Libe

ral A

rts C

olle

ge k

now

n w

idel

y fo

r pro

vidi

ng a

n ex

celle

nt le

arni

ng

envi

ronm

ent f

or st

uden

ts. I

t is a

com

mun

ity o

f lea

rner

s–st

uden

ts, f

acul

ty a

nd st

aff–

who

supp

ort t

he o

rgan

izat

ion’

s mis

sion

: •

To p

robe

dee

ply

the

mys

tery

of e

xist

ence

by

culti

vatin

g th

e w

ays o

f kno

win

g an

d th

e ar

ts o

f thi

nkin

g.

• To

aff

irm a

nd fo

ster

the

Chr

istia

n un

ders

tand

ing

of th

e hu

man

per

son

whi

ch a

nim

ates

the

educ

atio

n m

issi

on o

f the

Cat

holic

Chu

rch.

•

To c

reat

e a

stud

ent-c

ente

red

educ

atio

nal c

omm

unity

who

se m

embe

rs su

ppor

t one

ano

ther

with

mut

ual u

nder

stan

ding

and

resp

ect.

The

effe

ctiv

e pe

rfor

man

ce o

f eac

h in

divi

dual

is n

eces

sary

to a

chie

ve th

e C

olle

ge’s

mis

sion

. The

Col

lege

exp

ects

all

its e

mpl

oyee

s to

exem

plify

its v

alue

s thr

ough

com

mitt

ed le

ader

ship

, ong

oing

lear

ning

, and

con

cern

for h

uman

rela

tions

hips

.

Em

ploy

ee:

Chr

istin

e B

roth

ers

Supe

rvis

or: D

ale

LaSa

lle

Em

ploy

ee J

ob T

itle:

Dire

ctor

of F

acili

ties

Job

Gra

de: 1

0

Dep

artm

ent:

Adm

inis

tratio

n

Obj

ectiv

es, D

evel

opm

ent &

Per

form

ance

Per

iod:

From

: 7-1

-03

Thr

ough

: 6-3

0-04

Intr

oduc

tory

Rev

iew

End

of Y

ear

Rev

iew

Dat

e: 6

-1-0

4

54-a

Sect

ion

I

2/04

2

SEC

TIO

N I

RES

PON

SIB

ILIT

IES

&/O

R O

BJE

CTI

VES

Pr

imar

y Pe

rfor

man

ce E

xpec

tatio

ns:

Res

pons

ibili

ties

&/o

r Obj

ectiv

es

Com

men

ts

Dev

elop

and

impl

emen

t 5-y

ear s

trate

gic

plan

for t

he F

acili

ties

Dep

artm

ent b

y 12

/1/0

3 to

incl

ude

cons

truct

ion,

reha

bilit

atio

n, a

nd m

aint

enan

ce o

f phy

sica

l pla

nt

faci

litie

s an

d pa

rkin

g ar

eas

as w

ell a

s th

e po

wer

pla

nt.

Wor

king

with

a c

onsu

ltant

, Chr

is d

evel

oped

a w

ell-w

ritte

n 5-

year

stra

tegi

c pl

an

that

cle

arly

out

lines

the

reso

urce

s, b

udge

t, an

d pe

rson

nel n

eede

d to

acc

ompl

ish

on-g

oing

mai

nten

ance

, con

stru

ctio

n, a

nd re

habi

litat

ion

of p

hysi

cal p

lant

fa

cilit

ies.

Now

she

nee

ds to

wor

k w

ith h

er s

uper

viso

ry te

am to

set

obj

ectiv

es

and

expe

ctat

ions

for e

ach

of th

eir a

reas

, and

to c

oach

them

on

effe

ctiv

ely

com

mun

icat

ing

with

thei

r dire

ct re

ports

.

EE

M

E

NI

U

Ope

rate

with

in b

udge

t gui

delin

es; a

lloca

te e

xpen

ditu

res

in a

fair

and

reas

oned

m

anne

r; pa

y cl

ose

atte

ntio

n to

mon

itorin

g bu

dget

var

ianc

es a

nd p

lan

appr

opria

te a

djus

tmen

ts to

ach

ieve

a b

alan

ced

budg

et a

t the

end

of t

he fi

scal

ye

ar.

Chr

is a

lloca

tes

reso

urce

s w

isel

y, s

tayi

ng w

ithin

bud

get e

xcep

t for

em

erge

ncy

situ

atio

ns o

r situ

atio

ns b

eyon

d he

r con

trol,

such

as

the

high

and

une

xpec

ted

incr

ease

from

PG

&E

last

yea

r. E

E

ME

N

I U

Dev

elop

and

impl

emen

t pla

n fo

r 24/

7 co

vera

ge o

f mai

nten

ance

for t

he c

ampu

s by

9/1

/03.

W

orki

ng w

ith h

er m

anag

emen

t tea

m, C

hris

dev

elop

ed a

sta

ffing

pla

n, w

hich

ac

com

plis

hed

the

goal

of 2

4/7

cove

rage

. H

er s

taff

is s

prea

d qu

ite th

in s

o I

wou

ld e

ncou

rage

her

to m

ove

quic

kly

to fi

ll th

e tw

o op

en b

uild

ing

mai

nten

ance

po

sitio

ns.

Feed

back

from

cam

pus

cons

titue

nts

has

been

ver

y po

sitiv

e.

EE

M

E

NI

U

Be

mor

e vi

sibl

e on

cam

pus

by a

ctiv

ely

parti

cipa

ting

in c

ampu

s co

mm

ittee

s su

ch

as th

e P

lann

ing

Com

mitt

ee, B

udge

t Com

mitt

ee, a

nd A

thle

tics

Com

mitt

ee, i

n or

der t

o cr

eate

a b

ette

r und

erst

andi

ng o

f the

reso

urce

s, n

eeds

and

lim

itatio

ns o

f th

e Fa

cilit

ies

Dep

artm

ent.

Chr

is is

act

ivel

y in

volv

ed in

num

erou

s C

olle

ge c

omm

ittee

s in

clud

ing

Pla

nnin

g,

Bud

get a

nd A

thle

tics.

She

has

to b

e ca

refu

l not

to s

tretc

h he

rsel

f too

thin

by

volu

ntee

ring

to h

elp

othe

r dep

artm

ents

whe

n tim

e do

es n

ot a

llow

. Fe

edba

ck

from

com

mitt

ee m

embe

rs in

dica

tes

that

they

trul

y ap

prec

iate

Chr

is’s

co

ntrib

utio

ns to

the

wor

k of

thes

e co

mm

ittee

s.

EE

M

E

NI

U

Rec

ruit,

coa

ch a

nd d

evel

op s

taff

and

prov

ide

oppo

rtuni

ties

for t

rain

ing

and

grow

th b

y:

·Ens

urin

g th

at a

ll ne

w e

mpl

oyee

s at

tend

new

hire

orie

ntat

ion

and

safe

ty tr

aini

ng

by th

e en

d of

thei

r 90

day

intro

duct

ory

perio

d, a

nd

·Ens

urin

g th

at a

ll su

perv

isor

s at

tend

the

Lead

ersh

ip D

evel

opm

ent P

rogr

am b

y th

e en

d of

200

4.

This

obj

ectiv

e is

to b

e m

easu

red

by a

qua

rterly

sta

tistic

al re

port

of e

mpl

oyee

tu

rnov

er a

nd a

n em

ploy

ee s

urve

y to

be

com

plet

ed d

urin

g th

e 4t

h Q

uarte

r of

2004

.

Chr

is h

as h

ad s

ome

diffi

culty

this

yea

r sel

ectin

g qu

alifi

ed c

andi

date

s fo

r her

op

en p

ositi

ons.

Sev

eral

of t

he n

ewly

hire

d em

ploy

ees

did

not w

ork

out a

nd h

ad

to b

e re

plac

ed.

I wou

ld s

ugge

st th

at C

hris

not

del

egat

e th

is ta

sk s

olel

y to

her

su

perv

isor

s bu

t be

mor

e in

volv

ed w

ith th

e se

arch

com

mitt

ees.

She

als

o sh

ould

tra

in h

er s

uper

viso

rs o

n ef

fect

ive

inte

rvie

win

g sk

ills

(with

ass

ista

nce

from

HR

as

need

ed).

Chr

is n

eeds

to w

ork

on s

ettin

g cl

eare

r per

form

ance

exp

ecta

tions

for

her s

uper

viso

rs, g

ivin

g th

em fe

edba

ck in

a ti

mel

y m

anne

r and

follo

win

g up

on

thei

r pro

gres

s (o

r lac

k of

). I

wou

ld li

ke C

hris

to a

ttend

the

sum

mer

ses

sion

of

the

Lead

ersh

ip D

evel

opm

ent P

rogr

am o

ffere

d by

HR

as

wel

l as

any

wor

ksho

ps

invo

lvin

g ef

fect

ive

com

mun

icat

ion

skill

s.

EE

M

E

NI

U

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_ S

uper

viso

r Ini

tials

D

ate

Em

ploy

ee In

itial

s

D

ate


Meets Expectations

Needs Improvement

Unacceptable

Perf

orm

ance

Rat

ings

Sect

ion

II

2/

04

3

SEC

TIO

N II

PE

RFO

RM

AN

CE

CO

MPE

TEN

CIE

S

Gen

eral

Com

pete

ncie

s C

omm

ents

M

issi

on &

Val

ues

- Per

form

day

-to-d

ay a

ctiv

ities

& jo

b re

spon

sibi

litie

s in

way

s th

at

supp

ort &

enh

ance

the

Col

lege

’s m

issi

on &

its

Cat

holic

, Las

allia

n &

Lib

eral

Arts

tra

ditio

ns, e

.g.,

serv

ice

to c

omm

unity

, ded

icat

ion,

taki

ng o

wne

rshi

p fo

r suc

cess

of

SM

C, e

xem

plify

ing

beha

vior

that

is a

mod

el fo

r oth

ers,

& a

dher

ing

to C

olle

ge p

olic

ies

Chr

is s

ets

an e

xam

ple

for h

er d

epar

tmen

t in

her s

ervi

ce to

the

cam

pus

by p

artic

ipat

ing

in c

omm

ittee

s an

d ev

ents

on

cam

pus,

and

by

deve

lopi

ng

posi

tive

rela

tions

hips

with

the

Bro

ther

s an

d ot

her c

onst

ituen

cies

acr

oss

cam

pus.

She

ens

ures

that

her

dire

ct re

ports

follo

w C

olle

ge p

olic

ies

and

cons

ults

regu

larly

with

HR

whe

n qu

estio

ns a

rise.

