PERFORMANCE EVALUATIONS TOOLKIT REVIEW
|
|
|
- Hugo Hines
- 5 years ago
- Views:
Transcription
1 PERFORMANCE EVALUATIONS TOOLKIT REVIEW CORE COMPETENCY DESCRIPTIONS Classified Employees Customer Service Evaluate ability to communicate with public in helpful and informative manner. Dependability Evaluate punctuality, regularity in attendance, meeting deadlines, and performing work without close supervision. Initiative Evaluate the self-starting ability. Resourcefulness and creativity as applied to the duties of the position. Job Knowledge Evaluate the use of information, procedures, materials, and techniques, etc. required for current job. Planning/Organizing Evaluate areas such as varying work demands, developing efficient methods, setting goals and objectives, establishing priorities, and utilizing available resources. Quality Evaluate the accuracy, completeness, and follow-through of work and health and safety rules and procedures. Teamwork Evaluate interpersonal relationships with other employees, students, faculty and willingness to help others accomplish tasks. CORE COMPETENCY EXAMPLES Classified Employees CUSTOMER SERVICE Frequently rude and impolite. Usually maintains a confident and professional demeanor in dealing with the public. Always follows through and finds the answers to any questions and reports back to the customer promptly. Demonstrates poor customer relations skills. Frequently carries on personal conversations in person or on the phone while customers wait. Courteous and knowledgeable. Is helpful in assisting customers and is able to answer questions. Answers all questions promptly and accurately with exceptional customer service. Goes above job duties to ensure customer needs are met.
2 Seldom arrives to work on-time and has irregular attendance. DEPENDABILITY Arrives to work in a timely manner on scheduled days. Fails to meet deadlines. Frequently requires supervision to complete routine tasks. Meets deadlines within outlined time frame. Can be depended upon to follow through on commitments and responsibilities. Consistently arrives to work on time and never misses work without prior approval and appropriate notification. Meets deadlines and is eager to begin new projects or provide assistance in other areas. Takes responsibility and provides leadership on projects or initiatives. INITIATIVE Seldom takes action to improve outcomes, process or measurements. Responds appropriately on own to improve outcomes, processes or measurements. Actively seeks out ways on own to improve outcomes, processes or measurements. Seldom assumes responsibility and leadership when asked. Assumes responsibility and leadership when asked. Takes responsibility and provides leadership on projects or initiatives. Frequently requires supervision to complete routine tasks. Seldom seeks out and/or accepts additional responsibilities in the context of the job; avoids all but what is directly asked of him/her. Accomplishes goals independently, with little need for supervision. Takes ownership and accountability for own performance. Seeks out and/or accepts additional responsibilities in the context of the job. Takes action on projects without being directed to do so, and looks for opportunities to move projects along. Enthusiastically seeks and accepts additional responsibilities, both in the context of the job and outside immediate job responsibilities. Does not demonstrate the skills and knowledge necessary to effectively accomplish tasks within one s own function or work group. Seldom considers or applies best practices in discipline or specialty area. JOB KNOWLEDGE Demonstrates skills and knowledge relevant to one s own function or work group. Does not stay aware of major developments in discipline or specialty area. Seen by customers and team members as lacking functional knowledge and skills. Applies current best practices in discipline or specialty area. Stays aware of major developments in discipline or specialty area. Recognized by customers and team members for functional knowledge and skills. Demonstrates expertise in skill and knowledge within areas relevant to one s own function or work group. Develops and contributes to best practices in discipline or specialty area for the work group. Serves as a resource for others regarding major developments in discipline or specialty area, and facilitates sharing of methods and knowledge. Consistently, in all cases, seen by customers and team members as possessing high functional knowledge and skills.
3 Struggles to stay focused on tasks and assignments; often misses deadlines and fails to complete PLANNING/ORGANIZING Stays focused on tasks and Is inefficient in use of time; easily distracted. Uses time efficiently to complete Maintains focus and perseveres even in the face of obstacles. Uses time efficiently; adapts plans when changes occur. Prioritizes tasks based on importance. QUALITY Has made frequent errors that are Does not require constant supervision. Takes pride in work and strives to harmful to operations. improve work performance. Department has received complaints about the quality of work and does not follow safety procedures. Quality of work produced or performed is unacceptable. Error rate is acceptable, and all work is completed timely. Duties are completed on time with minimal errors and are aligned with safety rules. Duties are performed with no errors. Follows work and safety rules and procedures. Does not treat all people with the same level of respect, dignity or fairness. TEAMWORK Treats all people with dignity and respect; strives to be fair and consistent. Seldom attempts to resolve differences of opinion or ideas; lets problems fester and escalate; often requires third party intervention. Demonstrates an unwillingness to help others succeed. Does not show interest in listening to ideas from others; has difficulty respecting ideas when different from own; tends to reach conclusions before listening to all sides. Strives to constructively resolve differences of opinion or ideas; seeks assistance when needed. Spends time with others when asked, to help them succeed. Listens to and considers ideas from others, even when different from own. Consistently (in all cases) treats everyone with dignity, respect and fairness; is very easy to approach and helpful. Resolves interpersonal conflicts constructively and professionally; seldom requires outside assistance. Enthusiastically spends time with others to help them and the team succeed. Listens to and carefully considers ideas from others, even when different from own; ensures all sides are heard before reaching a conclusion.
