Performance Review Form

Transcription

1 Employee: Job Title: Kristian Towles First Name Project Engineer Last Name ID Management Responsibilities: Yes Department: Design & Construction Org. ID Number: Reviewer: Alicia Crowell First Name Last Name ID Tulane believes that individual performance is a composite of the employee s demonstration of results, values and growth from January to December. Employee Results Rating 4 Tulane Values Rating 3.83 Managerial Values Rating 3.83 Growth rating 4 Manager's Overall Comments Manager's Signature acrowell Date 7/5/ :11:48 PM 1

2 Employee's Overall Comments I think this was a very generous review. Thank you. I know I have a lot of room for growth: Asserting myself has been a challenge. I has gotten easier and I have embraced the mentality that "I am Tulane, I am the Owner, I am the Customer, you work for me" However, I need to increase my knowledge of the contracts with the architect and with the contractor. By doing this I can be more sure of myself when directing either of those parties because I will know exactly their responsibilities in specific circumstances. I can make decisions quicker as well. I think I often don't ask enough of the architect or contractor because of my uncertainty in certain situations. The more I know the contracts, specification and the fine print the more assertive I can be. I do really think this job has a huge customer service aspect to it. I am a steward of the University. When I was with FS I prided myself on being helpful and people knowing they could come to me for a variety of reasons. I liked being needed. I have had occasions where that has slowed me down here in PD&C. I need to learn to balance that with assertion, especially with difficult people from the University. There's a balance but I have not achieved that quite yet. I am learning with each positive and negative experience. The financial aspect of this job I take very seriously. And I'm very cautious about monies spent out of my budgets. I do struggle w/ actually making time to put in the documentation in CM that is required. I am working on my time management skills to make CM and my documentation in it more of a daily thing. Just basic time management is always a struggle for me so I'm always looking for ways to improve and trying new techniques. Sometimes there are so many phone calls and s coming at the same time those techniques go right out the window and there is nothing to do but roll with it. I do try to prioritize my workload at my desk and my time in the field. I have tremendously enjoyed this past year (March 15th is one year) I do enjoy the field a lot. Everyday I learn something new out there. And I learn something new everyday in the office. My coworkers from PD&C as well as other departments are a constant source of knowledge. The job is very challenging. Even after a catastrophic day, I don't hate coming back the next day to try again to do better. I can't say the same when I was in Facilities. I was never challenged there. And the climate was much different. As far as managerial aspects, I hope to be a good role model for the university, for the department and for my coordinator. I am concerned that you (Alicia) think I need too much guidance or ask too many questions. As time goes on and I do grow my knowledge and get more experience that will become less and less. I hope you will continue to be patient with me. I think the next year will be a year to solidify a lot of growth. Employee's Signature ktowles Date 7/5/ :11:48 PM 2