E

E

ME

N

I U

Ser

vice

- D

emon

stra

te c

omm

itmen

t to

prov

idin

g ev

eryo

ne w

ith h

ighe

st le

vel o

f se

rvic

e: P

rovi

de fr

iend

ly, c

arin

g se

rvic

e; e

xhib

it pa

tienc

e &

resp

ect;

follo

w u

p &

fo

llow

thro

ugh;

resp

ond

sinc

erel

y, p

rom

ptly

, con

sist

ently

& a

ppro

pria

tely

to e

very

one

ever

y tim

e; a

nd e

stab

lish

& m

aint

ain

effe

ctiv

e re

latio

nshi

ps w

ith th

ose

we

serv

e &

ga

in th

eir t

rust

& re

spec

t

Chr

is h

as p

rovi

ded

train

ing

on c

usto

mer

ser

vice

for h

er d

epar

tmen

t, w

hich

has

resu

lted

in p

ositi

ve fe

edba

ck fr

om c

usto

mer

s. S

he is

ver

y go

od a

t fol

low

ing

up to

ens

ure

that

com

plai

nts/

requ

ests

from

cus

tom

ers

are

hand

led

in a

tim

ely

man

ner,

and

has

pass

ed th

at s

kill

onto

her

sta

ff.

She

is p

atie

nt a

nd re

spec

tful t

o cu

stom

ers,

but

doe

s no

t alw

ays

treat

her

de

partm

ent s

taff

in th

e sa

me

posi

tive

man

ner.

EE

ME

N

I U

Team

wor

k - M

aint

ain

harm

onio

us &

effe

ctiv

e w

ork

rela

tions

hips

with

co-

wor

kers

&

othe

rs; a

nd c

olla

bora

te w

ith d

epar

tmen

ts, c

ampu

s co

mm

unity

, & e

xter

nal s

ourc

es,

as a

ppro

pria

te, t

o pr

omot

e co

oper

ativ

e w

ork

rela

tions

hips

, im

prov

e w

ork

proc

esse

s,

& a

chie

ve g

oals

and

obj

ectiv

es

See

“Mis

sion

and

Val

ues.

” Chr

is c

olla

bora

tes

wel

l with

oth

er d

epar

tmen

t m

anag

ers

to le

arn

how

her

dep

artm

ent c

an im

prov

e w

ork

proc

esse

s to

be

tter s

erve

the

com

mun

ity.

She

has

wor

ked

wel

l with

her

sta

ff to

de

velo

p go

als

and

obje

ctiv

es fo

r the

dep

artm

ent t

hat

are

alig

ned

with

th

e C

olle

ge’s

stra

tegi

c pl

an, a

nd h

as s

ucce

ssfu

lly c

omm

unic

ated

thes

e go

als

to h

er s

taff.

EE

ME

N

I U

Com

mun

icat

ion

- Effe

ctiv

ely

conv

ey in

form

atio

n &

idea

s bo

th o

rally

& in

writ

ing;

lis

ten

care

fully

& s

eek

clar

ifica

tion

to e

nsur

e un

ders

tand

ing;

pro

mot

e an

ope

n en

viro

nmen

t whe

re d

iver

se p

ersp

ectiv

es a

re re

spec

ted,

dev

elop

ed, &

val

ued;

and

m

aint

ain

appr

opria

te c

onfid

entia

lity

Chr

is e

ffect

ivel

y co

mm

unic

ates

with

all

leve

ls o

f man

agem

ent a

nd w

ith

cust

omer

s. S

he w

rites

cle

ar, c

onci

se m

emos

and

em

ails

and

exc

els

at

givi

ng p

rese

ntat

ions

to th

e P

resi

dent

’s C

abin

et a

nd o

ther

cam

pus

grou

ps.

How

ever

, she

nee

ds to

wor

k at

com

mun

icat

ing

in a

mor

e po

sitiv

e m

anne

r with

her

sta

ff. A

t tim

es s

he c

an b

e ab

rupt

and

rais

e he

r vo

ice

whe

n sh

e ta

lks

to h

er s

taff.

She

nee

ds to

wor

k at

cre

atin

g a

mor

e op

en, p

ositi

ve e

nviro

nmen

t in

whi

ch h

er e

mpl

oyee

s’ o

pini

ons

are

valu

ed

and

resp

ecte

d.

EE

ME

N

I U

Res

ourc

eful

ness

- C

onsi

sten

tly in

itiat

e id

eas

& a

ctio

ns th

at im

pact

our

suc

cess

: P

roac

tivel

y ta

ke o

r rec

omm

end

appr

opria

te a

ctio

ns, s

olut

ions

or i

mpr

ovem

ent w

hen

the

situ

atio

n de

man

ds it

; per

seve

re w

hen

enco

unte

ring

chal

leng

es &

obs

tacl

es; a

nd

adju

st to

effe

ctiv

ely

acco

mm

odat

e m

ultip

le d

eman

ds &

shi

fting

prio

ritie

s

This

has

bee

n a

diffi

cult

year

for C

hris

, with

sev

eral

sta

ff m

embe

rs

abse

nt fo

r lon

g pe

riods

of t

ime

due

to il

lnes

s. S

he h

as w

orke

d cr

eativ

ely

to s

hift

indi

vidu

als

arou

nd a

nd h

ire te

mpo

rary

em

ploy

ees

to m

aint

ain

the

sam

e le

vel o

f ser

vice

. A

s a

mem

ber o

f the

Pla

nnin

g C

omm

ittee

and

ot

her C

olle

ge c

omm

ittee

s, C

hris

con

sist

ently

offe

rs c

reat

ive

idea

s an

d so

lutio

ns fo

r the

cha

lleng

es fa

ced

by th

e C

olle

ge.

For e

xam

ple,

she

re

sear

ched

the

park

ing

issu

e at

oth

er B

ay A

rea

colle

ges

and

prop

osed

a

solu

tion

that

was

ado

pted

by

the

Pla

nnin

g C

omm

ittee

and

late

r app

rove

d by

the

Pre

side

nt a

nd th

e B

oard

. C

hris

’s d

epar

tmen

t enc

ount

ers

cons

tant

ly s

hifti

ng p

riorit

ies

and

mul

tiple

dem

ands

from

cus

tom

ers.

She

ha

s se

t up

an e

ffect

ive

syst

em to

mon

itor c

usto

mer

requ

ests

and

em

erge

ncie

s, w

hich

has

resu

lted

in in

crea

sed

cust

omer

sat

isfa

ctio

n.

EE

ME

N

I U

Qua

lity

& Q

uant

ity o

f Wor

k - D

emon

stra

te k

now

ledg

e, te

chni

cal e

xper

tise,

& p

robl

em

solv

ing

skill

s ne

cess

ary

to p

erfo

rm jo

b ef

fect

ivel

y; m

ake

qual

ity d

ecis

ions

bas

ed o

n so

und

judg

men

t; co

mpl

ete

assi

gnm

ents

in a

thor

ough

, acc

urat

e &

tim

ely

man

ner

that

ach

ieve

s ex

pect

ed o

utco

mes

; pre

serv

e C

olle

ge fi

nanc

es &

mai

ntai

n &

car

e fo

r C

olle

ge p

rope

rty; a

nd m

eet C

olle

ge &

/or d

epar

tmen

t atte

ndan

ce s

tand

ards

Chr

is h

as th

e te

chni

cal s

kills

and

exp

ertis

e to

effe

ctiv

ely

man

age

the

Faci

litie

s D

epar

tmen

t. S

he h

as e

nhan

ced

the

depa

rtmen

t’s re

puta

tion

by

impl

emen

ting

a so

ftwar

e tra

ckin

g sy

stem

for c

usto

mer

requ

ests

and

by

train

ing

her s

taff

in c

usto

mer

ser

vice

, saf

ety,

and

pro

ject

man

agem

ent.

S

he h

as a

lso

wor

ked

with

HR

to e

nsur

e th

at h

er s

u per

viso

rs a

ttend

the

EE

ME

N

I U


Meets Expectations

Needs Improvement

Unacceptable

Perf

orm

ance

Rat

ings

Sect

ion

II

2/

04

4

Col

lege

’s L

eade

rshi

p D

evel

opm

ent P

rogr

am.

__

____

____

____

____

____

____

____

____

____

____

____

____

____

___

__

____

____

____

____

____

____

____

____

____

____

____

____

____

___

Supe

rvis

or In

itial

s

D

ate

Empl

oyee

Initi

als

Dat

e

SEC

TIO

N II

2

/04

5

SEC

TIO

N II

PE

RFO

RM

AN

CE

CO

MPE

TEN

CIE

S

(Thi

s sec

tion

is a

lway

s inc

lude

d on

Per

form

ance

Rev

iew

s for

thos

e w

ho su

perv

ise

staf

f, bu

t occ

asio

nally

may

be

used

for o

ther

s suc

h as

pro

ject

man

ager

s or s

uper

viso

rs o

f stu

dent

s.)

Su

perv

isor

y &

Man

agem

ent C

ompe

tenc

ies

Com

men

ts

Man

agin

g an

d D

evel

opin

g S

taff

- Rec

ruit

& h

ire a

ppro

pria

te s

taff;

pro

vide

em

ploy

ees

clea

r exp

ecta

tions

rega

rdin

g or

gani

zatio

n’s

valu

es &

des

ired

resu

lts; g

ive

clea

r &

hone

st p

erfo

rman

ce fe

edba

ck; c

omm

unic

ate

in w

ays

that

invi

te tw

o-w

ay d

ialo

gue;

co

ach

& d

evel

op s

taff

& p

rovi

de o

ppor

tuni

ty fo

r tra

inin

g an

d gr

owth

; rec

ogni

ze s

taff

for

effo

rts &

ach

ieve

men

t & e

nsur

e st

aff a

re tr

eate

d w

ith re

spec

t & in

a fa

ir &

equ

itabl

e m

anne

r; an

d co

nstru

ctiv

ely

addr

ess

perfo

rman

ce p

robl

ems

See

“Qua

lity/

Qua

ntity

” abo

ve.

Whi

le C

hris

has

sen

t her

sup

ervi

sors

to

train

ing,

she

nee

ds to

follo

w u

p by

coa

chin

g an

d co

unse

ling

them

, to

help

them

be

mor

e ef

fect

ive

in th

eir j

obs.

Chr

is h

as w

orke

d ef

fect

ivel

y w

ith h

er s

taff

to d

evel

op g

oals

and

obj

ectiv

es s

o th

at th

ey u

nder

stan

d cl

early

wha

t is

expe

cted

of t

hem

and

how

thei

r wor

k re

late

s to

the

over

all s

trate

gic

plan

of t

he C

olle

ge.

As

men

tione

d pr

evio

usly

, she

ne

eds

to im

prov

e ho

w s

he c

omm

unic

ates

with

her

sta

ff. C

hris

re

gula

rly c

onsu

lts w

ith H

R w

hen

hirin

g ne

w e

mpl

oyee

s. S

ee

addi

tiona

l com

men

ts in

obj

ectiv

es u

nder

“Rec

ruiti

ng.”

