Services and Forms for Faculty and Staff

Transcription

1 Services and Forms for Faculty and Staff

2 Contents Employee Assistance Program for Faculty and Staff... 3 Teaching Excellence Plan for CPCC... 5 Faculty Evaluation... 6 Purpose of the Performance Development Plan (PDP) Preparing for the PDP Process Early Factors to Consider Employee Self-Evaluation Providing Constructive Feedback Managers/Supervisors Checklist Instructions CPCC Performance Development Plan: Classified Staff Classified Staff PDP: Safety Related Positions Classified Staff PDP: Non-Safety Related Positions CPCC Development Plan: Administrators and Professional Staff CPCC Performance Development Plan and Assessment: Faculty CPCC Services and Forms for Faculty and Staff 2

3 Employee Assistance Program for Faculty and Staff Employee Assistance Programs are confidential, multifaceted counseling, education and referral programs designed to help with personal problems. Our EAP provides confidential short-term professional counseling at a private agency for employees and their family members. Learn more about the services offered here: employee-assistance-program-eap Call your EAP any time, day or night, to talk to an experienced counselor at You can also access articles, quizzes and other tools on the Achieve Solutions website ( In today s fast-paced world, juggling work and your personal life and all the associated demands and pressures can feel overwhelming. Fortunately, you have somewhere to turn, the Employee Assistance Program (EAP)! The EAP helps you resolve personal problems before they negatively affect your health, relationships with others, or job performance. You can contact the EAP 24 hours a day, 365 days a year, by simply calling the toll-free number. The EAP provides confidential, professional counseling, education, and referral services to you and your family members. EAP can help you with a variety of issues: Marital and family problems Child or adult care issues Alcohol and/or drug abuse Balancing work and family Depression and anxiety Work-related concerns Financial or legal problems Career transition issues Personal growth and development More about EAP When you call the EAP, you will speak with an experienced and specially trained counselor who will assist you in getting the help you need. EAP counseling is goal-oriented and solution-focused. Depending on your situation, the counselor may suggest additional sessions to help you reach your goals. If the counselor believes that you need specialized or longer-term counseling, you may be referred to another qualified professional. The important thing is that you decide, along with the counselor, about the action plan that is right for you. CPCC Services and Forms for Faculty and Staff 3

4 Is the EAP confidential? Confidentiality is a vital part of the program s success. Your EAP was designed to benefit you and your family. Your participation in the program will be treated confidentially in accordance with all state and federal laws. Everyone needs some help every once in a while. Sometimes, circumstances at home can spill over into your work life, just as difficulties on the job can affect relationships at home. If left unattended, issues that were once minor can become more serious and have a negative impact both at home and at work. When times get tough, most of us can benefit from talking through our problems with someone who is objective. Experienced. Someone who can help us sort things out a professional who will listen in confidence and help us find a good solution. Is there a cost for EAP services? Telephone consultation and EAP sessions with a counselor are provided at no cost to you. Sometimes, additional counseling, resources, or specialized treatment may involve additional costs; it depends on your health plan benefits. Your EAP counselor will research the most appropriate and affordable resources to help meet your needs. Your counselor can help you determine if extended services are covered under your health plan and what the approximate cost of services would be. Experienced professionals work for you Your EAP is staffed by a network of highly qualified professionals with many years of experience providing counseling and EAP services. The EAP counselors really work for you. So, please do not hesitate to use this valuable service whenever you need it. It s easy to access, free, and confidential. It s ok to need a little help now and then. CPCC Services and Forms for Faculty and Staff 4

5 Teaching Excellence Plan for CPCC Central Piedmont Community College will distribute Excellence in Teaching Awards to approximately 20% of the full-time faculty in each instructional division. Division directors will be responsible for making the awards to superior faculty who go above and beyond the expected levels of delivering instruction and improving educational excellence as demonstrated by student success outcomes. Criteria shall include a relationship between educational outcomes, improved student learning, and the distribution of the funds. A. Employees eligible for the award are those faculty members who were listed as full-time instructional faculty as of November 1, B. Division directors will comply with the following criteria to ensure the consistency of distributed awards across the College. Award decisions must be based on the faculty member s: Teaching (80%) Professional growth, innovation in the classroom and teaching creativity (20%) C. Division directors will nominate deserving faculty with no consideration given for current salary or length of service. D. Division directors will document award decisions on the Teaching Excellence Award Nomination Form and submit the nominations to the Vice President for Learning by April 16, E. The Vice President for Learning will do the following: Strongly encourage directors to seek training from Professional Development related to documenting the criteria for these awards; Compile a list of designated faculty for disbursement of funds; Forward the original form to Human Resources for inclusion in each recipient s personnel file; Place copies of the award winners forms in a notebook to be kept at the Reference Desk in the Library on Central Campus. CPCC Services and Forms for Faculty and Staff 5

