Performance Management Toolkit i 2/04
PERFORMANCE MANAGEMENT TOOLKIT
Table Of Contents
1. Overview Red Introduction–Purpose, Importance, & Value...................................................................................................1 Objectives of the Performance Management Process......................................................................................2 A Shared Responsibility–Roles of Supervisor & Employee ...........................................................................3 Performance Management Cycle.....................................................................................................................4 Steps & Responsibilities in Performance Management Process......................................................................5 2. Links to Mission & Next Steps Orange Flow: Mission to Individual Objectives ..........................................................................................................7 SMC's Mission .............................................................................................................................................7-a Our Three Traditions ................................................................................................................................... 7-b Twelve Virtues .............................................................................................................................................7-c Next Steps ................................................................................................................................................... 7-d 3. Coaching & Communication Gold Coaching..........................................................................................................................................................9 Communication Overview.............................................................................................................................10 Giving & Receiving Feedback ......................................................................................................................11
What is Performance Feedback ..............................................................................................................11 Three Components of Feedback.............................................................................................................11 Asking for Feedback ..............................................................................................................................12 Giving Feedback ....................................................................................................................................12
Guidelines for Giving Constructive Feedback ................................................................................12 DESC Script ....................................................................................................................................13 “I” Statements .................................................................................................................................14 Tips on Giving Feedback ................................................................................................................15 What Affects How We Give and Hear Feedback............................................................................15
Receiving Feedback ...............................................................................................................................15 Listening........................................................................................................................................................16
Overview ................................................................................................................................................16 Listening Skills.......................................................................................................................................16 Active Listening .....................................................................................................................................16
Model ..............................................................................................................................................16 Key Points .......................................................................................................................................17
Listening Techniques .............................................................................................................................17 Creating a Comfortable Environment for Coaching, Feedback & Reviews..................................................18 4. Sample Forms & Instructions Yellow Instructions for Performance Reviews........................................................................................................22-a
Performance Review for Supervisors ..................................................................................................24-a Performance Review for Staff (Non-Supervisory) ..............................................................................26-a
Instructions for Progress Reviews ..............................................................................................................28-a Progress Review for Supervisors.........................................................................................................30-a Progress Review for Staff (Non-Supervisory).....................................................................................32-a
Performance Management Toolkit ii 5/05
Table of Contents (cont'd)
5. Performance Planning Dark Green Overview and Steps.......................................................................................................................................33 Four Key Job Dimensions .............................................................................................................................33 Orienting A New Employee ..........................................................................................................................34 Writing S.M.A.R.T. Objectives....................................................................................................................34
Definition of Terms................................................................................................................................34 S.M.A.R.T. Objectives and Standards...................................................................................................34 Sample Objectives on Performance Review Form.................................................................................36 Questions to Use for Developing Objectives .........................................................................................36 Showing Importance of Objectives ........................................................................................................37 Performance Objectives Planning Worksheet ........................................................................................37
Performance Competencies ...........................................................................................................................38 Overview ................................................................................................................................................38 General Competencies............................................................................................................................39 Supervisory & Management Competencies ...........................................................................................40
6. Progress Review Light Green Overview .......................................................................................................................................................41 Key Steps.......................................................................................................................................................41 Sample Progress Review ...............................................................................................................................42 7. Performance Review Dark Blue Overview .......................................................................................................................................................43 Key Steps.......................................................................................................................................................43 Preparation for Review .................................................................................................................................43 What the Supervisor Does......................................................................................................................43 Supervisor Checklist ..............................................................................................................................44
What the Employee Does .......................................................................................................................45 Employee Checklist................................................................................................................................45 Some Sources of Feedback.....................................................................................................................46
Some Questions to Ask When Seeking Feedback..................................................................................46 Conducting & Completing the Review..........................................................................................................47 Explanation of Performance Ratings .............................................................................................................47
Overview ................................................................................................................................................47 Definitions..............................................................................................................................................48 Behaviors at Each Rating Level – Examples for General Competencies ............................................50-a Behaviors at Each Rating Level – Examples for Supervisory & Management Competencies............52-a
Example of Completed Performance Review for Supervisor.....................................................................54-a Example of Completed Performance Review for Staff (Non-Supervisory) ...............................................56-a Accomplishments ..........................................................................................................................................57
Writing Accomplishment Statements.....................................................................................................57 Employee Accomplishment Worksheet .................................................................................................58
Performance Management Toolkit iii 2/04
Table of Contents (cont'd)
8. Recognizing Employees Light Blue Overview .......................................................................................................................................................59 Examples and Possibilities for Recognizing & Rewarding Employees ........................................................60 9. Development & Improvement Plans Purple Development Plan .........................................................................................................................................61
Overview ................................................................................................................................................61 Blank Development Plan.....................................................................................................................61-a Sample Development Plan ................................................................................................................. 61-b
Plan for Improvement....................................................................................................................................62 Overview ................................................................................................................................................62 Blank Plan for Improvement ...............................................................................................................62-a Sample Plan for Improvement............................................................................................................ 62-b
10. Appendix Gray Definition of Terms .......................................................................................................................................63 Checklist for Orienting New Employees.......................................................................................................65 References & Resources/Bibliography..........................................................................................................66 Endnotes ........................................................................................................................................................67
Performance Management Manual
Performance Management Toolkit 5/05 1
1. Overview INTRODUCTION—Purpose, Importance, and Value What is Performance Management? Performance Management refers to a process of planning, coaching, review, feedback, and evaluation. It enables managers and employees to work together to discuss and understand performance expectations, monitor performance, offer feedback, review actual performance, and provide or receive coaching and training for ongoing development. It depends on manager-employee participation and cooperation. The College’s Performance Management process for staff employees is designed to:
• provide meaningful feedback and support for employees, • link to department goals and College’s mission and goals, and • support the College’s Next Steps.
The process promotes a shared responsibility between supervisors/managers and employees for performance planning and assessment, ongoing two-way communication throughout the year, and opportunities for professional development and continuous learning. What is the Performance Management Toolkit? The purpose of the Toolkit is to help you understand, and be successful in carrying out the new Performance Management process. It explains the College’s Performance Management process and its key steps, components, competencies and objectives. It also provides examples of the forms and of some objectives and comments. In addition, the Toolkit provides suggestions and approaches for coaching, giving and receiving feedback, listening, writing objectives, and providing recognition. The Appendix includes definitions and resources.
At-Will Policy: Nothing in this Performance Management process changes the College’s existing at-will policy, which provides that the College can terminate, with or without notice, an employee’s employment at any time for any lawful reason, with or without cause. Similarly, nothing in this performance management process should be construed or is intended as a promise that the College will or must engage in the corrective steps described below in every situation. Such steps (e.g., Plan for Improvement), when implemented, are at the discretion of the individual supervisor, in consultation with Human Resources, and depend on the circumstances presented in a given performance situation.
Performance Management Manual
2 2/04 Performance Management Toolkit
OBJECTIVES of the PERFORMANCE MANAGEMENT PROCESS
• Promote two-way communication, mutual goal-setting and feedback, and capability of reshaping expectations and objectives as year progresses
• Create setting for staff members to participate in shaping their job responsibilities and performance objectives and development
• Clarify College’s mission and goals and departmental goals • Link individual’s performance with department goals and College’s mission, values and
continuous learning process • Clarify and reinforce core competencies (knowledge, skills, and behaviors) that are
critical for success • Provide meaningful feedback on employee performance • Provide opportunities for professional development and continuous learning • Be a flexible process that is adaptable for different positions and departments and at
same time provide consistency across campus • Provide framework for recognizing and rewarding staff performance
Performance Management Manual
Performance Management Toolkit 2/04 3
A SHARED RESPONSIBILITY—ROLES OF SUPERVISOR & EMPLOYEE The success of the Performance Management process depends on the sharing of responsibility by supervisors/managers and staff members. The process encourages ongoing communication about an employee’s job and performance and the relationship to department goals and College goals.
Role of Supervisor
Role of Employee
• Interpret the College’s mission, goals,
strategic initiatives • Share and communicate department goals
and relevant information • Explain policies, procedures & processes
• Review the College’s mission, goals,
strategic initiatives • Understand department goals • Review & follow pertinent policies,
procedures & processes
• Help employee see how individual
performance contributes to the College’s and department’s success or failure
• Work with supervisor to understand how
their performance contributes to the College’s and department’s success or failure
• Clarify performance expectations: job
responsibilities, standards & goals
• Participate in process of clarifying
performance expectations: job responsibilities, standards & goals
• Provide feedback & ongoing coaching • Remove obstacles and provide adequate
resources, tools, & support • Communicate regularly, constructively and
effectively • Encourage employees to complete self-
assessment and obtain feedback from others
• Initiate progress review & document • Initiate and jointly discuss annual review;
document review as result of discussion & forward to next level supervisor
• Recognize accomplishments
• Seek & give feedback • Remove barriers to action & seek training
& support • Communicate regularly, constructively
and effectively • Monitor one’s progress & assess own
performance • Actively participate in all performance
and coaching discussions & reviews
Performance Management Manual
4 2/04 Performance Management Toolkit
PERFORMANCE MANAGEMENT CYCLE The Performance Management process is a continual cycle that goes on throughout the year. It is based on ongoing, back-and-forth communication between supervisor and staff member. Key components of the cycle are:
• Planning and Goal Setting (Performance Planning), which includes communicating
College mission and goals and department goals and developing individual performance expectations that are linked to the mission and goals.
• Ongoing Coaching and Mutual Feedback throughout the year, which includes
reassessing expectations and progress, coaching by the supervisor, and professional development.
• Mid Year Progress Review, which includes a midyear discussion, assessment, and
completion of the Progress Review by the supervisor and employee. This can occur more frequently.
• End of Year Performance Review, which includes assessment of the employee’s
performance by the employee, customers and supervisor; discussion and feedback between the employee and supervisor and completion of the Performance Review. At this time the supervisor and employee start the performance planning process for the coming year.
Performance Management Manual
Performance Management Toolkit 2/04 5
STEPS & RESPONSIBILITIES IN PERFORMANCE MANAGEMENT PROCESS
Parts of the Process
Steps Supv. Employee
Planning & Goal Setting (usually at start of performance period)
1. Supervisor prepares for performance planning by reviewing Performance Management Toolkit & gathering appropriate information.
X
2. Supervisor reviews College mission & goals and develops department goals with staff or shares already developed department goals with staff.
X X
3. Employee drafts performance objectives/standards or job responsibilities and discusses them with supervisor.
X
4. Supervisor shares performance expectations with employee. Supervisor and employee agree on objectives/standards/ responsibilities and record these in Section I of End of Year Performance Review form.
X X
5. Supervisor and employee review competencies and agree on behaviors & actions that support these competencies.
X X
Coaching, Mutual Feedback (ongoing)
6. Supervisor provides employee ongoing, regular performance coaching and feedback; employee receives coaching & feedback and gives feedback to supervisor.
X X
Mid Year Progress Review (usually Dec. – Jan. - can be more frequent)
7. Supervisor & employee meet to discuss performance and reassess performance expectations & progress. This is a two-way conversation with feedback between supervisor & employee.
X X
8. As result of this meeting supervisor completes comments sections on Progress Review and makes appropriate changes to job responsibilities/objectives; supervisor & employee sign & each receives a copy.
X X
Coaching, Mutual Feedback (ongoing)
9. Supervisor provides employee ongoing, regular performance coaching and feedback; employee receives coaching & feedback and gives feedback to supervisor.
X X
End of Year Performance Review (May-June)
10. In preparation for meeting with supervisor, employee assesses own performance for annual performance period using End of Year Performance Review form.
X
11. Supervisor gets feedback on employee’s performance from employee’s customers and schedules and prepares for performance review with employee.
X
12. Supervisor & employee meet to discuss employee’s performance for performance period.
X X
13. Supervisor completes comment & rating sections and Overall Performance Summary and shares with employee. Together they complete development plan and employee completes the employee comment section. All initial and sign as indicated.
X X
14. Supervisor reviews Performance Review with next level supervisor; next level supervisor signs. Copies are made for employee & supervisor. Original is sent to Human Resources.
X
Performance Management Manual
6 2/04 Performance Management Toolkit
This page intentionally left blank
Performance Management Manual
Performance Management Toolkit 2/04 7
2. Links to Mission & Next Steps The Performance Management process provides supervisors and employees the opportunity to translate College and school/department goals into individual objectives for employees. As participants in the process, supervisors and employees can gain a clear understanding of shared expectations – of what needs to be achieved and how. Employees play a critical role in defining their objectives and helping the College achieve its mission, goals, and compliance with accreditation standards.
Saint Mary’s College is committed to a process of review, planning and continuous improvement. The College is accredited by the Western Association of Schools and Colleges (WASC), which encourages continuous improvement. You can find the College mission, traditions, and Next Steps on the SMCNet website at: http://smcnet.stmarys-ca.edu/about/.
ft|Çà `tÜçËá VÉÄÄxzx
`|áá|ÉÇ fàtàxÅxÇà
As Saint Mary’s College enters the twenty-first century, it celebrates the three traditions which have sustained it since itsearliest years and seeks its future in them: the classical tradition of liberal arts education, the intellectual and spiritual legacyof the Catholic Church, and the vision of education enunciated by Saint John Baptist De La Salle and developed by theBrothers of the Christian Schools and their colleagues in a tradition now more than 300 years old.
The Mission of Saint Mary’s College is:
To probe deeply the mystery of existence by cultivating the ways of knowing and the arts of thinking.
Recognizing that the paths to knowledge are many, Saint Mary’s College offers a diverse curriculum which includesthe humanities, arts, sciences, social sciences, education, business administration and nursing, serving traditionalstudents and adult learners in both undergraduate and graduate programs. As an institution where the liberal artsinform and enrich all areas of learning, it places special importance on fostering the intellectual skills and habits ofmind which liberate persons to probe deeply the mystery of existence and live authentically in response to the truthsthey discover. This liberation is achieved as faculty and students, led by wonder about the nature of reality, look twice,ask why, seek not merely facts but fundamental principles, strive for an integration of all knowledge, and expressthemselves precisely and eloquently.
To affirm and foster the Christian understanding of the human person which animates the educational mission of the Catholic Church.
Saint Mary’s College holds that the mystery which inspires wonder about the nature of existence is revealed in theperson of Jesus Christ giving a transcendent meaning to creation and human existence. Nourished by its Christianfaith, the College understands the intellectual and spiritual journeys of the human person to be inextricablyconnected. It promotes the dialogue of faith and reason; it builds community among its members through thecelebration of the Church’s sacramental life; it defends the goodness, dignity and freedom of each person, and fosterssensitivity to social and ethical concerns. Recognizing that all those who sincerely quest for truth contribute to andenhance its stature as a Catholic institution of higher learning, Saint Mary’s welcomes members from its own andother traditions, inviting them to collaborate in fulfilling the spiritual mission of the college.
To create a student-centered educational community whose members support one another with mutual understanding and respect.
As a Lasallian college, Saint Mary’s holds that students are given to its care by God and that teachers grow spirituallyand personally when their work is motivated by faith and zeal. The college seeks students, faculty, administrators andstaff from different social, economic, and cultural backgrounds who come together to grow in knowledge, wisdom andlove. A distinctive mark of a Lasallian school is its awareness of the consequences of economic and social injusticeand its commitment to the poor. Its members learn to live “their responsibility to share their goods and their servicewith those who are in need, a responsibility based on the union of all men and women in the world today and on aclear understanding of the meaning of Christianity.” (From: The Brothers of the Christian Schools in the World Today: ADeclaration).
Our Three Traditions
Catholic, Lasallian and Liberal Arts Saint Mary's College celebrates three traditions: the classical tradition of liberal arts education, the intellectual and spiritual legacy of the Catholic Church, and the vision of education enunciated by Saint John Baptist De La Salle and developed by the Brothers of the Christian Schools and their colleagues in a tradition now more than 300 years old. The Catholic tradition fosters a Christian understanding of the whole person. The Lasallian tradition, rooted in the Christian Brothers' commitment to teaching, supports education that is truly transformative. The Liberal Arts tradition ensures that students develop habits of critical thinking and a desire for lifelong learning.
7-b
The Twelve Virtues of a Good Teacher
In his Recueil (Collection), published in Paris in 1717, De La Salle lists twelve qualities which every good teacher should possess. Brother Agathon (1731 – 1798), Superior General, popularized the Twelve Virtues, dedicating nearly a third of his 1785 circular to the virtue of gentleness.
1. Dignity [la gravité]: Seriousness, assurance, and presence. Respect is won by acting with composure.
2. Calmness [le silence]: In the Lasallian tradition, stillness and peace, rather than strict silence, marked the ideal classroom atmosphere.
3. Humility [l’humilité]: Modest, unassuming; willing to admit mistakes. Humility flowers into courtesy and into respect for pupils.
4. Prudence [la prudence]: Level-headed, of sound judgment, sensible, reasonable; a steadying quality in any circumstance.
5. Wisdom [la sagesse]: Act wisely and with discernment, circumspection, and sufficient knowledge to make sound judgments.
6. Patience [la patience]: Remain composed and even-tempered, especially in difficult moments.
7. Self-Control [la retenue]: Reserve, exhibit self-discipline and restraint when annoyed or provoked.
8. Gentleness [la douceur]: Meek, respectful, refined, amiable, kindly, and with good manners, qualities described in De La Salle’s work “Christian Politeness.”
9. Zeal [le zéle]: A blend of keenness, enthusiasm, and warmth; more practically, cheerful involvement in all aspects of the teaching vocation.
10. Vigilance [la vigilance]: Caring presence, with a watchful eye, in the way the Good Shepherd cares for his sheep.
11. Prayerfulness [la piété]: Raising up the mind and heart to God in prayer, ready to do all needed to prepare pupils for life.
12. Generosity [la générosité]: Unselfish, giving, and unconcerned with measuring one’s own efforts. The affection of those a teacher inspires is life long.
7-c
May 2002
You should manifest courage and
intrepidity in teaching…
your zeal and your faith being strengthened
by the thought that you are God’s ministers
and you act in his name.
Saint John Baptist De La Salle
Page 2
INTRODUCTIONINTRODUCTIONINTRODUCTIONINTRODUCTIONINTRODUCTION
In May of 1999 I shared with the Saint Mary’s Community my vision for the future of the College basedupon the three traditions at the core of our institution: Catholic, Lasallian, and Liberal Arts. This documentdeveloped from a year-long review of a draft by a number of faculty, staff, students, Trustees, Regents andalumni. At the conclusion of that vision statement, I identified five principles that would help direct ourenergy for a one-to-three year period.
Those five principles were: 1) We believe in teaching excellence to enhance student learning. 2) We developcitizens of the world. 3) We enrich the community through interdisciplinary opportunities. 4) We seek distinctionthrough the application of knowledge. 5) We practice efficient management to optimize our goals.
Three years have passed since the 1999 Vision Statement, and we are ready now to take the next step inadvancing these five principles to strengthen our identity as a quality learning community distinguished byour three traditions.
Based upon the work of academic program planning, WASC pre-visitation preparations, conversationswith the deans of the College and my Cabinet, we are in a position to provide the Saint Mary’s communitywith direction and focus, consistent with our traditions, for the next five years that will distinguish SaintMary’s from other institutions of higher education by accentuating areas where we excel over them.
Like the 1999 Vision Statement, this document comes from the community and returns to the commu-nity in its current form for “animation.”
THE NEXT STEPWe need to assert boldly that, by the year 2007, Saint
Mary’s College of California will be the Catholic, Lasalliancollege known widely for its emphasis on creating the premierliberal arts learning community for its students.
What does this mean? First, it means we will recommitourselves to our Catholic and Lasallian roots by providingoutstanding quality educational programs, access for under-privileged students and outreach to those in need. We willcreate a vibrant community that promotes appreciation andunderstanding of how ethnicity, economic background andculture enrich how we learn by diversifying our student body,faculty and staff so that we reflect the society we serve.
This means we will focus our resources and energy to ensurethat we are that extraordinary institution of higher educationcomposed of excellent faculty, staff, and students committed tointeractive, holistic learning and dedicated to assisting eachother on paths of personal growth and spiritual salvation. Thismeans that we will look at everything we do with one questionin mind: how does it contribute to a transformative learningexperience for all involved?
While there are tactical decisions that we must make inorder to reach our goal, there are five primary questions thatwill serve as guides for specific action.
What leadership directions do we want to take amongacademic, professional, societal and spiritual communities?
What cultural attributes do we want to embrace?
How will we generate and allocate our financialresources to strengthen the learning community?
What facilities will we build and renovate?
How can we improve or change our infrastructureto support us?
CONCLUSIONI am looking forward to working with everyone at Saint
Mary’s to determine the best ways to strengthen our learningcommunity and our shared vision. Our students will be betterserved by our dialogue, decisions, and action.
Our expectations and hopes for Saint Mary’s must bechallenging but realistic. We cannot address every issue, so wemust assess and prioritize our needs and concentrate on what isattainable.
Page 3
GRAPHIC UNDERSTANDING OFOUR GOAL
Let me share a graphic depiction of the focal areas we needto address as the Catholic, Lasallian college known widely forits emphasis on providing the premier liberal arts learningenvironment for students. The term “learning focused” is usedin the diagram to emphasize that in large part the goal of ournext steps is to strengthen our identity as a community oflearners.
TheCatholic, Lasallian
College for a PremierLiberal Arts
Learning Experience
Learning FocusedLeadership
LearningFocused
Infrastructure
LearningFocusedCulture
LearningFocusedFinances
LearningFocusedFacilities
Page 4
LEARNING FOCUSED LEADERSHIPTo be identified as a quality learning focused academy, we
must set our sights high. We need recognition for our GreatBooks Collegiate Seminar program and our emphasis on liberallearning from such prestigious organizations as the Associationof American Colleges and Universities, the Association ofCatholic Colleges and Universities, the American Associationof Higher Education, the Association for Core Texts andCourses and the American Academy of Liberal Education.
We need to stay contemporary and competitive in both ourdisciplinary and core curricula through engaging with associa-tions in higher education directed towards Catholic and liberaleducation for the twenty-first century, highlighting our uniqueshared inquiry method, enhancing general education per thework of our program planning initiatives, and meeting ourinstitutional need for a permanent infrastructure for review,assessment, and development of both general and disciplinaryeducation.
To benefit our students further, we must continue theintegration of multidisciplinary academic programs in thecurriculum, targeting as manageable a number of new under-graduate courses as our resources will support. We havealready seen what can be done in the environmental sciencedegree programs in liberal arts and science, and I know thereare many more ideas being considered that will result inexciting student and faculty learning opportunities across thecurriculum.
We need to expand national and international collabora-tive activities with special focus on other Lasallian institu-tions. We must also foster more inter-institutional programs,again with special emphasis on Lasallian institutions, so ourown students, faculty and staff will have the opportunity toexpand their horizons with other citizens of the world.
Because learning occurs outside the formal curriculum, wealso need to work toward establishing more intentionalpartnerships between academic and student affairs programs.No better model exists than the Catholic Institute for Lasal-lian Social Action (CILSA) with its blending of the servicelearning pedagogy with a community-based learning focus, andacademic examination and integration.
We must identify instruments that measure the outcomes ofour curricular and co-curricular programs on our students. Thenew National Survey of Student Engagement (NSSE) providesa vehicle not only to understand our students’ engagement butalso to compare their engagement with student survey resultsfrom other four-year institutions. Understanding that relativepositioning of our students with their peers across the countrytoday, we will be able to establish goals for achievement andengagement the next five years.
A very enriching aspect of the process of learning anddiscovery for our community is found in our Catholic ethos.We must embrace its heritage and purpose and inculcate interms of scholarship campus dialogue, action for justice andthe spiritual basis for community. We must strengthen thiscontribution by establishing a Catholic Institute that will drawon the strengths of our academic and co-curricular programsthat already manifest our Catholic character and further thistradition while respecting the ecumenism so rich on ourcampus.
LEARNING FOCUSED CULTUREThe Christian Brothers continue to animate the College.
They are the heart and memory of the Lasallian charism. Wemust encourage and continue to enhance the commitment ofthe Brothers, in association with faculty and staff, to inspireour students with our core values and shared mission.
We must celebrate the strength of our faculty that advancesstudent learning and discovery. We need to enhance opportu-nities for students to engage with faculty in research, providefaculty with enhanced opportunities to develop new forms ofinstructional delivery and to challenge them to continueresearch in their disciplines and the areas that have beenidentified as central to the Lasallian mission at the tertiarylevel.
These include support for faculty and student scholarshipfocusing on the causes of poverty and social justice, the needsof the poor, the rights of children, education for justice andpeace and conservation of our ecosystem.
The staff shares in our learning culture and we must alsocelebrate and encourage their facilitation of student learning.We need to provide enhanced staff development opportuni-ties, and encourage staff participation in the academic and co-curricular life of the campus.
Success in providing the Christian Brothers, faculty andstaff with the resources and encouragement to enhance theenvironment within which our students minds, hearts andlives are transformed should result in greater student retentionrates based upon satisfaction and clear evidence of ourinstitution’s educational effectiveness.
We must also engage our alumni, parents and benefactorswith our academic and co-curricular initiatives, encouragethem to participate with the Christian Brothers, faculty, staffand students in achieving our five-year goals, and motivatethem to seek out others to support the directions we aretaking as well.
Page 5
LEARNING FOCUSED FINANCESOur students deserve to have a core faculty that, through
continuous service to the College, will provide in eachsucceeding year of teaching greater opportunities for collabo-rative learning. To guarantee this, we must provide a compen-sation package to our faculty that makes it possible for themto be with the students not only during instructional time andoffice hours, but also for the casual conversation in thelibrary, in the student union and residence halls as well as atathletic, recreational, cultural, intellectual and social eventsaround the campus. The Faculty Salary Policy provides thatopportunity by informing our faculty salaries by way ofcomparison with salaries at the Pacific States IIA group ofcolleges and universities.
We also must assure our students that the staff who supportour faculty, provide so many essential services for our students,and engage our students in co-curricular learning experiences,are competent professionals and are offered compensationpackages competitive with the marketplace.
We must not neglect the financial needs of our studentswhile addressing those who assist them in their quest forknowledge. We must increase opportunities for needy studentsto attend, meeting a greater portion of their financial need,especially those students attending Saint Mary’s who are firstgeneration college attendees or are a part of our expandingHigh Potential student population. At the same time, we mustbe competitive with our sister institutions in offering honors-at-entrance and student –athlete scholarships for gifted andqualified students who will challenge their fellow students,whether on or off campus.
To be a center of excellence, we must diversify our financialresources. Currently, over 93% of all income comes fromtuition, room and board fees. We need to increase our endow-ment to at least $250 million, thereby providing $12.5 milliona year to the operating budget of the College, a figure signifi-cantly higher than the $3.35 million currently being generatedby our endowment of $67 million. The beginning of this drivefor a greater endowment has been realized through gifts andbequests made to our successful capital campaign and recentlyhighlighted by the estate of Frank J. Filippi that will addapproximately $20 million to our endowment and will yield $1million annually in perpetuity for scholarships, professorshipsand academic enrichment.
The net revenues from adult and graduate programs mustalso make a growing contribution to the core undergraduateinstitution. Adult and graduate programs should have totalnet revenues (after both direct and indirect expenses) thatprovide at least 10% of the operating revenue of the Collegeas a whole.
We must also strengthen the College’s operating budgetsour students, faculty and staff depend upon to provide the
academic and student programmatic stimulus for enrichedlearning experiences. Annual increases to non-salary budgetsshould be indexed to inflation, and the macro-budget shouldbe equivalent to 1% of the total annual operating budget.
LEARNING FOCUSED FACILITIESWe need to match the development of the curriculum and
co-curricular activities over the next five years with theaddition of new facilities and the renovation of existingbuildings.
First, and primary on the list, will be new homes for theschools of Liberal Arts and Education and the Department ofPerforming Arts. These academic facilities will be matched byrenovations of Galileo Hall for the School of Science, thefaculty office annex adjacent to the art gallery and the RheemCenter for the School of Extended Education. We also needto complete funding for a home for the School of Economicsand Business Administration as well as find the support for anew library that will be complementary to the design ofinstructional space in the new academic buildings.
At the same time, we must provide additional opportuni-ties for our faculty, staff and students outside of the classroomwith the construction of a recreation/athletic/aquatic center,expanded dining facilities, renovation of existing residencehalls and the construction of additional residence halls thatwill allow us to house 75% of the student body on campus.
We also need to give our talented young women and menwho compete in intercollegiate athletics appropriate “fields ofplay”: a new baseball field, completion of the softball field,rejuvenation of the Saint Mary’s College Stadium and the soccerfield, and the renovation of McKeon Pavilion. Along withassisting the more than 350 students who represent the Collegein intercollegiate sporting events, we need to address therecreational needs of our entire student body with expanded cluband intramural recreational opportunities on campus.
LEARNING FOCUSED INFRASTRUCTUREBesides the physical infrastructure, we need to address
several other forms of infrastructure that will guarantee ourstudents the efficient resources they need to benefit from theCollege’s learning environment. Through better coordinationand integration of areas such as marketing, student admissions,registration, matriculation and advising processes, the Collegecan both achieve financial efficiencies and improve service toher students. We must also improve administrative andacademic technology to facilitate learning by providing coursesupport on the web, completing enhanced connectivity to ourstudents whether they reside on or off campus. We mustdeliver more robust media services to our instructional spacesand ensure the new library has state-of-the-art media andtechnology services.