4 CORE COMPETENCY DESCRIPTIONS Supervisor Responsibilities Diversity Initiatives Evaluate effectiveness in promoting and implementing the principles and policies of diversity and affirmative action/equal opportunity in support of the University's diversity goals. Leadership Evaluate areas such as setting realistic expectations; encouraging efficient, productive performance; providing good managerial example; inspiring enthusiasm for professional goals; and interpersonal communication skills. Delegating Evaluate areas such as utilizing capabilities of people and resources, distributing work, and regulating work, and regulating work flow. Development of Subordinates Evaluate aspects such as providing career development resources and offering guidance; communicating priorities, goals and objectives; and giving clear task instructions. Controlling (Time Management) Evaluate areas such as insuring that assignments are completed accurately and on time; setting priorities, goals, and objectives, etc. Affirmative Action Objectives Evaluate efforts and achievements in the furtherance of staff personnel equal opportunity and affirmative action objectives. CORE COMPETENCY EXAMPLES Supervisor Responsibilities Rarely recognizes and values the contributions made by coworkers. DIVERSITY INITIATIVES Takes notice of behavior of others; speaks up when someone is being excluded. Lacks awareness and sensitivity toward diversity and inclusion. May exhibit difficulty in establishing effective working relationships with people different from oneself. Is open to a wide range of views, including views that challenge the status quo. Supports institutional diversity initiatives and objectives. Engages diverse perspectives to create new and better ways to accomplish work, solve problems or make decisions. Ensures a welcoming environment for all employees and customers. Values diversity and inclusion. Creates and presents ideas to enhance diversity awareness. LEADERSHIP Rarely seeks ways to improve outcomes. Actively seeks out ways to improve outcomes, processes or measurements. Consistently, in all cases, seeks out ways on own to make improvements to outcomes, processes and/or measurements. Collaborates with external units to create and develop opportunities for improvement. Seldom takes responsibility for or provides leadership in projects/initiatives. Takes responsibility and provides leadership on projects or initiatives. Consistently, in all cases, takes responsibility and provides leadership on projects or initiatives and brings projects to a successful conclusion.
5 Often waits for direction to initiate action on projects. Rarely encourages or identifies staff development opportunities. Takes action on projects without being directed to do so, and looks for opportunities to move projects along. Encourages staff to identify and address process improvements, participate in projects and serve on committees when appropriate. Always advances projects by identifying and recommending internal /external resources when available resources are insufficient. Recognizes external/internal risks and develops projects to address issues. Advocates for change when needed. Identifies and/or provides opportunities for staff to assume leadership roles on projects and/or committees. DELEGATING Draws on the knowledge and skills of others. Dictates to others rather than involving them in the decision making. Belittles subordinates. Available when needed and has open door policy for subordinates. Outstanding ability to provide accurate direction and utilize knowledge and skills of others. Very supportive of coworkers and subordinates attempts at improvement. Assumes others should know what to do and how to do it with little or no training. Assigns work fairly and resolves disputes fairly. Inspires others to do better. DEVELOPMENT OF SUBORDINATES Infrequently provides feedback to Provides feedback to improve Consistently provides feedback to address behavior issues. performance and is receptive to employees and solicits feedback from receiving feedback. others. Does not provide developmental opportunities to employees. Does not always identify and address needs for improvement. Provides opportunities for continued learning or on the job training. Identifies areas of improvement and works with employee to improve. Explores opportunities for employees to implement new skills, technologies and or/advances in field to improve quality and efficiency. Has exceptional skill in mentoring and coaching.