6 Faculty Evaluation The purpose of evaluation is to: recognize meritorious performance improve the quality of teaching identify appropriate professional development activities uncover impediments to faculty productivity SACS requirements Accreditation criteria of the Southern Association of Colleges and Schools require periodic evaluations of the performance of individual faculty members. The College must demonstrate that it uses the results of this evaluation for improvement of the faculty and its educational programs. Who is evaluated and when At Central Piedmont Community College, all faculty are formally evaluated on an annual basis. New part-time instructors and new full-time instructors are evaluated during their first semester of teaching. Continuing part-time and full-time instructors are evaluated annually. Tools used in evaluation Supervisors are encouraged to use a variety of evaluation tools including student opinion surveys, classroom observations, individual conferences, portfolio evaluations, and, for full-time faculty, the Performance Development Plan. Who conducts the evaluation? Part-time instructors are usually evaluated by a coordinator, discipline chair, or program chair. They may also be evaluated by an experienced full-time instructor on a continuing contract who is selected to help with evaluations. Full-time instructors are typically evaluated by a director. In some cases, the instructional dean may also participate in the evaluation process. CPCC Services and Forms for Faculty and Staff 6

7 Evaluator training Human Resources provides on-demand training for supervisors and other faculty who may be asked to help with evaluations.. Classroom Observation One evaluation tool that is used most frequently, particularly for new part-time and new full-time instructors is a classroom observation followed by a conference to discuss strengths and weaknesses. Evaluators use the following guidelines in conducting classroom observations: An observation should be a positive, supportive, experience for our faculty. The purpose of the observation is to observe behavior and to suggest ways to improve learning for students. Observations should be at least fifty minutes. The observer will use the Classroom Observation Evaluation Form or a form approved by the supervisor. The observer will be familiar with the descriptors and will use specific observation notes, avoiding vague terms like good job or nice. The observer will have a follow-up conference with the instructor within 30 days after the classroom observation. Where areas of improvement are noted, the supervisor and the instructor will agree on an action plan. If training is needed, the supervisor can notify Professional Development so that training sessions can be developed if they are not already available. Online Course Visitation As more and more classes at CPCC become web-based or web-enhanced, it is important to evaluate these classes to determine that the quality of teaching is the same whether the class is taught in a traditional way or partially or fully online. A short assessment tool for online courses covering syllabus, communications, instructor feedback and a plan for course improvement/enhancement is located online on the Instruction website under Forms. CPCC Services and Forms for Faculty and Staff 7

8 Student Opinion Survey Student Opinion Surveys are conducted during fall and spring terms as a way for the instructor and the supervisor to get feedback from students concerning the quality of instruction and other information. While all surveys have common questions, specific surveys have been developed for curriculum, literacy, continuing education, and distance education classes. In most cases, surveys are administered in two classes of an instructor, one class selected by the instructor, and one class selected by the supervisor. Where printed surveys are used, survey forms and collection envelopes with instructions printed on the envelopes for conducting the survey are distributed by the office of the Associate Dean, Instructional Accountability, Compliance, and Effectiveness. In addition, sets of labels are provided. The label has the name of the class, the name of the instructor, the number of assigned seats, and the division code. Where online surveys are used, students are assigned a unique code to access the electronic survey. Instructions for completing the survey and for submitting it are included in the survey. All online courses gather student input using an electronic format. Results of the survey are provided according to how the survey was conducted. Two copies of the results of the paper and pencil survey are provided at the beginning of the following semester one for the supervisor and one for the instructor. The data include instructor means, course prefix means, college means, and standard deviations. Original copies of surveys with student written comments are also sent to the supervisor for distribution to the instructor. Results of the electronic survey are provided to the instructor and to the supervisor in electronic form. Complete guidelines and procedures are located online on the Instruction website in the Instructional Administrative Resource Handbook under part II Classroom Management. Performance Development Plan for Full-Time Instructors All full-time employees at CPCC are evaluated annually through the Performance Development Plan (PDP). This consists of an initial conference with the supervisor to identify critical job responsibilities or projects for the year. A semi-annual review and an end of the year review are held. Full-time instructors are evaluated on instructional knowledge, teaching effectiveness, service to students, interpersonal skills, professional development, and college service.. During the PDP review, the supervisor and instructor: Review results of the Student Opinion Survey from the previous fall and spring terms. The supervisor provides data to the instructor at least two weeks prior to the review so that the instructor can review the results, conduct a self-assessment, and design a plan for how to CPCC Services and Forms for Faculty and Staff 8

9 improve in any problem area. The Student Opinion Survey is only one factor in evaluating teaching effectiveness. Review classroom observations, noting strengths and weaknesses. Review portfolios of instructor teaching projects, activities, and techniques, if provided. Review self-assessments or peer assessments, if provided. Outline an improvement plan if needed. As PDP s are completed and training needs identified, the supervisor may share training needs with Professional Development so they will know which programs and workshops to develop and offer. This form is online on the Human Resources site under Forms. Faculty Contracts 4.08 of the Policies and Procedures Manual contains the Non-administrator Contract Policy. This policy outlines initial and term contracts, subsequent conditional contracts, extendible contracts, and nonreappointment. Recommendation for an extendible contract must be accompanied by a detailed evaluation of the employee s demonstrated ability to perform assigned duties at a high level of competency. Once an employee is awarded an extendible contract, the contract shall be extended annually unless the employee has received an Unsatisfactory rating as determined by the annual performance rating obtained through the evaluation system in effect at that time. CPCC Services and Forms for Faculty and Staff 9