Page 6
These next steps flow from our Mission Statement and thevision I shared with you in 1999. They will be used to not onlyengage the campus community as we move forward, but alsothe Boards of Trustees and Regents, our alumni, parents andour benefactors.
TheCatholic, Lasallian
College for a PremierLiberal Arts
Learning Experience
As we approach 2007, let us stand together and in associa-tion, providing an outstanding liberal arts education, commit-ting ourselves to our Catholic tradition to be impassionedadvocates of a peaceful and just society, and enriching theculture of Lasallian service to others. This we must do toanimate our mission and personify our unswerving focus on ourcore values of being a faithful, generous and human learningcommunity.
Page 7
Performance Management Manual
8 2/04 Performance Management Toolkit
This page intentionally left blank
Performance Management Manual
Performance Management Toolkit 2/04 9
3. Coaching and Communication COACHING Coaching is a set of management skills and efforts aimed at influencing employee performance to achieve positive and productive results. It is most employed through one-on-one conversations and one-to-group communication when teams are involved. The functions of coaching, in essence, provide direction, guidance, and support to develop people to perform to their fullest or to improve performance when it is not meeting expectations.1 Supervisors are encouraged to provide ongoing coaching and feedback to an employee on his/her performance throughout the year. Key coaching activities are motivating, giving constructive feedback (positive and negative), guiding development, and guiding performance improvement. The three dimensions of coaching are as follows:2
• Create Commitment & Purpose
• Build Competence &
Confidence
• Refocus & Align
Performance
Redirect Instruct Inspire
Improved Performance
Performance Management Manual
10 2/04 Performance Management Toolkit
Coaching Skills3
• Setting objectives and performance expectations • Giving performance feedback • Conducting periodic performance review • Instructing and training • Mentoring to guide development • Tutoring with questions • Taking someone under your wing • Stimulating and supporting career development • Delegating to empower and achieve results • Motivating employee performance • Facilitating groups to perform as teams • Intervening to build improvement in performance
Coaching Tips4
• Observe continuously what employees do and how they do it. • Take the time to give each employee daily feedback on his or her work. • Let employees know what they did well and what could be improved as soon as possible
after an observed incident or behavior. • Guide employees by identifying not just the specific desired behavior but also its desired
results. • Give employees the benefit of your task and organizational expertise. • Encourage employees to share their own experience and insights. • Be willing to explore options with employees. • Show tact when coaching an employee who needs improvement. • Work with top performers to keep up their high standards and find new challenges. • Use coaching to help employees improve, develop, and succeed, not to chastise. • Be positive about the job, the employee, and the organization. • Ask questions and listen actively to the answers and the reactions behind them.
COMMUNICATION OVERVIEW Communication is the expression of ideas in both oral and written form, and involves both sender and receiver. It is the exchange of information, messages, opinions, and feelings and can be expressed verbally and non-verbally. Communication Tips5 1. Plan your communications
• Know what you want any communication to achieve. • Outline your points and words in a clear, orderly manner. • Keep your communications brief, clear, and simple. • Limit your topics to avoid information overload. • Don’t make assumptions about audience knowledge. • Consider how your audience will receive your communication and how to offset any
negative reactions. 2. Choose your words carefully
• Use conversational language in speech and in writing. • Phrase things positively (“Do”) rather than negatively (“Don’t”). • Present instructions in a step-by-step format.
Performance Management Manual
Performance Management Toolkit 2/04 11
• Explain the why, not just the what, when possible. • Restate your key points for emphasis. • Minimize use of jargon.
3. Check for understanding
• Encourage questions and feedback. • Follow up to test understanding.
All of the skills and actions of effective coaching are dependent on effective communication. In fact, two-way communication is important to the whole process of Performance Management. Two aspects of communication that are particularly important to the process are:
• Giving and Receiving Feedback, and • Listening
Information and tools for doing both of these are described below. GIVING & RECEIVING FEEDBACK What Is Performance Feedback? It is information to someone about an effort done, or not done, in his or her performance – usually delivered close in timing to the occurrence or pattern of behavior and intended to influence future behavior. Feedback is important because it…
• Improves our performance and how we work together • Shows others how we appreciate what they do • Builds our relationships • Tests the reality of our perceptions, reactions, observations or intentions • Shares our feelings, concerns, and appreciations • Influences someone to stop, start, do more of, or modify their behavior.
Three Components of Feedback: 6
Asking
Delivering or Giving
Receiving
Performance Management Manual
12 2/04 Performance Management Toolkit
Asking for Feedback:
• Use “encouraging” phrases Did that meet your needs? How am I doing? What do you think worked well? (Or how did that go?) What should I do differently next time? (Or what can be improved or changed?)
• Show by your body language that you are open to it (for example, eye contact, nodding, and uncrossed arms).
• Build feedback opportunities naturally into the work Project start-up discussions Project debriefs Meetings with supervisor or staff member Post-meeting discussions
We can ask for feedback from those we serve, our supervisors and colleagues. Asking for feedback may be more challenging than giving it. Keep in mind that asking for feedback can help build productive working relationships. Giving Feedback Constructive feedback includes both positive and negative feedback. Different from praise or criticism, constructive feedback is based on evidence, not on judgments or opinions. It is directed at a person’s performance, rather than at the person.
Praise or Criticism Constructive Feedback (Positive & Negative)
Good Job. (Praise – too general) Your work on the project was outstanding because … (specifics)
Why can’t you do it like Joe? (Criticism – comparing and blame) Why did you do that!! (Accusatory)
The client was upset – do you understand why? (checking for understanding) The report was missing a summary chart that would help the team understand the data. (specific and observable)
Guidelines for Giving Constructive Feedback7 1. The content of what you say
a. Identify the issue or topic of performance involved. b. Give example or other evidence in order to provide the specifics of what occurred.
2. The manner in how you say it a. Avoid beating around the bush; that is, get to the point and be direct in delivering
your message. b. Be sincere so that you mean what you say and avoid giving mixed messages – the
“yes-but” type of messages. c. When giving feedback on positive situations, to show care and gratitude, express
appreciation, and on negative feedback situations, express concern in both your language and tone so people know you still care.
d. Give the feedback face-to-face not through messengers of technology (e.g., e-mail). e. Give the feedback in a factual and nonjudgmental manner by stating observations
not interpretations.
Performance Management Manual
Performance Management Toolkit 2/04 13
3. Timely feedback, without delay
a. Give feedback as soon as possible or reasonable and when you are ready. Avoid giving feedback when you are emotionally charged up or when you do not have all your facts in order.
b. Putting off feedback until weeks later—or at the annual review period—will have far less impact on the receiver. Important news that arrives late becomes less important as time passes.
4. Balancing Feedback a. Give feedback when things go right as well as when things go wrong.
5. Ongoing basis a. Give feedback on an ongoing basis that reflects each person’s actual performance or
behavior. Constructive feedback is seen as two-way communication and can be provided by the supervisor to the employee and the employee to the supervisor or among colleagues. It is important that timing is right and that it is given with care, in a constructive manner and in private. Sometimes it is appropriate to give positive feedback when others are present. But one should take into account how comfortable a person would be receiving positive feedback in public and how others hearing the feedback might take it. DESC Script for Giving Negative Feedback Focus on: Amount of information recipient can use, rather than on amount you might have or feel you have to give. Again avoid giving feedback when you are emotionally charged. 1. Describe the situation. Be specific and objective. Make observations not inferences. Deal
with present not past behavior. 2. Express your own feelings, and take responsibility for them. Focus on sharing this to assist
recipient, rather than on “release” for you. 3. Specify changes you want. Be realistic. Ask, don’t demand. Specify, if appropriate, what
behavior you are willing to change or provide to promote agreement... Check for understanding.
4. Share Consequences. Share your perception of possible outcomes. Reaffirm the other’s ability to make a positive change. End on a positive note.
The Script Example 18 Example 2
1. Describe the situation.
“When you borrow my supplies without asking me first.
When you don’t return my phone messages,
2. Express your own feelings. Use “I” statements.
I get upset because I order materials for the projects I have planned.
I feel irritated because it delays me on the project I am working on.
3. Specify changes you want.
What I would prefer is that you plan in advance and order the supplies you need.
What I would prefer is if you or one of your staff members would give me a phone call and let me know when you can get back to me with the information I need.
4. Share Consequences. Reaffirm.
That way you and I will both have what we need for the work we are doing.
This will help us both be effective.
The above are also examples of “I” statements. See next page for more information on “I” statements.
Performance Management Manual
14 2/04 Performance Management Toolkit
Giving Constructive Feedback—DESC Preparation Worksheet (available on HR web site)
Script Your Feedback Describe the situation.
Express your own feelings. Use “I” statements
Specify changes you want.
Share Consequences. Reaffirm.
Making “I” Statements out of “You” Statements9
“You” Statement “I” Statement
You fail to see what I mean.
I don’t think I conveyed to you the meaning I intended.
You misinterpreted my intention.
I think you have a different view of my intentions from what I meant them to be.
You are wrong in thinking that.
Let me explain my reasons for doing the job this way.
You didn’t do this right.
This wasn’t completed in the format I requested.
Other forms of “I” Statements:
• I was upset when you set up a meeting with me and then you didn’t come to the meeting, because I had rescheduled other appointments to meet with you.
• I really appreciate that you were able to design such a striking cover for our office booklet because it really helped students know where to find the information on our registration process.
When giving constructive negative feedback an “I” statement can decrease resistance and increase the possibilities of the receiver listening to us. The “you” blaming approach often builds resistance and may turn people off. As a result, the listener tunes us out and very little of our message is heard and understood. When giving constructive positive feedback, an “I” statement helps others understand what they did that you value and appreciate. “I” statements generally include:
• Non-blaming description of person’s behavior (When you…) • Your feeling or emotion (I feel…) • Tangible effects/impact on you now or in future (Because…)
Performance Management Manual
Performance Management Toolkit 2/04 15
Tips on Giving Feedback 1. Focus on behavior rather than person. 2. Focus on observations rather than inferences. 3. Be descriptive rather than judgmental. 4. Be specific – here and now rather than general and abstract. 5. Take into account needs of both. 6. Time it appropriately. 7. “Own” your feelings/ problems/ responsibility. 8. Give in manageable amounts. 9. Use “I’ statements – specific, how you feel, tangible effect. 10. Have verbal statements match non-verbal behavior. 11. Focus on “more or less” rather than “either / or.” 12. Ensure privacy. What Affects How We Give and Hear Feedback10
• Openness to it • Vocabulary • Body language • Assumptions • Interpretation • Perception • Biases • Relationship expectations • Emotions
Feedback providers and receivers need to be aware of and understand what affects how a message is said and heard. Receiving Feedback
• Give your complete attention; really LISTEN to content and feeling. • Ask questions to ensure understanding. • Avoid being defensive. Keep your personal views from affecting your willingness to listen. • Ask follow-up questions to ensure you receive “complete” feedback. • Allow feedback provider to finish without interruption. • Summarize information and ideas to ensure understanding. • When feedback is very general, ask for specifics. For example, could you be more
specific? Would you give me an example? • Consider if others have provided similar feedback to you. • View the feedback as a learning opportunity whether it is negative or positive. It can be
an opportunity to improve or to consider doing more of what you are already doing.
Performance Management Manual
16 2/04 Performance Management Toolkit
LISTENING Overview Listening is an important part of communication and coaching, including giving and receiving feedback. It may seem simple, but it takes practice and patience and being actively involved in the process. A study by Dr. Ralph Nichol shows “that we devote 40% of our day to listening, yet his tests revealed that people listen at only 25 percent efficiency.” 11 Listening Skills12 When Face to Face with the Speaker
• Clear your mind of other topics, concerns, and thoughts. • Give the speaker your full attention. • Make eye contact with the speaker. • Assume the speaker will say something worth hearing. • Pay attention to your body language; don’t show boredom, impatience, hostility, etc. • Nod, smile, or otherwise indicate you’re following the speaker.
When on the Phone with the Speaker • Picture the speaker in your mind. • Give the conversation your full effort and attention. • Jot down brief notes if needed to help you follow points. • Say “mmm-hmm” or “oh,” or otherwise indicate you’re paying attention.
Whenever anyone is speaking
• Don’t interrupt. • Try to determine the speaker’s key message. • Don’t do or think about something else. • Wait until the speaker has finished to form your response. • Ask questions about anything that’s unclear. • Restate key points to be sure you understand. • Respond to the speaker’s feelings and attitudes as well as the message.
Active Listening Model When we talk (A), we usually are conveying both content (words) & feeling. When we are fully heard, the other person (B) usually lets us know that we have been heard by his/her body language and/or words & will respond to both the content & feeling of what we have said.
Performance Management Manual
Performance Management Toolkit 2/04 17
Key Points
• Give the speaker your full attention. • Listen for content & feelings. • Focus on speaker’s points vs. how you want to respond. • Listen to words, tone & body language. • Include eye contact, if possible. • Feed back information for understanding. • Ask for clarification as appropriate.
Listening Techniques
Types Purpose Examples Clarifying
• To get additional facts • To help him/her explore all sides
of a problem
• “Can you clarify this?” • “Do you mean this...?” • “Is this the problem as you see it
now?” Restatement
• To check meaning and
interpretation • To affirm that you are listening and
that you understand • To encourage him/her to analyze
other aspects of the matter and discuss it
• “As I understand it then, your
plan is...” • “This is what you have decided
to do and the reasons are...”
Neutral
• To convey that you are interested
and listening
• “I see” • “Uh-huh” • “That’s very interesting” • “I understand”
Reflective
• To show that you understand how
person feels about what they’re saying
• To help the person evaluate and temper their feelings
• “You feel that...” • “It was a shocking thing as you
saw it.” • “You felt you didn’t get a fair
shake.” Summarizing
• To focus the discussion • To encourage further discussion on
a new aspect or problem
• “These are the key ideas you
have expressed.” • “If I understand how you feel
about the situation...”
Performance Management Manual
18 2/04 Performance Management Toolkit
CREATING A COMFORTABLE ENVIRONMENT for COACHING, FEEDBACK & REVIEWS The environment for coaching, feedback and reviews should be supportive, accepting and comfortable. To help create a comfortable environment, it is important for the supervisor to: • Prepare. • Choose an appropriate time and place.
When and where each person can give full attention Without interruptions With privacy
• Establish Rapport. • Clearly state purpose. • Show support in verbal and non-verbal communication. • Listen. • Ask for feedback, suggestions, perspectives. • Use open-ended questions. • Rephrase and summarize as appropriate.
Performance Management Manual
Performance Management Toolkit 2/04 19
4. Sample Forms & Instructions THE PAGES THAT FOLLOW INCLUDE: Instructions for Performance Review (Supervisory and Non-Supervisory)
Performance Review for Supervisors
Performance Review for Staff (Non-Supervisory) Instructions for Progress Review (Supervisory and Non-Supervisory)
Progress Review for Supervisors
Progress Review for Staff (Non-Supervisory)
Performance Management Manual
20 2/04 Performance Management Toolkit
This page intentionally left blank
Performance Management Manual
Performance Management Toolkit 2/04 21
Instructions for Performance Reviews
Performance Management Manual
22 2/04 Performance Management Toolkit
This page intentionally left blank
PE
RF
OR
MA
NC
E R
EV
IEW
STA
FF (
Supe
rvis
ory
and
Non
-Sup
ervi
sory
)*IN
ST
RU
CT
ION
S
(End
of
the
Yea
r an
d In
trod
ucto
ry R
evie
ws)
GE
NE
RA
L●
Com
plet
e fo
rm o
nlin
e or
cop
y fo
rm a
nd t
hen
com
plet
e.●
Onl
ine:
exp
and
each
sec
tion
for
addi
tion
al s
pace
as
appr
opri
ate.
●
Offl
ine:
add
add
itio
nal p
ages
if n
eces
sary
.●
Com
plet
e pa
ge 1
.●
Supe
rvis
or c
ompl
etes
eac
h se
ctio
n of
the
form
aft
er d
iscu
ssio
n w
ith
the
empl
oyee
.
RE
SPO
NSI
BIL
ITIE
S an
d/or
OB
JEC
TIV
ES
- SE
CT
ION
I●
Left
han
d co
lum
n: r
ecor
d th
e ag
reed
upo
n re
spon
sibi
litie
s, ex
pect
atio
ns o
r ob
ject
ives
for
the
empl
oyee
for
the
com
ing
year
. (G
ener
ally
don
e at
the
begi
nnin
g of
the
perf
orm
ance
cyc
le.)
●A
t th
e en
d of
the
rev
iew
per
iod,
sum
mar
ize
in t
he C
omm
ents
se
ctio
n th
e em
ploy
ee’s
perf
orm
ance
for
each
res
pons
ibili
ty
or o
bjec
tive
. ●
At
the
end
of t
he r
evie
w p
erio
d, in
dica
te t
he a
ppro
pria
te
rati
ng fo
r ea
ch r
espo
nsib
ility
or
obje
ctiv
e. (
See
expl
anat
ion
of
perf
orm
ance
rat
ings
bel
ow.)
PE
RFO
RM
AN
CE
CO
MP
ET
EN
CIE
S -
SEC
TIO
N I
I●
At
the
end
of t
he r
evie
w p
erio
d, s
umm
ariz
e pe
rfor
man
ce fo
r ea
ch
com
pete
ncy
in t
he C
omm
ents
sec
tion
& t
hen
indi
cate
rat
ing
for
each
com
pete
ncy.
●
For
supe
rvis
ory
staf
f com
plet
e ge
nera
l com
pete
ncie
s an
d su
perv
isor
y/m
anag
emen
t co
mpe
tenc
ies;
for
non-
supe
rvis
ory
staf
f com
plet
e ge
nera
l com
pete
ncie
s.
OV
ER
AL
L P
ER
FOR
MA
NC
E S
UM
MA
RY
- S
EC
TIO
N I
IIC
omm
ents
and
Rat
ing
●Su
mm
ariz
e th
e em
ploy
ee’s
perf
orm
ance
for
the
full
revi
ew p
erio
d.
●In
dica
te r
atin
g fo
r th
e fu
ll re
view
per
iod.
●
Att
ach
a Pl
an fo
r Im
prov
emen
t if
“Nee
ds I
mpr
ovem
ent”
is
dee
med
app
ropr
iate
by
the
supe
rvis
or.
Pro
fess
iona
l Dev
elop
men
t P
lan
●In
clud
e go
als,
acti
ons
and
tim
e fr
ame.
(Se
e T
oolk
itfo
r sa
mpl
e fo
rmat
.)R
espo
nsib
iliti
es a
nd F
utur
e O
bjec
tive
s●
Rec
ord
key
poin
ts a
nd t
rans
fer
to S
ecti
on I
of t
he r
evie
w fo
rm fo
r th
e ne
xt r
evie
w p
erio
d.E
mpl
oyee
Com
men
ts●
The
em
ploy
ee c
ompl
etes
thi
s se
ctio
n.
SIG
NA
TU
RE
S A
ND
RE
VIE
W●
Init
ial o
r si
gn o
n ea
ch p
age
as in
dica
ted.
●
Rev
iew
wit
h ne
xt le
vel s
uper
viso
r &
obt
ain
sign
atur
e on
last
pag
e.
●M
ake
copi
es fo
r th
e em
ploy
ee a
nd s
uper
viso
r. ●
Send
ori
gina
l to
Hum
an R
esou
rces
.
PE
RFO
RM
AN
CE
RA
TIN
GS
Exc
eeds
Exp
ecta
tion
s –
Con
sist
entl
y su
rpas
ses
all e
xpec
tati
ons
and
goal
s.U
se th
is ra
ting
spar
ingl
y to
avo
id d
ilutin
g th
e va
lue
of th
e “M
eets
E
xpec
tatio
ns”
ratin
g.M
eets
Exp
ecta
tion
s –
Fully
and
con
sist
entl
y ac
hiev
es e
xpec
tati
ons
and
goal
s. T
his
ratin
g is
the
stan
dard
and
is c
omm
enda
ble.
Mos
t em
ploy
ees’
pe
rfor
man
ce w
ill fa
ll in
to th
is ca
tego
ry.
Nee
ds I
mpr
ovem
ent
–N
eeds
impr
ovem
ent
to fu
lly a
chie
ve e
xpec
ta-
tion
s/go
als.
Thi
s ra
ting
is fo
r th
ose
aspe
cts
of p
erfo
rman
ce th
at r
equi
re s
ome
addi
tiona
l tra
inin
g an
d de
velo
pmen
t or
for
perf
orm
ance
that
is
not c
onsis
tent
.U
nacc
epta
ble
–Fa
ils t
o m
eet
job
expe
ctat
ions
. Thi
s is
used
whe
n pe
rfor
man
ce c
ontin
ually
fails
to m
eet a
ccep
tabl
e st
anda
rds.
*See
Per
form
ance
Man
agem
ent
Too
lkit
for
mor
ede
taile
d in
form
atio
n a
nd e
xam
ples
.
Performance Management Manual
Performance Management Toolkit 2/04 23
Performance Review for Supervisors
Performance Management Manual
24 2/04 Performance Management Toolkit
This page intentionally left blank
2/04
1
Sain
t Mar
y’s C
olle
ge o
f Cal
iforn
ia is
a C
atho
lic, L
asal
lian
and
Libe
ral A
rts C
olle
ge k
now
n w
idel
y fo
r pro
vidi
ng a
n ex
celle
nt le
arni
ng
envi
ronm
ent f
or st
uden
ts. I
t is a
com
mun
ity o
f lea
rner
s–st
uden
ts, f
acul
ty a
nd st
aff–
who
supp
ort t
he o
rgan
izat
ion’
s mis
sion
: •
To p
robe
dee
ply
the
mys
tery
of e
xist
ence
by
culti
vatin
g th
e w
ays o
f kno
win
g an
d th
e ar
ts o
f thi
nkin
g.
• To
aff
irm a
nd fo
ster
the
Chr
istia
n un
ders
tand
ing
of th
e hu
man
per
son
whi
ch a
nim
ates
the
educ
atio
n m
issi
on o
f the
Cat
holic
Chu
rch.
•
To c
reat
e a
stud
ent-c
ente
red
educ
atio
nal c
omm
unity
who
se m
embe
rs su
ppor
t one
ano
ther
with
mut
ual u
nder
stan
ding
and
resp
ect.
The
effe
ctiv
e pe
rfor
man
ce o
f eac
h in
divi
dual
is n
eces
sary
to a
chie
ve th
e C
olle
ge’s
mis
sion
. The
Col
lege
exp
ects
all
its e
mpl
oyee
s to
exem
plify
its v
alue
s thr
ough
com
mitt
ed le
ader
ship
, ong
oing
lear
ning
, and
con
cern
for h
uman
rela
tions
hips
.
Em
ploy
ee:
Su
perv
isor
:
Em
ploy
ee J
ob T
itle:
Job
Gra
de:
Dep
artm
ent:
Obj
ectiv
es, D
evel
opm
ent &
Per
form
ance
Per
iod:
From
:
Thr
ough
:
Intr
oduc
tory
Rev
iew
End
of Y
ear
Rev
iew
Dat
e:
24-a
Sect
ion
I
2/04
2
SEC
TIO
N I
RES
PON
SIB
ILIT
IES
&/O
R O
BJE
CTI
VES
Pr
imar
y Pe
rfor
man
ce E
xpec
tatio
ns:
Res
pons
ibili
ties
&/o
r Obj
ectiv
es
Com
men
ts
EE
M
E
NI
U
EE
M
E
NI
U
EE
M
E
NI
U
EE
M
E
NI
U
EE
M
E
NI
U
EE
M
E
NI
U
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_ S
uper
viso
r Ini
tials
D
ate
Em
ploy
ee In
itial
s
D
ate
Exceeds Expectations
Meets Expectations
Needs Improvement
Unacceptable
Perf
orm
ance
Rat
ings
Sect
ion
II
2/
04
3
SEC
TIO
N II
PE
RFO
RM
AN
CE
CO
MPE
TEN
CIE
S
Gen
eral
Com
pete
ncie
s C
omm
ents
M
issi
on &
Val
ues
- Per
form
day
-to-d
ay a
ctiv
ities
& jo
b re
spon
sibi
litie
s in
w
ays
that
sup
port
& e
nhan
ce th
e C
olle
ge’s
mis
sion
& it
s C
atho
lic, L
asal
lian
& L
iber
al A
rts tr
aditi
ons,
e.g
., se
rvic
e to
com
mun
ity, d
edic
atio
n, ta
king
ow
ners
hip
for s
ucce
ss o
f SM
C, e
xem
plify
ing
beha
vior
that
is a
mod
el fo
r ot
hers
, & a
dher
ing
to C
olle
ge p
olic
ies
EE
ME
N
I U
Serv
ice
- Dem
onst
rate
com
mitm
ent t
o pr
ovid
ing
ever
yone
with
hig
hest
le
vel o
f ser
vice
: Pro
vide
frie
ndly
, car
ing
serv
ice;
exh
ibit
patie
nce
& re
spec
t; fo
llow
up
& fo
llow
thro
ugh;
resp
ond
sinc
erel
y, p
rom
ptly
, con
sist
ently
&
appr
opria
tely
to e
very
one
ever
y tim
e; a
nd e
stab
lish
& m
aint
ain
effe
ctiv
e re
latio
nshi
ps w
ith th
ose
we
serv
e &
gai
n th
eir t
rust
& re
spec
t
EE
ME
N
I U
Team
wor
k - M
aint
ain
harm
onio
us &
effe
ctiv
e w
ork
rela
tions
hips
with
co-
wor
kers
& o
ther
s; a
nd c
olla
bora
te w
ith d
epar
tmen
ts, c
ampu
s co
mm
unity
, &
exte
rnal
sou
rces
, as
appr
opria
te, t
o pr
omot
e co
oper
ativ
e w
ork
rela
tions
hips
, im
prov
e w
ork
proc
esse
s, &
ach
ieve
goa
ls a
nd o
bjec
tives
EE
ME
N
I U
Com
mun
icat
ion
- Effe
ctiv
ely
conv
ey in
form
atio
n &
idea
s bo
th o
rally
& in
w
ritin
g; li
sten
car
eful
ly&
see
k cl
arifi
catio
n to
ens
ure
unde
rsta
ndin
g;
prom
ote
an o
pen
envi
ronm
ent w
here
div
erse
per
spec
tives
are
resp
ecte
d,
deve
lope
d, &
val
ued;
and
mai
ntai
n ap
prop
riate
con
fiden
tialit
y
EE
ME
N
I U
Res
ourc
eful
ness
- C
onsi
sten
tly in
itiat
e id
eas
& a
ctio
ns th
at im
pact
our
su
cces
s: P
roac
tivel
y ta
ke o
r rec
omm
end
appr
opria
te a
ctio
ns, s
olut
ions
or
impr
ovem
ent w
hen
the
situ
atio
n de
man
ds it
; per
seve
re w
hen
enco
unte
ring
chal
leng
es &
obs
tacl
es; a
nd a
djus
t to
effe
ctiv
ely
acco
mm
odat
e m
ultip
le
dem
ands
& s
hifti
ng p
riorit
ies
EE
ME
N
I U
Qua
lity
& Q
uant
ity o
f Wor
k - D
emon
stra
te k
now
ledg
e, te
chni
cal
expe
rtise
, & p
robl
em s
olvi
ng s
kills
nec
essa
ry to
per
form
job
effe
ctiv
ely;
m
ake
qual
ity d
ecis
ions
bas
ed o
n so
und
judg
men
t; co
mpl
ete
assi
gnm
ents
in
a th
orou
gh, a
ccur
ate
& ti
mel
y m
anne
r tha
t ach
ieve
s ex
pect
ed o
utco
mes
; pr
eser
ve C
olle
ge fi
nanc
es &
mai
ntai
n &
car
e fo
r Col
lege
pro
perty
; and
m
eet C
olle
ge &
/or d
epar
tmen
t atte
ndan
ce s
tand
ards
EE
ME
N
I U
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_ Su
perv
isor
Initi
als
Dat
e
Em
ploy
ee In
itial
s
D
ate
Exceeds Expectations
Meets Expectations
Needs Improvement
Unacceptable
Perf
orm
ance
Rat
ings
SEC
TIO
N II
2
/04
4
SEC
TIO
N II
PE
RFO
RM
AN
CE
CO
MPE
TEN
CIE
S
(Thi
s sec
tion
is a
lway
s inc
lude
d on
Per
form
ance
Rev
iew
s for
thos
e w
ho su
perv
ise
staf
f, bu
t occ
asio
nally
may
be
used
for o
ther
s suc
h as
pro
ject
man
ager
s or s
uper
viso
rs o
f stu
dent
s.)