6 Is inefficient in use of time; often misses deadlines and fails to complete CONTROLLING (TIME MANAGEMENT) Stays focused on tasks and Struggles to stay focused on tasks and assignments; easily distracted. Demonstrates little desire for excellence in work and meeting goals and objectives. Uses time efficiently to complete assignments; delegates appropriately. Works toward achieving goals and objectives outlined by supervisor and department. Maintains focus and perseveres even in the face of obstacles. Uses time efficiently; adapts plans when changes occur. Prioritizes tasks based on importance. Exceeds expectations with projects and takes assignments beyond original intent to further team s efforts. AFFIRMATIVE ACTION OBJECTIVES Seldom recognizes and values the Recognizes and values the need for a Implements practices to enhance need for a diverse workforce diverse workforce diverse workforce Does not recognize own biases Values the importance of a fair and Is proactive in ensuring biases are when participating in the hiring equitable hiring process; provides equal addressed and contributes to the process or providing promotional opportunity for promotions organization s goals for affirmative opportunities action Unaware of biases or stereotypes resulting in unfair treatment Ensures a welcoming environment for all employees and customers. Ensures employee are given equal consideration for promotional opportunities and that all are treated fair
7 OVERALL SCORE RATING SCALE Exceeds Standards The employee regularly demonstrates superior performance. Both what is produced and how it is produced far exceed institutional standards and expectations of the position. The employee is extraordinarily competent and productive. Performance at this level occurs throughout the year and across all key aspects of the position. This employee is often sought out by others for counsel and assistance, and is widely recognized as a role model. Examples of the results and sought after expertise must be given. This rating should be reserved for truly outstanding performance throughout the review period. Above Average The employee demonstrates strong, consistent performance in all or almost all competencies, skills and responsibilities. Both what is produced and how it is produced meet and often exceed institution standards and expectations of the position. Results add value beyond the scope of the current role, often benefiting the division/department. Examples of these results must be given to receive this rating. This rating should be reserved for employees with strong, commendable performance. Satisfactory The employee consistently demonstrates capable, or satisfactory, performance. Both what is produced and how it is produced meet standards and expectations of the position. The employee is a dependable, competent, knowledgeable individual who meets and occasionally exceeds expectations of the position. This rating conveys solid, effective performance. Below Average The employee demonstrates adequate performance in most areas, but needs improvement in one or more significant aspects that are critical to the position. Either what is produced or how it is produced require improvement in one or more areas to meet expectations of the position and institution. Such performance shortfalls may be attributable to newness on the job, missing or undeveloped skills, and/or experience. Regardless, this rating conveys that performance is below expectations in one or more areas and must be improved. A performance improvement plan and review by HR is required. Unsatisfactory The employee frequently performs below the level expected of this position in all or almost all key aspects of the position. Both what is produced and how it is produced are below institution standards and clearly unacceptable. Unless there is obvious and immediate improvement a performance improvement plan and review by HR is required.
Performance Evaluations Toolkit A Reference Guide to Assist in Facilitating the Performance Review Process
Performance Evaluations Toolkit A Reference Guide to Assist in Facilitating the Performance Review Process January 2015 The purpose of the performance evaluation is to ensure that the institution and all
Performance Review Reference Guide #2: Example Feedback Comments
Performance Review Reference Guide #2: Example Feedback Comments This guide was created to assist supervisors with understanding how to identify the best rating and example feedback statements for each
Performance Appraisal System
Performance Appraisal System 2017 University of New England Performance Appraisal System Purpose and Philosophy The purpose of the Performance Appraisal System at UNE is to ensure that managers and employees
Managerial Competency Guide
Managerial Performance Evaluation and Reappointment Recommendation Managerial Competency Guide Division of Human Resources Competency List: I. Accountability II. III. IV. Communication Skills Customer
Managerial Competency Guide
Managerial Performance Evaluation and Reappointment Recommendation Managerial Competency Guide Division of Human Resources Competency List: I. Accountability II. III. IV. Communication Skills Customer
TALENT REVIEW INSTRUCTIONS
OFFICE OF HUMAN RESOURCES TALENT REVIEW INSTRUCTIONS SUMMARY The Talent Review process is a means to gain a better understanding of what is expected of the employee and how the employee can improve his/her
1. PERFORMANCE FACTORS
A. Quantity: 1. PERFORMANCE FACTORS Frequently produces less than the desired quantity. Often produces less than the desired quantity. Produces an acceptable quantity of work as defined by the organization.
LEADERSHIP PERFORMANCE CRITERIA
LEADERSHIP PERFORMANCE CRITERIA EMPLOYEE RESPONSIBILITIES (leadership) Job Knowledge Demonstrates an understanding and working knowledge of current role, profession, and industry. Has sought out personal
Classified Employee Performance Rubric
Classified Employee Performance Rubric Revised: July 16, 2013 This rubric is to be used as a guide to determine performance levels. If comments are used from this rubric on the evaluation form then you
The below rating scale is used to determine UW-Stevens Point competency proficiency.