10 Purpose of the Performance Development Plan (PDP) Did you know that the primary reasons for employee turnover include the following? Lack of recognition Lack of training or development opportunities Dissatisfaction with supervisor due to poor communication, treating the employee with a lack of respect, and no feedback, coaching or mentoring Consider the following two quotes from Steven R. Covey: Communication to a person or group regarding the effect that a person s behavior has on another person or on the group helps people to understand the perceptions, feelings and reactions to the message. Remember, you are an expert on other people s behavior and your own feelings. You are not an expert on your own behavior and other people s feelings. CPCC uses the Performance Development Plan (PDP) to evaluate the performance of each full-time employee. This process is conducted during the same annual timeframe for each full-time employee and submitted by April 15th of each fiscal year. This is your opportunity as a Manager/Supervisor to recognize your employees, further their development, and communicate your respect and appreciation for their contributions to the success of CPCC. Note: You do not need to prepare a PDP for any employee who is brand new to CPCC and was hired less than 6 months prior to April 15th (hired after October 15th of the previous year). The purpose of the CPCC annual PDP process for full-time employees is to: Ensure consistency in evaluating employees Provide measurable, observable criteria for assessing performance Optimize productivity by recognizing and rewarding employees for meeting goals that benefit CPCC Plan and evaluate professional development goals for the employee CPCC Services and Forms for Faculty and Staff 10

11 Preparing for the PDP Process When a Manager/Supervisor is preparing for the PDP process each year they should do the following: Identify the correct PDP Form to be used for each employee. CPCC currently uses three different forms: 1. Classified 2. Administrative/Professional 3. Instructional Faculty Forms may be found on the HR website ( under Forms for Internal CPCC Employees in the Performance Section. Review the last year s PDP for each employee, including the established goals agreed upon by you and the employee. Review the attendance record or each employee. Review of training record of each employee to ensure that all Professional Development requirements have been met. Review each employee s performance record for ENTIRE review period. Review the contract type of each employee, keeping in mind the following: 1. Classified employees are not issued a contract 2. Administrative staff are on annual (term) contracts that expire each June Professional staff and Faculty are initially placed on a Conditional series of contracts before being issued Extendible contracts 4. Recommendations to non-renew a contract are due to Dr. Zeiss by April 15 th 5. Employee must receive the Non-Renewal Notice by May 1st CPCC Services and Forms for Faculty and Staff 11

12 Early Factors to Consider The PDP should always be job specific and tied closely to the official job description. Therefore it is especially important for Managers/Supervisors to review the job description for each employee prior to completing the PDP and be extremely familiar with the prescribed duties of the position. The review of the job description should include an assessment of each duty, keeping in mind that job descriptions ideally should list duties in order of importance. Job descriptions may be found at Also consider the following components of the PDP process that are critical to the successful performance of each employee: Employees require a clear understanding of expected duties, responsibilities, goals and objectives. Employees need proper instructions and training. Employees need the necessary tools and time to perform their jobs properly. Employees need consistent, regular feedback. Additional Suggestions: Schedule in advance a time to meet with each employee. Ask each employee to perform a self-evaluation prior to meeting. Carefully review Job Description, prior PDP and previously established goals. Assemble records and documentation for the entire review period. CPCC Services and Forms for Faculty and Staff 12

13 Employee Self-Evaluation Asking your employees to complete a self-evaluation before you prepare the PDP can be a valuable tool! This process can help remind the Manager/Supervisor of important accomplishments by the employee during the review period that may have been forgotten or overlooked. In addition, the self-evaluation process can help bridge the gap between employee and supervisor perception of job performance. The self-evaluation process may include requiring the employee to prepare responses to the following questions: What are your most significant accomplishments since last year (since you began work with CPCC)? How does your job impact or affect the success of CPCC? Since your last review, have you taken on any new duties? List three career goals for the next year, and the steps you ll take to accomplish them. In what areas do you feel improvement is necessary? What training would help you meet your goals? What can I do to help you succeed? CPCC Services and Forms for Faculty and Staff 13

14 Providing Constructive Feedback During both the preparation of the PDP document, as well as the actual meeting with the employee, the Manager/Supervisor should always strive to provide constructive feedback and should avoid criticism of the employee. Constructive feedback does not interrupt the flow of communicating in a positive manner, and is necessary to the continued success of each employee s performance. When providing written and verbal constructive feedback, considering using the following pattern to guide your discussion: When you. I feel Because I. (Pause for discussion) I would like. Because. What do you think? Additional items to consider when providing constructive feedback may include: Choose a private, quite location. Choose the physical set-up and seating arrangement. Open your discussion with courtesy and perhaps informal conversation. Ask for employee input. Show you are prepared by presenting a copy of the PDP document to the employee. Always give the employee an opportunity to respond. CPCC Services and Forms for Faculty and Staff 14