EE

ME

N

I U

Lead

ersh

ip -

Cre

ate

a su

ppor

tive

staf

f env

ironm

ent,

whi

ch fo

ster

s in

divi

dual

mot

ivat

ion,

hi

gh le

vels

of i

ndiv

idua

l and

team

per

form

ance

, & q

ualit

y of

ser

vice

: See

k pe

rform

ance

fe

edba

ck &

inco

rpor

ate

into

dep

artm

ent o

bjec

tives

; dev

elop

& c

omm

unic

ate

clea

r ob

ject

ives

that

sup

port

depa

rtmen

t & C

olle

ge m

issi

on &

goa

ls; b

uild

a w

orkf

orce

that

re

cogn

izes

& v

alue

s th

e po

sitiv

e in

fluen

ces

of d

iver

se c

ultu

res,

vie

wpo

ints

, sty

les

&

othe

r asp

ects

of i

ndiv

idua

l diff

eren

ces;

set

a to

ne o

f int

egrit

y &

eth

ics;

enc

oura

ge &

fa

cilit

ate

coop

erat

ion,

prid

e, &

tru

st; e

mpo

wer

& in

spire

sta

ff by

sha

ring

info

rmat

ion,

kn

owle

dge,

ski

lls, &

aut

horit

y; th

ink

& p

lan

stra

tegi

cally

; and

lead

by

exam

ple

In h

er th

ree

year

s as

Dire

ctor

of F

acili

ties,

Chr

is h

as c

reat

ed a

n en

viro

nmen

t whi

ch fo

ster

s a

high

leve

l of c

usto

mer

ser

vice

. S

he h

as

achi

eved

this

by

train

ing

her s

taff

and

setti

ng a

pos

itive

exa

mpl

e w

ith

cust

omer

s. H

owev

er, a

s m

entio

ned

prev

ious

ly, s

he n

eeds

to a

dopt

th

e sa

me

man

ner w

ith h

er s

taff

as s

he d

ispl

ays

with

her

cus

tom

ers.

E

E

ME

N

I U

Res

ourc

e M

anag

emen

t - D

evel

op p

lans

& o

rgan

ize

reso

urce

s (te

chno

logy

, equ

ipm

ent,

budg

et, s

pace

, & s

taff)

for i

mpl

emen

tatio

n of

pro

ject

s &

pro

gram

s: U

tiliz

e ex

istin

g &

ne

w re

sour

ces

effe

ctiv

ely

& e

ffici

ently

; pla

n, a

dmin

iste

r, &

mon

itor b

udge

t to

ensu

re

cost

effe

ctiv

enes

s; a

nd a

ccom

mod

ate

mul

tiple

dem

ands

for c

omm

itmen

t of t

ime,

en

ergy

& re

sour

ces

Chr

is h

as e

ffect

ivel

y m

anag

ed n

umer

ous

proj

ects

with

her

sta

ff th

is

past

yea

r, w

hile

jugg

ling

mul

tiple

prio

ritie

s an

d de

man

ds.

She

ef

fect

ivel

y pl

ans

wor

k sc

hedu

les

to b

alan

ce p

eak

and

slac

k pe

riods

an

d em

ploy

ee a

bsen

teei

sm.

She

is a

dept

at m

akin

g ef

fect

ive

use

of

depa

rtmen

t res

ourc

es, a

nd e

ffect

ivel

y co

ntro

ls c

osts

thro

ugh

econ

omic

al u

tiliz

atio

n of

per

sonn

el, m

ater

ials

and

equ

ipm

ent.

She

m

akes

real

istic

bud

get p

roje

ctio

ns a

nd d

eals

pro

mpt

ly a

nd e

ffect

ivel

y w

ith b

udge

t var

ianc

es, a

lway

s co

mm

unic

atin

g w

ith h

er m

anag

er.

EE

ME

N

I U

Dec

isio

n M

akin

g an

d Ju

dgm

ent -

Ana

lyze

fact

s an

d da

ta, u

se s

ound

judg

men

t, &

see

k in

put &

ass

ista

nce

from

oth

ers

to a

rriv

e at

mos

t effe

ctiv

e so

lutio

ns; m

ake

deci

sion

s in

a

timel

y m

anne

r, ev

en u

nder

unc

erta

in c

ondi

tions

, con

side

ring

both

the

imm

edia

te a

nd

long

-term

con

sequ

ence

s; fo

llow

up

to e

nsur

e pr

oble

ms

are

reso

lved

; and

mai

ntai

n ap

prop

riate

con

fiden

tialit

y

Chr

is a

naly

zes

fact

s an

d da

ta e

ffect

ivel

y, a

skin

g fo

r inp

ut a

nd

assi

stan

ce w

hen

need

ed.

She

mak

es d

ecis

ions

with

con

fiden

ce a

fter

asse

mbl

ing

all a

vaila

ble

fact

s. S

he d

oes

not,

how

ever

, alw

ays

mak

e de

cisi

ons

in a

tim

ely

man

ner,

som

etim

es p

uttin

g of

f mor

e di

fficu

lt de

cisi

ons.

E

E

ME

N

I U

Man

agin

g C

hang

e - I

nitia

te a

ctio

ns th

at fo

ster

acc

epta

nce

of o

rgan

izat

iona

l cha

nge:

C

omm

unic

ate

in w

ays

that

hel

p em

ploy

ees

unde

rsta

nd th

e ch

ange

; inv

olve

em

ploy

ees

in th

e de

cisi

ons

that

impa

ct th

em; a

nd e

stab

lish

stru

ctur

es, p

ract

ices

& fe

edba

ck to

su

ppor

t suc

cess

ful i

mpl

emen

tatio

n of

the

chan

ge

This

pas

t yea

r Chr

is im

plem

ente

d 24

/7co

vera

ge, w

hich

invo

lved

sh

iftin

g em

ploy

ees

to a

ccom

mod

ate

the

new

sch

edul

e (g

rave

yard

sh

ift).

She

invo

lved

her

sta

ff in

all

aspe

cts

of th

is c

hang

e, w

hich

re

sulte

d in

a s

moo

th tr

ansi

tion.

Thi

s sc

hedu

le c

hang

e w

as h

er id

ea

and

has

been

ver

y po

sitiv

e fo

r the

cam

pus.

How

ever

, at t

imes

she

di

spla

ys re

sist

ance

whe

n sh

e is

told

by

her m

anag

er to

impl

emen

t ne

w p

roce

dure

s th

at s

he d

oes

not a

gree

with

.

EE

ME

N

I U

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_ Su

perv

isor

Initi

als

D

ate

Empl

oyee

Initi

als

Dat

e


Meets Expectations

Unacceptable

Perf

orm

ance

Rat

ings Needs

Improvement

Sect

ion

III

2/0

4

6

SEC

TIO

N II

I

O

VER

ALL

PER

FOR

MA

NC

E SU

MM

AR

Y

Com

men

ts: (

Base

d on

a re

view

of S

ectio

ns I

and

II)

Stre

ngth

s: C

hris

sup

ports

and

enh

ance

s th

e m

issi

on o

f the

Col

lege

thro

ugh

her p

artic

ipat

ion

in c

omm

ittee

s an

d ev

ents

on

cam

pus

and

by th

e po

sitiv

e re

latio

nshi

ps s

he h

as d

evel

oped

acr

oss

cam

pus.

She

col

labo

rate

s w

ith o

ther

dep

artm

ent m

anag

ers

to le

arn

way

s of

con

tinuo

usly

impr

ovin

g cu

stom

er s

ervi

ce in

the

Faci

litie

s de

partm

ent,

and

has

impl

emen

ted

a so

ftwar

e tra

ckin

g sy

stem

for c

usto

mer

requ

ests

. S

he m

akes

effe

ctiv

e us

e of

dep

artm

ent r

esou

rces

and

effe

ctiv

ely

cont

rols

cos

ts th

roug

h ec

onom

ical

util

izat

ion

of p

erso

nnel

, mat

eria

ls a

nd e

quip

men

t. S

he

plan

s, a

dmin

iste

rs a

nd m

onito

rs h

er d

epar

tmen

t’s b

udge

t to

ensu

re c

ost e

ffect

iven

ess.

Are

as fo

r dev

elop

men

t: C

hris

nee

ds to

wor

k on

com

mun

icat

ing

effe

ctiv

ely

with

her

sta

ff –

setti

ng

clea

rer p

erfo

rman

ce e

xpec

tatio

ns, p

rovi

ding

feed

back

in a

tim

ely

and

cons

truct

ive

man

ner,

and

crea

ting

an o

pen,

pos

itive

env

ironm

ent i

n w

hich

thei

r opi

nion

s ar

e va

lued

and

resp

ecte

d.

Exce

eds

Expe

ctat

ions

(Per

form

ance

co

nsis

tent

ly s

urpa

sses

all

expe

ctat

ions

and

go

als)

M

eets

Exp

ecta

tions

(Per

form

ance

fully

and

co

nsis

tent

ly a

chie

ves

expe

ctat

ions

and

goa

ls)

Nee

ds Im

prov

emen

t (Pe

rform

ance

nee

ds

impr

ovem

ent t

o fu

lly a

chie

ve e

xpec

tatio

ns a

nd

goal

s)

Una

ccep

tabl

e (P

erfo

rman

ce fa

ils to

mee

t jo

b ex

pect

atio

ns)

Plan

for I

mpr

ovem

ent:

Yes

No

.

Prof

essi

onal

Dev

elop

men

t Pla

n:

·Impr

ove

com

mun

icat

ion

with

sta

ff by

atte

ndin

g Le

ader

ship

Dev

elop

men

t Pro

gram

in th

e su

mm

er o

f 200

4 an

d th

e w

orks

hops

offe

red

by H

uman

Res

ourc

es o

n ac

tive

liste

ning

, giv

ing

and

rece

ivin

g fe

edba

ck, a

nd s

ettin

g pe

rform

ance

exp

ecta

tions

.

Res

pons

ibili

ties

and

Futu

re O

bjec

tives

(Com

plet

e th

e re

spon

sibi

litie

s &/

or o

bjec

tives

in S

ectio

n I f

or n

ext r

evie

w p

erio

d.)

·Col

labo

rate

with

Ath

letic

s D

epar

tmen

t, A

rchi

tect

’s O

ffice

and

Pla

nnin

g D

epar

tmen

t to

plan

for r

eloc

atio

n of

the

base

ball

field

in J

une

of 2

004

and

cons

truct

ion

of th

e ne

w A

thle

tics

faci

lity

begi

nnin

g in

Jun

e of

200

5.

·Mee

t wee

kly

with

Vic

e P

rovo

st fo

r Stu

dent

Affa

irs to

dis

cuss

and

pla

n m

aint

enan

ce a

nd re

pair

issu

es.

·Pre

pare

qua

rterly

repo

rts fo

r the

Pre

side

nt’s

Cab

inet

sho

win

g st

atus

and

cos

ts o

f mai

nten

ance

and

repa

ir pr

ojec

ts o

n ca

mpu

s.

Empl

oyee

Com

men

ts (I

nclu

de fe

edba

ck to

the

supe

rvis

or o

n w

ays

in w

hich

sup

ervi

sor c

an a

ssis

t you

in m

eetin

g re

spon

sibi

litie

s &/

or o

bjec

tives

&

enha

ncin

g pe

rform

ance

com

pete

ncie

s):

Alth

ough

I re

cogn

ize

that

I ne

ed d

evel

opm

ent i

n co

mm

unic

atio

ns w

ith m

y st

aff,

it sh

ould

be

note

d th

at th

e de

partm

ent h

as b

een

shor

t of c

ritic

al s

taff

this

pas

t yea

r and

the

budg

et s

ever

ely

limite

d. I

hav

e be

en ju

gglin

g m

ultip

le p

riorit

ies,

filli

ng in

whe

n em

ploy

ees

wer

e ab

sent

, so

my

com

mun

icat

ion

skill

s m

ay h

ave

suffe

red

as a

resu

lt. I

enc

oura

ge m

y su

perv

isor

to u

se h

is

influ

ence

to p

rovi

de a

mor

e re

ason

able

bud

get f

or th

e Fa

cilit

ies

Dep

artm

ent t

hat i

s m

ore

refle

ctiv

e of

the

need

s an

d pr

iorit

ies

of th

e ca

mpu

s. I

wel

com

e an

y op

portu

nitie

s fo

r dev

elop

men

t and

gr

owth

.I en

joy

wor

king

with

you

and

app

reci

ate

our v

ery

open

and

hon

est w

eekl

y m

eetin

gs.