Performance Review Guide Competencies are comprised of defined knowledge, skills, and behaviors needed to be effective in one s role, department, and institution. A competency model provides a guide for
STAFF PERFORMANCE APPRAISAL RATING SCALE AND KEY DESCRIPTORS
STAFF PERFORMANCE APPRAISAL RATING SCALE AND KEY DESCRIPTORS OUTSTANDING Demonstrated outstanding achievement in performance standard expectations and goals throughout the entire appraisal cycle Consistently
Classified Performance Management System Core Competencies:
Classified Performance Management System Core Competencies: This document is intended as a resource to help supervisors and employees with the concepts of Core Competencies and developing associated performance
VSU S GUIDE TO COMPETENCIES AND BEHAVIORALLY ANCHORED RATING SCALES (BARS)
OVERVIEW Valdosta State University s performance management process focuses on what the employee does objectives and job responsibilities as well as how the employee does it competencies. Competencies
ADMINISTRATIVE STAFF PERFORMANCE EVALUATION
ADMINISTRATIVE STAFF PERFORMANCE EVALUATION SECTION I - EMPLOYEE INFORMATION EMPLOYEE NAME JOB TITLE EMPLOYEE A# SUPERVISOR NAME VICE PRESIDENT'S NAME DIVISION DEPARTMENT RATING PERIOD FROM TO GENERAL
Guide to Defining Performance Levels
Guide to Defining Performance Levels This guide lists the performance factors and performance levels in the College s Goals and Performance Evaluation for Staff. It is a reference tool to help you write
Nonfaculty Performance Evaluation (blank form for draft work)
Texas A&M AgriLife Administrative Services Human Resources Nonfaculty Performance Evaluation (blank form for draft work) Nonfaculty Performance Evaluation (blank form for draft work) Name: All performance
OFFICE OF HUMAN RESOURCES ADMINISTRATIVE & SUPPORT STAFF PERFORMANCE APPRAISAL
OFFICE OF HUMAN RESOURCES ADMINISTRATIVE & SUPPORT STAFF PERFORMANCE APPRAISAL Purpose Statement: The purpose of the appraisal process is to allow each support and administrative employee, and his or her
ADMINISTRATIVE PERFORMANCE EVALUATION
ADMINISTRATIVE PERFORMANCE EVALUATION Employee s Name: Position Title: Hire Date: Date Assigned to this Position: Rate Period: to Name of Evaluator: How Long Have you been the Supervisor: OUTSTANDING Contribution
CAMPUS ADVANTAGE INC. Job Description. JOB TITLE: Corporate Intern
CAMPUS ADVANTAGE INC. Job Description JOB TITLE: Corporate Intern Reports To: Director of Employee Engagement & Training Prepared by: ADP TotalSource January 30, 2016 SUMMARY This position is primarily
Central Kitchen Manager
Central Kitchen Manager Reports To: Director of Food Service Bargaining Unit: Food Service Managers Salary Schedule: Schedule A EEO Class: Level 9 FLSA Status: Hourly Revised Date: April 2011 POSITION
LSUHSC-SCHOOL OF MEDICINE PERFORMANCE PLANNING AND REVIEW FORM
LSUHSC-SCHOOL OF MEDICINE PERFORMANCE PLANNING AND REVIEW FORM Employee Name: Employee ID #: Job Title: Does this employee supervise others? Yes No Anniversary Date: _ Rating Period: _ to PERFORMANCE PLANNING
ORGANIZATIONAL ACCOUNTABILITIES. Sample Phrases for Appraiser Coach-ability Receptive to feedback Willingness to learn
PERFORMANCE APPRAISAL TOOLKIT FOR MANAGERS PERFORMANCE APPRAISAL DO S AND DON TS Do: Prepare in advance Be specific about reasons for ratings Consider your role in this Decide on specific steps to be taken
ADMINISTRATION PERFORMANCE RATING GUIDE
Analytical Skills: Uses a variety of techniques to analyze Proactive in gathering a large scope of data and identifying impact Identifies issues at the Division or University level with a Consistently
DIXIE STATE UNIVERSITY 2017 Staff Employee Annual Review
DIXIE STATE UNIVERSITY 2017 Staff Employee Annual Review Annual evaluation period is the calendar year (January December). Supervisors must evaluate all full-time staff employees who have been in their
Staff PERFORMANCE ASSESSMENT FORM
Staff PERFORMANCE ASSESSMENT FORM Employee Name Position Title Supervisor Evaluation Period The purpose of this annual assessment is to increase employee effectiveness and engagement throughout the University.
Staff PERFORMANCE ASSESSMENT FORM
Staff PERFORMANCE ASSESSMENT FORM Employee Name Position Title Supervisor Evaluation Period The purpose of this annual assessment is to increase employee effectiveness and engagement throughout the University.
Staff PERFORMANCE ASSESSMENT FORM
Staff PERFORMANCE ASSESSMENT FORM Employee Name Position Title Supervisor Evaluation Period The purpose of this annual assessment is to increase employee effectiveness and engagement throughout the University.
CAREER MANAGEMENT SYSTEM APPRAISAL GUIDE EFFECTIVE IMPLEMENTATION
2018-2019 CAREER MANAGEMENT SYSTEM APPRAISAL GUIDE 1 In 2016, Dallas Independent School District s Board of Trustees adopted new District goals that prioritize measurable improvement of student outcomes.