15 Managers/Supervisors Checklist As a quick recap, Managers/Supervisors may utilize the following checklist before finalizing each PDP: 1. Have I reviewed the employee s Job Description? 2. Has the employee performed the responsibilities as detailed in the Job Description? 3. Have any job duties been added or deleted? 4. Have I clearly defined and communicated my target expectation of performance? 5. Did I provide regular feedback? 6. Did I make sure the employee understood the target performance expectations? 7. Did the employee receive the proper training? 8. Have I discussed with the employee their career objectives and/or possible career paths? CPCC Services and Forms for Faculty and Staff 15

16 Instructions During each review period, supervisors with employees at different campuses must seek input from the respective on-campus supervisors. All full-time employees must be evaluated. Performance Review Planning Session To be completed within the first month of employment for new hires, or immediately following the Annual Review for existing employees. Complete identification information Discuss General Competencies, Position Responsibilities and Projects with employee to maximize employee involvement Fill in Position Responsibilities and Projects and Performance Standards by which each item in Section II will be measured. Supervisor and employee should both understand the expectations for performance. (Do not complete the Result portion.) Initial and date each item (both parties) in Section II to indicate the planning discussion occurred Give a copy to employee for records Keep original on file until Semi-Annual Review During Semi-Annual Review Period (November 15 December 15) Discuss with the employee his/her performance regarding the General Competencies and Position Responsibilities and Projects. Modify Position Responsibilities and Projects to reflect completion or a shift in organizational direction and priorities. Use form as a conceptual framework for discussing performance and providing feedback and coaching on an on-going basis during the year. Encourage employee to use his/her copy for self-evaluation. Annual Review (March 15 April 14) The minimum annual review period for an employee is six months. Complete a draft of the form based upon the General Competencies and agreed upon Position Responsibilities and Projects. Performance during the entire period should be considered. Observations, surveys, documented feedback from customers and on-site supervisory personnel may be used to help assess performance. Avoid possible biases such as leniency, non-significant personality issues, halo effects, or any influences on the review other than those that are performance-related. Discuss performance concerns with the next level of management prior to meeting with the employee. CPCC Services and Forms for Faculty and Staff 16

17 Conduct performance review discussion with the employee. Employees should be given ample opportunity for input or to provide documentation to refute disputed areas. Complete General Competencies and Position Responsibilities sections. Determine Overall Performance Summary based on information obtained in item III B above. This summary represents the overall performance level for the employee. Sign and date form and request employee to sign and date form in section IV. Employee's signature acknowledges that a performance meeting took place. It does not indicate agreement with the results of the meeting. If employee refuses to sign, write "REFUSED TO SIGN" in the employee signature line and date when the meeting took place. Employee may optionally add his/her comments. Complete Section V- Faculty Growth Plan Complete Section VI Improvement Plan (if applicable) to indicate areas that need special attention (see below*). Forward original signed form(s) through appropriate supervisory channels to Human Resources. Keep copies for department and employee. Conduct the Performance Review Planning Session for the upcoming year with the employee. Refer to Section I. Special Reviews On occasion, it may be necessary to document an employee's performance during a pre-determined timeframe, such as a performance probationary period. In such cases, the performance development plan document may be used as an objective, measurable tool to record an employee's progress. *Section VI Improvement Plan (if applicable): Completion of this section is required for any employee whose Overall Performance Summary ranking is Unsatisfactory or Developing in section III. It is not required if the employee has performed satisfactorily during the review period. Supervisors should consider the overall performance level of the employee, areas in need of special attention, and specific action steps to address major performance deficiencies. A copy of the signed Improvement Plan must be attached to the PDP document. Notwithstanding the applicability of Section VI Improvement Plan, every full-time employee is expected to devote a minimum of 20 hours per year for Professional Development activities. CPCC Services and Forms for Faculty and Staff 17

18 CPCC Performance Development Plan: Classified Staff Classified Staff PDP: Safety Related Positions Date: Employee: Department: Position Title: Employee ID#: Type of Evaluation: Semi-Annual Review Period: Annual Review Period: Special Review Period: Supervisor: Supervisor Employee ID#: College Vision: Central Piedmont Community College intends to become the national leader in workforce development. College Mission: Central Piedmont Community College is an innovative and comprehensive college that advances the lifelong educational development of students consistent with their needs, interests, and abilities while strengthening the economic, social, and cultural life of its diverse community. The College accomplishes this purpose by providing high-quality, flexible pre-baccalaureate and careerfocused educational programs and services which are academically, geographically, and financially accessible. This purpose requires a fundamental commitment to teaching and learning excellence within a supportive environment. CPCC Services and Forms for Faculty and Staff 18