Su
perv
isor
y &
Man
agem
ent C
ompe
tenc
ies
Com
men
ts
Man
agin
g an
d D
evel
opin
g St
aff -
Rec
ruit
& h
ire a
ppro
pria
te s
taff;
pr
ovid
e em
ploy
ees
clea
r exp
ecta
tions
rega
rdin
g or
gani
zatio
n’s
valu
es &
de
sire
d re
sults
; giv
e cl
ear &
hon
est p
erfo
rman
ce fe
edba
ck; c
omm
unic
ate
in
way
s th
at in
vite
two-
way
dia
logu
e; c
oach
& d
evel
op s
taff
& p
rovi
de
oppo
rtuni
ty fo
r tra
inin
g an
d gr
owth
; rec
ogni
ze s
taff
for e
fforts
& a
chie
vem
ent
& e
nsur
e st
aff a
re tr
eate
d w
ith re
spec
t & in
a fa
ir &
equ
itabl
e m
anne
r; an
d co
nstru
ctiv
ely
addr
ess
perfo
rman
ce p
robl
ems
EE
ME
N
I U
Lead
ersh
ip -
Cre
ate
a su
ppor
tive
staf
f env
ironm
ent,
whi
ch fo
ster
s in
divi
dual
m
otiv
atio
n, h
igh
leve
ls o
f ind
ivid
ual a
nd te
am p
erfo
rman
ce, &
qua
lity
of
serv
ice:
See
k pe
rform
ance
feed
back
& in
corp
orat
e in
to d
epar
tmen
t ob
ject
ives
; dev
elop
& c
omm
unic
ate
clea
r obj
ectiv
es th
at s
uppo
rt de
partm
ent
& C
olle
ge m
issi
on &
goa
ls; b
uild
a w
orkf
orce
that
reco
gniz
es &
val
ues
the
posi
tive
influ
ence
s of
div
erse
cul
ture
s, v
iew
poin
ts, s
tyle
s &
oth
er a
spec
ts o
f in
divi
dual
diff
eren
ces;
set
a to
ne o
f int
egrit
y &
eth
ics;
enc
oura
ge &
faci
litat
e co
oper
atio
n, p
ride,
& t
rust
; em
pow
er &
insp
ire s
taff
by s
harin
g in
form
atio
n,
know
ledg
e, s
kills
, & a
utho
rity;
thin
k &
pla
n st
rate
gica
lly; a
nd le
ad b
y ex
ampl
e
EE
ME
N
I U
Res
ourc
e M
anag
emen
t - D
evel
op p
lans
& o
rgan
ize
reso
urce
s (te
chno
logy
, equ
ipm
ent,
budg
et, s
pace
, & s
taff)
for i
mpl
emen
tatio
n of
pro
ject
s &
pro
gram
s: U
tiliz
e ex
istin
g &
new
reso
urce
s ef
fect
ivel
y &
effi
cien
tly; p
lan,
ad
min
iste
r, &
mon
itor b
udge
t to
ensu
re c
ost e
ffect
iven
ess;
and
acc
omm
odat
e m
ultip
le d
eman
ds fo
r com
mitm
ent o
f tim
e, e
nerg
y &
reso
urce
s
EE
ME
N
I U
Dec
isio
n M
akin
g an
d Ju
dgm
ent -
Ana
lyze
fact
s an
d da
ta, u
se s
ound
ju
dgm
ent,
& s
eek
inpu
t & a
ssis
tanc
e fro
m o
ther
s to
arri
ve a
t mos
t effe
ctiv
e so
lutio
ns; m
ake
deci
sion
s in
a ti
mel
y m
anne
r, ev
en u
nder
unc
erta
in
cond
ition
s, c
onsi
derin
g bo
th th
e im
med
iate
and
long
-term
con
sequ
ence
s;
follo
w u
p to
ens
ure
prob
lem
s ar
e re
solv
ed; a
nd m
aint
ain
appr
opria
te
conf
iden
tialit
y
EE
ME
N
I U
Man
agin
g C
hang
e - I
nitia
te a
ctio
ns th
at fo
ster
acc
epta
nce
of
orga
niza
tiona
l cha
nge:
Com
mun
icat
e in
way
s th
at h
elp
empl
oyee
s un
ders
tand
the
chan
ge; i
nvol
ve e
mpl
oyee
s in
the
deci
sion
s th
at im
pact
them
; an
d es
tabl
ish
stru
ctur
es, p
ract
ices
& fe
edba
ck to
sup
port
succ
essf
ul
impl
emen
tatio
n of
the
chan
ge
EE
ME
N
I U
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_ Su
perv
isor
Initi
als
D
ate
Empl
oyee
Initi
als
Dat
e
Exceeds Expectations
Meets Expectations
Unacceptable
Perf
orm
ance
Rat
ings Needs
Improvement
Sect
ion
III
2/0
4
5
SEC
TIO
N II
I
O
VER
ALL
PER
FOR
MA
NC
E SU
MM
AR
Y
Com
men
ts: (
Base
d on
a re
view
of S
ectio
ns I
and
II)
Exce
eds
Expe
ctat
ions
(Per
form
ance
co
nsis
tent
ly s
urpa
sses
all
expe
ctat
ions
and
go
als)
M
eets
Exp
ecta
tions
(Per
form
ance
fully
and
co
nsis
tent
ly a
chie
ves
expe
ctat
ions
and
goa
ls)
Nee
ds Im
prov
emen
t (Pe
rform
ance
nee
ds
impr
ovem
ent t
o fu
lly a
chie
ve e
xpec
tatio
ns a
nd
goal
s)
Una
ccep
tabl
e (P
erfo
rman
ce fa
ils to
mee
t jo
b ex
pect
atio
ns)
Plan
for I
mpr
ovem
ent
Y
es
N
o
.
Prof
essi
onal
Dev
elop
men
t Pla
n:
Res
pons
ibili
ties
and
Futu
re O
bjec
tives
(Com
plet
e th
e re
spon
sibi
litie
s &/
or o
bjec
tives
in S
ectio
n I f
or n
ext r
evie
w p
erio
d.)
Empl
oyee
Com
men
ts (I
nclu
de fe
edba
ck to
the
supe
rvis
or o
n w
ays
in w
hich
sup
ervi
sor c
an a
ssis
t you
in m
eetin
g re
spon
sibi
litie
s &/
or o
bjec
tives
&
enha
ncin
g pe
rform
ance
com
pete
ncie
s):
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_ Su
perv
isor
Sig
natu
re
D
ate
Empl
oyee
Sig
natu
re
Dat
e Si
gnat
ure
of N
ext L
evel
Sup
ervi
sor_
____
____
____
____
____
____
____
____
____
____
____
____
D
ate_
____
____
____
____
____
____
____
____
____
_
Performance Management Manual
Performance Management Toolkit 2/04 25
Performance Review for Staff (Non-Supervisory)
Performance Management Manual
26 2/04 Performance Management Toolkit
This page intentionally left blank
2/04
1
Sain
t M
ary’
s C
olle
ge o
f C
alifo
rnia
is
a C
atho
lic,
Lasa
llian
and
Lib
eral
Arts
Col
lege
kno
wn
wid
ely
for
prov
idin
g an
exc
elle
nt l
earn
ing
envi
ronm
ent f
or st
uden
ts. I
t is a
com
mun
ity o
f lea
rner
s—st
uden
ts, f
acul
ty a
nd st
aff—
who
supp
ort t
he o
rgan
izat
ion’
s mis
sion
: •
To p
robe
dee
ply
the
mys
tery
of e
xist
ence
by
culti
vatin
g th
e w
ays o
f kno
win
g an
d th
e ar
ts o
f thi
nkin
g.
• To
aff
irm a
nd fo
ster
the
Chr
istia
n un
ders
tand
ing
of th
e hu
man
per
son
whi
ch a
nim
ates
the
educ
atio
n m
issi
on o
f the
Cat
holic
Chu
rch.
•
To c
reat
e a
stud
ent-c
ente
red
educ
atio
nal c
omm
unity
who
se m
embe
rs su
ppor
t one
ano
ther
with
mut
ual u
nder
stan
ding
and
resp
ect.
The
effe
ctiv
e pe
rfor
man
ce o
f ea
ch i
ndiv
idua
l is
nec
essa
ry t
o ac
hiev
e th
e C
olle
ge’s
mis
sion
. Th
e C
olle
ge e
xpec
ts a
ll its
em
ploy
ees
to
exem
plify
its v
alue
s thr
ough
com
mitt
ed le
ader
ship
, ong
oing
lear
ning
, and
con
cern
for h
uman
rela
tions
hips
.
Em
ploy
ee:
Su
perv
isor
:
Em
ploy
ee J
ob T
itle:
Job
Gra
de:
Dep
artm
ent:
Obj
ectiv
es, D
evel
opm
ent &
Per
form
ance
Per
iod:
From
:
Thr
ough
:
Intr
oduc
tory
Rev
iew
End
of Y
ear
Rev
iew
Dat
e:
26-a
Sect
ion
I
2/04
2
SEC
TIO
N I
RES
PON
SIB
ILIT
IES
&/O
R O
BJE
CTI
VES
Pr
imar
y Pe
rfor
man
ce E
xpec
tatio
ns:
Res
pons
ibili
ties
&/o
r Obj
ectiv
es
Com
men
ts
EE
ME
N
I U
EE
ME
N
I U
EE
ME
N
I U
EE
ME
N
I U
EE
ME
N
I U
EE
ME
N
I U
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_ Su
perv
isor
Initi
als
Dat
e
Em
ploy
ee In
itial
s
Dat
e
Exceeds Expectations
Meets Expectations
Needs Improvement
Unacceptable
Perf
orm
ance
Rat
ings
Sect
ion
II
2/0
4 3
SEC
TIO
N II
P
ER
FOR
MA
NC
E C
OM
PETE
NC
IES
Gen
eral
Com
pete
ncie
s C
omm
ents
M
issi
on &
Val
ues
- Per
form
day
-to-d
ay a
ctiv
ities
& jo
b re
spon
sibi
litie
s in
w
ays
that
sup
port
& e
nhan
ce th
e C
olle
ge’s
mis
sion
& it
s C
atho
lic, L
asal
lian
& L
iber
al A
rts tr
aditi
ons,
e.g
., se
rvic
e to
com
mun
ity, d
edic
atio
n, ta
king
ow
ners
hip
for s
ucce
ss o
f SM
C, e
xem
plify
ing
beha
vior
that
is a
mod
el fo
r ot
hers
, & a
dher
ing
to C
olle
ge p
olic
ies
EE
ME
N
I U
Serv
ice
- Dem
onst
rate
com
mitm
ent t
o pr
ovid
ing
ever
yone
with
hig
hest
le
vel o
f ser
vice
: Pro
vide
frie
ndly
, car
ing
serv
ice;
exh
ibit
patie
nce
& re
spec
t; fo
llow
up
& fo
llow
thro
ugh;
resp
ond
sinc
erel
y, p
rom
ptly
, con
sist
ently
&
appr
opria
tely
to e
very
one
ever
y tim
e; a
nd e
stab
lish
& m
aint
ain
effe
ctiv
e re
latio
nshi
ps w
ith th
ose
we
serv
e &
gai
n th
eir t
rust
& re
spec
t
EE
ME
N
I U
Team
wor
k - M
aint
ain
harm
onio
us &
effe
ctiv
e w
ork
rela
tions
hips
with
co-
wor
kers
& o
ther
s; a
nd c
olla
bora
te w
ith d
epar
tmen
ts, c
ampu
s co
mm
unity
, &
exte
rnal
sou
rces
, as
appr
opria
te, t
o pr
omot
e co
oper
ativ
e w
ork
rela
tions
hips
, im
prov
e w
ork
proc
esse
s, &
ach
ieve
goa
ls a
nd o
bjec
tives
EE
ME
N
I U
Com
mun
icat
ion
- Effe
ctiv
ely
conv
ey in
form
atio
n &
idea
s bo
th o
rally
& in
w
ritin
g; li
sten
car
eful
ly&
see
k cl
arifi
catio
n to
ens
ure
unde
rsta
ndin
g;
prom
ote
an o
pen
envi
ronm
ent w
here
div
erse
per
spec
tives
are
resp
ecte
d,
deve
lope
d, &
val
ued;
and
mai
ntai
n ap
prop
riate
con
fiden
tialit
y
EE
ME
N
I U
Res
ourc
eful
ness
- C
onsi
sten
tly in
itiat
e id
eas
& a
ctio
ns th
at im
pact
our
su
cces
s: P
roac
tivel
y ta
ke o
r rec
omm
end
appr
opria
te a
ctio
ns, s
olut
ions
or
impr
ovem
ent w
hen
the
situ
atio
n de
man
ds it
; per
seve
re w
hen
enco
unte
ring
chal
leng
es &
obs
tacl
es; a
nd a
djus
t to
effe
ctiv
ely
acco
mm
odat
e m
ultip
le
dem
ands
& s
hifti
ng p
riorit
ies
EE
ME
N
I U
Qua
lity
& Q
uant
ity o
f Wor
k - D
emon
stra
te k
now
ledg
e, te
chni
cal
expe
rtise
, & p
robl
em s
olvi
ng s
kills
nec
essa
ry to
per
form
job
effe
ctiv
ely;
m
ake
qual
ity d
ecis
ions
bas
ed o
n so
und
judg
men
t; co
mpl
ete
assi
gnm
ents
in
a th
orou
gh, a
ccur
ate
& ti
mel
y m
anne
r tha
t ach
ieve
s ex
pect
ed o
utco
mes
; pr
eser
ve C
olle
ge fi
nanc
es &
mai
ntai
n &
car
e fo
r Col
lege
pro
perty
; and
m
eet C
olle
ge &
/or d
epar
tmen
t atte
ndan
ce s
tand
ards
EE
ME
N
I U
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_
___
____
____
____
____
____
____
____
____
____
____
____
____
____
__
Supe
rvis
or In
itial
s
Dat
e
Empl
oyee
Initi
als
D
ate
Exceeds Expectations
Meets Expectations
Needs Improvement
Unacceptable
Perf
orm
ance
Rat
ings
Sect
ion
III
2/0
4 4
SEC
TIO
N II
I
O
VER
ALL
PER
FOR
MA
NC
E SU
MM
AR
Y C
omm
ents
: (B
ased
on
a re
view
of S
ectio
ns I
and
II)
Exce
eds
Expe
ctat
ions
(Per
form
ance
co
nsis
tent
ly s
urpa
sses
all
expe
ctat
ions
and
go
als)
M
eets
Exp
ecta
tions
(Per
form
ance
fully
an
d co
nsis
tent
ly a
chie
ves
expe
ctat
ions
an
d go
als)
Nee
ds Im
prov
emen
t (Pe
rform
ance
ne
eds
impr
ovem
ent t
o fu
lly a
chie
ve
expe
ctat
ions
and
goa
ls)
Una
ccep
tabl
e (P
erfo
rman
ce fa
ils to
m
eet j
ob e
xpec
tatio
ns)
Plan
for I
mpr
ovem
ent
Y
es
N
o
.
Prof
essi
onal
Dev
elop
men
t Pla
n:
R
espo
nsib
ilitie
s an
d Fu
ture
Obj
ectiv
es (C
ompl
ete
the
resp
onsi
bilit
ies
&/or
obj
ectiv
es in
Sec
tion
I for
nex
t rev
iew
per
iod.
Em
ploy
ee C
omm
ents
(Inc
lude
feed
back
to th
e su
perv
isor
on
way
s in
whi
ch s
uper
viso
r can
ass
ist y
ou in
mee
ting
resp
onsi
bilit
ies
&/or
obj
ectiv
es &
en
hanc
ing
perfo
rman
ce c
ompe
tenc
ies)
:
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_ Su
perv
isor
Sig
natu
re
D
ate
Empl
oyee
Sig
natu
re
Dat
e Si
gnat
ure
of N
ext L
evel
Sup
ervi
sor_
____
____
____
____
____
____
____
____
____
____
____
____
D
ate_
____
____
____
____
____
____
____
____
____
_
Performance Management Manual
Performance Management Toolkit 2/04 27
Instructions for Progress Reviews
Performance Management Manual
28 2/04 Performance Management Toolkit
This page intentionally left blank
PR
OG
RE
SS
RE
VIE
WST
AFF
(Sup
ervi
sory
and
Non
-Sup
ervi
sory
)*
INS
TR
UC
TIO
NS
GE
NE
RA
L●
Com
plet
e fo
rm o
nlin
e or
cop
y fo
rm a
nd t
hen
com
plet
e.●
Onl
ine:
exp
and
each
sec
tion
for
addi
tion
al s
pace
as
appr
opri
ate.
O
fflin
e: a
dd a
ddit
iona
l pag
es if
nec
essa
ry.
●C
ompl
ete
page
1.
●Su
perv
isor
com
plet
es e
ach
sect
ion
of t
he fo
rm a
fter
dis
cuss
ion
wit
h th
e em
ploy
ee.
●T
he P
rogr
ess
Rev
iew
is g
ener
ally
com
plet
ed in
mid
yea
r (D
ecem
ber-
Janu
ary)
.
RE
SPO
NSI
BL
ITIE
S an
d/or
OB
JEC
TIV
ES
- SE
CT
ION
I●
Rev
iew
res
pons
ibili
ties
, exp
ecta
tion
s or
obj
ecti
ves
that
wer
e ag
reed
upo
n at
the
beg
inni
ng o
f the
per
form
ance
cyc
le.
●D
iscu
ss e
mpl
oyee
’s pe
rfor
man
ce o
n th
ese
resp
onsi
bilit
ies
or o
bjec
tive
s.●
Sum
mar
ize
in t
he C
omm
ents
sec
tion
the
em
ploy
ee’s
perf
orm
ance
fo
r ea
ch r
espo
nsib
ility
or
obje
ctiv
e.
●C
hang
e or
adj
ust
obje
ctiv
es, r
espo
nsib
iliti
es o
r ex
pect
atio
ns a
s ap
prop
riat
e.
PE
RFO
RM
AN
CE
CO
MP
ET
EN
CIE
S -
SEC
TIO
N I
I●
Rev
iew
& d
iscu
ss e
mpl
oyee
’s pe
rfor
man
ce o
n ea
ch c
ompe
tenc
y.●
Sum
mar
ize
perf
orm
ance
for
each
com
pete
ncy
in t
he C
omm
ents
se
ctio
n.
●Fo
r su
perv
isor
y st
aff,
revi
ew g
ener
al c
ompe
tenc
ies
and
supe
rvis
ory/
man
agem
ent
com
pete
ncie
s; fo
r no
n-su
perv
isor
y st
aff,
revi
ew g
ener
al c
ompe
tenc
ies.
SIG
NA
TU
RE
S●
On
each
pag
e pr
ovid
e ap
prop
riat
e si
gnat
ures
. Mak
e co
py fo
r em
ploy
ee.
●K
eep
Prog
ress
Rev
iew
in t
he d
epar
tmen
t. G
ener
ally
Pro
gres
s R
evie
ws
are
NO
T fo
rwar
ded
to H
uman
Res
ourc
es.
*See
Per
form
ance
Man
agem
ent
Too
lkit
for
mor
ede
taile
d in
form
atio
n an
d ex
ampl
es.
(Mid
Yea
r)
Performance Management Manual
Performance Management Toolkit 2/04 29
Progress Review for Supervisors
Performance Management Manual
30 2/04 Performance Management Toolkit
This page intentionally left blank
2/04
1
Sain
t Mar
y’s C
olle
ge o
f Cal
iforn
ia is
a C
atho
lic, L
asal
lian
and
Libe
ral A
rts C
olle
ge k
now
n w
idel
y fo
r pro
vidi
ng a
n ex
celle
nt le
arni
ng
envi
ronm
ent f
or st
uden
ts. I
t is a
com
mun
ity o
f lea
rner
s—st
uden
ts, f
acul
ty a
nd st
aff—
who
supp
ort t
he o
rgan
izat
ion’
s mis
sion
: •
To p
robe
dee
ply
the
mys
tery
of e
xist
ence
by
culti
vatin
g th
e w
ays o
f kno
win
g an
d th
e ar
ts o
f thi
nkin
g.
• To
aff
irm a
nd fo
ster
the
Chr
istia
n un
ders
tand
ing
of th
e hu
man
per
son
whi
ch a
nim
ates
the
educ
atio
n m
issi
on o
f the
Cat
holic
Chu
rch.
•
To c
reat
e a
stud
ent-c
ente
red
educ
atio
nal c
omm
unity
who
se m
embe
rs su
ppor
t one
ano
ther
with
mut
ual u
nder
stan
ding
and
resp
ect.
The
effe
ctiv
e pe
rfor
man
ce o
f eac
h in
divi
dual
is n
eces
sary
to a
chie
ve th
e C
olle
ge’s
mis
sion
. The
Col
lege
exp
ects
all
its e
mpl
oyee
s to
exem
plify
its v
alue
s thr
ough
com
mitt
ed le
ader
ship
, ong
oing
lear
ning
, and
con
cern
for h
uman
rela
tions
hips
.
Em
ploy
ee:
Su
perv
isor
:
Em
ploy
ee J
ob T
itle:
Job
Gra
de:
Dep
artm
ent:
Obj
ectiv
es, D
evel
opm
ent &
Per
form
ance
Per
iod:
From
:
Thr
ough
:
Mid
-Yea
r R
evie
w
Oth
er
Dat
e:
30-a
Sect
ion
I 2
/04
2
SEC
TIO
N I
R
ESPO
NSI
BIL
ITIE
S &
/OR
OB
JEC
TIVE
S
Prim
ary
Perf
orm
ance
Exp
ecta
tions
: R
espo
nsib
ilitie
s &
/or O
bjec
tives
Com
men
ts
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_ _
____
____
____
____
____
____
____
____
____
____
____
____
____
____
Su
perv
isor
Sig
natu
re
D
ate
Em
ploy
ee S
igna
ture
D
ate
Sect
ion
II 2
/04
3
SEC
TIO
N II
PE
RFO
RM
AN
CE
CO
MPE
TEN
CIE
S
Gen
eral
Com
pete
ncie
s C
omm
ents
M
issi
on &
Val
ues
- Per
form
day
-to-d
ay a
ctiv
ities
& jo
b re
spon
sibi
litie
s in
w
ays
that
sup
port
& e
nhan
ce th
e C
olle
ge’s
mis
sion
& it
s C
atho
lic, L
asal
lian
&
Libe
ral A
rts tr
aditi
ons,
e.g
., se
rvic
e to
com
mun
ity, d
edic
atio
n, ta
king
ow
ners
hip
for s
ucce
ss o
f SM
C, e
xem
plify
ing
beha
vior
that
is a
mod
el fo
r oth
ers,
&
adhe
ring
to C
olle
ge p
olic
ies
Serv
ice
- Dem
onst
rate
com
mitm
ent t
o pr
ovid
ing
ever
yone
with
hig
hest
leve
l of
serv
ice:
Pro
vide
frie
ndly
, car
ing
serv
ice;
exh
ibit
patie
nce
& re
spec
t; fo
llow
up
&
follo
w th
roug
h; re
spon
d si
ncer
ely,
pro
mpt
ly, c
onsi
sten
tly &
app
ropr
iate
ly to
ev
eryo
ne e
very
tim
e; a
nd e
stab
lish
& m
aint
ain
effe
ctiv
e re
latio
nshi
ps w
ith th
ose
we
serv
e &
gai
n th
eir t
rust
& re
spec
t
Team
wor
k - M
aint
ain
harm
onio
us &
effe
ctiv
e w
ork
rela
tions
hips
with
co-
wor
kers
& o
ther
s; a
nd c
olla
bora
te w
ith d
epar
tmen
ts, c
ampu
s co
mm
unity
, &
exte
rnal
sou
rces
, as
appr
opria
te, t
o pr
omot
e co
oper
ativ
e w
ork
rela
tions
hips
, im
prov
e w
ork
proc
esse
s, &
ach
ieve
goa
ls a
nd o
bjec
tives
Com
mun
icat
ion
- Effe
ctiv
ely
conv
ey in
form
atio
n &
idea
s bo
th o
rally
& in
w
ritin
g; li
sten
car
eful
ly &
see
k cl
arifi
catio
n to
ens
ure
unde
rsta
ndin
g; p
rom
ote
an
open
env
ironm
ent w
here
div
erse
per
spec
tives
are
resp
ecte
d, d
evel
oped
, &
valu
ed; a
nd m
aint
ain
appr
opria
te c
onfid
entia
lity
Res
ourc
eful
ness
- C
onsi
sten
tly in
itiat
e id
eas
& a
ctio
ns th
at im
pact
our
su
cces
s: P
roac
tivel
y ta
ke o
r rec
omm
end
appr
opria
te a
ctio
ns, s
olut
ions
or
impr
ovem
ent w
hen
the
situ
atio
n de
man
ds it
; per
seve
re w
hen
enco
unte
ring
chal
leng
es &
obs
tacl
es; a
nd a
djus
t to
effe
ctiv
ely
acco
mm
odat
e m
ultip
le
dem
ands
& s
hifti
ng p
riorit
ies
Qua
lity
& Q
uant
ity o
f Wor
k - D
emon
stra
te k
now
ledg
e, te
chni
cal e
xper
tise,
&
pro
blem
sol
ving
ski
lls n
eces
sary
to p
erfo
rm jo
b ef
fect
ivel
y; m
ake
qual
ity
deci
sion
s ba
sed
on s
ound
judg
men
t; co
mpl
ete
assi
gnm
ents
in a
thor
ough
, ac
cura
te &
tim
ely
man
ner t
hat a
chie
ves
expe
cted
out
com
es; p
rese
rve
Col
lege
fin
ance
s &
mai
ntai
n &
car
e fo
r Col
lege
pro
perty
; and
mee
t Col
lege
&/o
r de
partm
ent a
ttend
ance
sta
ndar
ds
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_ Su
perv
isor
Sig
natu
re
D
ate
Em
ploy
ee S
igna
ture
D
ate
Sect
ion
II 2
/04
4
SEC
TIO
N II
PER
FOR
MA
NC
E C
OM
PETE
NC
IES
(T
his s
ectio
n is
alw
ays i
nclu
ded
on P
erfo
rman
ce R
evie
ws f
or th
ose
who
supe
rvis
e st
aff,
but o
ccas
iona
lly m
ay b
e us
ed fo
r oth
ers s
uch
as p
roje
ct m
anag
ers o
r sup
ervi
sors
of s
tude
nts.)
Su
perv
isor
y &
Man
agem
ent C
ompe
tenc
ies
Pr
ogre
ss R
evie
w
M
anag
ing
and
Dev
elop
ing
Staf
f - R
ecru
it &
hire
app
ropr
iate
sta
ff; p
rovi
de
empl
oyee
s cl
ear e
xpec
tatio
ns re
gard
ing
orga
niza
tion’
s va
lues
& d
esire
d re
sults
; gi
ve c
lear
& h
ones
t per
form
ance
feed
back
; com
mun
icat
e in
way
s th
at in
vite
tw
o-w
ay d
ialo
gue;
coa
ch &
dev
elop
sta
ff &
pro
vide
opp
ortu
nity
for t
rain
ing
&
grow
th; r
ecog
nize
sta
ff fo
r effo
rts &
ach
ieve
men
t & e
nsur
e st
aff a
re tr
eate
d w
ith
resp
ect &
in a
fair
& e
quita
ble
man
ner;
and
cons
truct
ivel
y ad
dres
s pe
rform
ance
pr
oble
ms
Lead
ersh
ip -
Cre
ate
a su
ppor
tive
staf
f env
ironm
ent,
whi
ch fo
ster
s in
divi
dual
m
otiv
atio
n, h
igh
leve
ls o
f ind
ivid
ual &
team
per
form
ance
, & q
ualit
y of
ser
vice
: S
eek
perfo
rman
ce fe
edba
ck &
inco
rpor
ate
into
dep
artm
ent o
bjec
tives
; dev
elop
&
com
mun
icat
e cl
ear o
bjec
tives
that
sup
port
depa
rtmen
t & C
olle
ge m
issi
on &
go
als;
bui
ld a
wor
kfor
ce th
at re
cogn
izes
& v
alue
s th
e po
sitiv
e in
fluen
ces
of
dive
rse
cultu
res,
vie
wpo
ints
, sty
les,
& o
ther
asp
ects
of i
ndiv
idua
l diff
eren
ces;
se
t a to
ne o
f int
egrit
y &
eth
ics;
enc
oura
ge &
faci
litat
e co
oper
atio
n, p
ride,
& tr
ust;
empo
wer
& in
spire
sta
ff by
sha
ring
info
rmat
ion,
kno
wle
dge,
ski
lls, &
aut
horit
y;
thin
k &
plan
stra
tegi
cally
; and
lead
by
exam
ple
Res
ourc
e M
anag
emen
t -D
evel
op p
lans
& o
rgan
ize
reso
urce
s (te
chno
logy
, eq
uipm
ent,
budg
et, s
pace
& s
taff)
for i
mpl
emen
tatio
n of
pro
ject
s &
pro
gram
s:
Util
ize
exis
ting
& n
ew re
sour
ces
effe
ctiv
ely
& e
ffici
ently
; pla
n, a
dmin
iste
r, &
m
onito
r bud
get t
o en
sure
cos
t effe
ctiv
enes
s; a
nd a
ccom
mod
ate
mul
tiple
de
man
ds fo
r com
mitm
ent o
f tim
e, e
nerg
y &
reso
urce
s
Dec
isio
n M
akin
g an
d Ju
dgm
ent -
Ana
lyze
fact
s &
dat
a, u
se s
ound
ju
dgm
ent,
& s
eek
inpu
t & a
ssis
tanc
e fro
m o
ther
s to
arri
ve a
t mos
t effe
ctiv
e so
lutio
ns; m
ake
deci
sion
s in
a ti
mel
y m
anne
r, ev
en u
nder
unc
erta
in c
ondi
tions
, co
nsid
erin
g bo
th th
e im
med
iate
& lo
ng-te
rm c
onse
quen
ces;
follo
w u
p to
ens
ure
prob
lem
s ar
e re
solv
ed; a
nd m
aint
ain
appr
opria
te c
onfid
entia
lity
Man
agin
g C
hang
e - I
nitia
te a
ctio
ns th
at fo
ster
acc
epta
nce
of o
rgan
izat
iona
l ch
ange
: C
omm
unic
ate
in w
ays
that
hel
p em
ploy
ees
unde
rsta
nd th
e ch
ange
; in
volv
e em
ploy
ees
in th
e de
cisi
ons
that
impa
ct th
em; a
nd e
stab
lish
stru
ctur
es,
prac
tices
& fe
edba
ck to
sup
port
succ
essf
ul im
plem
enta
tion
of th
e ch
ange
____
____
____
____
____
____
____
____
____
____
____
___
__
____
____
____
____
____
____
____
____
____
____
____
____
____
__
Supe
rvis
or S
igna
ture
Dat
e
Empl
oyee
Sig
natu
re
Dat
e
Performance Management Manual
Performance Management Toolkit 2/04 31
Progress Review for Staff (Non-Supervisory)
Performance Management Manual
32 2/04 Performance Management Toolkit
This page intentionally left blank
2/04
1
Sain
t Mar
y’s C
olle
ge o
f Cal
iforn
ia is
a C
atho
lic, L
asal
lian
and
Libe
ral A
rts C
olle
ge k
now
n w
idel
y fo
r pro
vidi
ng a
n ex
celle
nt le
arni
ng
envi
ronm
ent f
or st
uden
ts. I
t is a
com
mun
ity o
f lea
rner
s—st
uden
ts, f
acul
ty a
nd st
aff—
who
supp
ort t
he o
rgan
izat
ion’
s mis
sion
: •
To p
robe
dee
ply
the
mys
tery
of e
xist
ence
by
culti
vatin
g th
e w
ays o
f kno
win
g an
d th
e ar
ts o
f thi
nkin
g.