Staff PERFORMANCE ASSESSMENT FORM
Staff PERFORMANCE ASSESSMENT FORM Employee Name Position Title Supervisor Evaluation Period The purpose of this annual assessment is to increase employee effectiveness and engagement throughout the University.
STAFF PERFORMANCE RATING GUIDE
Job Knowledge: Demonstrates sufficient knowledge, competency, and understanding to perform all aspects of the job efficiently, effectively, and safely. Subject matter expert in all job facets. Has skills
University Human Resources Performance Development Toolkit October 2016
University Human Resources Performance Development Toolkit October 2016 What is Performance Development? Performance development is the process of planning for, discussing and evaluating employee performance.
Student Employee Performance Evaluation
Student Employee Performance Evaluation Student Name Student ID Number Supervisor s Name Department Student Job Title Date Supervisor s Guidelines for Completion The student employee should be offered
Student Employee Performance Evaluation
Student Employee Performance Evaluation Student Name Student ID Number Supervisor s Name Department Student Job Title Date Supervisor s Guidelines for Completion The student employee should be offered
Knowledge frequently exceeds what is required to perform well.
Job Knowledge: Demonstrates sufficient knowledge, competency, and understanding to perform all aspects of the job efficiently, effectively, and safely. Subject matter expert in all job facets. Has skills
ON-CAMPUS STUDENT EMPLOYMENT SUPERVISOR HANDBOOK A UTEP EDGE EXPERIENCE
ON-CAMPUS STUDENT EMPLOYMENT SUPERVISOR HANDBOOK A UTEP EDGE EXPERIENCE Congratulations! You are now a member of the UTEP Student Employment Team. In this role, you will be a leader on campus, working
CAREER PERFORMANCE EVALUATION - Supervisor. Type of Evaluation: Probationary* (6 month evaluation)
CAREER PERFORMANCE EVALUATION - Supervisor Read Getting The Most out of Performance Appraisals before beginning work on this form. Employee Full Name: Empl ID: Job Title: Department: Campus: Reviewing
Suggested Attributes to Determine Performance Evaluation Ratings
Below are attributes to consider when looking for behaviors that represent an overall rating and/or a rating for each core expectation category. What behaviors define what a 5, 4, 3, and 2 rating looks
WINTHROP UNIVERSITY EMPLOYEE PERFORMANCE MANAGEMENT SYSTEM POLICY AND PROCEDURE
WINTHROP UNIVERSITY EMPLOYEE PERFORMANCE MANAGEMENT SYSTEM POLICY AND PROCEDURE THIS DOCUMENT IS NOT A CONTRACT BETWEEN EMPLOYEES AND WINTHROP UNIVERSITY, EITHER EXPRESSED OR IMPLIED. THIS DOCUMENT DOES
UNIT 11 Performance Evaluation Graduate Assistants, Instructional Student Assistants, Teaching Associates
UNIT 11 Performance Evaluation Graduate Assistants, Instructional Student Assistants, Teaching Associates Employee s Name Evaluator s Name & Title Review Period Department Classification From: To: Section
Informal observations may occur anytime, formal observations will be scheduled in advance.
CLASSIFIED EMPLOYEE PERFORMANCE EVALUATION HANDBOOK ===================================================================== I II III IV V Evaluation Overview Definitions and Key Terms Responsibilities Performance
Continuous Improvement Manager Position Description
Job Title: Continuous Improvement Manager Department: Administration Reports To: President FLSA Status: Exempt Prepared By: Jenny Redes Prepared Date: May 29, 2009 Approved By: Sam Nicholas Approved Date:
Performance Skills Leader. Individual Feedback Report
Performance Skills Leader Individual Feedback Report Jon Sample Date Printed: /6/ Introduction REPORT OVERVIEW Recently, you completed the PS Leader assessment. You may recall that you were asked to provide
HUMAN RESOURCES - ADMINISTRATION PERFORMANCE RATING GUIDE
Analytical Skills: Uses a variety of techniques to analyze Recognizes typical as well as complex and unusual issues. Consistently demonstrates ability to gather information Does not look at all sides of
Managers and Supervisors Performance Appraisal
Employee Information Managers and Supervisors Performance Appraisal Employee Name: Job Title: Current Appt Date: Department: Supervisor Name: Employee ID: Employment Status: Original Hire Date: Division:
Washoe County School District. Professional Growth Systems WCSD. Education Support Personnel (ESP) Performance Standards
Washoe County School District WCSD Education Support Personnel (ESP) Performance Standards Professional Growth Systems STANDARD 1 Planning & Process Implementation 1a. Organization: The employee manages
UNIT 11 Performance Evaluation Graduate Assistants, Instructional Student Assistants, Teaching Associates
UNIT 11 Performance Evaluation Graduate Assistants, Instructional Student Assistants, Teaching Associates Employee s Name Evaluator s Name & Title Review Period Department Classification From: To: Section
Indicator Unsatisfactory Needs Improvement Effective Highly Effective
LEADERSHIP IN ASSIGNED AREA OF RESPONSIBILITY High Performing Leaders promote a positive work culture, demonstrate knowledge and apply best practices in assigned areas of responsibility, and inspire confidence,
Performance Planning and Development Annual Review Form
Use the tab key to move the cursor to gray areas and tables will automatically expand as information is entered. To access this form electronically, go to: http://www.hr.wayne.edu/appraisals/. Employee
BE RESPONSIVE. Meets Expectations (3) Acknowledges and addresses all forms of communication in a timely and considerate manner.