3 EMPLOYEE RESULTS Key Responsibilities/Goals: The manager will identify up to five key responsibilities/goals. Key responsibilities/goals should be selected from the job description at the beginning of the performance period. At the end of the performance period, the manager should describe the results achieved in each of the key areas of responsibility/goals. Comments: At the end of the performance period, the manager should independently describe any special circumstances impacting the results, and provide an overall rating for employee results using the scale at the bottom of page 3. Key Responsibilitiy/Goal: Project Management: A.)As directed, serve as the liaison person between the university and architects/contractors for new construction, mitigation and capital renewal projects. B.) Provide consulting services to University departments regarding construction procedures, standards and/or code requirements. C.) Confer with the University Architect, as required, on matters of space allocation, design continuity and resource programming. D.)Confer with facility users on proposed construction and renovations to define needs, design requirements and resource requirements. Results: Kristian is a very well balanced project manager. She maintains a solid understanding of construction practices, standards and code requirements; along with her strong background in architecture. She is well versed in both phases of project management. She has proven to effectively communicate with end users on their proposed construction and is rising to the challenge of the Mussafer Hall project. This is a very challenging project and the logistics are proving to be more complicated than originally thought. The project is just beginning but I feel as if Kristian will rise to the occasion. Key Responsibilitiy/Goal: Project Management: E.) Assist in the review of construction documents prepared by outside firms for construction on the campus. F.) Develop necessary documentation and budget data to allow the entity having financial authority to make an informed decision on the implementation of a project. G.) Supervise preparation of the necessary contract documents for a project. H.) Insure contractor compliance with construction documents. I.) Coordinate construction activities with affected university activities. J.) Communicate with Project Owners regarding work progress. Results: Kristian has a good understanding of the construction drawing package, as well as the CPRs and their cost implications as they relate to the bottom line. This Mussafer Hall project requires a high degree of coordination between the many university stakeholders involved. Coordinating with Facilities Services is proving to be the biggest challenge on this particular project due to their ever changing organizational structure. Kristian is successfully altering her processes to accommodate theirs. Key Responsibilitiy/Goal: Project Documentation and Accounting: A.)Maintain the necessary project files to fully document the work performed. B.)Maintain the necessary project budget files to monitor compliance with budgetary requirements. Results: Kristian is learning to maintain all project and budget documentation which is utilized by Construction staff as well as other TU departments. She is having to be very careful controlling internal and external entities to manage the project dollars. Managing project dollars does not seem to have been a focus of FS, which is where she was previously; but she is stepping up and working with our budget folks to ensure all budget information is tracked an accurate. 3

4 Key Responsibilitiy/Goal: Customer Service/Liaison: A.) Coordinate and attend project meetings as a representative of the University. B.) Coordinate with other university departments to provide project support as required. C.) Establish required oral and written communication channels to keep university departments impacted by the Project informed of the current status. Results: Kristian is required to coordinated with many university departments and does a great job balancing the needs of each of those groups within the project parameters. Key Responsibilitiy/Goal: Customer Service/Liaison: D.) Respond quickly and expediently to all client and contractor requirements E.) Communicate with customers and contractors in a manner that is professional and courteous. F.) Resolve problems and complaints quickly and appropriately. Results: As issues have arisen Kristian is always accessible and is quick to come up with a solution to meet everyone's needs. She is very active on the job site and is well informed about the job progress. Rating Scale 1 - results for the past 12 months were below expectations for the job. 2 - results for the past 12 months partially met the expectations for the job. 3 - results for the past 12 months fully met expectations for the job. 4 - results for the past 12 months exceeded expectations for the job. 5 - results for the past 12 months were outstanding for the job. Results Rating 4 This rating is based on the employee s overall performance with respect to each of their responsibilities/goals, taking into account the relative importance of each of them. 4

5 Tulane University Values Please evaluate each employee on each of s core Values, identified as being essential to achieving our mission. 1. CUSTOMER FOCUS: The degree to which the employee is accessible to his/her internal/external customers and takes responsibility for meeting their needs. 1. Responds to customer needs when he/she has time and usually on his/her own terms. May complain about customers and exhibits little respect for or understanding of the needs and demands facing the customer. 2. Usually gets back to customers in a timely manner. Is often available to handle customer issues, but avoids difficult situations. 3. Serves as a reliable resource to the customer. Takes personal accountability for meeting customer needs. 4. Consistently adds a level of service value that exceeds customer expectations. Makes him/herself available to discuss issues and answer questions when needed. 5. Recognized as a "go to" person in the department. Anticipates customer issues and questions and proactively contacts customers. Takes full responsibility for addressing and resolving customer issues and follows through to ensure complete customer satisfaction. 2. INITIATIVE: The degree to which the employee begins work promptly on assignments and demonstrates self-determination and self-direction. 1. Does not begin work promptly or perform it thoroughly. Resists or ignores guidance. 2. After up-front explanation of work and expectations, requires repetitive guidance with routine work. 3. Needs minimal direction or encouragement to complete tasks in area of responsibility. 4. Properly begins work without direction. Often seeks out new projects or assignments. Carries on well with projects. Is able to effectively prioritize. 5. A self-starter. Resourceful in any situation. Great follow-through. Consistently seeks opportunities to improve the quality of results. Selected Rating 3.5 5