The

emai

ls y

ou s

end

appr

isin

g m

e of

Cab

inet

dec

isio

ns a

nd d

iscu

ssio

ns th

at im

pact

the

Faci

litie

s ar

ea a

re v

ery

help

ful.

I w

ould

like

, how

ever

, to

be a

sked

to p

rese

nt F

acili

ties

proj

ects

dire

ctly

to th

e C

abin

et, i

f fea

sibl

e.

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_ Su

perv

isor

Sig

natu

re

D

ate

Empl

oyee

Sig

natu

re

Dat

e Si

gnat

ure

of N

ext L

evel

Sup

ervi

sor_

____

____

____

____

____

____

____

____

____

____

____

____

D

ate_

____

____

____

____

____

____

____

____

____

_



Example of Completed Performance Review— Staff (Non-Supervisory)




2/04

1

Sain

t M

ary’

s C

olle

ge o

f C

alifo

rnia

is

a C

atho

lic,

Lasa

llian

and

Lib

eral

Arts

Col

lege

kno

wn

wid

ely

for

prov

idin

g an

exc

elle

nt l

earn

ing

envi

ronm

ent f

or st

uden

ts. I

t is a

com

mun

ity o

f lea

rner

s—st

uden

ts, f

acul

ty a

nd st

aff—

who

supp

ort t

he o

rgan

izat

ion’

s mis

sion

: •

To p

robe

dee

ply

the

mys

tery

of e

xist

ence

by

culti

vatin

g th

e w

ays o

f kno

win

g an

d th

e ar

ts o

f thi

nkin

g.

• To

aff

irm a

nd fo

ster

the

Chr

istia

n un

ders

tand

ing

of th

e hu

man

per

son

whi

ch a

nim

ates

the

educ

atio

n m

issi

on o

f the

Cat

holic

Chu

rch.

•

To c

reat

e a

stud

ent-c

ente

red

educ

atio

nal c

omm

unity

who

se m

embe

rs su

ppor

t one

ano

ther

with

mut

ual u

nder

stan

ding

and

resp

ect.

The

effe

ctiv

e pe

rfor

man

ce o

f ea

ch i

ndiv

idua

l is

nec

essa

ry t

o ac

hiev

e th

e C

olle

ge’s

mis

sion

. Th

e C

olle

ge e

xpec

ts a

ll its

em

ploy

ees

to

exem

plify

its v

alue

s thr

ough

com

mitt

ed le

ader

ship

, ong

oing

lear

ning

, and

con

cern

for h

uman

rela

tions

hips

.

Em

ploy

ee:

Sue

Job

Supe

rvis

or: B

ob B

oss

Em

ploy

ee J

ob T

itle:

Ser

vice

s Spe

cial

ist

Job

Gra

de: 4

Dep

artm

ent:

Reg

istra

r

Obj

ectiv

es, D

evel

opm

ent &

Per

form

ance

Per

iod:

From

: 6-1

-03

Thr

ough

: 5-3

1-04

Intr

oduc

tory

Rev

iew

End

of Y

ear

Rev

iew

Dat

e: 5

-15-

04

56-a

Sect

ion

I

2/04

2

SEC

TIO

N I

RES

PON

SIB

ILIT

IES

&/O

R O

BJE

CTI

VES

Pr

imar

y Pe

rfor

man

ce E

xpec

tatio

ns:

Res

pons

ibili

ties

&/o

r Obj

ectiv

es

Com

men

ts

Pro

vide

exc

elle

nt c

usto

mer

ser

vice

to s

tude

nts

and

facu

lty b

y re

spon

ding

to

ques

tions

and

reso

lvin

g pr

oble

ms

with

in th

e pu

rvie

w o

f the

Reg

istra

r fun

ctio

n in

ac

cord

ance

with

Col

lege

mis

sion

and

goa

ls a

nd in

alig

nmen

t with

dep

artm

ent

stan

dard

s. S

tude

nts,

facu

lty a

nd th

e pu

blic

are

our

clie

ntel

e. S

ervi

ce to

our

cl

ient

ele

will

be

frien

dly,

resp

ectfu

l and

acc

urat

ely

and

pro

mpt

ly p

rovi

ded

with

in

a 24

hr.

perio

d.

Sue

has

dev

elop

ed v

ery

good

rapp

ort w

ith s

tude

nts

and

facu

lty.

Gen

eral

ly

resp

onds

to in

quiri

es w

ithin

24

hrs.

Whe

n sh

e is

not

abl

e to

do

so, s

he

gene

rally

upd

ates

the

pers

on a

s to

the

stat

us o

f her

pro

gres

s on

the

mat

ter.

Sue

’s e

ffici

ency

wou

ld b

e en

hanc

ed b

y de

velo

pmen

t of a

sys

tem

that

allo

ws

her

to k

eep

track

of t

hose

inqu

iries

that

requ

ire re

sear

ch, s

o th

at s

he c

an g

et b

ack

to th

e cu

stom

er in

a m

ore

timel

y w

ay.

E

E

ME

N

I U

Mas

ter u

nder

stan

ding

and

ach

ieve

sat

isfa

ctor

y le

vel o

f per

form

ance

in a

ll ar

eas

of re

spon

sibi

lity

for S

ervi

ces

Spe

cial

ist i

n th

e R

egis

trar’s

Offi

ce.

In y

our f

irst

year

you

will

dem

onst

rate

a s

atis

fact

ory

leve

l of p

rofic

ienc

y by

bei

ng a

ble

to

answ

er p

hone

and

in-p

erso

n in

quiri

es re

gard

ing

regi

stra

tion,

add

/dro

p,

petit

ioni

ng a

nd o

ther

pro

cess

es; y

ou w

ill d

emon

stra

te a

com

pete

nce

with

C

olle

ague

that

allo

ws

you

to e

ffici

ently

mov

e ab

out t

he s

yste

m in

ord

er to

gat

her

the

info

rmat

ion

you

need

to b

e ef

fect

ive

in y

our j

ob.

In y

our f

irst y

ear i

n th

e po

sitio

n of

Ser

vice

s S

peci

alis

t, yo

u ha

ve b

een

expo

sed

and

train

ed in

all

face

ts o

f the

resp

onsi

bilit

y of

you

r pos

ition

. Yo

u ha

ve b

ecom

e pr

ofic

ient

in a

ll pr

oces

ses

of a

Ser

vice

s S

peci

alis

t, pa

rticu

larly

in th

e ar

ea o

f re

gist

ratio

n. Y

our v

isio

n of

the

over

all r

egis

tratio

n pr

oces

s an

d in

tere

st in

br

ingi

ng th

e of

fice

into

full

usag

e of

the

Col

leag

ue re

gist

ratio

n m

odul

e is

ap

prec

iate

d. O

f par

ticul

ar n

ote

is th

e pr

ogre

ss y

ou’v

e m

ade

with

stre

amlin

ing

on-li

ne re

gist

ratio

n.

EE

ME

N

I U

Wor

k co

oper

ativ

ely

with

mem

bers

of t

he R

egis

trar t

eam

and

be

will

ing

to a

ssis

t co

-wor

kers

as

time

allo

ws

and/

or p

riorit

y re

quire

s. R

egul

arly

par

ticip

ate

in a

nd

cont

ribut

e to

topi

cs o

f dis

cuss

ion

in s

taff

mee

tings

; par

ticip

ate

and

cont

ribut

e to

th

e bu

sine

ss o

f the

Enr

ollm

ent S

ervi

ces

Clie

ntel

e S

ervi

ce T

eam

.

Sue

has

bec

ome

resp

ecte

d in

the

depa

rtmen

t for

her

will

ingn

ess

to a

ssis

t oth

ers

in th

eir d

utie

s as

her

job

know

ledg

e an

d fa

mili

arity

with

co-

wor

kers

has

in

crea

sed.

Of p

artic

ular

not

e is

her

ass

ista

nce

with

the

mai

ling

of tr

ansc

ripts

la

st N

ovem

ber w

hen

we

wer

e de

luge

d w

ith re

ques

ts.

EE

ME

N

I U

Ans

wer

tele

phon

es a

nd s

ervi

ce c

ount

er c

lient

s in

a ti

mel

y m

anne

r pro

vidi

ng

accu

rate

, com

plet

e, a

nd h

elpf

ul in

form

atio

n. S

tand

ard:

Ans

wer

pho

ne b

efor

e th

ird ri

ng; a

ssis

t at c

ount

er w

hen

a se

cond

per

son

join

s th

e lin

e. S

tand

ard:

P

rovi

de im

med

iate

ans

wer

s to

inqu

iries

or r

espo

nd w

ithin

24

hrs.

if th

e in

quiry

re

quire

s re

sear

ch.

Sue

is q

uick

to a

nsw

er p

hone

s in

her

frie

ndly

, hel

pful

man

ner a

nd p

rom

ptly

re

spon

ds w

hen

need

ed to

ser

vice

the

coun

ter.A

s st

ated

abo

ve, s

he c

an fu

rther

st

reng

then

her

per

form

ance

by

keep

ing

bette

r tra

ck o

f the

cal

ls w

hen

the

inqu

iry

need

s re

sear

ch a

nd a

retu

rn c

all t

o th

e in

quire

r. E

E

ME

N

I U

Bec

ome

know

ledg

eabl

e of

the

capa

bilit

ies

and

prof

icie

nt in

the

exec

utio

n of

D

atat

el C

olle

ague

sys

tem

pro

cess

es a

s de

mon

stra

ted

by th

e tim

ely,

acc

urat

e an

swer

s to

inqu

iries

and

sat

isfa

ctor

y co

mpl

etio

n of

pro

ject

s, re

ports

, and

re

sear

ch.

Par

ticip

ate

in C

olle

ague

Ser

vice

Use

r Gro

up b

i-mon

thly

onl

ine

mee

tings

. B

ring

to R

egis

trar s

taff

item

s of

inte

rest

for d

iscu

ssio

n an

d po

ssib

le

impl

emen

tatio

n.

Sue

atte

nded

bas

ic C

olle

ague

trai

ning

and

has

rece

ived

in-o

ffice

trai

ning

by

the

Ass

ista

nt R

egis

trar.

She

has

bee

n qu

ick

to a

ssim

ilate

the

train

ing

and

able

to

appl

y it

to b

eing

suc

cess

ful.