BE RESPONSIVE Fails to acknowledge and/or address all forms of communication in a timely and considerate manner. Acknowledges and addresses all forms of communication in a timely and considerate manner.
SYNFAST OIL CHANGE SERVICE CENTER MANAGEMENT PERFORMANCE REVIEW FORM
SYNFAST OIL CHANGE SERVICE CENTER MANAGEMENT PERFORMANCE REVIEW FORM SC MANAGERS AND ASSISTANT MANAGERS YEAR-END MID-YEAR Stretch 90 Day Name Supervisor Dept. # & Name SS# Hire Date Date PERFORMANCE STANDARDS
Attendance Attendance refers to the consistency that an employee shows in turning up for work and completing their normal work hours.
Position Title: Evaluation Period: Attendance Attendance refers to the consistency that an employee shows in turning up for work and completing their normal work hours. Employee regularly fails to meet
PERFORMANCE MANAGEMENT PROCESS. For Full-Time Faculty, Staff, and Administrators
PERFORMANCE MANAGEMENT PROCESS For Full-Time Faculty, Staff, and Administrators GOALS & GUIDING PRINCIPLES Philosophy and Purpose of Performance Management Goal of Performance Management at San Jacinto
Executive Self-Assessment HR-515
While considering Ratings definitions and referring to pages 6-9, place an X in the box best describing performance for the entire period being evaluated. substantial improvement necessary; may require
State Employees PERFORMANCE PLANNING AND REVIEW (PPR) Form INSTRUCTIONS SHEET
State Employees PERFORMANCE PLANNING AND REVIEW (PPR) Form INSTRUCTIONS SHEET These instructions are provided for use as a checklist by Rating Supervisors. This page can be separated from the rest of the
Dean/Associate Dean Evaluation Faculty Form Directions: Please click in the grey areas to type. Do not use your tab key.
Dean/Associate Dean Evaluation Faculty Form Directions: Please click in the grey areas to type. Do not use your tab key. Name of Division Dean: Division: Period Rated from: To: Name of Evaluator (optional):
STAFF PERFORMANCE EVALUATION. 02/28/2018 Type of Evaluation
STAFF PERFORMANCE EVALUATION Position 02/28/2018 Type of Evaluation End of 6 month provisional period RATING CRITERIA Please consider the employee's performance which is most often demonstrated and mark
Stephen F. Austin State University Nacogdoches, Texas. Performance Management Plan and Review
Stephen F. Austin State University Nacogdoches, Texas Performance Management Plan and Review Name: Review Period Page of From: To: Employee: Social Security Number: Job Title: Supervisor: Department: I.
CAREER PERFORMANCE EVALUATION - Employee. Type of Evaluation: Probationary* (6 month evaluation)
CAREER PERFORMANCE EVALUATION - Employee Read Getting The Most out of Performance Appraisals before beginning work on this form. Employee Full Name: Employee PID: Job Title: Department: Campus: Reviewing
INFORMATION CIRCULAR OPCW-S/IC/105 SUBJECT: GUIDE TO OPCW CORE VALUES AND COMPETENCIES
19 October 2011 INFORMATION CIRCULAR OPCW-S/IC/105 SUBJECT: GUIDE TO OPCW CORE VALUES AND COMPETENCIES This guide should be read in conjunction with the Administrative Directive on Performance Management
Employee Performance Evaluation HR-500
Performance Factors While referring to pages 5-7, place an X in the box best describing performance for the entire period being evaluated. If a Performance Factor does not apply to the position, rate it
The Path to Leadership for Aspiring Service Leaders Self- Assessment Questionnaire. HWDSB Aspiring Leaders Self-Assessment: September
The Path to Leadership for Aspiring Service Leaders Self- Assessment Questionnaire HWDSB Aspiring Leaders Self-Assessment: September 0 How to Use This Self-Assessment Thisself-assessment questionnaire
Core Competencies and Behavioral Indicators
COMMUNICATION Shares and receives information using clear oral, written and interpersonal communication skills.. Demonstrates effective written and oral communication skills.. Actively listens, provides
BC Assessment - Competencies
BC Assessment - Competencies This document provides a list and description of all of BC Assessment s core competencies, as well as the level of competency required for a given position, as defined in each
Oklahoma Cooperative Extension Service
Oklahoma Cooperative Extension Service Performance Appraisal County Extension Educator Guide Purpose Performance Appraisal is an integral part of Extension planning, teaching, supervision, and salary administration.