19 SECTION I - General Competencies Directions: Select one numerical performance rating based upon the general competencies. The general competencies are not requirements, they are guidelines designed to make performance ratings less subjective. Enter the numerical performance rating for each competency in the rating box. Knowledge of Work: Consider knowledge of job gained through experience, general education and specialized training. UNSATISFACTORY [1] DEVELOPING [2] PROFICIENT [3] ADVANCED [4] EXEMPLARY [5] Rarely demonstrates adequate level of job knowledge without considerable assistance. Well below Occasionally demonstrates adequate level of job knowledge without considerable assistance. Below Adequately demonstrates necessary level of job knowledge. Meets Consistently demonstrates well rounded level of job knowledge. Above Significantly demonstrates exceptional level of job knowledge. Regularly exceeds Knowledge of Work rating: Quality of Work: Consider neatness, accuracy, and dependability of results. UNSATISFACTORY [1] DEVELOPING [2] PROFICIENT [3] ADVANCED [4] EXEMPLARY [5] Rarely produces neat, accurate and dependable work. Well below Occasionally produces acceptable work without errors. Below Adequately produces acceptable quality of work. Meets expectations Consistently produces high quality of work. Above Significantly demonstrates exceptional quality of work. Regularly exceeds Quality of Work rating: Initiative: Consider contribution of new ideas and methods. Self-starter. Works independently. Demonstrates individual responsibility and problem solving. UNSATISFACTORY [1] DEVELOPING [2] PROFICIENT [3] ADVANCED [4] EXEMPLARY [5] Rarely contributes new ideas and methods. Requires constant supervision. Well below Occasionally contributes new ideas and methods. Requires occasional supervision. Below Adequately contributes new ideas and methods. Works independently. Responds appropriately to problems and finds solutions. Meets Initiative rating: Consistently contributes new ideas and methods. Works independently Anticipates problems and is pro-active in finding solutions. Above Contributes significant new ideas and methods. Exceptional ability to proactively approach and solve problems. Extremely self-motivated and works independently. Regularly exceeds CPCC Services and Forms for Faculty and Staff 19

20 Productivity: Consider the volume of work produced under normal conditions. UNSATISFACTORY [1] DEVELOPING [2] PROFICIENT [3] ADVANCED [4] EXEMPLARY [5] Rarely produces adequate volume under normal conditions. Well below Occasionally produces adequate volume under normal conditions. Below Adequately produces expected volume under normal conditions. Meets Consistently produces high volume of work under varying conditions. Above Significantly produces an extremely high volume of work under all conditions. Regularly exceeds Productivity rating: Dependability/Responsibility: Consider the degree to which he/she can be relied upon to carry out job duties and to utilize discretion when dealing with sensitive/confidential information. UNSATISFACTORY [1] DEVELOPING [2] PROFICIENT [3] ADVANCED [4] EXEMPLARY [5] Rarely accepts responsibility. Not considered dependable enough to perform job duties. Well below Occasionally accepts some responsibility but must be reminded. Has difficulty maintaining confidentiality. Below Adequately assumes all responsibility and uses discretion. Can be trusted with confidential information. Meets Consistently dependable and reliable. Always accepts responsibility. Can always be trusted with confidential information. Above Consistently and significantly dependable and reliable. Demonstrates extreme sensitivity to confidential information and reacts accordingly. Highly trustworthy. Regularly exceeds Dependability/Responsibility rating: Interpersonal Skills: Consider the degree to which employee interacts and works appropriately and harmoniously with the public, co-workers, faculty, students and staff. UNSATISFACTORY [1] DEVELOPING [2] PROFICIENT [3] ADVANCED [4] EXEMPLARY [5] Rarely interacts well with others. Does not contribute toward teamwork and harmony. Well below Occasionally interacts well with others. Below Adequately promotes teamwork and harmony with others. Meets Consistently interacts well with others and contributes toward harmonious interaction with others. Exceeds expectations in promoting cohesiveness and effectiveness in all interactions. Demonstrates an exceptional ability to work harmoniously with others. Interpersonal rating: CPCC Services and Forms for Faculty and Staff 20

21 Attendance/Punctuality: Consider appropriate request and use of leave and ability to arrive to work on-time. UNSATISFACTORY [1] DEVELOPING [2] PROFICIENT [3] ADVANCED [4] EXEMPLARY [5] Rarely present or on time. Does not follow policies for requesting time off. Well below Occasionally present and on-time. Sometimes follows policies for requesting time off. Below Highly sensitive of departmental needs and often times puts those needs before their own. Regularly exceeds Adequately present and on-time. Considerate of work load when requesting leave. Follows all policies for requesting time off. Meets Attendance/Punctuality rating: Consistently present and on time. Considerate of both individual load and departmental needs when requesting leave. Above Completion of Goals: Consider efforts to complete the goals established and/or assigned throughout the current evaluation cycle. UNSATISFACTORY [1] DEVELOPING [2] PROFICIENT [3] ADVANCED [4] EXEMPLARY [5] Rarely makes the effort to complete goals. Well below Occasionally makes the effort to complete goals. Below Adequately makes the effort to complete established goals. Meets Completion of Goals rating: Consistently makes an effort to complete established goals. Seeks new goals whenever possible. Above Makes a significant effort to complete established goals. Consistently and proactively reviews and adjusts goals to meet the needs of the department. Willingly seeks new goals without prompting. Professional Development: Consider efforts to maintain currency in assigned job duties and responsibilities, as well as completion toward required 20 hours of professional development activity related to enhancing job performance. UNSATISFACTORY [1] DEVELOPING [2] PROFICIENT [3] ADVANCED [4] EXEMPLARY [5] Rarely demonstrates efforts to maintain currency. Well below required 20 hours of professional development. Well below Occasionally demonstrates efforts to maintain currency. Below required 20 hours of professional development. Below Adequately demonstrates effort to maintain currency. Meets required 20 hours of professional development. Applies knowledge to improve performance. Meets Professional Development rating: Consistently demonstrates effort to maintain currency in position. Goes above 20 hours of required training and applies all knowledge to improve performance. Above Consistently and significantly demonstrates an effort to maintain currency in position and in field. Goes well above the expected 20 hours. Eagerly shares learning with others and willingly applies knowledge to improve both individual and departmental performance. Exceeds CPCC Services and Forms for Faculty and Staff 21

