Supervisor Review Date Review Period
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1 CORNELL UNIVERSITY STAFF PERFORMANCE DIALOGUE FORM STANDARD FORMAT Name Position/Title Supervisor Review Date Review Period Department College/Unit PERFORMANCE LEVELS Instructions: Select from the following performance levels to describe the staff member s overall performance during the review period. Provide explanation and/or specific examples to support the level selected. Consistently /Standards Works consistently at a superior level in most aspects of position; consistently exceeds goals and expectations. Makes an exceptional or unique contribution to the unit/department. Frequently Exceeds /Standards Performs beyond expectations in a majority of position duties and responsibilities. Consistently meets and, at times, exceeds position expectations making a significant contribution to the overall achievement of unit/department goals. Fully Achieves /Standards Fulfills position requirements, consistently meeting established goals and expectations. Performance makes the expected contributions to unit goals. Needs Improvement Fails to meet one or more of the significant position requirements. Requires improvements in areas noted. (Performance improvement plan must be developed and monitored.) Fails to Achieve /Standards Does not fulfill position requirements. (Performance improvement plan must be developed and monitored, or termination must be initiated.)
2 SECTION I: ACHIEVEMENT OF GOALS/POSITION RESPONSIBILITIES (for current review period) Instructions: List below, in order of importance, 3 to 5 goals or key job responsibilities that were established for this review period. These items may include new performance goals, special projects, job/career development activities, or maintenance of regular duties. Consider to what extent results were achieved and what factors contributed to their success or not meeting their goals and responsibilities, and how might they overcome them. Below, select the performance level that best describes the staff member s achievement of these goals throughout the review period. (Additional sheets may be used if necessary.) Goals/Responsibilities Results Achieved Contributing Factors PERFORMANCE LEVEL: Section I Achievement of Goals: Consistently Frequently Fully Achieves Needs Improvement Fails to Achieve (*See Performance Improvement Plan Form) Comments: 2
3 SECTION II: SKILLS FOR SUCCESS APPRAISAL AND DEVELOPMENT The following key skills are essential for all staff in achieving success in their positions. Depending upon position requirements, other job-specific skills may be required of a staff member. The extent to which the staff member demonstrates these skills or needs to strengthen them should be reviewed as part of the performance dialogue, staff development, and/or performance improvement discussions. Instructions: Select and comment on the performance level demonstrated by the staff member during the review period for the following skill areas: (Additional sheets may be used if necessary.) SKILLS FOR SUCCESS Consistently surpasses Frequently Exceeds Job Knowledge: Demonstrates the knowledge and COMMENTS: skills required to perform the job, including administrative policies and procedures, technical and/or specialized knowledge/expertise and managerial/supervisory skills. Understands position goals, responsibilities, and expectations. Is current on professional/technical developments related to position Inclusiveness: Shows respect for differences in COMMENTS: backgrounds, lifestyles, viewpoints, and needs, with regard to ethnicity, gender, creed, and sexual orientation Promotes cooperation and a welcoming environment for all Works to understand the perspectives brought by all individuals Pursues knowledge of diversity and inclusiveness Adaptability: Is flexible, open and receptive to new COMMENTS: ideas and approaches Adapts to changing priorities, situations and demands Handles multiple tasks and priorities Modifies one's preferred way of doing things Self Development: Enhances personal knowledge, skills, COMMENTS: and abilities Anticipates and adapts to technological advances as needed Seeks opportunities for continuous learning Seeks and acts upon performance feedback Fully Achieves Needs Improvement Fails to Achieve PLANNED SKILL DEVELOPMENT 3
4 Consistently surpasses Frequently Exceeds SKILLS FOR SUCCESS Communication: Demonstrates the ability to express COMMENTS: thoughts clearly, both orally and in writing Demonstrates effective listening skills Shares knowledge and information Asks questions and offers input for positive results Teamwork: Builds working relationships to solve COMMENTS: problems and achieve common goals Demonstrates sensitivity to the needs of others Offers assistance, support, and feedback to others Works effectively and cooperatively with others Service-Minded: Is approachable/accessible to others COMMENTS: Reaches out to be helpful in a timely and responsive manner Strives to satisfy one s external and/or internal customers Is diplomatic, courteous, and welcoming Stewardship: Demonstrates accountability in all COMMENTS: work responsibilities Exercises sound and ethical judgment when acting on behalf of the university Exercises appropriate confidentiality in all aspects of work Shows commitment to work and to consequences of own actions Motivation: Shows initiative, anticipates needs COMMENTS: and takes actions Demonstrates innovation, creativity and informed risk-taking Engages in problem-solving; suggests ways to improve performance and be more efficient Strives to achieve individual, unit, and university goals Additional Performance factors specific to position (Optional) COMMENTS: Fully Achieves Needs Improvement Fails to Achieve PLANNED SKILL DEVELOPMENT 4
5 PERFORMANCE LEVEL: Section II Skills for Success: Consistently Frequently Fully Achieves Needs Improvement Fails to Achieve COMMENTS: SECTION III: OVERALL PERFORMANCE EVALUATION Instructions: Consider the overall performance levels from Section I and Section II. Select a level to describe the staff member s overall performance throughout the entire performance period: OVERALL PERFORMANCE LEVEL: Consistently Frequently Fully Achieves Needs Improvement Fails to Achieve (*See Performance Improvement Plan Form) COMMENTS: 5
6 SECTION IV: GOALS AND PROFESSIONAL DEVELOPMENT PLANS (For upcoming review period) Instructions: List 3 to 5 performance goals or key job responsibilities for the upcoming performance period. These goals may be related to new responsibilities/projects, improvement of ongoing responsibilities, and professional development. Note staff member s activities and projected completion dates. Goals/Responsibilities Staff Action Plans Projected Date SECTION V: STAFF MEMBER S COMMENTS (Additional sheets may be used if necessary.) 6
7 SECTION VI: SIGNATURES I have provided the staff member with a current position description and have discussed this document with him/her. Immediate Supervisor: Date: Next Level Supervisor: Date: I have reviewed this document with my supervisor. My signature indicates that I have completed these discussions, but does not necessarily imply my agreement: any areas of disagreement are noted in my comments above (or in the attached document). I understand that I am entitled to receive a copy of this form and attachments, bearing all required signatures. Staff Member: Date: Questions and comments regarding Cornell University s performance dialogue process may be addressed to Organizational Development Services, 20 Thornwood Drive, Cornell University. Used by permission from the Office of Human Resources, Cornell University,
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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
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