Employee Performance Review
Employee Performance Review Employee Name: Employee Job Title: Department: Location of Hire: Last Reviewed: Supervisor s Signature Printed Name in Position: Employee Signature Review Period: to Printed
Performance Review Form - Leaders (Review Year)
Performance Review Form - Leaders (Review Year) Employee Name: Date: Job Title: Job Code: Division/Department: Manager Name (Reports to): Review Type: Self- assessment Annual Interim / Off- cycle Probationary
Sample Performance Evaluation Forms Contributed by AIA Knowledge Resources Staff Revised June 2007
Best Practices page 1 of 12 Sample Performance Evaluation Forms Contributed by AIA Knowledge Resources Staff Revised June 2007 The AIA collects and disseminates Best Practices as a service to AIA members
CARF Job Description. Managing Director Marketing and Business Development / Business Development Chief Marketing Officer Exempt (I)
Job title: Business Unit / Department: Reports to: FLSA status: Managing Director Marketing and Business Development / Business Development Chief Marketing Officer Exempt (I) Position summary Plan and
Prepared for: Joe Sample 2/2/15
Leadership Potential Inventory Report Prepared for: Joe Sample 2/2/ Introduction Your Leadership Potential Inventory Report collects feedback about your behavior and performance from you and your supervisor.
11/11/ CUPA HR Eastern Region Conference 1. Shifting Performance Gears. Welcome and Agenda. Guiding Principles.
Welcome and Agenda Shifting Performance Gears Welcome Shifting Gears of Performance Reviews at Bates Guiding Principles Performance Development at Bates Q&A Shifting Gears First - Individual departments
STAFF ANNUAL PERFORMANCE EVALUATION
STAFF ANNUAL PERFORMANCE EVALUATION Employee Name: Position Title: Department: Supervisor: Performance Year: Manager: Performance Competencies JOB COMPETENCY Supervisor Instructions: Please rate the employee
DNA 25. Dina Sample. Talent. ABC Corp NEW 25. Copyright Target Training International, Ltd.
DNA 25 Talent ABC Corp 12-23-2015 NEW 25 Introduction Your success in any job depends on the value of your contribution to the organization. Managers, mentors and professional coaches can encourage, advise
East Tennessee State University Office of Human Resources Performance Evaluation Guidelines
East Tennessee State University as an institution is fully in accord with the belief that educational and employment opportunities should be available to all eligible persons without regard to age, sex,
Performance Management and Evaluation for Administrators and Technical Professionals
Performance Management and Evaluation for Administrators and Technical Professionals Employee Name Department Banner S#: Employee Job Title Evaluation Period From: To: Supervisor Name/S# Reason for Evaluation
HarbisonWalker International. Core Competencies
HarbisonWalker International Core Competencies HWI Core Competency Model 1 TABLE OF CONTENTS Core Competencies Accountability/Drive 3 Innovation 4 Collaboration 5 Customer Focus 6 Adapting to Change 7
COMPETENCY FRAMEWORK
COMPETENCY FRAMEWORK Version Produced by Date 1.0 Claire Salter 15.02.2016 MESSAGE FROM THE BOARD The key to success within any organisation is how we recruit, retain and develop our staff. How each individual
White Earth Tribal Council Annual Performance Appraisal
White Earth Tribal Council Annual Performance Appraisal Employee Name: Employee Number: Division: Job Title: Department: Reports to: Title: Performance Rating Scale Exceeds Expectation: This employee's
Town of Sunapee Supervisory Performance Evaluation. Employee Last First Middle. Probationary progress Conclusion of probation
Town of Sunapee Supervisory Performance Evaluation Date of Evaluation Evaluation Period: From to Employee Department Last First Middle Job Title Anniversary (hire) date Date of appt. to current position
Annual Performance Review
Annual Performance Review Name: Length of Time in Position: Review Period ( From/To): Title: Length of Time with JCU: Supervisor/Mgr: The purpose of this annual performance review is to engage in open,
University of California, Los Angeles Employee Performance Evaluation Form
University of California, Los Angeles Employee Performance Evaluation Form Employee Name: Job Title: Reviewing Supervisor: Period Supervised by Performance Reviewer: Employee ID Number: Department: Review
Competency Model & Performance Behaviors
Model & Background Information The Multnomah County Model is a customized tool developed through the crossdepartmental, collaborative work of employees, HR Managers, and Directors. This model will anchor
University Human Resources Performance Development Toolkit for Staff March 2018