She

has

ser

ved

as o

ne o

f tw

o re

pres

enta

tives

to

the

Dat

atel

Reg

istra

r’s U

ser g

roup

. S

he h

as b

een

dilig

ent i

n ob

tain

ing

conc

erns

fro

m c

o-w

orke

rs to

dis

cuss

dur

ing

the

Use

r Gro

up o

nlin

e m

eetin

gs a

nd re

turn

ing

with

opt

ions

and

ans

wer

s to

thos

e co

ncer

ns.

As

she

furth

er d

evel

ops

her

Col

leag

ue s

kills

, she

will

be

able

to m

ore

fully

con

tribu

te to

the

flow

of

know

ledg

e du

ring

thos

e m

eetin

gs.

EE

ME

N

I U

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_ Su

perv

isor

Initi

als

Dat

e

Em

ploy

ee In

itial

s

Dat

e


Meets Expectations

Needs Improvement

Unacceptable

Perf

orm

ance

Rat

ings

Sect

ion

II

2/0

4 3

SEC

TIO

N II

P

ER

FOR

MA

NC

E C

OM

PETE

NC

IES

Gen

eral

Com

pete

ncie

s C

omm

ents

M

issi

on &

Val

ues

– P

erfo

rm d

ay-to

-day

act

iviti

es &

job

resp

onsi

bilit

ies

in w

ays

that

su

ppor

t & e

nhan

ce th

e C

olle

ge’s

mis

sion

& it

s C

atho

lic, L

asal

lian

& L

iber

al A

rts

tradi

tions

, e.g

., se

rvic

e to

com

mun

ity, d

edic

atio

n, ta

king

ow

ners

hip

for s

ucce

ss o

f S

MC

, exe

mpl

ifyin

g be

havi

or th

at is

a m

odel

for o

ther

s, &

adh

erin

g to

Col

lege

pol

icie

s

Sue

per

form

s he

r job

of S

ervi

ce S

peci

alis

t in

a m

anne

r tha

t de

mon

stra

tes

an u

nder

stan

ding

and

app

licat

ion

of th

e C

olle

ge m

issi

on

and

valu

es.

We

have

rece

ived

com

men

ts fr

om b

oth

stud

ents

and

facu

lty

who

hav

e ap

prec

iate

d he

r obs

erva

nce

of p

olic

ies

whi

le b

eing

abl

e to

ex

plai

n th

ose

polic

ies

in a

man

ner t

hat i

s un

ders

tand

able

and

resp

ectfu

l of

the

inqu

irer’s

pos

ition

. S

ue v

olun

teer

ed to

coo

rdin

ate

for t

he o

ffice

the

prep

arat

ion

of th

ree

(3) T

hank

sgiv

ing

bask

ets

that

wer

e di

strib

uted

by

Cam

pus

Min

istry

.

EE

ME

N

I U

Ser

vice

– D

emon

stra

te c

omm

itmen

t to

prov

idin

g ev

eryo

ne w

ith h

ighe

st le

vel o

f se

rvic

e: P

rovi

de fr

iend

ly, c

arin

g se

rvic

e; e

xhib

it pa

tienc

e &

resp

ect;

follo

w u

p &

fo

llow

thro

ugh;

resp

ond

sinc

erel

y, p

rom

ptly

, con

sist

ently

& a

ppro

pria

tely

to e

very

one

ever

y tim

e; a

nd e

stab

lish

& m

aint

ain

effe

ctiv

e re

latio

nshi

ps w

ith th

ose

we

serv

e &

ga

in th

eir t

rust

& re

spec

t

Sue

is e

ager

ly a

nd e

ffect

ivel

y re

spon

sive

to s

tude

nt a

nd fa

culty

requ

ests

as

they

occ

ur.

She

nee

ds to

dev

elop

a s

yste

m fo

r im

prov

ing

her p

roce

ss

of fo

llow

-up

in s

ituat

ions

whe

n th

e re

ques

t or i

nqui

ry re

quire

s so

me

degr

ee o

f res

earc

h an

d ge

tting

bac

k to

the

stud

ent o

r fac

ulty

mem

ber.

EE

ME

N

I U

Team

wor

k –

Mai

ntai

n ha

rmon

ious

& e

ffect

ive

wor

k re

latio

nshi

ps w

ith c

o-w

orke

rs &

ot

hers

; and

col

labo

rate

with

dep

artm

ents

, cam

pus

com

mun

ity, &

ext

erna

l sou

rces

, as

app

ropr

iate

, to

prom

ote

coop

erat

ive

wor

k re

latio

nshi

ps, i

mpr

ove

wor

k pr

oces

ses,

&

ach

ieve

goa

ls a

nd o

bjec

tives

Impr

ovem

ent i

n th

is a

rea

sinc

e m

id-y

ear r

evie

w is

com

men

dabl

e. S

ue’s

at

titud

e of

team

pla

y ha

s ea

rned

the

resp

ect o

f col

leag

ues

by b

eing

w

illin

g to

ass

ist w

hen

the

situ

atio

n w

arra

nts.

Mar

gare

t was

par

ticul

arly

ap

prec

iativ

e of

you

r will

ing

assi

stan

ce w

ith d

istri

butio

n of

the

grad

e pe

titio

ns in

the

Fall

whe

n w

e w

ere

dela

yed

by th

e co

mpu

ter f

ailu

re.

EE

ME

N

I U

Com

mun

icat

ion

– E

ffect

ivel

y co

nvey

info

rmat

ion

& id

eas

both

ora

lly &

in w

ritin

g;

liste

n ca

refu

lly&

see

k cl

arifi

catio

n to

ens

ure

unde

rsta

ndin

g; p

rom

ote

an o

pen

envi

ronm

ent w

here

div

erse

per

spec

tives

are

resp

ecte

d, d

evel

oped

, & v

alue

d; a

nd

mai

ntai

n ap

prop

riate

con

fiden

tialit

y

Your

goo

d co

mm

unic

atio

n sk

ills

allo

w y

ou to

del

iver

diff

icul

t mes

sage

s in

a

man

ner t

hat u

sual

ly e

licits

und

erst

andi

ng a

nd a

ccep

tanc

e. F

or

exam

ple,

whe

n yo

ur c

ompo

sure

is c

halle

nged

, you

gen

eral

ly li

sten

“s

mar

tly” a

nd h

ear y

our s

ubje

ct o

ut to

per

haps

find

a d

iffer

ent w

ay to

ex

plai

n th

e si

tuat

ion.

I wou

ld a

ppre

ciat

e yo

ur d

ilige

nce

in k

eepi

ng m

e be

tter i

nfor

med

on

the

stat

us o

f you

r pro

ject

s an

d un

reso

lved

issu

es.

As

we

have

dis

cuss

ed, I

lear

ned

of th

e de

lay

in g

ettin

g th

e re

sear

ch o

n hi

stor

y gr

ades

whe

n I a

ttend

ed th

e C

hairs

mee

ting.

Had

you

let m

e kn

ow o

f the

pro

blem

, we

prob

ably

cou

ld h

ave

wor

ked

out a

reso

lutio

n an

d I w

ould

n’t h

ave

been

cau

ght o

ff-gu

ard

by th

e di

sclo

sure

dur

ing

the

mee

ting.

Let

’s d

iscu

ss w

ays

and

mea

ns b

y w

hich

info

rmat

ion

exch

ange

ca

n re

gula

rly o

ccur

.

EE

ME

N

I U

Res

ourc

eful

ness

– C

onsi

sten

tly in

itiat

e id

eas

& a

ctio

ns th

at im

pact

our

suc

cess

: P

roac

tivel

y ta

ke o

r rec

omm

end

appr

opria

te a

ctio

ns, s

olut

ions

or i

mpr

ovem

ent w

hen

the

situ

atio

n de

man

ds it

; per

seve

re w

hen

enco

unte

ring

chal

leng

es &

obs

tacl

es; a

nd

adju

st to

effe

ctiv

ely

acco

mm

odat

e m

ultip

le d

eman

ds &

shi

fting

prio

ritie

s

Inpu

t at s

taff

mee

tings

is v

alue

d an

d us

ually

wel

l tho

ught

out

. Yo

u ha

ve

dem

onst

rate

d an

exp

ande

d fo

cus

of th

e “b

ig p

ictu

re” b

y re

gula

rly

brin

ging

to th

e st

aff m

eetin

gs c

once

rns

and

cont

ribut

ing

reso

lutio

ns o

f C

olle

ague

issu

es.

Your

ana

lytic

al th

inki

ng h

as b

een

valu

able

to th

e de

partm

ent.

EE

ME

N

I U


Meets Expectations

Needs Improvement

Unacceptable

Perf

orm

ance

Rat

ings

Sect

ion

II

2/0

4 4

Qua

lity

& Q

uant

ity o

f Wor

k - D

emon

stra

te k

now

ledg

e, te

chni

cal e

xper

tise,

& p

robl

em

solv

ing

skill

s ne

cess

ary

to p

erfo

rm jo

b ef

fect

ivel

y; m

ake

qual

ity d

ecis

ions

bas

ed o

n so

und

judg

men

t; co

mpl

ete

assi

gnm

ents

in a

thor

ough

, acc

urat

e &

tim

ely

man

ner

that

ach

ieve

s ex

pect

ed o

utco

mes

; pre

serv

e C

olle

ge fi

nanc

es &

mai

ntai

n &

car

e fo

r C

olle

ge p

rope

rty; a

nd m

eet C

olle

ge &

/or d

epar

tmen

t atte

ndan

ce s

tand

ards

As

a m

embe

r of t

he R

egis

trar t

eam

for 1

4 m

onth

s, y

our e

xpos

ure

and

train

ing

in a

ll as

pect

s of

the

oper

atio

n is

com

plet

e. Y

ou h

ave

gene

rally

le

arne

d an

d ar

e pe

rform

ing

satis

fact

orily

the

proc

edur

es fo

r ac

com

plis

hing

the

job

of S

ervi

ces

Spe

cial

ist i

n ou

r eve

r-ev

olvi

ng

envi

ronm

ent.

You

r res

pons

e tim

e to

inqu

iries

has

ste

adily

impr

oved

and

is

gen

eral

ly a

ccom

plis

hed

with

in th

e 24

hr.

goal

. Yo

u ne

ed to

pay

mor

e at

tent

ion

to tr

acki

ng a

nd fo

llow

-up

of is

sues

that

com

e to

you

r atte

ntio

n th

at n

eed

addi

tiona

l res

earc

h so

that

an

answ

er a

nd re

turn

cal

l to

the

clie

nt is

mad

e in

a ti

mel

y m

anne

r. Y

our a

ttend

ance

and

pun

ctua

lity

are

good

.

EE

ME

N

I U

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

___

____

____

____

____

____

____

____

____

____

____

____

____

____

__

Supe

rvis

or In

itial

s

Dat

e

Empl

oyee

Initi

als

D

ate

Sect

ion

III

2/0

4 5

SEC

TIO

N II

I

O

VER

ALL

PER

FOR

MA

NC

E SU

MM

AR

Y C

omm

ents

: (B

ased

on

a re

view

of S

ectio

ns I

and

II)

Sue

has

bee

n in

crea

sing

ly e

ffect

ive

as th

e ye

ar p

rogr

esse

d w

hile

lear

ning

the

man

y fa

cets

of h

er jo

b. H

er o

ne-to

-one

cus

tom

er s

ervi

ce s

kills

, effe

ctiv

e co

mm

unic

atio

n st

yle,

and

her

abi

lity

to a

bsor

b th

e in

trica

cies

of t

he w

ork,

pla

ce h

er h

igh

amon

g th

e st

aff.