6 3. INTEGRITY & TRUST: The degree to which the employee can be relied upon to do the right thing. 1. Seen as just out for him/herself. Has trouble keeping confidence and often talks out of school. Ethics and/or judgment may be called into question. 2. Generally trustworthy. Occasionally makes decisions that can be rationalized, but would not be generally viewed as the most ethical course of action. 3. Is seen as a trustworthy individual who maintains confidentiality. Doesn't misrepresent him/herself for personal gain. Consistently acts in a manner reflective of Tulane's superior values and principles. Accepts personal responsibility for actions. 4. Balances the needs of others with his/her needs. Actions support his/her words. Protects the interests of people who aren't present. Can be trusted to present difficult issues in a helpful and constructive manner. 5. Puts others ahead of him/herself. Demonstrates a commitment to do the right thing, even when there may appear to be unfavorable personal consequences. Is a role model for honesty and fairness. 4. POSITIVE INFLUENCE: The degree to which the employee brings commitment and positive energy to the workplace. 1. Appears detached, impatient or openly uninterested. Wastes time and resources pursuing non-essential ends. Consistently promotes his/her negative views of the work environment. 2. Engages periodically. Often appears not to listen or seems preoccupied with something else. Tends to focus on the negative elements in the workplace. 3. A positive force. Engages effectively with colleagues and effectively addresses situations in a consistently upbeat manner. 4. Consistently shows positive energy. 5. An ever-present force of positive energy. Lifts the spirits and energy level of those with whom they come in contact. Maintains team's dedication and focus on results with the goal of over-delivering on a consistent basis. 5. QUALITY & ACHIEVEMENT ORIENTATION: The degree to which the employee has concern for producing work that is accurate and free from error, in order to accomplish a standard of excellence. 1. Produces work with an unacceptable level of errors. May recognize waste or inefficiencies but does not report it, communicate it or recommend improvements. 2. May strive to meet goals set by management, yet work is not consistently organized or free from errors. 3. Makes few errors and learns from mistakes. Suggests changes in own work methods to improve performance and results. Considers the best interests of the University when making decisions or taking action. 4. Work is well done and errors are very rare. Makes decisions, sets priorities or chooses goals based on explicit consideration of cost and benefits to be gained. Reviews past efforts to improve future operational outcomes. 5. Work is reliably precise, accurate, timely and thorough the first time. The quality of work is always among the best. Work output may provide a standard against which others are measured. Selected Rating 3.5 6

7 6. TEAMWORK & COOPERATION: The degree to which the employee works cooperatively with others, is a part of a team, and works together, as opposed to working separately or competitively. 1. Tends to disregard or undermine teamwork. Does not become involved in cooperative efforts or volunteer assistance to others. Does not communicate well with co-workers or supervisors. 2. Reluctantly contributes or gets involved in cooperative efforts. Slow to respond to others' requests for help or support. 3. Contributes to an atmosphere of team spirit. Volunteers to help others or contribute to organization initiatives. Actions foster a feeling of joint effort among staff members. 4. Creates a feeling of belonging in the team. Provides mentoring to others. Can be counted on to contribute to organization initiatives, frequently assuming leadership roles. 5. Is motivated to assist/work with others and actively seeks out their input. Outstanding acceptance by others as a mentor and member of the team. Makes significant, ongoing contributions to organization initiatives. Builds effective networks/ alliances inside/outside the department or University, which benefit the University community. 7

