An effective performance evaluation process requires open communication between the supervisor and employee, aligns the employee and the organization for growth and development, and ultimately provides data to support analysis and decisions related to:
- Providing a basis for career growth;
- Providing the college president with consultation in decisions to promotions and discretionary salary increases;
- Creating a guide to reevaluate job functions;
- Providing a base for performance improvement;
- Providing the college president with consultation in making a decision to renew or non-renew a professional’s appointment.
Annual Performance Evaluation Cycle
A Performance Program is vital to the success of the College and the professional employee in the fulfillment of the College’s goals and operational needs. The performance program outlines duties and responsibilities for a given position, articulates short and long term goals, identifies secondary sources (internal and external constituents who are equipped to provide performance related feedback), and provide the scope of the overall professional obligation.
Performance programs shall be developed in consultation between the supervisor and employee. The programs generally cover a 12-month period and should be reviewed and updated annually, or whenever the employee’s duties and responsibilities change in a significant way.
Professional employees cannot be evaluated without a written performance program. Failure to develop a performance program breaks the performance evaluation cycle and undermines the objective of effective performance management.
The immediate supervisor of a new professional employee shall consult with the employee concerning a performance program and the system of evaluation within the first month of the initial appointment. The performance program shall be established within 15 working days from the date of the consultation.
Performance Management Process
Professional employees are evaluated on effectiveness of performance (performance program), mastery of specialization, professional ability, effectiveness in University service and continuing growth. The process for conducting the performance evaluation should be clearly understood by all parties involved in the process- the employee, secondary sources that will be solicited for feedback regarding the employee, and the employee’s direct supervisor. What follows are guidelines to aid both the employee and the supervisor in understanding the performance management process:
- The employee provides to the supervisor a self-evaluation, which summarizes feedback related to goal attainment, productivity, and quality of work during the performance program year. The self- evaluation shall be used to gather information related to the performance evaluation process but shall not be attached as part of the official performance evaluation document. (This step is not required)
- The supervisor reaches out to the secondary sources, where appropriate, to gather pertinent performance related feedback.
- The supervisor drafts an evaluation, which is based on the elements of the current performance program. The evaluation period commences on the date the employee signed the performance program document. The performance feedback will be inclusive of the entire performance program period.
- The supervisor provides the employee with a written draft of the performance evaluation, including a preliminary rating of overall performance based upon personal knowledge and observations, as well as feedback from secondary sources (where applicable).
- The supervisor allows a reasonable amount of time for the employee to review the draft document prior to the formal performance evaluation meeting being established.
- The supervisor and the employee meet to share their perspectives on the employee’s performance. Where the preliminary performance evaluation rating is “unsatisfactory,” the basis for such rating shall be discussed during the performance evaluation meeting between supervisor and employee.
- The supervisor finalizes the performance evaluation to reflect the employee’s performance which will comprise the totality of feedback received, including the supervisor’s observations, secondary source feedback and the employee’s self-evaluation. The final performance evaluation document will be rated either “satisfactory” or “unsatisfactory” and shall align with the qualitative feedback/content contained within the evaluation.
- The supervisor provides the employee with a final copy of the performance evaluation document for review and signature. When appropriate, the supervisor will recommend applicable personnel actions, such as renewal, permanent appointment, or non-renewal, based upon the performance evaluation.
- The employee has time to review the final performance evaluation document. If in agreement the employee signs the final performance evaluation document and returns it to the supervisor.
- The final document is signed by the supervisor. Once signed, the final document is forwarded for signatures to the supervisor’s supervisor. A final signed copy of the performance evaluation will be provided to the employee.
- A new or updated performance program document will be completed in consultation between supervisor and employee at the conclusion of the performance evaluation process. The performance program will be forwarded in conjunction with the evaluation document (where applicable).
- A new or updated performance program document is signed by the employee and returned to the supervisor. The new evaluation period cannot start prior to the date on which the employee signs the new/updated written performance program.
- The supervisor gives the employee a copy of the new performance program and forwards both original evaluation and performance program document to the Office of Human Resources.
Performance Management Role and Responsibilities
While the HR Office will notify the supervisor about professional evaluation due dates it is the general responsibility of both supervisor and the professional staff member to ensure that the timeline for evaluation is followed. The supervisor must ensure that an appropriate consultation is planned for before completion of forms (this includes an individual consultation with the professional staff member being reviewed). The professional staff member should request such a consultation if the supervisor does not request it. It is also the general responsibility of all parties to provide comprehensive, factual, and objective assessments. Supervisors/Evaluators are also urged to talk to the staff member on a regular basis (e.g., quarterly) about their job performance, as opposed to only providing feedback at the end of the evaluation period.
Performance Management Tools and Resources
Creating Duties Statements
Principal Job Responsibilities:
The following provides guidelines to assist in developing specific and measurable duties statements. Duties statements:
- Clearly define and specifically describe the actual work to be completed.
- Use action oriented duty statements (begin with verb).
- Normally 6-8 core functional areas that make up a job.
- Identify specific standards and outcomes of performance (where possible).
Criteria for Developing Effective Duties Statements
Action-oriented Duties Statements: statements include the following elements
- Does WHAT (the verb)
- To WHOM or WHAT (the direct object of the verb)
- WHY (for what reason or purpose)
- HOW (by applying knowledge of laws, rules, processes, procedures)
- Performance Standards: written descriptions of how well work must be performed. Standards provide supervisors and employees.
*A clear picture about the quality and quantity of work that is expected (performance expectations);
*An objective, reliable way to evaluate performance; and
*Specific benchmarks to compare actual performance with desired performance.
Performance Goals
While an annual review looks at the past year, setting goals looks to the upcoming year. Goal setting provides the opportunity for employees and supervisors to consider both the big picture (college-wide and/or department goals) and the individual perspective. Goals should define how the employee will support the organizational/unit and assist them in improving their performance.
When establishing goals (which should be linked to the overall college/department goals), they should be “SMART.”
S (Specific): Make the objective as specific as possible. Say exactly what you want to achieve in clear, concise words. Describe the goals in observable behavior.
M (Measurable): Indicate how you will know the goals has been met (quantity, frequency, etc.). How many, how often, to how many people?
A (Attainable): The goals should be feasible in terms of the resources available to the employee (experience, knowledge, capability).
R (Relevant): Does it make sense in relation to the overall goals and strategy of the department or organization? Why should this objective be done? Is it relevant given current conditions?
T (Timely): There should be a timeframe or timing related to the objective (e.g., “within three months,” “weekly,” “by the end of January”).
Templates