University Human Resources Performance Development Toolkit for Staff March 2018 What is Performance Development? Performance development is the name generally given to the process a manager undertakes
Develop and support our staff to enhance productivity: Leadership can be demonstrated at any level. Value: Competency: Fundamental Competencies
2 Develop and support our staff to enhance productivity: Our success depends on our greatest asset, our staff, and ensuring they work in a nurturing and productive environment where they can acquire and
FY18 INTERIM PERFORMANCE FEEDBACK FORM FOR ADMINISTRATIVE STAFF (Grades 25-34) DISCUSSION AND REVIEW. Employee: Job Title:
FY18 INTERIM PERFORMANCE FEEDBACK FORM FOR ADMINISTRATIVE STAFF (Grades 25-34) DISCUSSION AND REVIEW Employee: Job Title: Department: Reviewer/Supervisor: Performance Feedback Period: July 2017 June 2018
JOB DESCRIPTION Branch Operations Supervisor September 2017
JOB TITLE: DEPARTMENT: Operations REPORTS TO: Manager of Member Experience FLSA STATUS: Non-exempt SALARY GRADE: 9 SUMMARY: The is responsible for managing the day-to-day operations of the assigned branch
Southern California Public Power Authority Position Description
Southern California Public Power Authority Position Description Job Title: Effective Date: June, 2016 JOB SUMMARY: The sets the professional tone for the entire enterprise. This position must consistently
Southern University System Annual Employee Evaluation Form for Executive Level Staff/Directors/Department Heads
Southern University System Annual Employee Evaluation Form for Executive Level Staff/Directors/Department Heads Employee Name: Title: Department: Period of Evaluation: I. INSTRUCTIONS TO EVALUATOR Supervisors
PERFORMANCE MANAGEMENT SYSTEM (PMS)
GENERAL INSTRUCTIONS: Please read the instructions carefully before proceeding with your evaluation. For further clarifications, kindly get in touch with Human Resource Management Services (HRMS) personnel.
A Guide to Competencies and Behavior Based Interviewing
A Guide to Competencies and Behavior Based Interviewing 9.14.2015 HR Toolkit http://www.unitedwayofcolliercounty.org/maphr 2015 Competence is the ability of an individual to do a job properly. Job competencies
UNAIDS SECRETARIAT COMPETENCY FRAMEWORK
UNAIDS SECRETARIAT COMPETENCY FRAMEWORK UNAIDS / JC1808E (English original, October 2010) Joint United Nations Programme on HIV/AIDS (UNAIDS) 2010. All rights reserved The designations employed and the
Page 1 of 20 Regents of the University of California Office of the General Counsel 2017/2018 Performance Appraisal Counsel Job Family Name: Job Title: Hire Date: Name: Division: Department: Last Review
Educational Support Personnel Evaluation Handbook
1060 Harrison Road Colorado Springs, CO 80905-3543 Educational Support Personnel Evaluation Handbook July 1, 2014 1 TABLE OF CONTENTS INTRODUCTION 3 Purposes 3 District Mission 3 District Goals 3 EDUCATIONAL
2016 Course Catalog. Evolve e-learning Solutions (866) Authorized Reseller
2016 Course Catalog Evolve e-learning Solutions (866) 571-4859 Authorized Reseller Welcome! Welcome to the. With over 350 bite sized, chunked learning courses, Vado provides any organization or learner
EXAMINATION. Multiple-Choice Directions: Read each question carefully, and choose the best answer from the four choices.
FEMA/USFA/NFA-LS III-EX July 2010 Name: Date: EXAMINATION Multiple-Choice Directions: Read each question carefully, and choose the best answer from the four choices. 1. The four basic leadership styles
COURSE CATALOG. vadoinc.net
COURSE CATALOG 2018 vadoinc.net Welcome Welcome to the Vado 2018 Course Catalog. Vado provides any organization or learner numerous opportunities to build the skills needed to lead and manage others, as
Manager, Supervisor & CEMA Skill Set Model County of Santa Clara
Leads Innovation Leadership Styles Manages Change Models Integrity, Trust & Transparency Strategic Thinking and Planning Manager, Supervisor & CEMA Skill Set Model County of Santa Clara Conflict Management
Reports to: Board of Directors of the Macatawa Area Express Transportation Authority
Posting Date: June 11, 2018 Posting End Date: June 22, 2018 Position Title: Executive Director Reports to: Board of Directors of the Macatawa Area Express Transportation Authority Background Information
Employee Probationary Performance Review
Employee Probationary Performance Review Department: Supervisor: Period of Evaluation From: To: Part I Instructions The Employee Probationary Performance Review is designed for the employee to rate the
PERFORMANCE APPRAISAL AND DEVELOPMENT PLAN
2 PERFORMANCE APPRAISAL AND DEVELOPMENT PLAN Employee's Name: Position Title: Supervisor: Position Title: Appraisal Period: July 1, (through) June 30, The purpose of the Performance Appraisal and development