8 MANAGERIAL VALUES The following competencies (M1, M2, M3) should only be applied to staff employees who supervise others. These competencies will be rated only by those individuals' managers. M1. EMPOWERMENT: The degree to which the manager empowers others by sharing responsibility so that others have a deeper sense of commitment and ownership, are creative and innovative, take sound risks and are willing to be held accountable. 1. Speaks about other employees in negative terms. Does not have confidence in employees' judgment and ability to contribute more. Does not show respect for employees' intelligence and individuality. 2. Delegates only routine tasks to employees. Demonstrates minimal confidence in employees' ability to accomplish higher level tasks at acceptable performance levels. 3. Demonstrates confidence in employees by recognizing and acknowledging that they have the skills and abilities necessary to achieve challenging goals and by providing them with some increased responsibility/opportunity. 4. Encourages employees and makes them feel important to the University. Respects and appreciates others' views, recommendations or actions. Frequently provides employees with formal opportunities to contribute more. 5. After subordinates' competence is proven, delegates assignments to be completed with minimal oversight that allows for the opportunity to make and learn from mistakes. Continuously looking for opportunities to advance the skills or contribution of employees. M2. PERFORMANCE EXCELLENCE: The degree to which the manager focuses on improving performance, including thinking strategically about the priorities, risks, benefits, long-term implications, market possibilities, and strategic strengths and realities of a not-for-profit organization that is also a business. 1. Follows and defends current work processes and practices and discourages efforts to improve them. Resistant to change. 2. May identify problems with the current processes without giving thoughts to solutions. Makes occasional improvement suggestions, but without analysis or investigation. 3. Actively supports continuous improvement of work processes. Engages and supports others in improving results. Openly shares information and resources. Sets and works toward challenging goals to improve performance. 4. Creates a learning environment leading to more efficient and effective work processes. Seeks out constructive feedback and is driven to improve in ways to better serve the internal/external customer. Helps position the organization to take advantage of strategic opportunities. 5. Continuously seeks feedback to understand strengths, weaknesses and the path to improvement. Makes decisions and takes action based on strategic thinking about business needs and potential longer-term implications. Takes into account the strengths and limits of the organization, and likely costs/benefits in setting priorities. Consistently facilitates knowledge transfer in order to share best practices. Selected Rating 3.5 8

9 M3. PERFORMANCE MANAGEMENT: The degree to which the manager fosters the long-term learning or development of others with an appropriate level of needs analysis and other thought or effort. 1. Inattentive to the growth and development of subordinates. Has "sink or swim" philosophy. Performance evaluations are poorly documented. May see the success of subordinates as a personal threat. 2. Performance documentation is lacking substance. Is unaware of each employee's career goals. Coaches for the short term. Provides some guidance on how to do the work of the current job more effectively. 3. Provides timely feedback that is specific, actionable, and developmentally helpful with a positive tone. Makes performance management a priority. Performance evaluations are thoughtful and thoroughly documented. Offers appropriate levels of praise and recognition. Holds development discussions at least twice a year. 4. Invests significant time and energy in the direction and development of subordinates. Encourages employees to accept developmental moves and supports those who need help and further development. Coaches employees on performance improvement throughout the entire year. 5. Provides long-term mentoring, engaging others' aspirations, while addressing the organization's future needs. Provides developmental experiences with guidance. Performance management is a top priority and performance, growth and succession plans are very well documented. 9

10 EMPLOYEE GROWTH Growth in Skills/Knowledge: List all skills and knowledge that the employee has acquired over the past 12 months, that will enable him/her to contribute more to Tulane University. Growth in Contribution: Describe any activities or responsibilities that the employee is now required to perform, that he/she was not required to perform 12 months ago. This change should also be documented in the employee s job description. Growth Rating: Assign an overall growth rating that heavily weighs the individual s growth in responsibility, but also considers the growth in skills/knowledge. Growth in Skills/Knowledge Kristian took the Tulane University LEED Green Associate Training class and is developing her knowledge base of green building systems and practices. Growth in Contribution Kristian has been learning the different software systems we use to manage projects. She had no prior university experience tracking project financials. She has been successfully learning both our processes and procedures, as well as, the software systems. Rating Scale 1 - results for the past 12 months were below expectations for the job. 2 - results for the past 12 months partially met the expectations for the job. 3 - results for the past 12 months fully met expectations for the job. 4 - results for the past 12 months exceeded expectations for the job. 5 - results for the past 12 months were outstanding for the job. Overall Growth Rating 4 An overall rating of the growth of the employee, taking into account the relative importance of each area reviewed. 10