22 Safety: Consider efforts to adhere to defined safety practices including proper use of equipment, timely reporting of unsafe acts/conditions/equipment, and regular checking on safety of assigned equipment. UNSATISFACTORY [1] DEVELOPING [2] PROFICIENT [3] ADVANCED [4] EXEMPLARY [5] Rarely adheres to defined safety practices. Well below Occasionally adheres to defined safety practices. Below Adequately adheres to defined safety practices, wears protective gear, reports unsafe conditions, checks equipment for safety. Meets Safety rating: RATING TOTAL: [10-50] Consistently adheres to defined safety practices, wears protective gear, reports unsafe conditions, proactively checks equipment for safety. Above Consistently and significantly goes above and beyond to promote the safety of others, suggests improvements to protective equipment and gear, coaches other employees regarding safety, suggests safety training topics, and is pro-active in recognizing potential for safety hazards. Exceeds NOTE: The supervisor is required to attach a Learner Web printout to this PDP to document that the required 20 hours of professional development have been completed for the current PDP year. SECTION II - Overall Performance Summary This section is a compilation of the ratings for each General Competency area from Section I. This section is a compilation of the ratings for each General Competency area from Section I. Rating total from Section I (10-50): Overall average (rating divided by 10): CPCC Services and Forms for Faculty and Staff 22

23 Overall Work Performance Rating Exemplary ( ) Advanced ( ) Proficient ( ) Developing ( ) Unsatisfactory ( ) Performance is consistently and significantly well-above the standards established for the position. Achieves performance objectives at an exceptional level. Performance is consistently above the standards established for the position. Achieves performance objectives at an above average level. Performance meets established job requirements. Achieves performance objectives at a satisfactory and acceptable level for the position. Performance occasionally meets job requirements; however, overall performance is below the standards established for the position. Improvement is required if performance objectives are to be satisfactorily achieved. Performance is well below the standards established for the position. Performance objectives are not met even under close direction and supervision. Substantial improvement is required as a condition of continued employment. Supervisor s Comments and Employee Strengths Supervisors may use this section to provide comments about employee s performance: Describe the job skills/duties being performed well: What are the employee s strengths? CPCC Services and Forms for Faculty and Staff 23

24 SECTION III - Development Plan A. Future Growth Opportunities Supervisors and employees are encouraged to use this section regardless of the employee's overall performance rating in Section II. Employees and supervisors are encouraged to work together to identify growth opportunities that will enable the employee to gain the skills, knowledge, and behaviors to work effectively in their current position and prepare for future opportunities that may exist. When determining resources that can be provided to support the employee's success at the College, consider special assignments, on-the-job training activities, coaching or guidance by an administrator or another employee, internal training/education courses, outside training, independent reading, selfstudy, etc. Growth Opportunities Growth opportunity Impact opportunity will have on enhancing current job performance and/or prepare for future opportunities Expected completion date Resources needed to support the success of this growth opportunity Example: knowledge of Work Employee will be able to take the lead on managing department projects. 9/16/2011 CPCC s PMP Certification B. Immediate Improvement Requirements If any General Competency from Section I has a rating of Developing or Unsatisfactory, this section is required to identify measures that will be taken to improve performance to acceptable standards moving forward. Improvement Plan General Competency Area in Need of Improvement (from Section I) Example: Attendance & Punctuality Description of specific competency deficiency Employee often is late to work and meetings. This negatively impacts the employee and the department s ability to deliver work of quality in a timely manner. Expected improvement outcome Employee will arrive on time and ready to work. Tasks will be completed with established time frames. Expected improvement date Resources provided to support the employee s performance improvement 9/16/2011 Employee and supervisor will review established departmental work hours. CPCC Services and Forms for Faculty and Staff 24

25 SECTION IV - Signatures My signature verifies that I have read and discussed this review with my supervisor. If I disagree with this review, I have the opportunity to comment below, and also provide other documentation to support my disagreement. Employee Supervisor Manager/Dean VP/AVP Date Date Date Date Required Professional Development documentation: The documentation of annual professional development hours (minimum of 20 and printed from Learner Web) must be attached to this document prior to submission to Human Resources. Employee Comments: CPCC Services and Forms for Faculty and Staff 25