• To
aff
irm a
nd fo
ster
the
Chr
istia
n un
ders
tand
ing
of th
e hu
man
per
son
whi
ch a
nim
ates
the
educ
atio
n m
issi
on o
f the
Cat
holic
Chu
rch.
•
To c
reat
e a
stud
ent-c
ente
red
educ
atio
nal c
omm
unity
who
se m
embe
rs su
ppor
t one
ano
ther
with
mut
ual u
nder
stan
ding
and
resp
ect.
The
effe
ctiv
e pe
rfor
man
ce o
f eac
h in
divi
dual
is n
eces
sary
to a
chie
ve th
e C
olle
ge’s
mis
sion
. The
Col
lege
exp
ects
all
its e
mpl
oyee
s to
exem
plify
its v
alue
s thr
ough
com
mitt
ed le
ader
ship
, ong
oing
lear
ning
, and
con
cern
for h
uman
rela
tions
hips
.
Em
ploy
ee:
Supe
rvis
or:
Em
ploy
ee J
ob T
itle:
Job
Gra
de:
Dep
artm
ent:
Obj
ectiv
es, D
evel
opm
ent &
Per
form
ance
Per
iod:
From
:
Thr
ough
:
Mid
-Yea
r R
evie
w
Oth
er
Dat
e:
32-a
Sect
ion
I
2/04
2
SEC
TIO
N I
R
ESPO
NSI
BIL
ITIE
S &
/OR
OB
JEC
TIVE
S
Prim
ary
Perf
orm
ance
Exp
ecta
tions
: R
espo
nsib
ilitie
s &
/or O
bjec
tives
Com
men
ts
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_ Su
perv
isor
Sig
natu
re
D
ate
Empl
oyee
Sig
natu
re
Dat
e
Sect
ion
II
2/0
4
3
SEC
TIO
N II
PE
RFO
RM
AN
CE
CO
MPE
TEN
CIE
S
Gen
eral
Com
pete
ncie
s C
omm
ents
M
issi
on &
Val
ues
- Per
form
day
-to-d
ay a
ctiv
ities
& jo
b re
spon
sibi
litie
s in
w
ays
that
sup
port
& e
nhan
ce th
e C
olle
ge’s
mis
sion
& it
s C
atho
lic, L
asal
lian
&
Libe
ral A
rts tr
aditi
ons,
e.g
., se
rvic
e to
com
mun
ity, d
edic
atio
n, ta
king
ow
ners
hip
for s
ucce
ss o
f SM
C, e
xem
plify
ing
beha
vior
that
is a
mod
el fo
r oth
ers,
&
adhe
ring
to C
olle
ge p
olic
ies
Serv
ice
- Dem
onst
rate
com
mitm
ent t
o pr
ovid
ing
ever
yone
with
hig
hest
leve
l of
serv
ice:
Pro
vide
frie
ndly
, car
ing
serv
ice;
exh
ibit
patie
nce
& re
spec
t; fo
llow
up
&
follo
w th
roug
h; re
spon
d si
ncer
ely,
pro
mpt
ly, c
onsi
sten
tly &
app
ropr
iate
ly to
ev
eryo
ne e
very
tim
e; a
nd e
stab
lish
& m
aint
ain
effe
ctiv
e re
latio
nshi
ps w
ith th
ose
we
serv
e &
gai
n th
eir t
rust
& re
spec
t
Team
wor
k - M
aint
ain
harm
onio
us &
effe
ctiv
e w
ork
rela
tions
hips
with
co-
wor
kers
& o
ther
s; a
nd c
olla
bora
te w
ith d
epar
tmen
ts, c
ampu
s co
mm
unity
, &
exte
rnal
sou
rces
, as
appr
opria
te, t
o pr
omot
e co
oper
ativ
e w
ork
rela
tions
hips
, im
prov
e w
ork
proc
esse
s, &
ach
ieve
goa
ls a
nd o
bjec
tives
Com
mun
icat
ion
- Effe
ctiv
ely
conv
ey in
form
atio
n &
idea
s bo
th o
rally
& in
w
ritin
g; li
sten
car
eful
ly &
see
k cl
arifi
catio
n to
ens
ure
unde
rsta
ndin
g; p
rom
ote
an
open
env
ironm
ent w
here
div
erse
per
spec
tives
are
resp
ecte
d, d
evel
oped
, &
valu
ed; a
nd m
aint
ain
appr
opria
te c
onfid
entia
lity
Res
ourc
eful
ness
- C
onsi
sten
tly in
itiat
e id
eas
& a
ctio
ns th
at im
pact
our
su
cces
s: P
roac
tivel
y ta
ke o
r rec
omm
end
appr
opria
te a
ctio
ns, s
olut
ions
or
impr
ovem
ent w
hen
the
situ
atio
n de
man
ds it
; per
seve
re w
hen
enco
unte
ring
chal
leng
es &
obs
tacl
es; a
nd a
djus
t to
effe
ctiv
ely
acco
mm
odat
e m
ultip
le
dem
ands
& s
hifti
ng p
riorit
ies
Qua
lity
& Q
uant
ity o
f Wor
k - D
emon
stra
te k
now
ledg
e, te
chni
cal e
xper
tise,
&
pro
blem
sol
ving
ski
lls n
eces
sary
to p
erfo
rm jo
b ef
fect
ivel
y; m
ake
qual
ity
deci
sion
s ba
sed
on s
ound
judg
men
t; co
mpl
ete
assi
gnm
ents
in a
thor
ough
, ac
cura
te &
tim
ely
man
ner t
hat a
chie
ves
expe
cted
out
com
es; p
rese
rve
Col
lege
fin
ance
s &
mai
ntai
n &
car
e fo
r Col
lege
pro
perty
; and
mee
t Col
lege
&/o
r de
partm
ent a
ttend
ance
sta
ndar
ds
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_ Su
perv
isor
Sig
natu
re
D
ate
Empl
oyee
Sig
natu
re
Dat
e
Performance Management Manual
Performance Management Toolkit 2/04 33
5. Performance Planning OVERVIEW & STEPS The supervisor and employee meet to set performance expectations at the beginning of each performance review period. This is generally between May, when the review for the previous performance period is completed, and July, when the next performance period technically begins. Because of the academic schedule and the functioning of some schools and departments, the performance planning part may begin in August or September. During this time the supervisor and the employee complete the first five steps of the Performance Management Process as outlined below:
Part of the Process
Steps Supervisor Employee
Planning & Goal Setting (usually at start of perf. period)
1. Supervisor prepares for performance planning.
X
2. Supervisor reviews College mission & goals and develops department goals with staff or shares already developed department goals with staff.
X X
3. Employee drafts performance objectives/standards or job responsibilities and discusses them with supervisor.
X
4. Supervisor shares performance expectations with employee. Supervisor and employee agree on objectives/standards/ responsibilities and record these in Section I of the End of Year Performance Review. They also agree on the importance of each objective or job responsibility and record it by numbered order or percentage of the job.
X X
5. Supervisor and employee review the competencies and agree on behaviors & actions that support these competencies. They also agree on the importance of each competency in relation to each other and the job.
X X
FOUR KEY JOB DIMENSIONS13 Effective performance depends, in large part, on the level of understanding and agreement between the supervisor and the employee about four key dimensions of the employee’s job: • WHY does this job exist?
Jobs are created for a reason. The supervisor and the employee should understand the overall purpose of the job, what it is intended to accomplish, and how the work contributes to the department and College’s mission and goals.
Performance Management Manual
34 2/04 Performance Management Toolkit
• WHAT are the duties and responsibilities?
These are the specific tasks to be performed by the employee. Some may be ongoing while others may be for defined periods of time, such as projects. A job description is typically used to describe these duties and responsibilities.
• HOW is it to be performed?
Performance expectations should be clearly articulated for each significant duty and responsibility. Employees need clarity about how the supervisor expects the duties and responsibilities of the job to be carried out. The employee and supervisor discuss and agree upon the standards and/or objectives that define the job responsibilities.
• HOW WELL is it being performed?
This is the dimension that involves evaluation by the supervisor and the employee. A credible evaluation and review depends on performance measures, both quantitative and qualitative. These are usually included in the standards and objectives agreed upon by the supervisor and employee in the performance planning process. The supervisor and employee often reassess and modify these standards and objectives as the year goes on.
ORIENTING A NEW EMPLOYEE When an employee is new to the job, the manager should orient the new employee to the College, department and job. As part of this process the supervisor should clarify job responsibilities and performance expectations with the employee and begin the performance planning process. This should occur within the first week of the employee’s arrival and may continue for a period of time. Therefore, follow the steps of Performance Planning with the new employee - no matter what time of year the employee begins his/her job. See the Supervisor’s Checklist for Orienting New Employees in the Appendix for additional information. At the end of the first three months of the new employee’s employment, the supervisor completes an Introductory Review (See Performance Review) on the employee’s performance. WRITING S.M.A.R.T. OBJECTIVES Definition of Terms: • For our purposes we are using the term objectives to refer to measurable and desired
results/accomplishments/achievements of individual or team performance: A performance effort to be accomplished that is to produce meaningful results. An objective answers the questions: What is the result being sought? What is
important to accomplish? • Sometimes some performance focuses on standards instead of objectives. These are
similar to objectives but focus more on day-to-day performance. A standard is an expectation of behavior or level of performance that is to be achieved or
maintained for positive results.
S.M.A.R.T. Objectives/Standards • Specific and clear—well defined • Measurable—Quantity, time, quality, cost • Action-oriented (& agreed upon)—use action verbs • Results-focused and Realistic • Time-focused
Performance Management Manual
Performance Management Toolkit 2/04 35
Format for SMART Objectives • Action verb + desired outcome + measurable quantity or quality + time frame
Sample Objectives • Broader Goal or Responsibility– Develop staff to assume greater responsibilities on
assignments Objective – Develop J. Smith to assume project management responsibilities (leading,
facilitating team, implementing and monitoring) on New Student Orientation by 4/1/05 • Broader Goal – Increase revenues 20% from athletic events
Objective – Increase revenues of Fall 2004 athletic events by 20% over year 2003
Sample Standards • Answer phone by the 3rd ring welcoming caller with SMC, department name, your name
and “How can I help you? • File all incoming files into correct master files within one day of delivery
Examples of Action Verbs
• Administer • Audit
• Advise • Create
• Analyze • Identify
• Audit • Launch
• Compile • Produce
• Deliver • Plan
• Accomplish • Provide
• Compose • Report
• Evaluate • Research
• Interview • Review
• Organize • Solicit
• Distribute • Complete
• Establish • Design
• Execute • Increase
• Implement • Monitor
• Maintain • Write
• Obtain
Performance Management Manual
36 2/04 Performance Management Toolkit
SAMPLE OBJECTIVES ON PERFORMANCE REVIEW FORM
Primary Performance Expectations: Responsibilities and/or Objectives
Comment
Rating Level
(Human Resource Example) Develop a New Employee Orientation process by December 2004, for implementation in January 2005. Use a collaborative process to gain buy in from key stakeholders (new employees, supervisors, Staff Council).
(Special Projects Example) Deliver all projects on time (as scheduled). Late projects include documentation of a list of issues that are “outside the control” of the employee.
(Athletics Example) Increase revenues from spring 2005 events by 10% over spring events of 2004.
(Finance Example) Complete budget planning process by February 2005. Budget should be accurate, in line with projected revenues, and accepted by all team members
Five key elements to setting effective objectives or standards: • Written down • Stated in positive language – what you desire or plan to achieve rather than what you want to
avoid • Under your control – reasonable but a stretch • Measurable in some way (you can count it, weigh it, see it, etc.). Key question: Will you know
it when you achieve it? • Written as if it has already happened or is happening Questions to Use for Developing Objectives with the Employee
• What are employee’s job responsibilities? • Which key objectives should employee focus on? • What resources or assistance does employee need to achieve these objectives? • What are possible obstacles to achieving the goals? What can be done to overcome
obstacles? • What behaviors are critical to achieving the objectives? (Often these behaviors are elements
of competencies.) • What links employee’s performance objectives to school/department’s goals? • Are the performance expectations clear to both the supervisor and the employee?
Performance Management Manual
Performance Management Toolkit 2/04 37
Showing Importance of Objectives Some objectives may be more important or take up a greater percentage of one’s time than others. You can show this in one of two ways (or both) on the Performance Review form:
1. numbering the objectives on the form with #1 being most important 2. weighting each objective in terms of percentage of time devoted to this objective with the
total for all objectives being 100% For example:
Primary Performance
Expectations: Responsibilities and/or Objectives
Comment
Rating Level
1. Recruit, coach, and develop staff throughout year and provide opportunities for training and growth as evidenced by development plans, delegation of specific job assignments and performance reviews (40%)
2. Develop and implement 5-year strategic plan for Facilities Department to include… by April 2005 (20%)
3. Actively participate in following campus committees: Planning Committee, Budget Committee, Athletics Committee by sharing priorities for Facilities, collaborating with departments and problem solving mutual and competing needs. (20%)
4. Operate within budget guidelines and monitor quarterly so that budget is balanced and within target by year end (10%)
5. Develop and implement plan for 24/7 coverage of maintenance for the campus by 10/1/04 and monitor effectiveness on 6-month basis (10%)
Performance Objectives Planning Worksheet (available on HR web site)
Responsibility Objective or Standard (includes performance expectations and measures)
Performance Management Manual
38 2/04 Performance Management Toolkit
PERFORMANCE COMPETENCIES Overview Competencies are defined as knowledge, skills, and behaviors (usually grouped in a common cluster) that help a person perform at a high level and are critical for achieving an organization’s mission, values and goals. In SMC’s Performance Management process, there are six performance competencies for all staff (including supervisors) and five performance competencies for supervisors/managers—all in line with SMC’s mission, values, and goals. One’s job responsibilities may emphasize some parts of a competency or some competencies more than others. An employee and his/her supervisor identify the factors in each competency that are most important and relevant to the success of the employee in his/her current role and in carrying out his/her responsibilities. If some are more important than others these can be noted in the descriptions or comments areas. They also can be numbered and/or weighted as stated in the section on writing objectives. The following two pages list and describe the General Competencies and the Supervisory and Management Competencies. See example of Ratings segment, Section 7 (Performance Review) in Toolkit for charts describing sample behaviors for each competency at each rating level.
Performance Management Manual
Performance Management Toolkit 2/04 39
General Competencies 1. Mission and Values
Perform day-to-day activities and job responsibilities in ways that support and enhance the College’s mission and its Catholic, Lasallian and Liberal Arts traditions, for example: • Service to community • Dedication • Taking ownership for success of Saint Mary’s College • Exemplifying behavior that is a model for others • Adhering to College policies
2. Service Demonstrate commitment to providing everyone with highest level of service: • Provide friendly, caring service; exhibit patience and respect; follow up and follow through • Respond sincerely, promptly, consistently and appropriately to everyone every time • Establish and maintain effective relationships with those we serve, and gain their trust
and respect
3. Teamwork • Maintain harmonious and effective work relationships with co-workers and others • Collaborate with departments, campus community, and external sources, as appropriate,
to promote cooperative work relationships, improve work processes, and achieve goals and objectives
4. Communication
• Effectively convey information and ideas both orally and in writing • Listen carefully and seek clarification to ensure understanding • Promote an open environment where diverse perspectives are respected, developed,
and valued • Maintain appropriate confidentiality
5. Resourcefulness
Consistently initiate ideas and actions that impact our success: • Proactively take or recommend appropriate actions, solutions or improvement when the
situation demands it • Persevere when encountering challenges and obstacles • Adjust to effectively accommodate multiple demands and shifting priorities
6. Quality and Quantity of Work • Demonstrate knowledge, technical expertise, and problem solving skills necessary to
perform job effectively • Make quality decisions based on sound judgment • Complete assignments in a thorough, accurate and timely manner that achieves
expected outcomes • Preserve College finances and maintain and care for College property • Meet College and/or department attendance standards
Performance Management Manual
40 2/04 Performance Management Toolkit
Supervisory and Management Competencies 1. Managing and Developing Staff
• Recruit and hire appropriate staff • Provide employees clear expectations regarding organization’s values and desired
results • Give clear and honest performance feedback • Communicate in ways that invite two-way dialogue • Coach and develop staff and provide opportunity for training and growth • Recognize staff for efforts and achievement and ensure staff are treated with respect and
in a fair and equitable manner • Constructively address performance problems
2. Leadership
Create a supportive staff environment, which fosters individual motivation, high levels of individual and team performance, and quality of service: • Seek performance feedback and incorporate into department objectives • Develop and communicate clear objectives that support department and College mission
and goals • Build a workforce that recognizes and values the positive influences of diverse cultures,
viewpoints, styles, and other aspects of individual differences • Set a tone of integrity and ethics • Encourage and facilitate cooperation, pride, and trust • Empower and inspire staff by sharing information, knowledge, skills, and authority • Think and plan strategically • Lead by example
3. Resource Management
Develop plans and organize resources (technology, equipment, budget, space and staff) for implementation of projects and programs: • Utilize existing and new resources effectively and efficiently • Plan, administer, and monitor budget to ensure cost effectiveness • Accommodate multiple demands for commitment of time, energy and resources
4. Decision Making and Judgment
• Analyze facts and data, use sound judgment, and seek input and assistance from others to arrive at most effective solutions
• Make decisions in a timely manner, even under uncertain conditions, considering both the immediate and long-term consequences
• Follow up to ensure problems are resolved • Maintain appropriate confidentiality
5. Managing Change
Initiate actions that foster acceptance of organizational change: • Communicate in ways that help employees understand the change • Involve employees in the decisions that impact them • Establish structures, practices and feedback to support successful implementation of the
change
6. Progress Review OVERVIEW The Progress Review usually occurs mid year in December or January. It is a time for a discussion between the employee and the supervisor on the employee’s performance and progress so far, and to reassess performance expectations. It is a time to see if there have been things beyond the employee’s control that are impeding performance and if particular support or resources are needed. The expectation is that the employee and supervisor have had ongoing feedback and communication up to this point. The mid year review formalizes this process. The Progress Review can be held at other times of the year, for example, quarterly. This is up to the department, supervisor and situation. Progress Reviews are written and kept in the department. Both the supervisor and employee receive a copy. After the Progress Review, the supervisor and employee should continue ongoing coaching and mutual feedback as appropriate. KEY STEPS Coaching, Mutual Feedback (ongoing)
6. Supervisor provides employee ongoing, regular performance coaching and feedback; employee receives coaching & feedback and gives feedback to supervisor.
X X
Mid-Year Progress Review (usually Dec.-Jan.- can be more frequent)
7. Supervisor & employee meet to discuss performance and reassess performance expectations & progress. This is a two-way conversation with feedback between supervisor & employee.
X X
8. As result of this meeting supervisor completes comments sections on Progress Review and makes appropriate changes to job responsibilities/objectives; supervisor & employee sign & each receives a copy.
X X
Coaching, Mutual Feedback (ongoing)
9. Supervisor provides employee ongoing, regular performance coaching and feedback; employee receives coaching & feedback and gives feedback to supervisor.
X X
GENERAL INSTRUCTIONS for COMPLETION of Progress Review Form (Section 4 of the Toolkit includes instructions for the completion of the Progress Review.) Supervisor completes each section of the form after discussion with the employee. Section I – Responsibilities&/or Objectives
• Review responsibilities, expectations or objectives that were agreed upon at the beginning of the performance cycle.
• Discuss employee’s performance on these responsibilities or objectives. • Summarize in the Comments section the employee’s performance for each responsibility or
objective • Change or adjust objectives, responsibilities or expectations as appropriate.
Section II – Performance Competencies • Review & discuss employee’s performance on each competency. • Summarize performance for each competency in the Comments section • For supervisory staff, review general competencies and supervisory/management competencies;
for non-supervisory staff, review general competencies Performance Management Toolkit rev.5/05 41
SAMPLE PROGRESS REVIEW SECTION I RESPONSIBLITIES &/OR OBJECTIVES
Primary Performance Expectations: Responsibilities &/or Objectives
Comments
(Human Resource Example) Develop a New Employee Orientation process by April 2005, for implementation in May 2005. Use a collaborative process to gain buy in from key stakeholders (new employees, supervisors, Staff Council).
Sally has formed a task group representing members of key stakeholders. Under her guidance they have made recommendations for the key components of the program. She is meeting her timelines and criteria that we developed earlier. She will need the VP’s support in presenting the overview to the Cabinet.
(Special Projects Example) Deliver all projects on time (as scheduled). Late projects include documentation of a list of issues that are “outside the control” of the employee.
Jim is two weeks behind on project ABC. This has been due to several unplanned absences. He is working on a plan for catching up on time missed; he will finalize and discuss plan by 4/04/04.
(Athletics Example) Increase revenues from spring 2005 events by 10% over spring events of 2004.
Marsha has enlisted alumni support in sponsoring 3 new events for the spring in addition to the usual 5 events. She has targeted revenue that will reflect a 15% increase over last spring. She will be enlisting the assistance of two interns to help her with the project.
(Finance Example) Complete budget planning process by February 2005. Budget should be accurate, in line with projected revenues, and accepted by all team members.
Joe has been facilitating the team in the budget planning process since October. Two of the team members who are critical to the decision making process have had sporadic attendance at the meetings. He and I are planning an approach to work with these two team members so that they are fully involved.
SECTION II PERFORMANCE COMPETENCIES
General Competencies
Comments
Mission & Values Marty continues to represent her colleagues on the Staff Council and participates regularly in LaSallian sponsored events such as the Soup & Substance discussions. She sets a good example for others in the department.
Service Since her last review Marty took the workshop on Building a Service Culture. She is using some of the problem solving skills as she works with other Campus departments to meet their needs on our services. Several students have complained that Marty has not gotten back to them on their questions. She has identified steps, which she plans to follow, to improve her responsiveness in answering student questions.
Teamwork She has shared some of the tools learned in the Service class with other staff members. As a result the staff is instituting a suggestion system on improving our services to students. Marty is facilitating this process.
Communication Marty is representing our department on a College committee and will be making presentations to student groups. At her request, I will coach her on her presentation skills.
______________________________________________________________________________________ Performance Management Toolkit rev.5/05 42
Resourcefulness Due to budget constraints we will not be able to fund a half- time administrative assistant position. I have asked Marty to work with me to come up with creative ways to provide the services that this position has previously provided. This will be a stretch and challenge for Marty in the coming months.
Quality & Quantity of Work Marty is professional in all that she does and has a thorough knowledge of all aspects of her job. She is the historian in our department on past and present practices and takes on many projects. I’ve asked Marty to train one of the administrative assistants in the processes for monitoring our budget so that Marty can focus on long term department projects.
Performance Management Toolkit rev. 5/05 42b
Performance Management Manual
Performance Management Toolkit 2/04 43
7. Performance Review OVERVIEW End of Year Review The Performance Review occurs at the end of the performance period—usually May and/or June. It covers the employee’s performance since the Performance Review of the previous year. Technically the performance review period is from July 1st to June 30th. During May or June the supervisor and employee conduct the review and complete the Performance Review form. Then the supervisor shares the review with the next-level supervisor. The completed and signed review is sent to the Human Resources Office and is filed in the employee’s personnel file. Introductory Review A Performance Review can also be used at the end of the Introductory Period for new employees and employees transferring to new positions. The Introductory Review is generally conducted 90 days after the employee is in the position. Adjust time frames and instructions given below to fit this review period. See Staff Handbook on New Employees, Introductory Period. KEY STEPS End of Year Performance Review (May-June)
10. In preparation for meeting with supervisor, employee assesses own performance for annual performance period using End of Year Performance Review form.
X
11. Supervisor gets feedback on employee’s performance from employee’s clients and schedules and prepares for performance review with employee.
X
12. Supervisor & employee meet to discuss employee’s performance for performance period.
X X
13. Supervisor completes comment & rating sections and Overall Performance Summary and shares with employee. Together they complete development plan and employee completes the employee comment section. All initial and sign as indicated.
X X
14. Supervisor reviews Performance Review with next level supervisor; next level supervisor signs. Copies are made for employee & supervisor. Original is sent to Human Resources.
X
PREPARATION FOR THE REVIEW What the Supervisor Does
1. The supervisor asks the employee to assess the employee’s performance for the year using the Performance Review and the Accomplishment worksheet as guidelines. The supervisor schedules a time (about 1 hour) with the employee to review the employee’s performance for the year. Allow one to two weeks’ preparation for both the supervisor and employee.
Performance Management Manual
44 2/04 Performance Management Toolkit
2. Supervisor a. Reviews the employee’s job responsibilities and objectives for the year. b. Gets feedback on the employee’s performance (see next pages for sources of
feedback and some questions to ask when seeking feedback). c. Evaluates the employee’s performance for the year. The supervisor uses the
Performance Review as a guideline and may make notes on the Performance Review but doesn’t complete the form until during or after the discussion with the employee.
3. Supervisor sets aside adequate time for the review discussion and ensures that
environment for review is private and comfortable. Supervisor Checklist for Preparing Performance Review14 When you prepare a performance review, try to answer these questions:
Did the employee meet his or her objectives for the period? Were there any outside circumstances (new orders, staff cuts, equipment problems) that limited the employee’s ability to meet goals? Did you provide the employee with feedback on progress toward goals during the year? Do you have records of specific examples of successes, improvements, or weaknesses? Do your examples include feedback from internal and external customers, other supervisors, etc.? Are your employee performance reviews: ____ Specific? ____ Related to the employee’s objectives & responsibilities? ____ Concerned solely with job behaviors and effort, not personality? ____ Individualized, without comparison to others? ____ Fair and objective? ____ Based on what occurred during the entire period? Are you prepared to listen with an open mind to the employee’s own assessment and interpretation of events? Do you have some objectives in mind to propose for the coming period? Do you have ideas to propose on how you can help the employee improve performance in the coming period? Do you have ideas for the employee's professional development?
Performance Management Manual
Performance Management Toolkit 2/04 45
What the Employee Does
1. Employee a. Reviews his/her job responsibilities for the year b. Reviews his/her accomplishments and key activities for the year (Some sources
of information can be calendars, notes, reports, and projects) c. Writes out a list of accomplishments
2. Employee assesses his/her performance for year. He/She may use a copy of the Performance Review form as a guide and/or worksheet.
3. Employee prepares for the discussion with his/her supervisor. Employee Checklist When you prepare for your performance review, try to answer these questions:
Did you meet your objectives for the period? Were there any outside circumstances (new demands, staff cuts, equipment problems) that limited your ability to meet objectives? Did you get feedback on progress toward objectives during the year? Do you have records of specific examples of successes or improvements? Do your examples include feedback from customers or colleagues, etc.? Is your assessment of your performance: ____ Specific? ____ Related to your objectives & job responsibilities? ____ Fair and objective? ____ Based on what occurred during the entire period? Are you prepared to listen with an open mind to your supervisor’s assessment and interpretation of events? Do you have some objectives in mind to propose for the coming period? Do you have ideas to propose on how you can improve performance in the coming period? Do you have ideas for your professional development?
Performance Management Manual
46 2/04 Performance Management Toolkit
Some Sources of Feedback • The employee’s customers and colleagues who have worked with him/her • Samples of employee’s work (e.g., reports, projects, events) • Notes the supervisor has made • Notes the employee has made • Calendars (supervisor, employee, department) • Task groups or committees employee has served on • Vendors employee works with Some Questions to Ask When Seeking Feedback In order to broaden the range of feedback given about an individual’s performance, a supervisor or employee may seek feedback from others with whom the employee interacts. This feedback should not be treated as a “report card” or popularity contest. The intent is to encourage communication that helps recognize and improve performance. About Strengths:
Supervisor: What is _____ doing that is helpful or working well for you? Employee: What am I doing that is helpful to you or working well for you? Supervisor: What should _____ continue doing or do more of? Employee: What should I continue doing or do more of?
About Areas for Improvement: Supervisor: What do you think _____ could do better to improve his/her performance? Employee: What do you think I could do better to improve my performance? Supervisor: What could _____ do less of or stop doing? Employee: What could I do less of or stop doing? Supervisor: What should _____ start doing? Employee: What should I start doing?