Atte

ntio

n to

the

deta

il of

rese

arch

and

get

ting

back

to c

lient

s w

ill fu

rther

impr

ove

her p

erfo

rman

ce.

Her

rapp

ort w

ith

stud

ents

and

facu

lty h

as d

emon

stra

ted

her c

usto

mer

ser

vice

ski

lls a

nd re

pres

ents

the

Reg

istra

r’s o

ffice

wel

l.

Exce

eds

Expe

ctat

ions

(Per

form

ance

co

nsis

tent

ly s

urpa

sses

all

expe

ctat

ions

and

go

als)

M

eets

Exp

ecta

tions

(Per

form

ance

fully

and

co

nsis

tent

ly a

chie

ves

expe

ctat

ions

and

goa

ls)

Nee

ds Im

prov

emen

t (Pe

rform

ance

nee

ds

impr

ovem

ent t

o fu

lly a

chie

ve e

xpec

tatio

ns a

nd

goal

s)

Una

ccep

tabl

e (P

erfo

rman

ce fa

ils to

mee

t job

ex

pect

atio

ns)

Plan

for I

mpr

ovem

ent:

Yes

No

.

Prof

essi

onal

Dev

elop

men

t Pla

n:

(1)

Incr

ease

Col

leag

ue e

xper

tise

by a

ttend

ing

the

Dat

atel

two-

day

Reg

istra

r Use

rs C

onfe

renc

e in

San

Fra

ncis

co in

Jun

e 20

04.

(2)

Incr

ease

pre

sent

atio

n an

d le

ader

ship

ski

lls b

y pr

esen

ting

a su

mm

ary

of re

gist

ratio

n to

pics

lear

ned

at th

e C

onfe

renc

e at

our

Jul

y re

treat

. At t

he R

egis

trar R

etre

at, l

ead

the

disc

ussi

on o

f reg

istra

tion

and

poss

ible

impl

emen

tatio

n of

adv

ance

s fo

r our

org

aniz

atio

n.

R

espo

nsib

ilitie

s an

d Fu

ture

Obj

ectiv

es (C

ompl

ete

the

resp

onsi

bilit

ies

&/or

obj

ectiv

es in

Sec

tion

I for

nex

t rev

iew

per

iod.

W

ith c

ontin

ued

prog

ress

and

trai

ning

, I fe

el S

ue is

qua

lifie

d to

ass

ume

the

resp

onsi

bilit

ies

of R

egis

tratio

n Le

ad in

200

5.

Furth

er tr

aini

ng to

war

d th

at g

oal w

ill ta

ke p

lace

with

the

Ass

ocia

te

Reg

istra

r whe

n w

e re

turn

from

the

Ret

reat

and

app

roac

h A

ugus

t reg

istra

tion.

The

follo

win

g ob

ject

ives

will

ass

ist t

he p

lan:

·R

evie

w a

nd u

pdat

e th

e R

egis

tratio

n m

anua

l with

ass

ista

nce

from

the

Ass

ocia

te R

egis

trar b

y A

ugus

t 1, 2

004.

Of p

artic

ular

impo

rtanc

e is

ent

erin

g re

visi

ons

to th

e Fa

ll S

emes

ter,

Janu

ary

Term

, and

Spr

ing

Sem

este

r tha

t wer

e m

ade

this

pas

t aca

dem

ic y

ear.

·Mee

t with

IT to

ass

ure

that

upd

ates

to o

nlin

e re

gist

ratio

n ar

e in

pla

ce b

y A

ugus

t 1, 2

004.

·R

evie

w th

e on

line

regi

stra

tion

web

site

to a

ssur

e th

at a

ll fo

rms

are

curr

ent a

nd a

ccur

ate

by A

ugus

t 1, 2

004.

·R

evie

w h

ard

copy

regi

stra

tion

form

s by

Aug

ust 1

0, 2

004

to a

ssur

e th

ey a

re c

urre

nt a

nd a

ccur

ate

and

that

the

supp

ly is

ade

quat

e fo

r fal

l reg

istra

tion.

Thes

e ob

ject

ives

, am

ong

othe

rs w

hen

dete

rmin

ed, w

ill b

e en

tere

d in

to S

ectio

n I,

Res

pons

ibili

ties

&/o

r Obj

ectiv

es, o

f the

nex

t Per

form

ance

form

s.

Em

ploy

ee C

omm

ents

(Inc

lude

feed

back

to th

e su

perv

isor

on

way

s in

whi

ch s

uper

viso

r can

ass

ist y

ou in

mee

ting

resp

onsi

bilit

ies

&/o

r ob

ject

ives

& e

nhan

cing

per

form

ance

com

pete

ncie

s):

I app

reci

ate

the

train

ing

I hav

e re

ceiv

ed th

is y

ear t

hat h

as a

llow

ed m

e to

feel

suc

cess

ful i

n m

y jo

b. I

enj

oy m

y w

ork

with

stu

dent

s, fa

culty

, and

the

co-w

orke

rs th

at I

inte

ract

with

dai

ly.

I re

cogn

ize

that

on

occa

sion

I ha

ve a

llow

ed in

quiri

es to

“slip

thro

ugh

the

crac

ks,”

and

have

sta

rted

an o

nlin

e lis

ting

of th

ose

issu

es a

nd c

usto

mer

s th

at re

quire

retu

rn c

alls

. I t

hink

this

will

he

lp w

ith m

y te

nden

cy to

get

bus

y w

ith o

ther

thin

gs a

nd fa

il to

resp

ond

in th

e re

quire

d 24

hr.

perio

d. W

ith re

gard

to k

eepi

ng y

ou re

gula

rly in

form

ed o

f the

sta

tus

of p

roje

cts,

I w

ould

like

to

sugg

est t

hat w

e pl

an a

15-

min

ute

mee

ting

on T

uesd

ay m

orni

ngs.

I w

ould

like

the

agen

da to

incl

ude

item

s co

ncer

ning

my

new

regi

stra

tion

resp

onsi

bilit

ies.

I’m

ple

ased

to b

e gi

ven

the

oppo

rtuni

ty to

ass

ist w

ith re

gist

ratio

n is

sues

and

furth

er tr

ain

with

the

Ass

ocia

te R

egis

trar.

Eve

n th

ough

Whi

tmor

e di

d no

t use

Dat

atel

, I b

elie

ve m

y on

line

regi

stra

tion

expe

rienc

e th

ere

will

be

val

uabl

e to

us.

____

____

____

____

____

____

____

____

____

____

____

____

____

__

__

____

____

____

____

____

____

____

____

____

____

____

____

____

___

Supe

rvis

or S

igna

ture

Dat

e

Em

ploy

ee S

igna

ture

D

ate

Sign

atur

e of

Nex

t Lev

el S

uper

viso

r___

____

____

____

____

____

____

____

____

____

____

____

__

Dat

e___

____

____

____

____

____

____

____

____

___

ACCOMPLISHMENTS To clarify accomplishments, an employee can ask him/herself:

1) What key responsibilities does my job require? To what extent do I fulfill them? 2) What were my specific accomplishments during the performance review period? 3) What responsibilities (or objectives/standards) did I fall short of meeting?

Writing Accomplishment Statements A useful way for writing accomplishments is to use the PSR method, which stands for problem, solution, and result. It is a methodology for reporting accomplishments and contributions. PSR is a brief statement that describes a problem the employee faced or a need he/she dealt with, how he/she responded – the solution – and the value or impact for the organization or department – the result. Steps for Writing an Accomplishment Statement Using the PSR Method:

1) Define the Problem – What PROBLEM existed in the workplace? 2) Explain the Solution – What action did you take to RESOLVE the problem? 3) Describe the Results – What were the beneficial RESULTS or impact of your action or

solution? 4) Write an Accomplishment Statement – Combine the Problem-Solution-Result information

into one sentence. Use this formula: Action verb + phrase describing solution + phrase describing result. You can vary this format as follows: Action verb + phrase describing result + phrase describing solution.

Example of Accomplishment Statement Using PSR Method:

• Problem – Hard to find information required in office – missing files or several file systems that contain similar information

• Solution – Reorganization of many file systems into one with clear system and instructions for maintaining office records

• Result – Office personnel can quickly find needed information and also file or refile correctly and easily.

• Accomplishment Statement: - Reorganized office filing system and records into one clearly organized system so that office staff can easily and quickly find and file information needed for their work and their customers.

____________________________________________________________________________________________________________ Performance Management Toolkit rev. 5/05 57



Employee Accomplishment Worksheet For the transition year, the employee may complete this just prior to the Performance Review meeting between the supervisor and the employee. In subsequent years, the employee can add to the worksheet as the year progresses. (available on HR web site)

EMPLOYEE ACCOMPLISHMENT WORKSHEET Name Performance Review period:

from to

Instructions: The best way to track your progress is by keeping an ongoing record of your work accomplishments. This will help to ensure that Performance Reviews take into account all the things you have achieved for the period of the Performance Review. Be sure to provide not only a general description of what you did but also a brief explanation of the circumstances that may have made these accomplishments easier or more challenging. If you have specific information supporting your success, please provide that as well. See the Performance Management Toolkit for information on writing accomplishment statements. Description of Accomplishments Date Completed



8. Recognizing Employees OVERVIEW One of the basic needs for managers and employees alike is to be appreciated. Appreciation can be shown by a simple “thank you,” specific feedback, or a variety of informal and formal rewards. Recognizing employees not only communicates to the employee that what she/he is doing is valued, but it also is the top motivator of employee performance. ‘While money is important to employees, what tends to motivate them to perform – and to perform at higher levels – is the thoughtful, personal kind of recognition that signifies true appreciation for a job well done. Numerous studies have confirmed this. The motivation is all the stronger if the form of recognition creates a story the employee can tell to family, friends and associates for years to come.”15 According to Bob Nelson, author of 1001 Ways to Reward Employees, there are three types of employee recognition:

• Informal recognition and rewards –“spontaneous rewards and forms of recognition that can be implemented with minimal planning and effort by almost any manager”

• Awards for specific achievements and activities – rewards targeted to specific

employee/team achievements or behaviors that are desired by an organization (such as cost-saving suggestions, exceptional customer service, and exceptional teaching)

• Formal awards – organization-initiated formal reward programs (such as years of

service, specific award with certain criteria and selection by review committee, and contests)

Informal recognition and rewards are forms of recognition that are most under a manager or department’s control and can often be implemented with minimal planning, effort and cost. It is important that a manager recognize an employee’s performance when it meets or exceeds expectations or the employee’s performance has improved and one wants those improvements to continue. Therefore managers need to consider what is in their (or their department’s) span of control to do and what motivates that particular employee. What works to motivate one employee may not always work to motivate another staff member. Thus having options and understanding what motivates your staff are helpful in best recognizing employees. The Performance Management process provides the opportunity to provide recognition through ongoing positive feedback. But there are many other options for informal recognition and rewards. What follows is a list of different ways to motivate and recognize employees. We encourage supervisors and teams to collaborate and come up with more options. In addition, the College will be initiating a cross campus task group this year to make recommendations to Human Resources and the President’s Cabinet on staff reward and recognition programs.