26 Classified Staff PDP: Non-Safety Related Positions Date: Employee: Department: Position Title: Employee ID#: Type of Evaluation: Semi-Annual Review Period: Annual Review Period: Special Review Period: Supervisor: Supervisor Employee ID#: College Vision: Central Piedmont Community College intends to become the national leader in workforce development. College Mission: Central Piedmont Community College is an innovative and comprehensive college that advances the lifelong educational development of students consistent with their needs, interests, and abilities while strengthening the economic, social, and cultural life of its diverse community. The College accomplishes this purpose by providing high-quality, flexible pre-baccalaureate and careerfocused educational programs and services which are academically, geographically, and financially accessible. This purpose requires a fundamental commitment to teaching and learning excellence within a supportive environment. CPCC Services and Forms for Faculty and Staff 26

27 SECTION I - General Competencies Directions: Select one numerical performance rating based upon the general competencies. The general competencies are not requirements, they are guidelines designed to make performance ratings less subjective. Enter the numerical performance rating for each competency in the rating box. Knowledge of Work: Consider knowledge of job gained through experience, general education and specialized training. UNSATISFACTORY [1] DEVELOPING [2] PROFICIENT [3] ADVANCED [4] EXEMPLARY [5] Rarely demonstrates adequate level of job knowledge without considerable assistance. Well below Occasionally demonstrates adequate level of job knowledge without considerable assistance. Below Adequately demonstrates necessary level of job knowledge. Meets Consistently demonstrates well rounded level of job knowledge. Above Significantly demonstrates exceptional level of job knowledge. Regularly exceeds Knowledge of Work rating: Quality of Work: Consider neatness, accuracy, and dependability of results. UNSATISFACTORY [1] DEVELOPING [2] PROFICIENT [3] ADVANCED [4] EXEMPLARY [5] Rarely produces neat, accurate and dependable work. Well below Occasionally produces acceptable work without errors. Below Adequately produces acceptable quality of work. Meets expectations Consistently produces high quality of work. Above Significantly demonstrates exceptional quality of work. Regularly exceeds Quality of Work rating: Initiative: Consider contribution of new ideas and methods. Self-starter. Works independently. Demonstrates individual responsibility and problem solving. UNSATISFACTORY [1] DEVELOPING [2] PROFICIENT [3] ADVANCED [4] EXEMPLARY [5] Rarely contributes new ideas and methods. Requires constant supervision. Well below Occasionally contributes new ideas and methods. Requires occasional supervision. Below Adequately contributes new ideas and methods. Works independently. Responds appropriately to problems and finds solutions. Meets Initiative rating: Consistently contributes new ideas and methods. Works independently Anticipates problems and is pro-active in finding solutions. Above Contributes significant new ideas and methods. Exceptional ability to proactively approach and solve problems. Extremely self-motivated and works independently. Regularly exceeds CPCC Services and Forms for Faculty and Staff 27

28 Productivity: Consider the volume of work produced under normal conditions. UNSATISFACTORY [1] DEVELOPING [2] PROFICIENT [3] ADVANCED [4] EXEMPLARY [5] Rarely produces adequate volume under normal conditions. Well below Occasionally produces adequate volume under normal conditions. Below Adequately produces expected volume under normal conditions. Meets Consistently produces high volume of work under varying conditions. Above Significantly produces an extremely high volume of work under all conditions. Regularly exceeds Productivity rating: Dependability/Responsibility: Consider the degree to which he/she can be relied upon to carry out job duties and to utilize discretion when dealing with sensitive/confidential information. UNSATISFACTORY [1] DEVELOPING [2] PROFICIENT [3] ADVANCED [4] EXEMPLARY [5] Rarely accepts responsibility. Not considered dependable enough to perform job duties. Well below Occasionally accepts some responsibility but must be reminded. Has difficulty maintaining confidentiality. Below Adequately assumes all responsibility and uses discretion. Can be trusted with confidential information. Meets Consistently dependable and reliable. Always accepts responsibility. Can always be trusted with confidential information. Above Consistently and significantly dependable and reliable. Demonstrates extreme sensitivity to confidential information and reacts accordingly. Highly trustworthy. Regularly exceeds Dependability/Responsibility rating: Interpersonal Skills: Consider the degree to which employee interacts and works appropriately and harmoniously with the public, co-workers, faculty, students and staff. UNSATISFACTORY [1] DEVELOPING [2] PROFICIENT [3] ADVANCED [4] EXEMPLARY [5] Rarely interacts well with others. Does not contribute toward teamwork and harmony. Well below Occasionally interacts well with others. Below Adequately promotes teamwork and harmony with others. Meets Consistently interacts well with others and contributes toward harmonious interaction with others. Exceeds expectations in promoting cohesiveness and effectiveness in all interactions. Demonstrates an exceptional ability to work harmoniously with others. Interpersonal rating: CPCC Services and Forms for Faculty and Staff 28