Performance Management Manual
Performance Management Toolkit 2/04 47
CONDUCTING and COMPLETING THE REVIEW
1. The employee and supervisor meet to discuss the employee’s performance. 2. The supervisor generally leads the discussion 3. Together they review the responsibilities and objectives for the year. 4. The employee and supervisor discuss the employee’s accomplishments, the employee’s
self-assessment and the supervisor’s assessment. This is a back and forth dialogue. (See Section 3 on Coaching and Communication.)
5. The employee is encouraged to provide feedback to the supervisor about support or resources he/she needs.
6. At this time the supervisor may complete the comments and ratings sections or does so after the review meeting. During the meeting, the supervisor shares how he/she sees the employee’s performance for the year, listens to what the employee has to say, and takes notes as appropriate.
7. The employee and supervisor discuss the employee’s professional development and complete the Professional Development section. They can complete an expanded version of the Development Plan and attach it to the Performance Review form. (See Toolkit section on Development Plans.)
8. As appropriate the supervisor and employee schedule another meeting to review the completed form and sign where indicated.
9. If the supervisor completes the review form following the review meeting, then he/she shares the completed review with the employee; the employee adds his/her comments (on the Overall Performance Summary page) and each signs the review. The completed review includes comments, ratings, overall summary and ratings, and sections on Professional Development and Responsibilities and Future Objectives.
10. The employee’s comments can include feedback to the supervisor and/or additional information he/she wishes to add about their performance.
11. The Plan for Improvement is available when the overall performance rating on the Performance Review is “Needs Improvement.” Attach it to the Performance Review.
12. If the employee receives an overall rating of “unacceptable,” the supervisor should consult with Human Resources prior to completion of review.
13. Following the completion of the Performance Review, the supervisor reviews it with the next level supervisor, who then signs the Review. Copies are made for employee and supervisor. Original is sent to Human Resources.
EXPLANATION OF PERFORMANCE RATINGS Overview In completing the Performance Review, the supervisor writes comments and selects the appropriate ratings to describe the employee’s performance for the full review period. This is done in Sections I, II, and III. The supervisor rates each responsibility and/or objective according to the performance and behavioral expectations that the supervisor and employee have previously agreed on. (These may have been adjusted or changed as the year progressed.) In addition, the supervisor selects one rating for the overall performance summary on the last page of the Performance Review.
Performance Management Manual
48 2/04 Performance Management Toolkit
The Following Are The Performance Ratings And Their Definitions: Exceeds – Consistently surpasses all expectations and goals. Use this category sparingly to avoid diluting the value of the ‘Meets Expectations’ rating. Meets Expectations – Fully and consistently achieves expectations and goals. Meets Expectations is the standard and is commendable. Most employees’ performance will fall into this category. Needs Improvement – Needs improvement to fully achieve expectations/goals. This rating is for those aspects of performance that require some additional training and development, or for performance in certain areas that is not consistent. Unacceptable – Fails to meet job expectations. This is used when performance continually fails to meet acceptable standards. (If an employee’s performance is “unacceptable,” the supervisor should consult with Human Resources prior to completing the Review.) Again, when determining individual performance ratings, it is important to keep in mind that Meets Expectations is the standard and is commendable. Most employees’ performance will fall into this category. The Plan for Improvement is available when the overall performance rating on the Performance Review is “Needs Improvement,” but can also be used at any time performance is less than it should be. The Plan for Improvement is attached to the Performance Review when it is returned to Human Resources. (See Toolkit, Section 9: Development and Improvement Plans.)
Performance Management Manual
Performance Management Toolkit 2/04 49
Behaviors at Each Rating Level — Examples for General Competencies
Performance Management Manual
50 2/04 Performance Management Toolkit
This page intentionally left blank
PER
FOR
MA
NC
E A
SSES
SMEN
T LE
VELS
(RA
TIN
GS)
– S
ome
Exam
ples
for G
ener
al C
ompe
tenc
ies
1
U
nacc
epta
ble
N
eeds
impr
ovem
ent
Mee
ts e
xpec
tatio
ns
Exce
eds
expe
ctat
ions
Mis
sion
&
Val
ues
Con
sist
ently
fails
to fo
llow
C
olle
ge p
olic
ies r
esul
ting
in
rew
ork,
exp
ense
&/o
r uns
afe
cond
ition
s for
Col
lege
; co
nsis
tent
ly d
ispl
ays b
ehav
iors
and
ac
tions
whi
ch a
re d
etrim
enta
l to
cow
orke
rs
Occ
asio
nally
fails
to fo
llow
C
olle
ge p
olic
y re
sulti
ng in
re
wor
k; o
ccas
iona
lly d
ispl
ays
beha
vior
det
rimen
tal t
o co
wor
kers
Take
s ow
ners
hip
for s
ucce
ss o
f de
partm
ent &
SM
C; c
onsi
sten
tly
treat
s oth
ers w
ith in
tegr
ity a
nd
resp
ect
Con
tinua
lly d
emon
stra
tes
cont
ribut
ion
to C
atho
lic a
nd
Lasa
llian
com
mun
ity b
y le
adin
g &
serv
ing
on c
omm
ittee
s tha
t se
rve
the
Col
lege
& e
xter
nal
com
mun
ity; s
een
as a
mod
el fo
r ex
empl
ifyin
g C
olle
ge &
La
salli
an v
alue
s Se
rvic
e C
onsi
sten
tly ru
de to
cus
tom
ers;
R
efus
es to
hel
p cu
stom
ers i
n so
lvin
g pr
oble
ms;
fails
to re
spon
d to
cus
tom
er re
ques
ts in
tim
ely
man
ner;
ofte
n ig
nore
s cus
tom
ers;
fr
eque
ntly
con
duct
s per
sona
l bu
sine
ss w
hile
cus
tom
er w
aits
Occ
asio
nally
rude
to c
usto
mer
s;
has d
iffic
ulty
in v
aryi
ng
appr
oach
with
diff
eren
t nee
ds o
f cu
stom
ers;
may
hav
e di
ffic
ulty
un
ders
tand
ing
cust
omer
re
ques
ts; g
ets a
nnoy
ed w
ith
cust
omer
with
man
y qu
estio
ns
Giv
es fr
iend
ly, c
arin
g se
rvic
e;
exhi
bits
pat
ienc
e &
resp
ect;
cons
iste
ntly
serv
es c
usto
mer
s by
resp
ondi
ng to
nee
ds, s
olvi
ng
prob
lem
s the
cus
tom
er h
as a
nd
seek
ing
impr
oved
way
s to
satis
fy c
usto
mer
; fol
low
s up
to
ensu
re e
xpec
tatio
ns h
ave
been
m
et
Con
sist
ently
surp
asse
s clie
nt
expe
ctat
ions
of s
ervi
ce, q
ualit
y &
out
com
es; c
onsi
sten
tly
initi
ates
man
y se
rvic
e im
prov
emen
t act
iviti
es; m
odel
s &
cha
mpi
ons e
xcel
lenc
e in
cu
stom
er se
rvic
e; a
lway
s m
otiv
ates
oth
ers t
o im
prov
e se
rvic
e re
sults
T
eam
wor
k W
orks
aga
inst
team
goa
ls; h
as
cons
iste
ntly
faile
d to
con
tribu
te to
te
am g
oals
; doe
s not
com
mun
icat
e pr
ojec
t or t
ask
stat
us to
aff
ecte
d gr
oups
whe
n re
spon
sibl
e fo
r doi
ng
so; f
requ
ently
arg
ues w
ith c
o-w
orke
rs a
nd c
olle
ague
s, cr
eatin
g co
nflic
ts th
at w
ork
agai
nst t
rust
&
solv
ing
prob
lem
s; u
sual
ly fo
cuse
s on
bla
min
g ot
hers
Mot
ivat
ed (w
orks
) mor
e fo
r ow
n go
als t
han
that
of t
eam
/ de
partm
ent;
does
not
co
nsis
tent
ly c
omm
unic
ate
proj
ect o
r tas
k st
atus
to a
ffec
ted
grou
ps w
hen
resp
onsi
ble
for
doin
g so
; occ
asio
nally
arg
ues
rath
er th
an p
robl
em so
lves
with
co
-wor
kers
; som
etim
es re
luct
ant
to h
elp
othe
rs
Mai
ntai
ns h
arm
onio
us &
ef
fect
ive
wor
k re
latio
nshi
ps w
ith
co-w
orke
rs &
col
leag
ues;
co
llabo
rate
s with
oth
er
depa
rtmen
ts to
solv
e pr
oble
ms,
mee
t goa
ls, a
nd im
prov
e w
ork
proc
esse
s; c
reat
es w
orki
ng
rela
tions
hips
that
enc
oura
ge
colla
bora
tion
& tr
ust
Serv
es a
s a ro
le m
odel
in
crea
ting
& m
aint
aini
ng
enth
usia
sm fo
r all
proj
ects
&
initi
ativ
es; c
onsi
sten
tly in
spire
s tru
st &
con
fiden
ce w
ith o
ther
s;
regu
larly
reco
gniz
ed b
y pe
ers a
s pr
omot
ing
lead
ersh
ip &
te
amw
ork;
alw
ays h
elps
oth
ers
in u
nder
stan
ding
how
to a
chie
ve
goal
s 50-a
PER
FOR
MA
NC
E A
SSES
SMEN
T LE
VELS
(RA
TIN
GS)
– S
ome
Exam
ples
for G
ener
al C
ompe
tenc
ies
2
U
nacc
epta
ble
N
eeds
impr
ovem
ent
Mee
ts e
xpec
tatio
ns
Exce
eds
expe
ctat
ions
Com
mun
icat
ion
Ofte
n m
isun
ders
tand
s wha
t ot
hers
are
sayi
ng, l
eadi
ng to
m
ista
kes o
n th
e jo
b an
d m
isco
mm
unic
atio
n to
oth
ers;
of
ten
does
not
com
mun
icat
e im
porta
nt in
form
atio
n to
thos
e ne
edin
g to
kno
w; d
oes n
ot li
sten
or
ask
for c
larif
icat
ion;
nu
mer
ous e
rror
s & la
ck o
f or
gani
zatio
n in
writ
ten
wor
k;
freq
uent
ly sh
ares
con
fiden
tial
info
rmat
ion
inap
prop
riate
ly
Har
d to
und
erst
and
focu
s of
writ
ten
com
mun
icat
ion;
mak
es
gram
mat
ical
err
ors;
pr
esen
tatio
ns m
ay b
e po
orly
or
gani
zed
& d
eliv
ered
in
mon
oton
e; h
as d
iffic
ulty
ex
plai
ning
com
plic
ated
pr
oced
ures
; fre
quen
tly ta
lks
for l
ong
perio
ds o
f tim
e w
ith
little
opp
ortu
nity
for o
ther
s’
cont
ribut
ions
Is c
onvi
ncin
g an
d co
nfid
ent
whe
n sp
eaki
ng; s
peak
s ar
ticul
atel
y an
d co
ncis
ely;
can
ex
plai
n co
mpl
icat
ed
proc
edur
es w
ell;
is o
pen
to
dive
rse
view
s and
enc
oura
ges
vario
us v
iew
poin
ts; l
iste
ns
care
fully
& se
eks c
larif
icat
ion
to e
nsur
e un
ders
tand
ing;
m
aint
ains
app
ropr
iate
co
nfid
entia
lity
Supe
rior w
ritte
n an
d or
al
com
mun
icat
ion
skill
s; a
lway
s pr
ovid
es in
form
atio
n in
a ti
mel
y,
clea
r, co
ncis
e an
d ef
fect
ive
man
ner
& to
ne; e
xcel
lent
list
ener
who
is
able
to u
nder
stan
d a
varie
ty o
f vi
ewpo
ints
; spe
aks a
nd w
rites
pe
rsua
sive
ly a
nd c
onvi
ncin
gly
for
man
y di
ffer
ent a
udie
nces
Res
ourc
eful
ness
N
ever
initi
ates
act
ions
or m
akes
su
gges
tions
for i
mpr
ovem
ent;
whe
n fa
ced
with
a p
robl
em o
r ch
ange
, ign
ores
it a
nd d
oes n
ot
info
rm o
ther
s or s
eek
help
; co
nsis
tent
ly ta
kes a
ctio
n w
ithou
t re
gard
to p
riorit
ies
Whe
n fa
ced
with
a n
ew
situ
atio
n or
mul
tiple
dem
ands
, so
met
imes
has
diff
icul
ty
adju
stin
g or
pro
blem
solv
ing
way
s to
resp
ond;
inco
nsis
tent
in
det
erm
inin
g pr
iorit
ies w
hen
chan
ges o
ccur
Ant
icip
ates
pro
blem
s and
ta
kes a
ctio
n in
a ti
mel
y m
anne
r; ta
kes a
pro
activ
e ap
proa
ch, i
nitia
ting
impr
ovem
ents
& c
hang
es;
wor
ks w
ithin
bud
get;
sugg
ests
w
ays f
or sa
ving
mon
ey a
nd
bette
r usi
ng re
sour
ces;
adj
usts
to
mul
tiple
dem
ands
and
sh
iftin
g pr
iorit
ies
Show
s gre
at in
sigh
t in
antic
ipat
ing
prob
lem
s & d
evis
ing
solu
tions
; ta
kes l
eade
rshi
p in
iden
tifyi
ng
prob
lem
s & o
ppor
tuni
ties a
nd
supp
ortin
g in
itiat
ives
; use
s in
nova
tive
way
s to
use
& sa
ve
reso
urce
s; a
lway
s pro
activ
e,
plan
ning
ahe
ad, r
eass
essi
ng &
de
term
inin
g pr
iorit
ies i
n lin
e w
ith
Col
lege
& d
epar
tmen
t goa
ls
Qua
lity
&
Qua
ntity
of
Wor
k
Has
freq
uent
ly d
amag
ed o
r w
aste
d re
sour
ces;
alw
ays l
ate
or
inac
cura
te in
com
plet
ing
assi
gnm
ents
eve
n w
hen
adeq
uate
re
sour
ces a
re a
vaila
ble;
wor
k is
fa
r bel
ow e
stab
lishe
d st
anda
rds;
w
hen
prob
lem
s aris
e, fa
ils to
at
tem
pt to
solv
e pr
oble
ms;
fr
eque
nt e
rror
s in
wor
k ha
ve
caus
ed la
ck o
f pay
men
t to
vend
ors o
r wor
k st
oppa
ge
seve
ral t
imes
; exc
essi
ve
abse
nces
Som
etim
es w
aste
s nee
ded
reso
urce
s; so
met
imes
reco
rds
are
inac
cura
te re
quiri
ng
rew
ork
and
dela
y; c
ompu
ter
skill
s on
XY
Z ar
e ba
sic
whe
re
new
job
assi
gnm
ents
requ
ire
addi
tiona
l ski
lls
Dem
onst
rate
s fun
ctio
nal a
nd
tech
nica
l kno
wle
dge
& sk
ills
to p
erfo
rm a
ll du
ties a
nd
resp
onsi
bilit
ies;
abl
e to
ac
quire
& le
arn
new
skill
s w
hen
need
ed; p
rodu
ces w
ell
with
out s
low
ing
othe
rs d
own;
w
ork
is re
gula
rly c
ompl
eted
on
tim
e &
err
or fr
ee a
nd o
f hi
gh q
ualit
y
Is re
cogn
ized
as t
he “
expe
rt” in
hi
s/he
r are
a of
kno
wle
dge;
is
regu
larly
soug
ht o
ut b
y ot
hers
for
advi
ce/tr
aini
ng/c
larif
icat
ion;
co
mpl
etes
man
y m
ore
proj
ects
&
wor
k of
ver
y hi
gh q
ualit
y th
an
expe
cted
; tak
es o
n ne
w, v
alua
ble
proj
ects
on
own
Performance Management Manual
Performance Management Toolkit 2/04 51
Behaviors at Each Rating Level—Examples for Supervisory & Management Competencies
Performance Management Manual
52 2/04 Performance Management Toolkit
This page intentionally left blank
PER
FOR
MA
NC
E A
SSES
SMEN
T LE
VELS
(RA
TIN
GS)
– S
ome
Exam
ples
for S
uper
viso
ry &
Man
agem
ent C
ompe
tenc
ies
1
U
nacc
epta
ble
N
eeds
impr
ovem
ent
Mee
ts e
xpec
tatio
ns
Exce
eds
expe
ctat
ions
Man
agin
g &
D
evel
opin
g St
aff
Doe
s not
pro
vide
s em
ploy
ees w
ith
clea
r exp
ecta
tions
rega
rdin
g de
sire
d re
sults
or w
ith fe
edba
ck o
n pe
rfor
man
ce; i
f doe
s, is
ver
y in
cons
iste
nt a
nd/ o
r ina
ppro
pria
tely
sh
ares
with
oth
ers;
nev
er o
r rar
ely
addr
esse
s per
form
ance
pro
blem
s an
d al
low
s pro
blem
s to
go o
n to
o lo
ng; u
sual
ly c
omm
unic
ates
one
w
ay a
nd o
ften
puts
staf
f dow
n;
cons
iste
ntly
out
of t
ouch
with
wor
k go
ing
on a
nd ra
rely
, if e
ver,
prov
ides
trai
ning
opp
ortu
nitie
s;
usua
lly d
oes n
ot c
ompl
ete
perf
orm
ance
revi
ews o
r con
duct
co
achi
ng m
eetin
gs w
ith st
aff;
does
no
t orie
nt n
ew st
aff t
o th
eir t
asks
an
d re
spon
sibi
litie
s
Is in
cons
iste
nt in
setti
ng &
co
mm
unic
atin
g ex
pect
atio
ns;
mic
rom
anag
es m
any
empl
oyee
ac
tiviti
es; h
as d
iffic
ulty
del
egat
ing
task
s & p
roje
cts t
hat c
an b
e de
lega
ted,
or o
ver-
dele
gate
s; n
ew
empl
oyee
s ofte
n do
not
wor
k ou
t; ha
s hig
her t
urno
ver r
ate
than
av
erag
e; h
as d
iffic
ulty
han
dlin
g em
ploy
ee c
onfli
cts a
nd p
robl
em
solv
ing
with
em
ploy
ees;
som
etim
es
does
not
com
plet
e pe
rfor
man
ce
revi
ews;
tend
s to
rest
rict l
earn
ing
oppo
rtuni
ties o
r not
dev
elop
staf
f to
perf
orm
nee
ded
dutie
s; p
oor
plan
ning
resu
lts in
staf
f ove
rload
; fa
ils to
che
ck o
n pr
ogre
ss o
f de
lega
ted
assi
gnm
ents
Cho
oses
staf
f wis
ely;
sets
cle
ar
perf
orm
ance
exp
ecta
tions
with
ea
ch st
aff m
embe
r; de
lega
tes
appr
opria
tely
; coa
ches
and
de
velo
ps st
aff o
n a
regu
lar b
asis
; lo
oks f
or w
ays t
o re
cogn
ize
and
appr
opria
tely
trai
n st
aff;
cond
ucts
an
d co
mpl
etes
per
form
ance
re
view
s in
timel
y m
anne
r; re
cogn
izes
staf
f app
ropr
iate
ly a
nd
give
s tim
ely
and
effe
ctiv
e fe
edba
ck o
n pe
rfor
man
ce; d
eals
w
ith p
erfo
rman
ce is
sues
in ti
mel
y m
anne
r and
wor
ks to
supp
ort
impr
oved
per
form
ance
Alw
ays s
ets c
lear
per
form
ance
ex
pect
atio
ns w
ith e
mpl
oyee
s;
assu
res a
lignm
ent w
ith d
ept.
&
orga
niza
tiona
l goa
ls; u
ses
dele
gatio
n w
ell t
o de
velo
p em
ploy
ees;
ver
y ef
fect
ivel
y ha
ndle
s em
ploy
ee c
onfli
cts;
is a
mod
el fo
r ot
hers
in c
oach
ing
and
deve
lopi
ng
empl
oyee
s, gi
ving
feed
back
, and
co
mpl
etin
g pe
rfor
man
ce re
view
s;
stro
ng a
t scr
eeni
ng a
nd h
iring
staf
f; lis
tens
car
eful
ly to
em
ploy
ee n
eeds
an
d re
mov
es o
bsta
cles
to
perf
orm
ance
whe
reve
r pos
sibl
e
Lea
ders
hip
Trea
ts st
aff u
nfai
rly b
y co
nsis
tent
ly
favo
ring
som
e st
aff o
ver o
ther
s;
dict
ates
rath
er th
an le
ads;
app
ears
to
tally
una
ble
to b
uild
team
s and
di
rect
oth
ers’
act
iviti
es; s
ets g
oals
co
ntra
ry to
Col
lege
’s m
issi
on; w
ill
not s
olic
it op
inio
ns fr
om o
ther
s;
neve
r inv
olve
s oth
ers i
n m
akin
g de
cisi
ons;
freq
uent
ly a
cts w
ithou
t in
tegr
ity, i
njur
ing
othe
rs o
r in
terf
erin
g w
ith th
e ac
tiviti
es o
f ot
hers
; fai
ls to
act
in c
ompl
ex
situ
atio
ns; f
ails
to m
otiv
ate
or
dire
ct st
aff
Som
etim
es fa
ils to
info
rm st
aff o
n im
porta
nt is
sues
or c
hang
es;
som
etim
es fa
ils to
trea
t sta
ff
equi
tabl
y; h
as so
me
bias
es th
at
som
etim
e ge
t in
the
way
of t
reat
ing
staf
f fai
rly; o
ften
does
not
get
in
volv
ed to
reso
lve
disp
utes
am
ong
empl
oyee
s; se
ts u
nrea
listic
goa
ls;
usua
lly d
oesn
’t in
volv
e st
aff i
n de
cisi
on m
akin
g
Get
s sta
ff in
put f
or m
ajor
de
cisi
ons;
hel
ps st
aff u
nder
stan
d de
partm
ent a
nd c
olle
ge g
oals
; tre
ats e
mpl
oyee
inpu
t ser
ious
ly;
prov
ides
nee
ded
info
rmat
ion
to
staf
f and
man
agem
ent;
mak
es
deci
sion
s bas
ed o
n pe
rfor
man
ce,
not p
erso
nal c
hara
cter
istic
s;
regu
larly
shar
es a
ppro
pria
te
man
agem
ent i
nfor
mat
ion
in st
aff
mee
tings
; lis
tens
car
eful
ly &
lo
oks f
or c
omm
on g
roun
d;
dipl
omat
ic w
ithou
t sid
este
ppin
g cr
itica
l iss
ues;
hol
ds &
dis
play
s C
olle
ge’s
val
ues;
eff
ectiv
ely
mot
ivat
es &
dire
cts;
enc
oura
ges
othe
rs to
shar
e id
eas &
supp
ort
one
anot
her
Driv
es o
ther
s to
achi
eve
goal
s;
crea
tes s
trong
team
; man
ages
the
team
pro
cess
with
gre
at sk
ill;
insp
ires o
ther
s to
have
con
fiden
ce
in th
emse
lves
; ope
n to
crit
icis
m;
alw
ays k
eeps
em
ploy
ees i
n lo
op
with
wha
t the
y ne
ed to
kno
w a
nd
mod
els b
ehav
ior e
xem
plify
ing
the
valu
es o
f SM
C; s
ensi
tive
to &
re
spec
tful o
f all
indi
vidu
als;
act
s as
conf
lict t
roub
lesh
oote
r with
in
orga
niza
tion;
per
seve
red
thro
ugh
man
y le
ader
ship
cha
lleng
es; h
as
staf
f fire
d up
and
com
mitt
ed to
or
gani
zatio
nal g
oals
and
vis
ion;
us
es p
artic
ipat
ive
appr
oach
w
hene
ver c
alle
d fo
r; ta
kes b
lam
e &
sh
ares
succ
esse
s; se
ts a
n ex
ampl
e fo
r oth
ers;
a te
ache
r & g
uide
52-a
PER
FOR
MA
NC
E A
SSES
SMEN
T LE
VELS
(RA
TIN
GS)
– S
ome
Exam
ples
for S
uper
viso
ry &
Man
agem
ent C
ompe
tenc
ies
2
U
nacc
epta
ble
N
eeds
impr
ovem
ent
Mee
ts e
xpec
tatio
ns
Exce
eds
expe
ctat
ions
Res
ourc
e M
anag
emen
t M
ism
anag
es b
udge
t cau
sing
sign
ifica
nt
expe
nse
to C
olle
ge o
r ina
bilit
y to
pe
rfor
m a
ppro
pria
tely
; has
use
d m
oney
fo
r pur
pose
s oth
er th
an th
ose
allo
cate
d;
freq
uent
ly m
isse
s im
porta
nt d
eadl
ines
; st
eps i
n pr
ojec
ts a
re p
oorly
pla
nned
, re
sulti
ng in
was
ted
reso
urce
s and
tim
e;
fails
to sc
hedu
le k
ey ta
sks o
f tea
m a
nd
falls
sign
ifica
ntly
beh
ind;
fails
to p
lan
for c
ontin
genc
ies;
neg
lect
s to
tell
othe
rs
of sc
hedu
le c
hang
es; d
oes n
ot c
onsu
lt ot
hers
whe
n re
quire
d; u
nabl
e to
di
scrim
inat
e im
porta
nt fr
om tr
ivia
l ac
tiviti
es; d
oes n
ot p
riorit
ize;
onl
y fo
cuse
s on
one
task
/ res
pons
ibili
ty a
t a
time
whe
n re
spon
ding
to m
ultip
le
dem
ands
; fre
quen
tly y
ells
& sc
ream
s in
stre
ssfu
l situ
atio
ns; m
akes
exc
uses
or
blam
es o
ther
s whe
n go
als n
ot a
chie
ved;
ite
ms o
ften
fall
thro
ugh
crac
ks w
hen
he/s
he h
as m
any
resp
onsi
bilit
ies
Pres
sure
or l
ack
of c
onfid
ence
so
met
imes
inte
rfer
es w
ith
achi
evem
ent o
f goa
ls; c
an’t
see
big
pict
ure
in p
lann
ing;
leav
es
plan
ning
unt
il la
st m
inut
e;
man
ages
by
cris
is ra
ther
than
by
plan
; tea
m m
embe
rs so
met
imes
co
mpl
ain
that
they
are
not
fully
in
form
ed o
r are
hel
d up
in th
eir
wor
k by
lack
of t
imel
y re
spon
se;
freq
uent
ly u
nder
-ant
icip
ates
re
sour
ces n
eede
d; m
ay u
se
reso
urce
s des
igna
ted
for o
ther
s;
man
y un
plan
ned
purc
hase
s mad
e un
nece
ssar
ily; a
llow
s peo
ple
and
even
ts to
inte
rrup
t whe
n no
t ne
cess
ary;
trie
s to
do e
very
thin
g he
rsel
f/him
self;
pro
cras
tinat
es;
forg
ets t
o do
min
or ta
sks t
hat c
ost
time
late
r
Jugg
les v
ario
us ta
sks a
nd
dem
ands
; mee
ts g
oals
and
mos
t de
adlin
es o
n tim
e; in
form
s oth
ers
whe
n pr
oble
ms o
ccur
; doe
s not
let
ever
yday
pro
blem
s def
lect
from
re
spon
sibi
litie
s; d
evel
ops b
oth
long
and
shor
t ter
m p
lans
; an
ticip
ates
nee
ds a
nd p
robl
ems o
f pr
ojec
ts; p
lans
are
gen
eral
ly
prac
tical
and
doa
ble;
stay
s with
in
budg
et e
xcep
t for
em
erge
ncy
situ
atio
ns o
r situ
atio
ns b
eyon
d hi
s/he
r con
trol;
seek
s out
cos
t ef
fect
ive
optio
ns; d
oes n
ot
impe
de n
eces
sary
smal
l ex
pend
iture
s; m
anag
es
inte
rrup
tions
wel
l; pr
iorit
izes
ef
fect
ivel
y; b
reak
s dow
n ta
sks o
r pr
ojec
ts in
to w
orka
ble
parts
Supe
rior a
t coo
rdin
atin
g re
sour
ces
need
ed to
com
plet
e a
proj
ect;
plan
s tim
e w
isel
y an
d ha
ndle
s m
ultip
le d
eman
ds w
ell;
ofte
n ex
ceed
s goa
ls a
nd m
ay c
ompl
ete
proj
ects
ear
ly; u
ses i
nnov
ativ
e an
d ef
fect
ive
way
s to
save
mon
ey
and
still
pro
vide
for q
ualit
y w
ork;
co
pes w
ell w
ith p
robl
ems b
eyon
d hi
s/he
r con
trol;
othe
rs re
gula
rly
rely
on
his/
her s
ched
ulin
g &
pl
anni
ng c
apab
ilitie
s; o
verc
omes
de
lays
cau
sed
by o
ther
s; e
xcel
lent
co
ntin
genc
y pl
anne
r
Dec
isio
n M
akin
g &
Ju
dgm
ent
Lets
oth
ers f
ind
and
fix p
robl
ems;
wea
k pr
oble
m a
naly
sis s
kills
; may
find
pr
oble
ms b
ut d
oesn
’t ge
nera
te so
lutio
ns
or so
lve
prob
lem
s; d
oes n
ot fo
llow
up
to
see
if pr
oble
ms a
re re
solv
ed; e
xtre
mel
y fe
arfu
l of m
akin
g a
mis
take
; fai
ls to
ga
ther
nec
essa
ry in
form
atio
n fo
r de
cisi
on m
akin
g; o
ften
fails
to se
e pr
oble
ms t
hat r
equi
re a
dec
isio
n;
freq
uent
ly m
akes
bad
dec
isio
ns; h
as
lack
ed so
und
judg
men
t on
a nu
mbe
r of
criti
cal s
ituat
ions
; doe
sn’t
verif
y in
form
atio
n be
fore
form
ing
judg
men
ts;
divu
lges
con
fiden
tial i
nfor
mat
ion
whe
n sh
ould
not
Kno
ws s
olut
ions
but
doe
sn’t
reco
mm
end
them
; usu
ally
fails
to
iden
tify
unde
rlyin
g or
syst
emic
pr
oble
ms o
r com
plet
ely
anal
yze
prob
lem
s; d
oesn
’t re
cogn
ize
trend
s in
recu
rrin
g pr
oble
ms;
of
ten
does
n’t f
ollo
w u
p to
ens
ure
that
pro
blem
s are
reso
lved
; del
ays
mak
ing
nece
ssar
y de
cisi
ons;
st
icks
with
stat
us q
uo ra
ther
than
m
ake
a de
cisi
on; f
inds
it d
iffic
ult
to b
e no
njud
gmen
tal w
hen
judg
men
t dic
tate
s it;
som
etim
es
show
s poo
r jud
gmen
t whe
n de
alin
g w
ith h
is/h
er st
aff
Kno
ws w
hen
a pr
oble
m w
arra
nts
solv
ing
and
uses
goo
d ju
dgm
ent
in so
lvin
g pr
oble
ms;
can
ana
lyze
fa
cts,
info
rmat
ion
and
evid
ence
lo
gica
lly; r
ecom
men
ds a
ltern
ativ
e so
lutio
ns to
pro
blem
s; se
eks i
nput
fr
om o
ther
s and
wei
ghs t
he p
ros
and
cons
of a
solu
tion
or p
riorit
y;
deci
sion
s are
wel
l tho
ught
out
and
tim
ely;
invo
lves
oth
ers
appr
opria
tely
whe
n m
akin
g de
cisi
ons;
com
mun
icat
es
deci
sion
s cle
arly
& d
irect
ly;
follo
ws u
p to
ens
ure
that
pr
oble
ms a
re re
solv
ed; a
dher
es to
co
nfid
entia
lity
Hig
hly
prof
icie
nt a
nd c
reat
ive
at
solv
ing
prob
lem
s; id
entif
ies
prob
lem
s in
own
area
and
de
velo
ps re
sour
cefu
l sol
utio
ns;
antic
ipat
es p
robl
ems a
nd so
lves
be
fore
they
dev
elop
; ana
lyze
s pr
oble
ms t
horo
ughl
y an
d ta
kes
appr
opria
te a
ctio
n; m
akes
toug
h de
cisi
ons;
wei
ghs o
ptio
ns
care
fully
and
thor
ough
ly; c
lear
ly
unde
rsta
nds t
he im
plic
atio
ns o
f si
tuat
ions
and
use
s sou
nd
judg
men
t whe
n de
cidi
ng w
hat t
o do
; can
alw
ays b
e co
unte
d on
to
mak
e a
good
and
tim
ely
deci
sion
w
hen
face
d w
ith a
dile
mm
a
PER
FOR
MA
NC
E A
SSES
SMEN
T LE
VELS
(RA
TIN
GS)
– S
ome
Exam
ples
for S
uper
viso
ry &
Man
agem
ent C
ompe
tenc
ies
3
U
nacc
epta
ble
N
eeds
impr
ovem
ent
Mee
ts e
xpec
tatio
ns
Exce
eds
expe
ctat
ions
Man
agin
g C
hang
e Fa
ils to
info
rm th
ose
affe
cted
by
chan
ge; f
ails
to sh
ift o
r mak
e ch
ange
s in
prio
ritie
s; la
cks f
lexi
bilit
y in
mos
t si
tuat
ions
Res
ists
cha
nges
; arg
ues a
gain
st
rese
tting
prio
ritie
s; m
ay n
ot
cons
iste
ntly
info
rm o
ther
s of
chan
ges;
freq
uent
ly w
ill n
ot c
hang
e m
ind
even
whe
n pr
esen
ted
with
ev
iden
ce
Adj
usts
to c
hang
es fa
irly
wel
l; w
ill a
ccep
t cha
nges
in p
riorit
ies a
s re
quire
d; c
onsi
ders
hum
an c
osts
w
hen
chan
ges m
ade;
whe
n m
akin
g ch
ange
s, ke
eps s
taff
in
form
ed in
tim
ely
man
ner;
mak
es a
pla
n an
d fo
llow
s up
with
it
whe
n m
akin
g si
gnifi
cant
ch
ange
s; in
volv
es st
aff i
n th
e de
cisi
ons t
hat a
ffec
t the
m
Has
mas
tere
d di
ffer
ent a
ppro
ache
s to
situ
atio
ns a
nd c
an fl
exib
ly
resp
ond
whe
n re
quire
d; a
ble
to sh
ift
focu
s rap
idly
whe
n ne
eded
; de
mon
stra
tes c
alm
in th
e fa
ce o
f m
ajor
pro
blem
s or c
hang
e; w
hen
mak
ing
sign
ifica
nt c
hang
es a
lway
s ke
eps s
taff
—an
d ot
hers
with
nee
d to
kno
w—
info
rmed
; whe
neve
r po
ssib
le, a
lway
s pla
ns th
e ch
ange
in
adva
nce
alon
g w
ith c
ontin
genc
y pl
ans a
s cha
nge
occu
rs; a
lway
s co
mm
unic
ates
in w
ays t
hat h
elp
othe
rs u
nder
stan
d th
e ch
ange
and
in
volv
es st
aff i
n th
e de
cisi
ons t
hat
impa
ct th
em
Performance Management Manual
Performance Management Toolkit 2/04 53
Example of Completed Performance Review for Supervisor
Performance Management Manual
54 2/04 Performance Management Toolkit
This page intentionally left blank
2/04
1
Sain
t Mar
y’s C
olle
ge o
f Cal
iforn
ia is
a C
atho
lic, L
asal
lian
and
Libe
ral A
rts C
olle
ge k
now
n w
idel
y fo
r pro
vidi
ng a
n ex
celle
nt le
arni
ng
envi
ronm
ent f
or st
uden
ts. I
t is a
com
mun
ity o
f lea
rner
s–st
uden
ts, f
acul
ty a
nd st
aff–
who
supp
ort t
he o
rgan
izat
ion’
s mis
sion
: •
To p
robe
dee
ply
the
mys
tery
of e
xist
ence
by
culti
vatin
g th
e w
ays o
f kno
win
g an
d th
e ar
ts o
f thi
nkin
g.