EXAMPLES & POSSIBILITIES for RECOGNIZING & REWARDING EMPLOYEES16

• Challenging work • Enjoyable assignments • Sense of accomplishment • Sense of feeling improvement • Flexible schedule • Autonomy • Control over job • Special projects, tasks • Chance to learn new things • Attendance at seminars, conferences • Involvement in decisions • Choices of vacations, hours of work • Representing company at special

events, functions • Highlighting work accomplishments to

upper management • Publish production, results of group • Article in newsletter to recognize

achievements • Job enrichment • Free lunch, dinner • Candy, flowers • Gift of appreciation • Trophy, plaque • Public recognition • Note of appreciation • Memo, letter of recognition (cc: File) • Positive feedback • Money or bonus • Better, improved office • Award

• Chance to travel • Promotions • Cross training • Prompt response to proposals, reports • Showing care and concern • Running interference to support team

member work efforts • Education benefits • New equipment or tools • Involvement in higher level meetings • T-shirt, clothing • Making presentations that give visibility • Party to celebrate success • Working with talented, caring people • Having ideas listened to • Being asked for advice • Being informed about changes before

they happen • Involvement in planning • Seeing one’s ideas or suggestions put

into action • Chance to lead desirable project • Group recreation or social activity • Receiving mentoring • Chance to influence management

decisions • Chance to create new ways or

solutions to problems • Conducting training • Management responsiveness in

helping to get problems resolved • Being part of an outstanding team



9. Development and Improvement Plans DEVELOPMENT PLAN Overview The Development Plan is created to help an employee grow in their job or career. Usually, an employee is meeting expectations when they complete a development plan. But they may be taking on new assignments, have changes in job responsibilities or be seeking to advance in their career. A Development Plan can be created at any time in the year or it can be used to expand upon the “Professional Development Plan” section in the Performance Review. Effective Development Plans have certain components in common:

• They focus on both strengths to leverage and areas to develop • They include a variety of ways to learn

On-the job-opportunities, i.e., starting something new, coaching another person, special assignments, improving a process, representing manager at meetings

Learning from others Suggested readings Formal courses Off-the-job opportunities, i.e., community or volunteer activities Practicing new skills and getting specific feedback Opportunities to reinforce new skills and learnings

• They address both development for the job and career aspirations • They define skills/knowledge to be developed • They include skills/knowledge needed immediately as well as in the future • They set tangible developmental goals and expected outcomes • They specify an action plan • They provide for periodic review and accountability

Development Plan – the Form The form is simple and contains the following components:

• Development Areas or Goals: What do you want to achieve, learn, do better or develop? • Action Plans: Steps employee and supervisor plan to take to achieve development goals

– with suggested target dates. • Support Needed: What type of support do you need? • Expected Outcomes: What will success look like?

To complete the form, respond to the above questions or statements and fill in the corresponding columns. Either the employee or the supervisor initiates doing a development plan. Together they discuss its components; then the form is completed and signed. Follow-up and checkpoints are important to ensuring success. See next pages for blank form and example of a Development Plan that has been completed.

2/04

Dev

elop

men

t Pla

n

Com

plet

e th

is a

fter

you

r de

velo

pmen

t dis

cuss

ion

wit

h yo

ur s

uper

viso

r. I

t doc

umen

ts th

e ag

reem

ents

you

and

you

r su

perv

isor

hav

e m

ade

abou

t yo

ur d

evel

opm

ent.

Bot

h of

you

sho

uld

sign

it a

nd k

eep

a co

py to

rev

iew

at r

egul

ar in

terv

als.

Em

ploy

ee:

Job

Title

:

D

ate:

Dev

elop

men

t Are

as o

r Goa

ls

(Wha

t do

you

wan

t to

achi

eve,

le

arn,

do

bette

r or d

evel

op?)

Act

ion

Plan

s (S

teps

em

ploy

ee &

sup

ervi

sor p

lan

to

take

to a

chie

ve d

evel

opm

ent g

oals

, with

sug

gest

ed

targ

et d

ates

.)

Wha

t typ

e of

sup

port

do

you

nee

d?

Expe

cted

Out

com

es (W

hat

will

succ

ess

look

like

?)

Empl

oyee

’s S

igna

ture

: ___

____

____

____

____

____

____

____

_ M

anag

er’s

Sig

natu

re: _

____

____

____

____

____

____

____

____

___

Nex

t Che

ck-in

Mee

ting:

61-a

SAM

PLE

Dev

elop

men

t Pla

n

Com

plet

e th

is a

fter

you

r de

velo

pmen

t dis

cuss

ion

wit

h yo

ur s

uper

viso

r. I

t doc

umen

ts th

e ag

reem

ents

you

and

you

r su

perv

isor

hav

e m

ade

abou

t yo

ur d

evel

opm

ent.

Bot

h of

you

sho

uld

sign

it a

nd k

eep

a co

py to

rev

iew

at r

egul

ar in

terv

als.

Em

ploy

ee:

Sue

Job

Jo

b Ti

tle:

Supe

rvis

or, S

tude

nt A

ctiv

ities

Dat

e: J

une

29, 2

004

Dev

elop

men

t Are

as o

r Goa

ls

(Wha

t do

you

wan

t to

achi

eve,

le

arn,

do

bette

r or d

evel

op?)

Act

ion

Plan

s (S

teps

em

ploy

ee &

sup

ervi

sor p

lan

to

take

to a

chie

ve d

evel

opm

ent g

oals

, with

sug

gest

ed

targ

et d

ates

.)

Wha

t typ

e of

sup

port

do

you

nee

d?

Expe

cted

Out

com

es (W

hat

will

succ

ess

look

like

?)

Dev

elop

Gro

up F

acili

tatio

n S

kills

• Ta

ke c

ours

e on

Gro

up F

acili

tatio

n S

kills

from

IC

A in

Aug

ust

• G

et c

oach

ing

on fa

cilit

atio

n fro

m T

rain

ing

Man

ager

•

Co-

faci

litat

e fo

cus

grou

p w

ith T

rain

ing

Man

ager

in

Sep

tem

ber

• Fa

cilit

ates

add

ition

al fo

cus

grou

ps fo

r de

partm

ent i

n Fa

ll an

d as

nee

ded

• Fu

nds

for t

rain

ing

cost

s •

Coa

chin

g fro

m

Trai

ning

Man

ager

Em

ploy

ee c

ondu

cts

focu

s gr

oups

to g

et fe

edba

ck a

nd

reco

mm

enda

tions

on

depa

rtmen

t’s p

roce

sses

Lear

n E

xcel

in o

rder

to c

reat

e ba

sic

budg

et s

prea

dshe

ets

by

10/0

4

• Ta

ke c

lass

on

Exc

el –

bas

ic a

nd in

term

edia

te

– du

ring

Aug

ust

• C

reat

e sa

mpl

e bu

dget

spr

eads

heet

for

P

roje

ct X

– i

n S

epte

mbe

r •

Get

coa

chin

g fro

m fi

nanc

ial a

naly

st o

n E

xcel

th

roug

h S

epte

mbe

r and

then

whe

n ne

eded

•

Cre

ate

budg

et s

prea

d sh

eets

for o

ffice

bud

gets

• Fu

nds

for t

rain

ing

cost

s •

Sup

ervi

sor s

uppo

rt to

take

trai

ning

•

Coa

chin

g fro

m

finan

cial

ana

lyst

Cre

atio

n of

bud

get

spre

adsh

eets

for d

epar

tmen

t pr

ojec

ts &

offi

ce b

udge

t

Empl

oyee

’s S

igna

ture

:

Man

ager

’s S

igna

ture

: N

ext C

heck

-in M

eetin

g:

61-b



PLAN FOR IMPROVEMENT Overview The Plan for Improvement is available when an employee’s performance needs improvement because the employee is not meeting performance expectations. A Plan for Improvement, if deemed appropriate by the supervisor, should clarify the improvement needed and actions to take. Its goal is to help the employee meet the expectations of the position held. Where there are ongoing concerns, the supervisor may discuss with the employee the issues of concern and coach the employee to improve his/her performance with a focus on specific solutions. The supervisor works with the employee to develop a Plan for Improvement and then follows up to review progress. The Plan for Improvement is available when the overall performance rating on the Performance Review is “Needs Improvement,” but can also be used at any time performance is less than it should be. Plan for Improvement—the Form The form is simple and contains the following components:

• Goals—standards or level of improvement in performance that the employee is to achieve

• Action Plans—steps for the employee to take to improve performance with suggested checkpoints for discussion about the employee’s progress along the way

• Measurement—indicators that necessary improvement in performance has been achieved

• Support needed—e.g., what supervisor may do to help employee achieve the necessary performance level

• Follow-up—Appropriate times when employee and supervisor may meet to discuss process

See next pages for blank form and example of a Plan for Improvement that has been completed.

2/04

Plan

for I

mpr

ovem

ent

Empl

oyee

:

Jo

b Ti

tle:

D

ate:

Goa

ls (S

tand

ards

or l

evel

of

impr

ovem

ent i

n pe

rform

ance

em

ploy

ee is

to a

chie

ve)

Act

ion

Plan

s (S

teps

for t

he

empl

oyee

to ta

ke to

impr

ove

perfo

rman

ce w

ith s

ugge

sted

ch

eckp

oint

s.)

Mea

sure

men

t (H

ow w

ill yo

u kn

ow im

prov

emen

t in

perfo

rman

ce h

as b

een

achi

eved

?)

Supp

ort N

eede

d Fo

llow

-up

(Whe

n em

ploy

ee &

m

anag

er m

ay m

eet

to d

iscu

ss p

rogr

ess)

Em

ploy

ee’s

Sig

natu

re: _

____

____

____

____

____

____

Sup

ervi

sor’s

Sig

natu

re: _

____

____

____

____

____

____

____

N

ext C

heck

-In M

eetin

g:

62-a

SAM

PLE

Plan

for I

mpr

ovem

ent

Empl

oyee

: Su

e Jo

b

Job

Title

: A

dmin

istr

ativ

e A

ssis

tant

Dat

e: S

epte

mbe

r 7, 2

004

G

oals

(Sta

ndar

ds o

r lev

el o

f im

prov

emen

t in

pe

rform

ance

that

em

ploy

ee

is to

ach

ieve

)

Act

ion

Plan

s (S

teps

for

the

empl

oyee

to ta

ke to

impr

ove

perfo

rman

ce, w

ith s

ugge

sted

ch

eckp

oint

s)

Mea

sure

men

t (H

ow w

ill yo

u kn

ow i

mpr

ovem

ent i

n pe

rform

ance

has

bee

n ac

hiev

ed?)