29 Attendance/Punctuality: Consider appropriate request and use of leave and ability to arrive to work on-time. UNSATISFACTORY [1] DEVELOPING [2] PROFICIENT [3] ADVANCED [4] EXEMPLARY [5] Rarely present or on time. Does not follow policies for requesting time off. Well below Occasionally present and on-time. Sometimes follows policies for requesting time off. Below Highly sensitive of departmental needs and often times puts those needs before their own. Regularly exceeds Adequately present and on-time. Considerate of work load when requesting leave. Follows all policies for requesting time off. Meets Attendance/Punctuality rating: Consistently present and on time. Considerate of both individual load and departmental needs when requesting leave. Above Completion of Goals: Consider efforts to complete the goals established and/or assigned throughout the current evaluation cycle. UNSATISFACTORY [1] DEVELOPING [2] PROFICIENT [3] ADVANCED [4] EXEMPLARY [5] Rarely makes the effort to complete goals. Well below Occasionally makes the effort to complete goals. Below Adequately makes the effort to complete established goals. Meets Completion of Goals rating: Consistently makes an effort to complete established goals. Seeks new goals whenever possible. Above Makes a significant effort to complete established goals. Consistently and proactively reviews and adjusts goals to meet the needs of the department. Willingly seeks new goals without prompting. Professional Development: Consider efforts to maintain currency in assigned job duties and responsibilities, as well as completion toward required 20 hours of professional development activity related to enhancing job performance. UNSATISFACTORY [1] DEVELOPING [2] PROFICIENT [3] ADVANCED [4] EXEMPLARY [5] Rarely demonstrates efforts to maintain currency. Well below required 20 hours of professional development. Well below Occasionally demonstrates efforts to maintain currency. Below required 20 hours of professional development. Below Adequately demonstrates effort to maintain currency. Meets required 20 hours of professional development. Applies knowledge to improve performance. Meets Professional Development rating: Consistently demonstrates effort to maintain currency in position. Goes above 20 hours of required training and applies all knowledge to improve performance. Above Consistently and significantly demonstrates an effort to maintain currency in position and in field. Goes well above the expected 20 hours. Eagerly shares learning with others and willingly applies knowledge to improve both individual and departmental performance. Exceeds CPCC Services and Forms for Faculty and Staff 29

30 RATING TOTAL: [10-50] NOTE: The supervisor is required to attach a Learner Web printout to this PDP to document that the required 20 hours of professional development have been completed for the current PDP year. SECTION II - Overall Performance Summary This section is a compilation of the ratings for each General Competency area from Section I. This section is a compilation of the ratings for each General Competency area from Section I. Rating total from Section I (10-50): Overall average (rating divided by 10): Overall Work Performance Rating Exemplary ( ) Advanced ( ) Proficient ( ) Developing ( ) Unsatisfactory ( ) Performance is consistently and significantly well-above the standards established for the position. Achieves performance objectives at an exceptional level. Performance is consistently above the standards established for the position. Achieves performance objectives at an above average level. Performance meets established job requirements. Achieves performance objectives at a satisfactory and acceptable level for the position. Performance occasionally meets job requirements; however, overall performance is below the standards established for the position. Improvement is required if performance objectives are to be satisfactorily achieved. Performance is well below the standards established for the position. Performance objectives are not met even under close direction and supervision. Substantial improvement is required as a condition of continued employment. Supervisor s Comments and Employee Strengths Supervisors may use this section to provide comments about employee s performance: Describe the job skills/duties being performed well: What are the employee s strengths? CPCC Services and Forms for Faculty and Staff 30

31 SECTION III - Development Plan A. Future Growth Opportunities Supervisors and employees are encouraged to use this section regardless of the employee's overall performance rating in Section II. Employees and supervisors are encouraged to work together to identify growth opportunities that will enable the employee to gain the skills, knowledge, and behaviors to work effectively in their current position and prepare for future opportunities that may exist. When determining resources that can be provided to support the employee's success at the College, consider special assignments, on-the-job training activities, coaching or guidance by an administrator or another employee, internal training/education courses, outside training, independent reading, selfstudy, etc. Growth Opportunities Growth opportunity Impact opportunity will have on enhancing current job performance and/or prepare for future opportunities Expected completion date Resources needed to support the success of this growth opportunity Example: knowledge of Work Employee will be able to take the lead on managing department projects. 9/16/2011 CPCC s PMP Certification B. Immediate Improvement Requirements If any General Competency from Section I has a rating of Developing or Unsatisfactory, this section is required to identify measures that will be taken to improve performance to acceptable standards moving forward. Improvement Plan General Competency Area in Need of Improvement (from Section I) Example: Attendance & Punctuality Description of specific competency deficiency Employee often is late to work and meetings. This negatively impacts the employee and the department s ability to deliver work of quality in a timely manner. Expected improvement outcome Employee will arrive on time and ready to work. Tasks will be completed with established time frames. Expected improvement date Resources provided to support the employee s performance improvement 9/16/2011 Employee and supervisor will review established departmental work hours. CPCC Services and Forms for Faculty and Staff 31