• To
aff
irm a
nd fo
ster
the
Chr
istia
n un
ders
tand
ing
of th
e hu
man
per
son
whi
ch a
nim
ates
the
educ
atio
n m
issi
on o
f the
Cat
holic
Chu
rch.
•
To c
reat
e a
stud
ent-c
ente
red
educ
atio
nal c
omm
unity
who
se m
embe
rs su
ppor
t one
ano
ther
with
mut
ual u
nder
stan
ding
and
resp
ect.
The
effe
ctiv
e pe
rfor
man
ce o
f eac
h in
divi
dual
is n
eces
sary
to a
chie
ve th
e C
olle
ge’s
mis
sion
. The
Col
lege
exp
ects
all
its e
mpl
oyee
s to
exem
plify
its v
alue
s thr
ough
com
mitt
ed le
ader
ship
, ong
oing
lear
ning
, and
con
cern
for h
uman
rela
tions
hips
.
Em
ploy
ee:
Chr
istin
e B
roth
ers
Supe
rvis
or: D
ale
LaSa
lle
Em
ploy
ee J
ob T
itle:
Dire
ctor
of F
acili
ties
Job
Gra
de: 1
0
Dep
artm
ent:
Adm
inis
tratio
n
Obj
ectiv
es, D
evel
opm
ent &
Per
form
ance
Per
iod:
From
: 7-1
-03
Thr
ough
: 6-3
0-04
Intr
oduc
tory
Rev
iew
End
of Y
ear
Rev
iew
Dat
e: 6
-1-0
4
54-a
Sect
ion
I
2/04
2
SEC
TIO
N I
RES
PON
SIB
ILIT
IES
&/O
R O
BJE
CTI
VES
Pr
imar
y Pe
rfor
man
ce E
xpec
tatio
ns:
Res
pons
ibili
ties
&/o
r Obj
ectiv
es
Com
men
ts
Dev
elop
and
impl
emen
t 5-y
ear s
trate
gic
plan
for t
he F
acili
ties
Dep
artm
ent b
y 12
/1/0
3 to
incl
ude
cons
truct
ion,
reha
bilit
atio
n, a
nd m
aint
enan
ce o
f phy
sica
l pla
nt
faci
litie
s an
d pa
rkin
g ar
eas
as w
ell a
s th
e po
wer
pla
nt.
Wor
king
with
a c
onsu
ltant
, Chr
is d
evel
oped
a w
ell-w
ritte
n 5-
year
stra
tegi
c pl
an
that
cle
arly
out
lines
the
reso
urce
s, b
udge
t, an
d pe
rson
nel n
eede
d to
acc
ompl
ish
on-g
oing
mai
nten
ance
, con
stru
ctio
n, a
nd re
habi
litat
ion
of p
hysi
cal p
lant
fa
cilit
ies.
Now
she
nee
ds to
wor
k w
ith h
er s
uper
viso
ry te
am to
set
obj
ectiv
es
and
expe
ctat
ions
for e
ach
of th
eir a
reas
, and
to c
oach
them
on
effe
ctiv
ely
com
mun
icat
ing
with
thei
r dire
ct re
ports
.
EE
M
E
NI
U
Ope
rate
with
in b
udge
t gui
delin
es; a
lloca
te e
xpen
ditu
res
in a
fair
and
reas
oned
m
anne
r; pa
y cl
ose
atte
ntio
n to
mon
itorin
g bu
dget
var
ianc
es a
nd p
lan
appr
opria
te a
djus
tmen
ts to
ach
ieve
a b
alan
ced
budg
et a
t the
end
of t
he fi
scal
ye
ar.
Chr
is a
lloca
tes
reso
urce
s w
isel
y, s
tayi
ng w
ithin
bud
get e
xcep
t for
em
erge
ncy
situ
atio
ns o
r situ
atio
ns b
eyon
d he
r con
trol,
such
as
the
high
and
une
xpec
ted
incr
ease
from
PG
&E
last
yea
r. E
E
ME
N
I U
Dev
elop
and
impl
emen
t pla
n fo
r 24/
7 co
vera
ge o
f mai
nten
ance
for t
he c
ampu
s by
9/1
/03.
W
orki
ng w
ith h
er m
anag
emen
t tea
m, C
hris
dev
elop
ed a
sta
ffing
pla
n, w
hich
ac
com
plis
hed
the
goal
of 2
4/7
cove
rage
. H
er s
taff
is s
prea
d qu
ite th
in s
o I
wou
ld e
ncou
rage
her
to m
ove
quic
kly
to fi
ll th
e tw
o op
en b
uild
ing
mai
nten
ance
po
sitio
ns.
Feed
back
from
cam
pus
cons
titue
nts
has
been
ver
y po
sitiv
e.
EE
M
E
NI
U
Be
mor
e vi
sibl
e on
cam
pus
by a
ctiv
ely
parti
cipa
ting
in c
ampu
s co
mm
ittee
s su
ch
as th
e P
lann
ing
Com
mitt
ee, B
udge
t Com
mitt
ee, a
nd A
thle
tics
Com
mitt
ee, i
n or
der t
o cr
eate
a b
ette
r und
erst
andi
ng o
f the
reso
urce
s, n
eeds
and
lim
itatio
ns o
f th
e Fa
cilit
ies
Dep
artm
ent.
Chr
is is
act
ivel
y in
volv
ed in
num
erou
s C
olle
ge c
omm
ittee
s in
clud
ing
Pla
nnin
g,
Bud
get a
nd A
thle
tics.
She
has
to b
e ca
refu
l not
to s
tretc
h he
rsel
f too
thin
by
volu
ntee
ring
to h
elp
othe
r dep
artm
ents
whe
n tim
e do
es n
ot a
llow
. Fe
edba
ck
from
com
mitt
ee m
embe
rs in
dica
tes
that
they
trul
y ap
prec
iate
Chr
is’s
co
ntrib
utio
ns to
the
wor
k of
thes
e co
mm
ittee
s.
EE
M
E
NI
U
Rec
ruit,
coa
ch a
nd d
evel
op s
taff
and
prov
ide
oppo
rtuni
ties
for t
rain
ing
and
grow
th b
y:
·Ens
urin
g th
at a
ll ne
w e
mpl
oyee
s at
tend
new
hire
orie
ntat
ion
and
safe
ty tr
aini
ng
by th
e en
d of
thei
r 90
day
intro
duct
ory
perio
d, a
nd
·Ens
urin
g th
at a
ll su
perv
isor
s at
tend
the
Lead
ersh
ip D
evel
opm
ent P
rogr
am b
y th
e en
d of
200
4.
This
obj
ectiv
e is
to b
e m
easu
red
by a
qua
rterly
sta
tistic
al re
port
of e
mpl
oyee
tu
rnov
er a
nd a
n em
ploy
ee s
urve
y to
be
com
plet
ed d
urin
g th
e 4t
h Q
uarte
r of
2004
.
Chr
is h
as h
ad s
ome
diffi
culty
this
yea
r sel
ectin
g qu
alifi
ed c
andi
date
s fo
r her
op
en p
ositi
ons.
Sev
eral
of t
he n
ewly
hire
d em
ploy
ees
did
not w
ork
out a
nd h
ad
to b
e re
plac
ed.
I wou
ld s
ugge
st th
at C
hris
not
del
egat
e th
is ta
sk s
olel
y to
her
su
perv
isor
s bu
t be
mor
e in
volv
ed w
ith th
e se
arch
com
mitt
ees.
She
als
o sh
ould
tra
in h
er s
uper
viso
rs o
n ef
fect
ive
inte
rvie
win
g sk
ills
(with
ass
ista
nce
from
HR
as
need
ed).
Chr
is n
eeds
to w
ork
on s
ettin
g cl
eare
r per
form
ance
exp
ecta
tions
for
her s
uper
viso
rs, g
ivin
g th
em fe
edba
ck in
a ti
mel
y m
anne
r and
follo
win
g up
on
thei
r pro
gres
s (o
r lac
k of
). I
wou
ld li
ke C
hris
to a
ttend
the
sum
mer
ses
sion
of
the
Lead
ersh
ip D
evel
opm
ent P
rogr
am o
ffere
d by
HR
as
wel
l as
any
wor
ksho
ps
invo
lvin
g ef
fect
ive
com
mun
icat
ion
skill
s.
EE
M
E
NI
U
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_ S
uper
viso
r Ini
tials
D
ate
Em
ploy
ee In
itial
s
D
ate
Exceeds Expectations
Meets Expectations
Needs Improvement
Unacceptable
Perf
orm
ance
Rat
ings
Sect
ion
II
2/
04
3
SEC
TIO
N II
PE
RFO
RM
AN
CE
CO
MPE
TEN
CIE
S
Gen
eral
Com
pete
ncie
s C
omm
ents
M
issi
on &
Val
ues
- Per
form
day
-to-d
ay a
ctiv
ities
& jo
b re
spon
sibi
litie
s in
way
s th
at
supp
ort &
enh
ance
the
Col
lege
’s m
issi
on &
its
Cat
holic
, Las
allia
n &
Lib
eral
Arts
tra
ditio
ns, e
.g.,
serv
ice
to c
omm
unity
, ded
icat
ion,
taki
ng o
wne
rshi
p fo
r suc
cess
of
SM
C, e
xem
plify
ing
beha
vior
that
is a
mod
el fo
r oth
ers,
& a
dher
ing
to C
olle
ge p
olic
ies
Chr
is s
ets
an e
xam
ple
for h
er d
epar
tmen
t in
her s
ervi
ce to
the
cam
pus
by p
artic
ipat
ing
in c
omm
ittee
s an
d ev
ents
on
cam
pus,
and
by
deve
lopi
ng
posi
tive
rela
tions
hips
with
the
Bro
ther
s an
d ot
her c
onst
ituen
cies
acr
oss
cam
pus.
She
ens
ures
that
her
dire
ct re
ports
follo
w C
olle
ge p
olic
ies
and
cons
ults
regu
larly
with
HR
whe
n qu
estio
ns a
rise.
E
E
ME
N
I U
Ser
vice
- D
emon
stra
te c
omm
itmen
t to
prov
idin
g ev
eryo
ne w
ith h
ighe
st le
vel o
f se
rvic
e: P
rovi
de fr
iend
ly, c
arin
g se
rvic
e; e
xhib
it pa
tienc
e &
resp
ect;
follo
w u
p &
fo
llow
thro
ugh;
resp
ond
sinc
erel
y, p
rom
ptly
, con
sist
ently
& a
ppro
pria
tely
to e
very
one
ever
y tim
e; a
nd e
stab
lish
& m
aint
ain
effe
ctiv
e re
latio
nshi
ps w
ith th
ose
we
serv
e &
ga
in th
eir t
rust
& re
spec
t
Chr
is h
as p
rovi
ded
train
ing
on c
usto
mer
ser
vice
for h
er d
epar
tmen
t, w
hich
has
resu
lted
in p
ositi
ve fe
edba
ck fr
om c
usto
mer
s. S
he is
ver
y go
od a
t fol
low
ing
up to
ens
ure
that
com
plai
nts/
requ
ests
from
cus
tom
ers
are
hand
led
in a
tim
ely
man
ner,
and
has
pass
ed th
at s
kill
onto
her
sta
ff.
She
is p
atie
nt a
nd re
spec
tful t
o cu
stom
ers,
but
doe
s no
t alw
ays
treat
her
de
partm
ent s
taff
in th
e sa
me
posi
tive
man
ner.
EE
ME
N
I U
Team
wor
k - M
aint
ain
harm
onio
us &
effe
ctiv
e w
ork
rela
tions
hips
with
co-
wor
kers
&
othe
rs; a
nd c
olla
bora
te w
ith d
epar
tmen
ts, c
ampu
s co
mm
unity
, & e
xter
nal s
ourc
es,
as a
ppro
pria
te, t
o pr
omot
e co
oper
ativ
e w
ork
rela
tions
hips
, im
prov
e w
ork
proc
esse
s,
& a
chie
ve g
oals
and
obj
ectiv
es
See
“Mis
sion
and
Val
ues.
” Chr
is c
olla
bora
tes
wel
l with
oth
er d
epar
tmen
t m
anag
ers
to le
arn
how
her
dep
artm
ent c
an im
prov
e w
ork
proc
esse
s to
be
tter s
erve
the
com
mun
ity.
She
has
wor
ked
wel
l with
her
sta
ff to
de
velo
p go
als
and
obje
ctiv
es fo
r the
dep
artm
ent t
hat
are
alig
ned
with
th
e C
olle
ge’s
stra
tegi
c pl
an, a
nd h
as s
ucce
ssfu
lly c
omm
unic
ated
thes
e go
als
to h
er s
taff.
EE
ME
N
I U
Com
mun
icat
ion
- Effe
ctiv
ely
conv
ey in
form
atio
n &
idea
s bo
th o
rally
& in
writ
ing;
lis
ten
care
fully
& s
eek
clar
ifica
tion
to e
nsur
e un
ders
tand
ing;
pro
mot
e an
ope
n en
viro
nmen
t whe
re d
iver
se p
ersp
ectiv
es a
re re
spec
ted,
dev
elop
ed, &
val
ued;
and
m
aint
ain
appr
opria
te c
onfid
entia
lity
Chr
is e
ffect
ivel
y co
mm
unic
ates
with
all
leve
ls o
f man
agem
ent a
nd w
ith
cust
omer
s. S
he w
rites
cle
ar, c
onci
se m
emos
and
em
ails
and
exc
els
at
givi
ng p
rese
ntat
ions
to th
e P
resi
dent
’s C
abin
et a
nd o
ther
cam
pus
grou
ps.
How
ever
, she
nee
ds to
wor
k at
com
mun
icat
ing
in a
mor
e po
sitiv
e m
anne
r with
her
sta
ff. A
t tim
es s
he c
an b
e ab
rupt
and
rais
e he
r vo
ice
whe
n sh
e ta
lks
to h
er s
taff.
She
nee
ds to
wor
k at
cre
atin
g a
mor
e op
en, p
ositi
ve e
nviro
nmen
t in
whi
ch h
er e
mpl
oyee
s’ o
pini
ons
are
valu
ed
and
resp
ecte
d.
EE
ME
N
I U
Res
ourc
eful
ness
- C
onsi
sten
tly in
itiat
e id
eas
& a
ctio
ns th
at im
pact
our
suc
cess
: P
roac
tivel
y ta
ke o
r rec
omm
end
appr
opria
te a
ctio
ns, s
olut
ions
or i
mpr
ovem
ent w
hen
the
situ
atio
n de
man
ds it
; per
seve
re w
hen
enco
unte
ring
chal
leng
es &
obs
tacl
es; a
nd
adju
st to
effe
ctiv
ely
acco
mm
odat
e m
ultip
le d
eman
ds &
shi
fting
prio
ritie
s
This
has
bee
n a
diffi
cult
year
for C
hris
, with
sev
eral
sta
ff m
embe
rs
abse
nt fo
r lon
g pe
riods
of t
ime
due
to il
lnes
s. S
he h
as w
orke
d cr
eativ
ely
to s
hift
indi
vidu
als
arou
nd a
nd h
ire te
mpo
rary
em
ploy
ees
to m
aint
ain
the
sam
e le
vel o
f ser
vice
. A
s a
mem
ber o
f the
Pla
nnin
g C
omm
ittee
and
ot
her C
olle
ge c
omm
ittee
s, C
hris
con
sist
ently
offe
rs c
reat
ive
idea
s an
d so
lutio
ns fo
r the
cha
lleng
es fa
ced
by th
e C
olle
ge.
For e
xam
ple,
she
re
sear
ched
the
park
ing
issu
e at
oth
er B
ay A
rea
colle
ges
and
prop
osed
a
solu
tion
that
was
ado
pted
by
the
Pla
nnin
g C
omm
ittee
and
late
r app
rove
d by
the
Pre
side
nt a
nd th
e B
oard
. C
hris
’s d
epar
tmen
t enc
ount
ers
cons
tant
ly s
hifti
ng p
riorit
ies
and
mul
tiple
dem
ands
from
cus
tom
ers.
She
ha
s se
t up
an e
ffect
ive
syst
em to
mon
itor c
usto
mer
requ
ests
and
em
erge
ncie
s, w
hich
has
resu
lted
in in
crea
sed
cust
omer
sat
isfa
ctio
n.
EE
ME
N
I U
Qua
lity
& Q
uant
ity o
f Wor
k - D
emon
stra
te k
now
ledg
e, te
chni
cal e
xper
tise,
& p
robl
em
solv
ing
skill
s ne
cess
ary
to p
erfo
rm jo
b ef
fect
ivel
y; m
ake
qual
ity d
ecis
ions
bas
ed o
n so
und
judg
men
t; co
mpl
ete
assi
gnm
ents
in a
thor
ough
, acc
urat
e &
tim
ely
man
ner
that
ach
ieve
s ex
pect
ed o
utco
mes
; pre
serv
e C
olle
ge fi
nanc
es &
mai
ntai
n &
car
e fo
r C
olle
ge p
rope
rty; a
nd m
eet C
olle
ge &
/or d
epar
tmen
t atte
ndan
ce s
tand
ards
Chr
is h
as th
e te
chni
cal s
kills
and
exp
ertis
e to
effe
ctiv
ely
man
age
the
Faci
litie
s D
epar
tmen
t. S
he h
as e
nhan
ced
the
depa
rtmen
t’s re
puta
tion
by
impl
emen
ting
a so
ftwar
e tra
ckin
g sy
stem
for c
usto
mer
requ
ests
and
by
train
ing
her s
taff
in c
usto
mer
ser
vice
, saf
ety,
and
pro
ject
man
agem
ent.
S
he h
as a
lso
wor
ked
with
HR
to e
nsur
e th
at h
er s
u per
viso
rs a
ttend
the
EE
ME
N
I U
Exceeds Expectations
Meets Expectations
Needs Improvement
Unacceptable
Perf
orm
ance
Rat
ings
Sect
ion
II
2/
04
4
Col
lege
’s L
eade
rshi
p D
evel
opm
ent P
rogr
am.
__
____
____
____
____
____
____
____
____
____
____
____
____
____
___
__
____
____
____
____
____
____
____
____
____
____
____
____
____
___
Supe
rvis
or In
itial
s
D
ate
Empl
oyee
Initi
als
Dat
e
SEC
TIO
N II
2
/04
5
SEC
TIO
N II
PE
RFO
RM
AN
CE
CO
MPE
TEN
CIE
S
(Thi
s sec
tion
is a
lway
s inc
lude
d on
Per
form
ance
Rev
iew
s for
thos
e w
ho su
perv
ise
staf
f, bu
t occ
asio
nally
may
be
used
for o
ther
s suc
h as
pro
ject
man
ager
s or s
uper
viso
rs o
f stu
dent
s.)
Su
perv
isor
y &
Man
agem
ent C
ompe
tenc
ies
Com
men
ts
Man
agin
g an
d D
evel
opin
g S
taff
- Rec
ruit
& h
ire a
ppro
pria
te s
taff;
pro
vide
em
ploy
ees
clea
r exp
ecta
tions
rega
rdin
g or
gani
zatio
n’s
valu
es &
des
ired
resu
lts; g
ive
clea
r &
hone
st p
erfo
rman
ce fe
edba
ck; c
omm
unic
ate
in w
ays
that
invi
te tw
o-w
ay d
ialo
gue;
co
ach
& d
evel
op s
taff
& p
rovi
de o
ppor
tuni
ty fo
r tra
inin
g an
d gr
owth
; rec
ogni
ze s
taff
for
effo
rts &
ach
ieve
men
t & e
nsur
e st
aff a
re tr
eate
d w
ith re
spec
t & in
a fa
ir &
equ
itabl
e m
anne
r; an
d co
nstru
ctiv
ely
addr
ess
perfo
rman
ce p
robl
ems
See
“Qua
lity/
Qua
ntity
” abo
ve.
Whi
le C
hris
has
sen
t her
sup
ervi
sors
to
train
ing,
she
nee
ds to
follo
w u
p by
coa
chin
g an
d co
unse
ling
them
, to
help
them
be
mor
e ef
fect
ive
in th
eir j
obs.
Chr
is h
as w
orke
d ef
fect
ivel
y w
ith h
er s
taff
to d
evel
op g
oals
and
obj
ectiv
es s
o th
at th
ey u
nder
stan
d cl
early
wha
t is
expe
cted
of t
hem
and
how
thei
r wor
k re
late
s to
the
over
all s
trate
gic
plan
of t
he C
olle
ge.
As
men
tione
d pr
evio
usly
, she
ne
eds
to im
prov
e ho
w s
he c
omm
unic
ates
with
her
sta
ff. C
hris
re
gula
rly c
onsu
lts w
ith H
R w
hen
hirin
g ne
w e
mpl
oyee
s. S
ee
addi
tiona
l com
men
ts in
obj
ectiv
es u
nder
“Rec
ruiti
ng.”
EE
ME
N
I U
Lead
ersh
ip -
Cre
ate
a su
ppor
tive
staf
f env
ironm
ent,
whi
ch fo
ster
s in
divi
dual
mot
ivat
ion,
hi
gh le
vels
of i
ndiv
idua
l and
team
per
form
ance
, & q
ualit
y of
ser
vice
: See
k pe
rform
ance
fe
edba
ck &
inco
rpor
ate
into
dep
artm
ent o
bjec
tives
; dev
elop
& c
omm
unic
ate
clea
r ob
ject
ives
that
sup
port
depa
rtmen
t & C
olle
ge m
issi
on &
goa
ls; b
uild
a w
orkf
orce
that
re
cogn
izes
& v
alue
s th
e po
sitiv
e in
fluen
ces
of d
iver
se c
ultu
res,
vie
wpo
ints
, sty
les
&
othe
r asp
ects
of i
ndiv
idua
l diff
eren
ces;
set
a to
ne o
f int
egrit
y &
eth
ics;
enc
oura
ge &
fa
cilit
ate
coop
erat
ion,
prid
e, &
tru
st; e
mpo
wer
& in
spire
sta
ff by
sha
ring
info
rmat
ion,
kn
owle
dge,
ski
lls, &
aut
horit
y; th
ink
& p
lan
stra
tegi
cally
; and
lead
by
exam
ple
In h
er th
ree
year
s as
Dire
ctor
of F
acili
ties,
Chr
is h
as c
reat
ed a
n en
viro
nmen
t whi
ch fo
ster
s a
high
leve
l of c
usto
mer
ser
vice
. S
he h
as
achi
eved
this
by
train
ing
her s
taff
and
setti
ng a
pos
itive
exa
mpl
e w
ith
cust
omer
s. H
owev
er, a
s m
entio
ned
prev
ious
ly, s
he n
eeds
to a
dopt
th
e sa
me
man
ner w
ith h
er s
taff
as s
he d
ispl
ays
with
her
cus
tom
ers.