Supp

ort N

eede

d Fo

llow

-up

(Whe

n em

ploy

ee &

m

anag

er m

ay m

eet

to d

iscu

ss p

rogr

ess)

M

aint

ain

all o

ffice

file

s &

re

cord

s so

that

reco

rds

are

corr

ectly

file

d al

phab

etic

ally

un

der c

orre

ct h

eadi

ng a

nd

filed

with

in 2

day

s of

rece

ipt

on o

ngoi

ng b

asis

. E

xpan

d fil

e sy

stem

to in

clud

e re

cord

s of

all

staf

f pro

ject

s –

user

frie

ndly

for e

ase

of u

se

and

in fi

ndin

g in

form

atio

n as

ne

eded

Oct

ober

•

Cre

ate

in/o

ut re

cord

for f

iles

show

ing

date

file

rece

ived

and

da

te fi

led

• D

eter

min

e pl

an o

f uni

nter

rupt

ed

time

per d

ay s

o th

at a

ll ou

tsta

ndin

g re

cord

s ar

e fil

ed

with

in 2

day

s of

rece

ipt

Nov

embe

r •

Ens

ure

that

all

inco

min

g fil

es

afte

r mid

Nov

embe

r are

file

d co

rrec

tly w

ithin

two

days

of

rece

ipt

• C

reat

e ex

pand

ed fi

le s

yste

m to

ac

com

mod

ate

all s

taff

proj

ects

• G

oals

reac

hed

by d

ue

date

s •

Sur

vey

of ra

ndom

sa

mpl

e of

file

s th

at fi

les

cont

ain

corr

ect r

ecor

ds

• N

o co

mpl

aint

s fro

m s

taff

that

file

s ar

e m

issi

ng o

r in

corr

ectly

file

d

• S

uper

viso

r’s

supp

ort t

hat

can

have

un

inte

rrup

ted

time

• S

uppo

rt st

aff

to a

nsw

er

phon

es w

hile

em

ploy

ee fi

les

Sup

ervi

sor a

nd

empl

oyee

mee

t w

eekl

y to

che

ck

stat

us

Empl

oyee

’s S

igna

ture

:

Supe

rvis

or’s

Sig

natu

re:

Nex

t Che

ck-In

Mee

ting:

62-b



10. Appendix DEFINITION OF TERMS • Accomplishment – Positive or productive result, achievement, or impact of a solution on

department or organization. • Coaching – Set of management skills and efforts aimed at influencing employee

performance to achieve positive and productive results; providing direction, guidance, and support to develop people to perform to their fullest or to improve performance.

• Competencies – Knowledge, skills, and/or behaviors that help individuals perform at a high level and that are critical for achieving an organization’s mission, values and goals.

• Constructive feedback – Information to person about something they have done or not done that is specific, based on evidence, and directed at the person’s performance, not the person; constructive feedback can be positive or negative.

• DESC – Acronym for script or format for giving negative feedback (Describe, Express, Specify, Consequences).

• Development Plan – Defines goals and actions for the growth and development of an employee.

• EOY – Acronym for End of Year Performance Review. • Goal – A word that is often used interchangeably with the word “objective” to denote

measurable and desired results, accomplishments or achievements of individual or team performance. In the Toolkit a goal is generally referring to a broader individual, department and organization priority while an objective further defines the broader goal by being specific and measurable.

• “I” Statement – Way of giving feedback where the person giving feedback takes responsibility for their feelings, actions, and concerns and focuses on an objective description of the other’s behavior, their own feelings, and the impact of the behavior on themselves.

• Objective – Measurable, desired and meaningful results, accomplishments, or achievements of individual or team performance.

• Performance Expectations – Behaviors that are defined as effective performance on one's job – usually described as objectives or standards.

• Performance Feedback – Information to someone about an effort done, or not done, in his or her performance – usually delivered close in timing to the occurrence or pattern of behavior and intended to influence future behavior.

• Performance Management – A process of planning, coaching, review, feedback and evaluation about an employee’s performance; a successful process depends on manager-employee participation and cooperation.

• Performance Management Cycle – Outline of the components of the Performance Management process as they occur throughout the year.

• Performance Review –The end of the year or introductory appraisal of an employee’s performance that is based on mutually agreed upon performance expectations, two-way communication, and an assessment of an employee’s performance.

• Plan for Improvement– Defines the goals and actions for improving an employee’s performance.

• Progress Review – Discussion between the supervisor and employee about employee’s performance and progress, reassessment of performance expectations from the beginning of the performance cycle, barriers to effective performance, and support and resources needed by the employee – formalized by completion of the Progress Review form.

• PSR – Acronym for a methodology for reporting accomplishments and contributions by describing a problem an employee faced, the solution that he/she used, and the result in terms of value or impact for the organization or department.



• S.M.A.R.T. – Acronym for key elements of effective objectives (Smart, Measurable, Action-oriented, Results-focused, Time-focused).

• Standard – Expectation of behavior or level of performance that is to be achieved or maintained – usually around day-to-day performance

• WASC – Western Association of Schools and Colleges



SUPERVISOR CHECKLIST FOR ORIENTING NEW EMPLOYEE A new employee is made to feel welcome and prepared for success at Saint Mary’s College from the day they first step onto the campus in search of employment. Hopefully, the process continues during the hiring procedure, new employee orientations and into the department orientation and training. Before your new employee arrives, consider what the person requires to be successful, comfortable and safe in their new work environment. The following is a checklist to assist the orientation process.

Introductions _____ Co-workers _____ Staff they will be interacting with outside the department _____ E-mail to department and possibly organization announcing arrival date with brief bio and

explanation of person’s role in department

Tour _____ Department _____ Restrooms _____ Emergency exits _____ Campus offices with which they will deal _____ Other important locations (i.e., eating facilities, post office, bookstore, etc.)

SMC New Employee Orientation and Benefits _____ Ensure that new employee receives staff handbook; review handbook with employee _____ Ensure that new employee signs up for benefits within first month, and attends New

Employee Orientation within first three months of employment

Safety _____ Exits; fire extinguisher _____ Obtaining assistance for medical, fire or other emergencies _____ Emergency procedures, safety training

Work Conditions _____ Equip work area with computer, telephone, telephone directory, supplies, etc. _____ Describe hours of operation and employee work hours _____ Explain timesheet processing, absence reporting, time off requests, lunch scheduling and

rest periods

Department procedures _____ Explain and/or provide copies of department procedures

Job Responsibilities and Performance Expectations _____ Review job description, goals of department, assignments for employee, within the first

week _____ Within first month decide on objectives and standards; review progress and give

feedback

Training _____ Describe the plan for training the new employee and who will direct the training; adhere

to the plan to the best of your ability _____ Clarify the person to whom the new employee reports and directs their work activity;

person(s) who can answer questions for them _____ Demonstrate use of telephones, computers, copier, FAX



REFERENCES & RESOURCES/BIBLIOGRAPHY Brounstein, Marty, Handling the Difficult Employee: Solving Performance Problems, Crisp

Publications, Menlo Park, 1993 ______, Coaching& Mentoring for Dummies, IDG Books Worldwide, Inc., Foster City, CA, 2000 Burley-Allen, Madelyn, Listening: the Forgotten Skill, John Wiley & Sons, Inc., 1982 Cadwell, Charles M., The Human Touch Performance Appraisal, American Media Publishing,

Iowa, 1994 Hathaway, Patti, Giving and Receiving Feedback, Crisp Publications, Menlo Park, 1998 Lawson, Karen, Improving Workplace Performance Through Coaching, American Media

Publishing, Iowa, 1996 Maddux, Robert, Effective Performance Appraisals, Crisp Publications, Menlo Park, 1993 Max, Douglas and Robert Bacal, Perfect Phrases for Performance Reviews, McGraw-Hill, New

York, 2003 Mount, Bryan, RARES, Getting Started with Employee Recognition “101 Inexpensive Ways to

Reward Employees.” February 5, 2004 <http://www.rares.org/downloads/Getting%20Started%20with%20Employee%20Recognition.PDF>

Neal, James E. Jr., Effective Phrases for Performance Appraisals, Neal Publications, Perrysburg,

Ohio, 2003 ______, The #1 Guide to Performance Appraisals, Neal Publications, Perrysburg, Ohio, 2003 Nelson, Bob, 1001 Ways to Reward Employees, Workman Publishing Company, New York,

January 15, 1994 ZPG Zigon Performance Group. February 5, 2004 <http://www.zigonperf.com/> ______, Goal Tutor. February 5, 2004 <http://www.zigonperf.com/store/gt.html> ______, Performance Measurement Examples. February 5, 2004

<http://www.zigonperf.com/resources/examples.asp> ______, Performance Measures. February 5, 2004

<http://govinfo.library.unt.edu/npr/library/resource/measure.html> Videos American Media, Inc. February 5, 2004 <http://www.ammedia.com> ______, The Courage to Coach / video. February 5, 2004

<http://www.ammedia.com/product/product.asp?product=0010828> ______, Human Touch Performance Appraisal II / video. February 5, 2004

<http://www.ammedia.com/product/product.asp?product=0010079>



CRM Learning. February 5, 2004 <http://www.crmlearning.com> ______, I Know Just What You Mean! Covey Leadership Library 5 Video Program Set. February

5, 2004 <http://www.crmlearning.com/covey-leadership-library-5-video-program-set> ______, Power of Listening Video Program. February 5, 2004

<http://www.crmlearning.com/power-of-listening-video-program> GRT Productions. February 5, 2004 <http://www.grtproductions.com/videos.php> ______, Embracing Criticism Video ______, Giving Feedback Video/Giving Feedback Kit ______, Something About Their Listening Video,

ENDNOTES 1 Adapted from SMC Leadership Development Program, Part 1, Module 2, Marty Brounstein 2 Adapted from material provided by Watson Wyatt Worldwide 3 Adapted from SMC Leadership Development Program, Part 1, Module 2, Marty Brounstein 4 Business & Legal Reports, Inc. Training Handbook, Handout 705, B-1 5 Business & Legal Reports, Inc. Training Handbook, Handout 405 B-1 6 Adapted from material provided by Watson Wyatt Worldwide 7 Adapted from SMC Leadership Development Program, Part 1, Module 2 of SMC Leadership Development Program, taught by Marty Brounstein 8 Table examples are based on the book, Giving and Receiving Feedback, by Patti Hathaway, Crisp Publications Menlo Park, CA, 1998. 9 Adapted from information in Listening, by Madelyn Burley-Allen, John Wiley & Sons, Inc., New York, 1982. 10 Adapted from material provided by Watson Wyatt Worldwide 11 Listening by Madelyn Burley-Allen, John Wiley & Sons, Inc., New York, 1982) 12 Business & Legal Reports, Inc. Training Handbook, Handout 410, B-1 13Adapted from Effective Performance Planning, a workshop offered by Santa Clara University, Human Resources, Organizational Learning and Development 14 Adapted from Business & Legal Reports, Inc. Training Handbook, Handout 515, B-1 15 1001 Ways to Reward Employees by Bob Nelson, Workman Publishing, New York 16 Adapted from SMC Leadership Development Program, Part 1, Module 2, Marty Brounstein

Date post:	14-Oct-2020
Category:	Documents
Upload:	others
View:	1 times
Download:	0 times

PM TOOLKIT Table of Contents 2-13-04 · Giving & Receiving Feedback .....11 What is Performance...

Documents