E
E
ME
N
I U
Res
ourc
e M
anag
emen
t - D
evel
op p
lans
& o
rgan
ize
reso
urce
s (te
chno
logy
, equ
ipm
ent,
budg
et, s
pace
, & s
taff)
for i
mpl
emen
tatio
n of
pro
ject
s &
pro
gram
s: U
tiliz
e ex
istin
g &
ne
w re
sour
ces
effe
ctiv
ely
& e
ffici
ently
; pla
n, a
dmin
iste
r, &
mon
itor b
udge
t to
ensu
re
cost
effe
ctiv
enes
s; a
nd a
ccom
mod
ate
mul
tiple
dem
ands
for c
omm
itmen
t of t
ime,
en
ergy
& re
sour
ces
Chr
is h
as e
ffect
ivel
y m
anag
ed n
umer
ous
proj
ects
with
her
sta
ff th
is
past
yea
r, w
hile
jugg
ling
mul
tiple
prio
ritie
s an
d de
man
ds.
She
ef
fect
ivel
y pl
ans
wor
k sc
hedu
les
to b
alan
ce p
eak
and
slac
k pe
riods
an
d em
ploy
ee a
bsen
teei
sm.
She
is a
dept
at m
akin
g ef
fect
ive
use
of
depa
rtmen
t res
ourc
es, a
nd e
ffect
ivel
y co
ntro
ls c
osts
thro
ugh
econ
omic
al u
tiliz
atio
n of
per
sonn
el, m
ater
ials
and
equ
ipm
ent.
She
m
akes
real
istic
bud
get p
roje
ctio
ns a
nd d
eals
pro
mpt
ly a
nd e
ffect
ivel
y w
ith b
udge
t var
ianc
es, a
lway
s co
mm
unic
atin
g w
ith h
er m
anag
er.
EE
ME
N
I U
Dec
isio
n M
akin
g an
d Ju
dgm
ent -
Ana
lyze
fact
s an
d da
ta, u
se s
ound
judg
men
t, &
see
k in
put &
ass
ista
nce
from
oth
ers
to a
rriv
e at
mos
t effe
ctiv
e so
lutio
ns; m
ake
deci
sion
s in
a
timel
y m
anne
r, ev
en u
nder
unc
erta
in c
ondi
tions
, con
side
ring
both
the
imm
edia
te a
nd
long
-term
con
sequ
ence
s; fo
llow
up
to e
nsur
e pr
oble
ms
are
reso
lved
; and
mai
ntai
n ap
prop
riate
con
fiden
tialit
y
Chr
is a
naly
zes
fact
s an
d da
ta e
ffect
ivel
y, a
skin
g fo
r inp
ut a
nd
assi
stan
ce w
hen
need
ed.
She
mak
es d
ecis
ions
with
con
fiden
ce a
fter
asse
mbl
ing
all a
vaila
ble
fact
s. S
he d
oes
not,
how
ever
, alw
ays
mak
e de
cisi
ons
in a
tim
ely
man
ner,
som
etim
es p
uttin
g of
f mor
e di
fficu
lt de
cisi
ons.
E
E
ME
N
I U
Man
agin
g C
hang
e - I
nitia
te a
ctio
ns th
at fo
ster
acc
epta
nce
of o
rgan
izat
iona
l cha
nge:
C
omm
unic
ate
in w
ays
that
hel
p em
ploy
ees
unde
rsta
nd th
e ch
ange
; inv
olve
em
ploy
ees
in th
e de
cisi
ons
that
impa
ct th
em; a
nd e
stab
lish
stru
ctur
es, p
ract
ices
& fe
edba
ck to
su
ppor
t suc
cess
ful i
mpl
emen
tatio
n of
the
chan
ge
This
pas
t yea
r Chr
is im
plem
ente
d 24
/7co
vera
ge, w
hich
invo
lved
sh
iftin
g em
ploy
ees
to a
ccom
mod
ate
the
new
sch
edul
e (g
rave
yard
sh
ift).
She
invo
lved
her
sta
ff in
all
aspe
cts
of th
is c
hang
e, w
hich
re
sulte
d in
a s
moo
th tr
ansi
tion.
Thi
s sc
hedu
le c
hang
e w
as h
er id
ea
and
has
been
ver
y po
sitiv
e fo
r the
cam
pus.
How
ever
, at t
imes
she
di
spla
ys re
sist
ance
whe
n sh
e is
told
by
her m
anag
er to
impl
emen
t ne
w p
roce
dure
s th
at s
he d
oes
not a
gree
with
.
EE
ME
N
I U
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_ Su
perv
isor
Initi
als
D
ate
Empl
oyee
Initi
als
Dat
e
Exceeds Expectations
Meets Expectations
Unacceptable
Perf
orm
ance
Rat
ings Needs
Improvement
Sect
ion
III
2/0
4
6
SEC
TIO
N II
I
O
VER
ALL
PER
FOR
MA
NC
E SU
MM
AR
Y
Com
men
ts: (
Base
d on
a re
view
of S
ectio
ns I
and
II)
Stre
ngth
s: C
hris
sup
ports
and
enh
ance
s th
e m
issi
on o
f the
Col
lege
thro
ugh
her p
artic
ipat
ion
in c
omm
ittee
s an
d ev
ents
on
cam
pus
and
by th
e po
sitiv
e re
latio
nshi
ps s
he h
as d
evel
oped
acr
oss
cam
pus.
She
col
labo
rate
s w
ith o
ther
dep
artm
ent m
anag
ers
to le
arn
way
s of
con
tinuo
usly
impr
ovin
g cu
stom
er s
ervi
ce in
the
Faci
litie
s de
partm
ent,
and
has
impl
emen
ted
a so
ftwar
e tra
ckin
g sy
stem
for c
usto
mer
requ
ests
. S
he m
akes
effe
ctiv
e us
e of
dep
artm
ent r
esou
rces
and
effe
ctiv
ely
cont
rols
cos
ts th
roug
h ec
onom
ical
util
izat
ion
of p
erso
nnel
, mat
eria
ls a
nd e
quip
men
t. S
he
plan
s, a
dmin
iste
rs a
nd m
onito
rs h
er d
epar
tmen
t’s b
udge
t to
ensu
re c
ost e
ffect
iven
ess.
Are
as fo
r dev
elop
men
t: C
hris
nee
ds to
wor
k on
com
mun
icat
ing
effe
ctiv
ely
with
her
sta
ff –
setti
ng
clea
rer p
erfo
rman
ce e
xpec
tatio
ns, p
rovi
ding
feed
back
in a
tim
ely
and
cons
truct
ive
man
ner,
and
crea
ting
an o
pen,
pos
itive
env
ironm
ent i
n w
hich
thei
r opi
nion
s ar
e va
lued
and
resp
ecte
d.
Exce
eds
Expe
ctat
ions
(Per
form
ance
co
nsis
tent
ly s
urpa
sses
all
expe
ctat
ions
and
go
als)
M
eets
Exp
ecta
tions
(Per
form
ance
fully
and
co
nsis
tent
ly a
chie
ves
expe
ctat
ions
and
goa
ls)
Nee
ds Im
prov
emen
t (Pe
rform
ance
nee
ds
impr
ovem
ent t
o fu
lly a
chie
ve e
xpec
tatio
ns a
nd
goal
s)
Una
ccep
tabl
e (P
erfo
rman
ce fa
ils to
mee
t jo
b ex
pect
atio
ns)
Plan
for I
mpr
ovem
ent:
Yes
No
.
Prof
essi
onal
Dev
elop
men
t Pla
n:
·Impr
ove
com
mun
icat
ion
with
sta
ff by
atte
ndin
g Le
ader
ship
Dev
elop
men
t Pro
gram
in th
e su
mm
er o
f 200
4 an
d th
e w
orks
hops
offe
red
by H
uman
Res
ourc
es o
n ac
tive
liste
ning
, giv
ing
and
rece
ivin
g fe
edba
ck, a
nd s
ettin
g pe
rform
ance
exp
ecta
tions
.
Res
pons
ibili
ties
and
Futu
re O
bjec
tives
(Com
plet
e th
e re
spon
sibi
litie
s &/
or o
bjec
tives
in S
ectio
n I f
or n
ext r
evie
w p
erio
d.)
·Col
labo
rate
with
Ath
letic
s D
epar
tmen
t, A
rchi
tect
’s O
ffice
and
Pla
nnin
g D
epar
tmen
t to
plan
for r
eloc
atio
n of
the
base
ball
field
in J
une
of 2
004
and
cons
truct
ion
of th
e ne
w A
thle
tics
faci
lity
begi
nnin
g in
Jun
e of
200
5.
·Mee
t wee
kly
with
Vic
e P
rovo
st fo
r Stu
dent
Affa
irs to
dis
cuss
and
pla
n m
aint
enan
ce a
nd re
pair
issu
es.
·Pre
pare
qua
rterly
repo
rts fo
r the
Pre
side
nt’s
Cab
inet
sho
win
g st
atus
and
cos
ts o
f mai
nten
ance
and
repa
ir pr
ojec
ts o
n ca
mpu
s.
Empl
oyee
Com
men
ts (I
nclu
de fe
edba
ck to
the
supe
rvis
or o
n w
ays
in w
hich
sup
ervi
sor c
an a
ssis
t you
in m
eetin
g re
spon
sibi
litie
s &/
or o
bjec
tives
&
enha
ncin
g pe
rform
ance
com
pete
ncie
s):
Alth
ough
I re
cogn
ize
that
I ne
ed d
evel
opm
ent i
n co
mm
unic
atio
ns w
ith m
y st
aff,
it sh
ould
be
note
d th
at th
e de
partm
ent h
as b
een
shor
t of c
ritic
al s
taff
this
pas
t yea
r and
the
budg
et s
ever
ely
limite
d. I
hav
e be
en ju
gglin
g m
ultip
le p
riorit
ies,
filli
ng in
whe
n em
ploy
ees
wer
e ab
sent
, so
my
com
mun
icat
ion
skill
s m
ay h
ave
suffe
red
as a
resu
lt. I
enc
oura
ge m
y su
perv
isor
to u
se h
is
influ
ence
to p
rovi
de a
mor
e re
ason
able
bud
get f
or th
e Fa
cilit
ies
Dep
artm
ent t
hat i
s m
ore
refle
ctiv
e of
the
need
s an
d pr
iorit
ies
of th
e ca
mpu
s. I
wel
com
e an
y op
portu
nitie
s fo
r dev
elop
men
t and
gr
owth
.I en
joy
wor
king
with
you
and
app
reci
ate
our v
ery
open
and
hon
est w
eekl
y m
eetin
gs.
The
emai
ls y
ou s
end
appr
isin
g m
e of
Cab
inet
dec
isio
ns a
nd d
iscu
ssio
ns th
at im
pact
the
Faci
litie
s ar
ea a
re v
ery
help
ful.
I w
ould
like
, how
ever
, to
be a
sked
to p
rese
nt F
acili
ties
proj
ects
dire
ctly
to th
e C
abin
et, i
f fea
sibl
e.
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_ Su
perv
isor
Sig
natu
re
D
ate
Empl
oyee
Sig
natu
re
Dat
e Si
gnat
ure
of N
ext L
evel
Sup
ervi
sor_
____
____
____
____
____
____
____
____
____
____
____
____
D
ate_
____
____
____
____
____
____
____
____
____
_
Performance Management Manual
Performance Management Toolkit 2/04 55
Example of Completed Performance Review— Staff (Non-Supervisory)
Performance Management Manual
56 2/04 Performance Management Toolkit
This page intentionally left blank
2/04
1
Sain
t M
ary’
s C
olle
ge o
f C
alifo
rnia
is
a C
atho
lic,
Lasa
llian
and
Lib
eral
Arts
Col
lege
kno
wn
wid
ely
for
prov
idin
g an
exc
elle
nt l
earn
ing
envi
ronm
ent f
or st
uden
ts. I
t is a
com
mun
ity o
f lea
rner
s—st
uden
ts, f
acul
ty a
nd st
aff—
who
supp
ort t
he o
rgan
izat
ion’
s mis
sion
: •
To p
robe
dee
ply
the
mys
tery
of e
xist
ence
by
culti
vatin
g th
e w
ays o
f kno
win
g an
d th
e ar
ts o
f thi
nkin
g.
• To
aff
irm a
nd fo
ster
the
Chr
istia
n un
ders
tand
ing
of th
e hu
man
per
son
whi
ch a
nim
ates
the
educ
atio
n m
issi
on o
f the
Cat
holic
Chu
rch.
•
To c
reat
e a
stud
ent-c
ente
red
educ
atio
nal c
omm
unity
who
se m
embe
rs su
ppor
t one
ano
ther
with
mut
ual u
nder
stan
ding
and
resp
ect.
The
effe
ctiv
e pe
rfor
man
ce o
f ea
ch i
ndiv
idua
l is
nec
essa
ry t
o ac
hiev
e th
e C
olle
ge’s
mis
sion
. Th
e C
olle
ge e
xpec
ts a
ll its
em
ploy
ees
to
exem
plify
its v
alue
s thr
ough
com
mitt
ed le
ader
ship
, ong
oing
lear
ning
, and
con
cern
for h
uman
rela
tions
hips
.
Em
ploy
ee:
Sue
Job
Supe
rvis
or: B
ob B
oss
Em
ploy
ee J
ob T
itle:
Ser
vice
s Spe
cial
ist
Job
Gra
de: 4
Dep
artm
ent:
Reg
istra
r
Obj
ectiv
es, D
evel
opm
ent &
Per
form
ance
Per
iod:
From
: 6-1
-03
Thr
ough
: 5-3
1-04
Intr
oduc
tory
Rev
iew
End
of Y
ear
Rev
iew
Dat
e: 5
-15-
04
56-a
Sect
ion
I
2/04
2
SEC
TIO
N I
RES
PON
SIB
ILIT
IES
&/O
R O
BJE
CTI
VES
Pr
imar
y Pe
rfor
man
ce E
xpec
tatio
ns:
Res
pons
ibili
ties
&/o
r Obj
ectiv
es
Com
men
ts
Pro
vide
exc
elle
nt c
usto
mer
ser
vice
to s
tude
nts
and
facu
lty b
y re
spon
ding
to
ques
tions
and
reso
lvin
g pr
oble
ms
with
in th
e pu
rvie
w o
f the
Reg
istra
r fun
ctio
n in
ac
cord
ance
with
Col
lege
mis
sion
and
goa
ls a
nd in
alig
nmen
t with
dep
artm
ent
stan
dard
s. S
tude
nts,
facu
lty a
nd th
e pu
blic
are
our
clie
ntel
e. S
ervi
ce to
our
cl
ient
ele
will
be
frien
dly,
resp
ectfu
l and
acc
urat
ely
and
pro
mpt
ly p
rovi
ded
with
in
a 24
hr.
perio
d.
Sue
has
dev
elop
ed v
ery
good
rapp
ort w
ith s
tude
nts
and
facu
lty.
Gen
eral
ly
resp
onds
to in
quiri
es w
ithin
24
hrs.
Whe
n sh
e is
not
abl
e to
do
so, s
he
gene
rally
upd
ates
the
pers
on a
s to
the
stat
us o
f her
pro
gres
s on
the
mat
ter.
Sue
’s e
ffici
ency
wou
ld b
e en
hanc
ed b
y de
velo
pmen
t of a
sys
tem
that
allo
ws
her
to k
eep
track
of t
hose
inqu
iries
that
requ
ire re
sear
ch, s
o th
at s
he c
an g
et b
ack
to th
e cu
stom
er in
a m
ore
timel
y w
ay.
E
E
ME
N
I U
Mas
ter u
nder
stan
ding
and
ach
ieve
sat
isfa
ctor
y le
vel o
f per
form
ance
in a
ll ar
eas
of re
spon
sibi
lity
for S
ervi
ces
Spe
cial
ist i
n th
e R
egis
trar’s
Offi
ce.
In y
our f
irst
year
you
will
dem
onst
rate
a s
atis
fact
ory
leve
l of p
rofic
ienc
y by
bei
ng a
ble
to
answ
er p
hone
and
in-p
erso
n in
quiri
es re
gard
ing
regi
stra
tion,
add
/dro
p,
petit
ioni
ng a
nd o
ther
pro
cess
es; y
ou w
ill d
emon
stra
te a
com
pete
nce
with
C
olle
ague
that
allo
ws
you
to e
ffici
ently
mov
e ab
out t
he s
yste
m in
ord
er to
gat
her
the
info
rmat
ion
you
need
to b
e ef
fect
ive
in y
our j
ob.
In y
our f
irst y
ear i
n th
e po
sitio
n of
Ser
vice
s S
peci
alis
t, yo
u ha
ve b
een
expo
sed
and
train
ed in
all
face
ts o
f the
resp
onsi
bilit
y of
you
r pos
ition
. Yo
u ha
ve b
ecom
e pr
ofic
ient
in a
ll pr
oces
ses
of a
Ser
vice
s S
peci
alis
t, pa
rticu
larly
in th
e ar
ea o
f re
gist
ratio
n. Y
our v
isio
n of
the
over
all r
egis
tratio
n pr
oces
s an
d in
tere
st in
br
ingi
ng th
e of
fice
into
full
usag
e of
the
Col
leag
ue re
gist
ratio
n m
odul
e is
ap
prec
iate
d. O
f par
ticul
ar n
ote
is th
e pr
ogre
ss y
ou’v
e m
ade
with
stre
amlin
ing
on-li
ne re
gist
ratio
n.
EE
ME
N
I U
Wor
k co
oper
ativ
ely
with
mem
bers
of t
he R
egis
trar t
eam
and
be
will
ing
to a
ssis
t co
-wor
kers
as
time
allo
ws
and/
or p
riorit
y re
quire
s. R
egul
arly
par
ticip
ate
in a
nd
cont
ribut
e to
topi
cs o
f dis
cuss
ion
in s
taff
mee
tings
; par
ticip
ate
and
cont
ribut
e to
th
e bu
sine
ss o
f the
Enr
ollm
ent S
ervi
ces
Clie
ntel
e S
ervi
ce T
eam
.
Sue
has
bec
ome
resp
ecte
d in
the
depa
rtmen
t for
her
will
ingn
ess
to a
ssis
t oth
ers
in th
eir d
utie
s as
her
job
know
ledg
e an
d fa
mili
arity
with
co-
wor
kers
has
in
crea
sed.
Of p
artic
ular
not
e is
her
ass
ista
nce
with
the
mai
ling
of tr
ansc
ripts
la
st N
ovem
ber w
hen
we
wer
e de
luge
d w
ith re
ques
ts.
EE
ME
N
I U
Ans
wer
tele
phon
es a
nd s
ervi
ce c
ount
er c
lient
s in
a ti
mel
y m
anne
r pro
vidi
ng
accu
rate
, com
plet
e, a
nd h
elpf
ul in
form
atio
n. S
tand
ard:
Ans
wer
pho
ne b
efor
e th
ird ri
ng; a
ssis
t at c
ount
er w
hen
a se
cond
per
son
join
s th
e lin
e. S
tand
ard:
P
rovi
de im
med
iate
ans
wer
s to
inqu
iries
or r
espo
nd w
ithin
24
hrs.
if th
e in
quiry
re
quire
s re
sear
ch.
Sue
is q
uick
to a
nsw
er p
hone
s in
her
frie
ndly
, hel
pful
man
ner a
nd p
rom
ptly
re
spon
ds w
hen
need
ed to
ser
vice
the
coun
ter.A
s st
ated
abo
ve, s
he c
an fu
rther
st
reng
then
her
per
form
ance
by
keep
ing
bette
r tra
ck o
f the
cal
ls w
hen
the
inqu
iry
need
s re
sear
ch a
nd a
retu
rn c
all t
o th
e in
quire
r. E
E
ME
N
I U
Bec
ome
know
ledg
eabl
e of
the
capa
bilit
ies
and
prof
icie
nt in
the
exec
utio
n of
D
atat
el C
olle
ague
sys
tem
pro
cess
es a
s de
mon
stra
ted
by th
e tim
ely,
acc
urat
e an
swer
s to
inqu
iries
and
sat
isfa
ctor
y co
mpl
etio
n of
pro
ject
s, re
ports
, and
re
sear
ch.
Par
ticip
ate
in C
olle
ague
Ser
vice
Use
r Gro
up b
i-mon
thly
onl
ine
mee
tings
. B
ring
to R
egis
trar s
taff
item
s of
inte
rest
for d
iscu
ssio
n an
d po
ssib
le
impl
emen
tatio
n.
Sue
atte
nded
bas
ic C
olle
ague
trai
ning
and
has
rece
ived
in-o
ffice
trai
ning
by
the
Ass
ista
nt R
egis
trar.
She
has
bee
n qu
ick
to a
ssim
ilate
the
train
ing
and
able
to
appl
y it
to b
eing
suc
cess
ful.
She
has
ser
ved
as o
ne o
f tw
o re
pres
enta
tives
to
the
Dat
atel
Reg
istra
r’s U
ser g
roup
. S
he h
as b
een
dilig
ent i
n ob
tain
ing
conc
erns
fro
m c
o-w
orke
rs to
dis
cuss
dur
ing
the
Use
r Gro
up o
nlin
e m
eetin
gs a
nd re
turn
ing
with
opt
ions
and
ans
wer
s to
thos
e co
ncer
ns.
As
she
furth
er d
evel
ops
her
Col
leag
ue s
kills
, she
will
be
able
to m
ore
fully
con
tribu
te to
the
flow
of
know
ledg
e du
ring
thos
e m
eetin
gs.
EE
ME
N
I U
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_ Su
perv
isor
Initi
als
Dat
e
Em
ploy
ee In
itial
s
Dat
e
Exceeds Expectations
Meets Expectations
Needs Improvement
Unacceptable
Perf
orm
ance
Rat
ings
Sect
ion
II
2/0
4 3
SEC
TIO
N II
P
ER
FOR
MA
NC
E C
OM
PETE
NC
IES
Gen
eral
Com
pete
ncie
s C
omm
ents
M
issi
on &
Val
ues
– P
erfo
rm d
ay-to
-day
act
iviti
es &
job
resp
onsi
bilit
ies
in w
ays
that
su
ppor
t & e
nhan
ce th
e C
olle
ge’s
mis
sion
& it
s C
atho
lic, L
asal
lian
& L
iber
al A
rts
tradi
tions
, e.g
., se
rvic
e to
com
mun
ity, d
edic
atio
n, ta
king
ow
ners
hip
for s
ucce
ss o
f S
MC
, exe
mpl
ifyin
g be
havi
or th
at is
a m
odel
for o
ther
s, &
adh
erin
g to
Col
lege
pol
icie
s
Sue
per
form
s he
r job
of S
ervi
ce S
peci
alis
t in
a m
anne
r tha
t de
mon
stra
tes
an u
nder
stan
ding
and
app
licat
ion
of th
e C
olle
ge m
issi
on
and
valu
es.
We
have
rece
ived
com
men
ts fr
om b
oth
stud
ents
and
facu
lty
who
hav
e ap
prec
iate
d he
r obs
erva
nce
of p
olic
ies
whi
le b
eing
abl
e to
ex
plai
n th
ose
polic
ies
in a
man
ner t
hat i
s un
ders
tand
able
and
resp
ectfu
l of
the
inqu
irer’s
pos
ition
. S
ue v
olun
teer
ed to
coo
rdin
ate
for t
he o
ffice
the
prep
arat
ion
of th
ree
(3) T
hank
sgiv
ing
bask
ets
that
wer
e di
strib
uted
by
Cam
pus
Min
istry
.
EE
ME
N
I U
Ser
vice
– D
emon
stra
te c
omm
itmen
t to
prov
idin
g ev
eryo
ne w
ith h
ighe
st le
vel o
f se
rvic
e: P
rovi
de fr
iend
ly, c
arin
g se
rvic
e; e
xhib
it pa
tienc
e &
resp
ect;
follo
w u
p &
fo
llow
thro
ugh;
resp
ond
sinc
erel
y, p
rom
ptly
, con
sist
ently
& a
ppro
pria
tely
to e
very
one
ever
y tim
e; a
nd e
stab
lish
& m
aint
ain
effe
ctiv
e re
latio
nshi
ps w
ith th
ose
we
serv
e &
ga
in th
eir t
rust
& re
spec
t
Sue
is e
ager
ly a
nd e
ffect
ivel
y re
spon
sive
to s
tude
nt a
nd fa
culty
requ
ests
as
they
occ
ur.
She
nee
ds to
dev
elop
a s
yste
m fo
r im
prov
ing
her p
roce
ss
of fo
llow
-up
in s
ituat
ions
whe
n th
e re
ques
t or i
nqui
ry re
quire
s so
me
degr
ee o
f res
earc
h an
d ge
tting
bac
k to
the
stud
ent o
r fac
ulty
mem
ber.
EE
ME
N
I U
Team
wor
k –
Mai
ntai
n ha
rmon
ious
& e
ffect
ive
wor
k re
latio
nshi
ps w
ith c
o-w
orke
rs &
ot
hers
; and
col
labo
rate
with
dep
artm
ents
, cam
pus
com
mun
ity, &
ext
erna
l sou
rces
, as
app
ropr
iate
, to
prom
ote
coop
erat
ive
wor
k re
latio
nshi
ps, i
mpr
ove
wor
k pr
oces
ses,
&
ach
ieve
goa
ls a
nd o
bjec
tives
Impr
ovem
ent i
n th
is a
rea
sinc
e m
id-y
ear r
evie
w is
com
men
dabl
e. S
ue’s
at
titud
e of
team
pla
y ha
s ea
rned
the
resp
ect o
f col
leag
ues
by b
eing
w
illin
g to
ass
ist w
hen
the
situ
atio
n w
arra
nts.
Mar
gare
t was
par
ticul
arly
ap
prec
iativ
e of
you
r will
ing
assi
stan
ce w
ith d
istri
butio
n of
the
grad
e pe
titio
ns in
the
Fall
whe
n w
e w
ere
dela
yed
by th
e co
mpu
ter f
ailu
re.
EE
ME
N
I U
Com
mun
icat
ion
– E
ffect
ivel
y co
nvey
info
rmat
ion
& id
eas
both
ora
lly &
in w
ritin
g;
liste
n ca
refu
lly&
see
k cl
arifi
catio
n to
ens
ure
unde
rsta
ndin
g; p
rom
ote
an o
pen
envi
ronm
ent w
here
div
erse
per
spec
tives
are
resp
ecte
d, d
evel
oped
, & v
alue
d; a
nd
mai
ntai
n ap
prop
riate
con
fiden
tialit
y
Your
goo
d co
mm
unic
atio
n sk
ills
allo
w y
ou to
del
iver
diff
icul
t mes
sage
s in
a
man
ner t
hat u
sual
ly e
licits
und
erst
andi
ng a
nd a
ccep
tanc
e. F
or
exam
ple,
whe
n yo
ur c
ompo
sure
is c
halle
nged
, you
gen
eral
ly li
sten
“s
mar
tly” a
nd h
ear y
our s
ubje
ct o
ut to
per
haps
find
a d
iffer
ent w
ay to
ex
plai
n th
e si
tuat
ion.
I wou
ld a
ppre
ciat
e yo
ur d
ilige
nce
in k
eepi
ng m
e be
tter i
nfor
med
on
the
stat
us o
f you
r pro
ject
s an
d un
reso
lved
issu
es.
As
we
have
dis
cuss
ed, I
lear
ned
of th
e de
lay
in g
ettin
g th
e re
sear
ch o
n hi
stor
y gr
ades
whe
n I a
ttend
ed th
e C
hairs
mee
ting.
Had
you
let m
e kn
ow o
f the
pro
blem
, we
prob
ably
cou
ld h
ave
wor
ked
out a
reso
lutio
n an
d I w
ould
n’t h
ave
been
cau
ght o
ff-gu
ard
by th
e di
sclo
sure
dur
ing
the
mee
ting.
Let
’s d
iscu
ss w
ays
and
mea
ns b
y w
hich
info
rmat
ion
exch
ange
ca
n re
gula
rly o
ccur
.
EE
ME
N
I U
Res
ourc
eful
ness
– C
onsi
sten
tly in
itiat
e id
eas
& a
ctio
ns th
at im
pact
our
suc
cess
: P
roac
tivel
y ta
ke o
r rec
omm
end
appr
opria
te a
ctio
ns, s
olut
ions
or i
mpr
ovem
ent w
hen
the
situ
atio
n de
man
ds it
; per
seve
re w
hen
enco
unte
ring
chal
leng
es &
obs
tacl
es; a
nd
adju
st to
effe
ctiv
ely
acco
mm
odat
e m
ultip
le d
eman
ds &
shi
fting
prio
ritie
s
Inpu
t at s
taff
mee
tings
is v
alue
d an
d us
ually
wel
l tho
ught
out
. Yo
u ha
ve
dem
onst
rate
d an
exp
ande
d fo
cus
of th
e “b
ig p
ictu
re” b
y re
gula
rly
brin
ging
to th
e st
aff m
eetin
gs c
once
rns
and
cont
ribut
ing
reso
lutio
ns o
f C
olle
ague
issu
es.
Your
ana
lytic
al th
inki
ng h
as b
een
valu
able
to th
e de
partm
ent.
EE
ME
N
I U
Exceeds Expectations
Meets Expectations
Needs Improvement
Unacceptable
Perf
orm
ance
Rat
ings
Sect
ion
II
2/0
4 4
Qua
lity
& Q
uant
ity o
f Wor
k - D
emon
stra
te k
now
ledg
e, te
chni
cal e
xper
tise,
& p
robl
em
solv
ing
skill
s ne
cess
ary
to p
erfo
rm jo
b ef
fect
ivel
y; m
ake
qual
ity d
ecis
ions
bas
ed o
n so
und
judg
men
t; co
mpl
ete
assi
gnm
ents
in a
thor
ough
, acc
urat
e &
tim
ely
man
ner
that
ach
ieve
s ex
pect
ed o
utco
mes
; pre
serv
e C
olle
ge fi
nanc
es &
mai
ntai
n &
car
e fo
r C
olle
ge p
rope
rty; a
nd m
eet C
olle
ge &
/or d
epar
tmen
t atte
ndan
ce s
tand
ards
As
a m
embe
r of t
he R
egis
trar t
eam
for 1
4 m
onth
s, y
our e
xpos
ure
and
train
ing
in a
ll as
pect
s of
the
oper
atio
n is
com
plet
e. Y
ou h
ave
gene
rally
le
arne
d an
d ar
e pe
rform
ing
satis
fact
orily
the
proc
edur
es fo
r ac
com
plis
hing
the
job
of S
ervi
ces
Spe
cial
ist i
n ou
r eve
r-ev
olvi
ng
envi
ronm
ent.
You
r res
pons
e tim
e to
inqu
iries
has
ste
adily
impr
oved
and
is
gen
eral
ly a
ccom
plis
hed
with
in th
e 24
hr.
goal
. Yo
u ne
ed to
pay
mor
e at
tent
ion
to tr
acki
ng a
nd fo
llow
-up
of is
sues
that
com
e to
you
r atte
ntio
n th
at n
eed
addi
tiona
l res
earc
h so
that
an
answ
er a
nd re
turn
cal
l to
the
clie
nt is
mad
e in
a ti
mel
y m
anne
r. Y
our a
ttend
ance
and
pun
ctua
lity
are
good
.
EE
ME
N
I U
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_
___
____
____
____
____
____
____
____
____
____
____
____
____
____
__
Supe
rvis
or In
itial
s
Dat
e
Empl
oyee
Initi
als
D
ate
Sect
ion
III
2/0
4 5
SEC
TIO
N II
I
O
VER
ALL
PER
FOR
MA
NC
E SU
MM
AR
Y C
omm
ents
: (B
ased
on
a re
view
of S
ectio
ns I
and
II)
Sue
has
bee
n in
crea
sing
ly e
ffect
ive
as th
e ye
ar p
rogr
esse
d w
hile
lear
ning
the
man
y fa
cets
of h
er jo
b. H
er o
ne-to
-one
cus
tom
er s
ervi
ce s
kills
, effe
ctiv
e co
mm
unic
atio
n st
yle,
and
her
abi
lity
to a
bsor
b th
e in
trica
cies
of t
he w
ork,
pla
ce h
er h
igh
amon
g th
e st
aff.
Atte
ntio
n to
the
deta
il of
rese
arch
and
get
ting
back
to c
lient
s w
ill fu
rther
impr
ove
her p
erfo
rman
ce.
Her
rapp
ort w
ith
stud
ents
and
facu
lty h
as d
emon
stra
ted
her c
usto
mer
ser
vice
ski
lls a
nd re
pres
ents
the
Reg
istra
r’s o
ffice
wel
l.
Exce
eds
Expe
ctat
ions
(Per
form
ance
co
nsis
tent
ly s
urpa
sses
all
expe
ctat
ions
and
go
als)
M
eets
Exp
ecta
tions
(Per
form
ance
fully
and
co
nsis
tent
ly a
chie
ves
expe
ctat
ions
and
goa
ls)
Nee
ds Im
prov
emen
t (Pe
rform
ance
nee
ds
impr
ovem
ent t
o fu
lly a
chie
ve e
xpec
tatio
ns a
nd
goal
s)
Una
ccep
tabl
e (P
erfo
rman
ce fa
ils to
mee
t job
ex
pect
atio
ns)
Plan
for I
mpr
ovem
ent:
Yes
No
.
Prof
essi
onal
Dev
elop
men
t Pla
n:
(1)
Incr
ease
Col
leag
ue e
xper
tise
by a
ttend
ing
the
Dat
atel
two-
day
Reg
istra
r Use
rs C
onfe
renc
e in
San
Fra
ncis
co in
Jun
e 20
04.
(2)
Incr
ease
pre
sent
atio
n an
d le
ader
ship
ski
lls b
y pr
esen
ting
a su
mm
ary
of re
gist
ratio
n to
pics
lear
ned
at th
e C
onfe
renc
e at
our
Jul
y re
treat
. At t
he R
egis
trar R
etre
at, l
ead
the
disc
ussi
on o
f reg
istra
tion
and
poss
ible
impl
emen
tatio
n of
adv
ance
s fo
r our
org
aniz
atio
n.
R
espo
nsib
ilitie
s an
d Fu
ture
Obj
ectiv
es (C
ompl
ete
the
resp
onsi
bilit
ies
&/or
obj
ectiv
es in
Sec
tion
I for
nex
t rev
iew
per
iod.
W
ith c
ontin
ued
prog
ress
and
trai
ning
, I fe
el S
ue is
qua
lifie
d to
ass
ume
the
resp
onsi
bilit
ies
of R
egis
tratio
n Le
ad in
200
5.
Furth
er tr
aini
ng to
war
d th
at g
oal w
ill ta
ke p
lace
with
the
Ass
ocia
te
Reg
istra
r whe
n w
e re
turn
from
the
Ret
reat
and
app
roac
h A
ugus
t reg
istra
tion.
The
follo
win
g ob
ject
ives
will
ass
ist t
he p
lan:
·R
evie
w a
nd u
pdat
e th
e R
egis
tratio
n m
anua
l with
ass
ista
nce
from
the
Ass
ocia
te R
egis
trar b
y A
ugus
t 1, 2
004.
Of p
artic
ular
impo
rtanc
e is
ent
erin
g re
visi
ons
to th
e Fa
ll S
emes
ter,
Janu
ary
Term
, and
Spr
ing
Sem
este
r tha
t wer
e m
ade
this
pas
t aca
dem
ic y
ear.
·Mee
t with
IT to
ass
ure
that
upd
ates
to o
nlin
e re
gist
ratio
n ar
e in
pla
ce b
y A
ugus
t 1, 2
004.
·R
evie
w th
e on
line
regi
stra
tion
web
site
to a
ssur
e th
at a
ll fo
rms
are
curr
ent a
nd a
ccur
ate
by A
ugus
t 1, 2
004.
·R
evie
w h
ard
copy
regi
stra
tion
form
s by
Aug
ust 1
0, 2
004
to a
ssur
e th
ey a
re c
urre
nt a
nd a
ccur
ate
and
that
the
supp
ly is
ade
quat
e fo
r fal
l reg
istra
tion.
Thes
e ob
ject
ives
, am
ong
othe
rs w
hen
dete
rmin
ed, w
ill b
e en
tere
d in
to S
ectio
n I,
Res
pons
ibili
ties
&/o
r Obj
ectiv
es, o
f the
nex
t Per
form
ance
form
s.
Em
ploy
ee C
omm
ents
(Inc
lude
feed
back
to th
e su
perv
isor
on
way
s in
whi
ch s
uper
viso
r can
ass
ist y
ou in
mee
ting
resp
onsi
bilit
ies
&/o
r ob
ject
ives
& e
nhan
cing
per
form
ance
com
pete
ncie
s):
I app
reci
ate
the
train
ing
I hav
e re
ceiv
ed th
is y
ear t
hat h
as a
llow
ed m
e to
feel
suc
cess
ful i
n m
y jo
b. I
enj
oy m
y w
ork
with
stu
dent
s, fa
culty
, and
the
co-w
orke
rs th
at I
inte
ract
with
dai
ly.
I re
cogn
ize
that
on
occa
sion
I ha
ve a
llow
ed in
quiri
es to
“slip
thro
ugh
the
crac
ks,”
and
have
sta
rted
an o
nlin
e lis
ting
of th
ose
issu
es a
nd c
usto
mer
s th
at re
quire
retu
rn c
alls
. I t
hink
this
will
he
lp w
ith m
y te
nden
cy to
get
bus
y w
ith o
ther
thin
gs a
nd fa
il to
resp
ond
in th
e re
quire
d 24
hr.
perio
d. W
ith re
gard
to k
eepi
ng y
ou re
gula
rly in
form
ed o
f the
sta
tus
of p
roje
cts,
I w
ould
like
to
sugg
est t
hat w
e pl
an a
15-
min
ute
mee
ting
on T
uesd
ay m
orni
ngs.
I w
ould
like
the
agen
da to
incl
ude
item
s co
ncer
ning
my
new
regi
stra
tion
resp
onsi
bilit
ies.
I’m
ple
ased
to b
e gi
ven
the
oppo
rtuni
ty to
ass
ist w
ith re
gist
ratio
n is
sues
and
furth
er tr
ain
with
the
Ass
ocia
te R
egis
trar.
Eve
n th
ough
Whi
tmor
e di
d no
t use
Dat
atel
, I b
elie
ve m
y on
line
regi
stra
tion
expe
rienc
e th
ere
will
be
val
uabl
e to
us.
____
____
____
____
____
____
____
____
____
____
____
____
____
__
__
____
____
____
____
____
____
____
____
____
____
____
____
____
___
Supe
rvis
or S
igna
ture
Dat
e
Em
ploy
ee S
igna
ture
D
ate
Sign
atur
e of
Nex
t Lev
el S
uper
viso
r___
____
____
____
____
____
____
____
____
____
____
____
__
Dat
e___
____
____
____
____
____
____
____
____
___
ACCOMPLISHMENTS To clarify accomplishments, an employee can ask him/herself:
1) What key responsibilities does my job require? To what extent do I fulfill them? 2) What were my specific accomplishments during the performance review period? 3) What responsibilities (or objectives/standards) did I fall short of meeting?
Writing Accomplishment Statements A useful way for writing accomplishments is to use the PSR method, which stands for problem, solution, and result. It is a methodology for reporting accomplishments and contributions. PSR is a brief statement that describes a problem the employee faced or a need he/she dealt with, how he/she responded – the solution – and the value or impact for the organization or department – the result. Steps for Writing an Accomplishment Statement Using the PSR Method:
1) Define the Problem – What PROBLEM existed in the workplace? 2) Explain the Solution – What action did you take to RESOLVE the problem? 3) Describe the Results – What were the beneficial RESULTS or impact of your action or
solution? 4) Write an Accomplishment Statement – Combine the Problem-Solution-Result information
into one sentence. Use this formula: Action verb + phrase describing solution + phrase describing result. You can vary this format as follows: Action verb + phrase describing result + phrase describing solution.
Example of Accomplishment Statement Using PSR Method:
• Problem – Hard to find information required in office – missing files or several file systems that contain similar information
• Solution – Reorganization of many file systems into one with clear system and instructions for maintaining office records
• Result – Office personnel can quickly find needed information and also file or refile correctly and easily.
• Accomplishment Statement: - Reorganized office filing system and records into one clearly organized system so that office staff can easily and quickly find and file information needed for their work and their customers.
____________________________________________________________________________________________________________ Performance Management Toolkit rev. 5/05 57
Performance Management Manual
58 2/04 Performance Management Toolkit
Employee Accomplishment Worksheet For the transition year, the employee may complete this just prior to the Performance Review meeting between the supervisor and the employee. In subsequent years, the employee can add to the worksheet as the year progresses. (available on HR web site)
EMPLOYEE ACCOMPLISHMENT WORKSHEET Name Performance Review period:
from to
Instructions: The best way to track your progress is by keeping an ongoing record of your work accomplishments. This will help to ensure that Performance Reviews take into account all the things you have achieved for the period of the Performance Review. Be sure to provide not only a general description of what you did but also a brief explanation of the circumstances that may have made these accomplishments easier or more challenging. If you have specific information supporting your success, please provide that as well. See the Performance Management Toolkit for information on writing accomplishment statements. Description of Accomplishments Date Completed
Performance Management Manual
Performance Management Toolkit 2/04 59
8. Recognizing Employees OVERVIEW One of the basic needs for managers and employees alike is to be appreciated. Appreciation can be shown by a simple “thank you,” specific feedback, or a variety of informal and formal rewards. Recognizing employees not only communicates to the employee that what she/he is doing is valued, but it also is the top motivator of employee performance. ‘While money is important to employees, what tends to motivate them to perform – and to perform at higher levels – is the thoughtful, personal kind of recognition that signifies true appreciation for a job well done. Numerous studies have confirmed this. The motivation is all the stronger if the form of recognition creates a story the employee can tell to family, friends and associates for years to come.”15 According to Bob Nelson, author of 1001 Ways to Reward Employees, there are three types of employee recognition:
• Informal recognition and rewards –“spontaneous rewards and forms of recognition that can be implemented with minimal planning and effort by almost any manager”
• Awards for specific achievements and activities – rewards targeted to specific
employee/team achievements or behaviors that are desired by an organization (such as cost-saving suggestions, exceptional customer service, and exceptional teaching)
• Formal awards – organization-initiated formal reward programs (such as years of
service, specific award with certain criteria and selection by review committee, and contests)
Informal recognition and rewards are forms of recognition that are most under a manager or department’s control and can often be implemented with minimal planning, effort and cost. It is important that a manager recognize an employee’s performance when it meets or exceeds expectations or the employee’s performance has improved and one wants those improvements to continue. Therefore managers need to consider what is in their (or their department’s) span of control to do and what motivates that particular employee. What works to motivate one employee may not always work to motivate another staff member. Thus having options and understanding what motivates your staff are helpful in best recognizing employees. The Performance Management process provides the opportunity to provide recognition through ongoing positive feedback. But there are many other options for informal recognition and rewards. What follows is a list of different ways to motivate and recognize employees. We encourage supervisors and teams to collaborate and come up with more options. In addition, the College will be initiating a cross campus task group this year to make recommendations to Human Resources and the President’s Cabinet on staff reward and recognition programs.
Performance Management Manual
60 2/04 Performance Management Toolkit
EXAMPLES & POSSIBILITIES for RECOGNIZING & REWARDING EMPLOYEES16
• Challenging work • Enjoyable assignments • Sense of accomplishment • Sense of feeling improvement • Flexible schedule • Autonomy • Control over job • Special projects, tasks • Chance to learn new things • Attendance at seminars, conferences • Involvement in decisions • Choices of vacations, hours of work • Representing company at special
events, functions • Highlighting work accomplishments to
upper management • Publish production, results of group • Article in newsletter to recognize
achievements • Job enrichment • Free lunch, dinner • Candy, flowers • Gift of appreciation • Trophy, plaque • Public recognition • Note of appreciation • Memo, letter of recognition (cc: File) • Positive feedback • Money or bonus • Better, improved office • Award
• Chance to travel • Promotions • Cross training • Prompt response to proposals, reports • Showing care and concern • Running interference to support team
member work efforts • Education benefits • New equipment or tools • Involvement in higher level meetings • T-shirt, clothing • Making presentations that give visibility • Party to celebrate success • Working with talented, caring people • Having ideas listened to • Being asked for advice • Being informed about changes before
they happen • Involvement in planning • Seeing one’s ideas or suggestions put
into action • Chance to lead desirable project • Group recreation or social activity • Receiving mentoring • Chance to influence management
decisions • Chance to create new ways or
solutions to problems • Conducting training • Management responsiveness in
helping to get problems resolved • Being part of an outstanding team
Performance Management Manual
Performance Management Toolkit 2/04 61
9. Development and Improvement Plans DEVELOPMENT PLAN Overview The Development Plan is created to help an employee grow in their job or career. Usually, an employee is meeting expectations when they complete a development plan. But they may be taking on new assignments, have changes in job responsibilities or be seeking to advance in their career. A Development Plan can be created at any time in the year or it can be used to expand upon the “Professional Development Plan” section in the Performance Review. Effective Development Plans have certain components in common:
• They focus on both strengths to leverage and areas to develop • They include a variety of ways to learn
On-the job-opportunities, i.e., starting something new, coaching another person, special assignments, improving a process, representing manager at meetings
Learning from others Suggested readings Formal courses Off-the-job opportunities, i.e., community or volunteer activities Practicing new skills and getting specific feedback Opportunities to reinforce new skills and learnings
• They address both development for the job and career aspirations • They define skills/knowledge to be developed • They include skills/knowledge needed immediately as well as in the future • They set tangible developmental goals and expected outcomes • They specify an action plan • They provide for periodic review and accountability
Development Plan – the Form The form is simple and contains the following components:
• Development Areas or Goals: What do you want to achieve, learn, do better or develop? • Action Plans: Steps employee and supervisor plan to take to achieve development goals
– with suggested target dates. • Support Needed: What type of support do you need? • Expected Outcomes: What will success look like?
To complete the form, respond to the above questions or statements and fill in the corresponding columns. Either the employee or the supervisor initiates doing a development plan. Together they discuss its components; then the form is completed and signed. Follow-up and checkpoints are important to ensuring success. See next pages for blank form and example of a Development Plan that has been completed.
2/04
Dev
elop
men
t Pla
n
Com
plet
e th
is a
fter
you
r de
velo
pmen
t dis
cuss
ion
wit
h yo
ur s
uper
viso
r. I
t doc
umen
ts th
e ag
reem
ents
you
and
you
r su
perv
isor
hav
e m
ade
abou
t yo
ur d
evel
opm
ent.
Bot
h of
you
sho
uld
sign
it a
nd k
eep
a co
py to
rev
iew
at r
egul
ar in
terv
als.
Em
ploy
ee:
Job
Title
:
D
ate:
Dev
elop
men
t Are
as o
r Goa
ls
(Wha
t do
you
wan
t to
achi
eve,
le
arn,
do
bette
r or d
evel
op?)
Act
ion
Plan
s (S
teps
em
ploy
ee &
sup
ervi
sor p
lan
to
take
to a
chie
ve d
evel
opm
ent g
oals
, with
sug
gest
ed
targ
et d
ates
.)
Wha
t typ
e of
sup
port
do
you
nee
d?
Expe
cted
Out
com
es (W
hat
will
succ
ess
look
like
?)
Empl
oyee
’s S
igna
ture
: ___
____
____
____
____
____
____
____
_ M
anag
er’s
Sig
natu
re: _
____
____
____
____
____
____
____
____
___
Nex
t Che
ck-in
Mee
ting:
61-a
SAM
PLE
Dev
elop
men
t Pla
n
Com
plet
e th
is a
fter
you
r de
velo
pmen
t dis
cuss
ion
wit
h yo
ur s
uper
viso
r. I
t doc
umen
ts th
e ag
reem
ents
you
and
you
r su
perv
isor
hav
e m
ade
abou
t yo
ur d
evel
opm
ent.
Bot
h of
you
sho
uld
sign
it a
nd k
eep
a co
py to
rev
iew
at r
egul
ar in
terv
als.
Em
ploy
ee:
Sue
Job
Jo
b Ti
tle:
Supe
rvis
or, S
tude
nt A
ctiv
ities
Dat
e: J
une
29, 2
004
Dev
elop
men
t Are
as o
r Goa
ls
(Wha
t do
you
wan
t to
achi
eve,
le
arn,
do
bette
r or d
evel
op?)
Act
ion
Plan
s (S
teps
em
ploy
ee &
sup
ervi
sor p
lan
to
take
to a
chie
ve d
evel
opm
ent g
oals
, with
sug
gest
ed
targ
et d
ates
.)
Wha
t typ
e of
sup
port
do
you
nee
d?
Expe
cted
Out
com
es (W
hat
will
succ
ess
look
like
?)
Dev
elop
Gro
up F
acili
tatio
n S
kills
• Ta
ke c
ours
e on
Gro
up F
acili
tatio
n S
kills
from
IC
A in
Aug
ust
• G
et c
oach
ing
on fa
cilit
atio
n fro
m T
rain
ing
Man
ager
•
Co-
faci
litat
e fo
cus
grou
p w
ith T
rain
ing
Man
ager
in
Sep
tem
ber
• Fa
cilit
ates
add
ition
al fo
cus
grou
ps fo
r de
partm
ent i
n Fa
ll an
d as
nee
ded
• Fu
nds
for t
rain
ing
cost
s •
Coa
chin
g fro
m
Trai
ning
Man
ager
Em
ploy
ee c
ondu
cts
focu
s gr
oups
to g
et fe
edba
ck a
nd
reco
mm
enda
tions
on
depa
rtmen
t’s p
roce
sses
Lear
n E
xcel
in o
rder
to c
reat
e ba
sic
budg
et s
prea
dshe
ets
by
10/0
4
• Ta
ke c
lass
on
Exc
el –
bas
ic a
nd in
term
edia
te
– du
ring
Aug
ust
• C
reat
e sa
mpl
e bu
dget
spr
eads
heet
for
P
roje
ct X
– i
n S
epte
mbe
r •
Get
coa
chin
g fro
m fi
nanc
ial a
naly
st o
n E
xcel
th
roug
h S
epte
mbe
r and
then
whe
n ne
eded
•
Cre
ate
budg
et s
prea
d sh
eets
for o
ffice
bud
gets
• Fu
nds
for t
rain
ing
cost
s •
Sup
ervi
sor s
uppo
rt to
take
trai
ning
•
Coa
chin
g fro
m
finan
cial
ana
lyst
Cre
atio
n of
bud
get
spre
adsh
eets
for d
epar
tmen
t pr
ojec
ts &
offi
ce b
udge
t
Empl
oyee
’s S
igna
ture
:
Man
ager
’s S
igna
ture
: N
ext C
heck
-in M
eetin
g:
61-b
Performance Management Manual
62 2/04 Performance Management Toolkit
PLAN FOR IMPROVEMENT Overview The Plan for Improvement is available when an employee’s performance needs improvement because the employee is not meeting performance expectations. A Plan for Improvement, if deemed appropriate by the supervisor, should clarify the improvement needed and actions to take. Its goal is to help the employee meet the expectations of the position held. Where there are ongoing concerns, the supervisor may discuss with the employee the issues of concern and coach the employee to improve his/her performance with a focus on specific solutions. The supervisor works with the employee to develop a Plan for Improvement and then follows up to review progress. The Plan for Improvement is available when the overall performance rating on the Performance Review is “Needs Improvement,” but can also be used at any time performance is less than it should be. Plan for Improvement—the Form The form is simple and contains the following components:
• Goals—standards or level of improvement in performance that the employee is to achieve
• Action Plans—steps for the employee to take to improve performance with suggested checkpoints for discussion about the employee’s progress along the way
• Measurement—indicators that necessary improvement in performance has been achieved
• Support needed—e.g., what supervisor may do to help employee achieve the necessary performance level
• Follow-up—Appropriate times when employee and supervisor may meet to discuss process
See next pages for blank form and example of a Plan for Improvement that has been completed.
2/04
Plan
for I
mpr
ovem
ent
Empl
oyee
:
Jo
b Ti
tle:
D
ate:
Goa
ls (S
tand
ards
or l
evel
of
impr
ovem
ent i
n pe
rform
ance
em
ploy
ee is
to a
chie
ve)
Act
ion
Plan
s (S
teps
for t
he
empl
oyee
to ta
ke to
impr
ove
perfo
rman
ce w
ith s
ugge
sted
ch
eckp
oint
s.)
Mea
sure
men
t (H
ow w
ill yo
u kn
ow im
prov
emen
t in
perfo
rman
ce h
as b
een
achi
eved
?)
Supp
ort N
eede
d Fo
llow
-up
(Whe
n em
ploy
ee &
m
anag
er m
ay m
eet
to d
iscu
ss p
rogr
ess)
Em
ploy
ee’s
Sig
natu
re: _
____
____
____
____
____
____
Sup
ervi
sor’s
Sig
natu
re: _
____
____
____
____
____
____
____
N
ext C
heck
-In M
eetin
g:
62-a
SAM
PLE
Plan
for I
mpr
ovem
ent
Empl
oyee
: Su
e Jo
b
Job
Title
: A
dmin
istr
ativ
e A
ssis
tant
Dat
e: S
epte
mbe
r 7, 2
004
G
oals
(Sta
ndar
ds o
r lev
el o
f im
prov
emen
t in
pe
rform
ance
that
em
ploy
ee
is to
ach
ieve
)
Act
ion
Plan
s (S
teps
for
the
empl
oyee
to ta
ke to
impr
ove
perfo
rman
ce, w
ith s
ugge
sted
ch
eckp
oint
s)
Mea
sure
men
t (H
ow w
ill yo
u kn
ow i
mpr
ovem
ent i
n pe
rform
ance
has
bee
n ac
hiev
ed?)
Supp
ort N
eede
d Fo
llow
-up
(Whe
n em
ploy
ee &
m
anag
er m
ay m
eet
to d
iscu
ss p
rogr
ess)
M
aint
ain
all o
ffice
file
s &
re
cord
s so
that
reco
rds
are
corr
ectly
file
d al
phab
etic
ally
un
der c
orre
ct h
eadi
ng a
nd
filed
with
in 2
day
s of
rece
ipt
on o
ngoi
ng b
asis
. E
xpan
d fil
e sy
stem
to in
clud
e re
cord
s of
all
staf
f pro
ject
s –
user
frie
ndly
for e
ase
of u
se
and
in fi
ndin
g in
form
atio
n as
ne
eded
Oct
ober
•
Cre
ate
in/o
ut re
cord
for f
iles
show
ing
date
file
rece
ived
and
da
te fi
led
• D
eter
min
e pl
an o
f uni
nter
rupt
ed
time
per d
ay s
o th
at a
ll ou
tsta
ndin
g re
cord
s ar
e fil
ed
with
in 2
day
s of
rece
ipt
Nov
embe
r •
Ens
ure
that
all
inco
min
g fil
es
afte
r mid
Nov
embe
r are
file
d co
rrec
tly w
ithin
two
days
of
rece
ipt
• C
reat
e ex
pand
ed fi
le s
yste
m to
ac
com
mod
ate
all s
taff
proj
ects
• G
oals
reac
hed
by d
ue
date
s •
Sur
vey
of ra
ndom
sa
mpl
e of
file
s th
at fi
les
cont
ain
corr
ect r
ecor
ds
• N
o co
mpl
aint
s fro
m s
taff
that
file
s ar
e m
issi
ng o
r in
corr
ectly
file
d
• S
uper
viso
r’s
supp
ort t
hat
can
have
un
inte
rrup
ted
time
• S
uppo
rt st
aff
to a
nsw
er
phon
es w
hile
em
ploy
ee fi
les
Sup
ervi
sor a
nd
empl
oyee
mee
t w
eekl
y to
che
ck
stat
us
Empl
oyee
’s S
igna
ture
:
Supe
rvis
or’s
Sig
natu
re:
Nex
t Che
ck-In
Mee
ting:
62-b
Performance Management Manual
Performance Management Toolkit 2/04 63
10. Appendix DEFINITION OF TERMS • Accomplishment – Positive or productive result, achievement, or impact of a solution on
department or organization. • Coaching – Set of management skills and efforts aimed at influencing employee
performance to achieve positive and productive results; providing direction, guidance, and support to develop people to perform to their fullest or to improve performance.
• Competencies – Knowledge, skills, and/or behaviors that help individuals perform at a high level and that are critical for achieving an organization’s mission, values and goals.
• Constructive feedback – Information to person about something they have done or not done that is specific, based on evidence, and directed at the person’s performance, not the person; constructive feedback can be positive or negative.
• DESC – Acronym for script or format for giving negative feedback (Describe, Express, Specify, Consequences).
• Development Plan – Defines goals and actions for the growth and development of an employee.
• EOY – Acronym for End of Year Performance Review. • Goal – A word that is often used interchangeably with the word “objective” to denote
measurable and desired results, accomplishments or achievements of individual or team performance. In the Toolkit a goal is generally referring to a broader individual, department and organization priority while an objective further defines the broader goal by being specific and measurable.
• “I” Statement – Way of giving feedback where the person giving feedback takes responsibility for their feelings, actions, and concerns and focuses on an objective description of the other’s behavior, their own feelings, and the impact of the behavior on themselves.
• Objective – Measurable, desired and meaningful results, accomplishments, or achievements of individual or team performance.
• Performance Expectations – Behaviors that are defined as effective performance on one's job – usually described as objectives or standards.
• Performance Feedback – Information to someone about an effort done, or not done, in his or her performance – usually delivered close in timing to the occurrence or pattern of behavior and intended to influence future behavior.
• Performance Management – A process of planning, coaching, review, feedback and evaluation about an employee’s performance; a successful process depends on manager-employee participation and cooperation.
• Performance Management Cycle – Outline of the components of the Performance Management process as they occur throughout the year.
• Performance Review –The end of the year or introductory appraisal of an employee’s performance that is based on mutually agreed upon performance expectations, two-way communication, and an assessment of an employee’s performance.
• Plan for Improvement– Defines the goals and actions for improving an employee’s performance.
• Progress Review – Discussion between the supervisor and employee about employee’s performance and progress, reassessment of performance expectations from the beginning of the performance cycle, barriers to effective performance, and support and resources needed by the employee – formalized by completion of the Progress Review form.
• PSR – Acronym for a methodology for reporting accomplishments and contributions by describing a problem an employee faced, the solution that he/she used, and the result in terms of value or impact for the organization or department.
Performance Management Manual
64 2/04 Performance Management Toolkit
• S.M.A.R.T. – Acronym for key elements of effective objectives (Smart, Measurable, Action-oriented, Results-focused, Time-focused).
• Standard – Expectation of behavior or level of performance that is to be achieved or maintained – usually around day-to-day performance
• WASC – Western Association of Schools and Colleges
Performance Management Manual
Performance Management Toolkit 2/04 65
SUPERVISOR CHECKLIST FOR ORIENTING NEW EMPLOYEE A new employee is made to feel welcome and prepared for success at Saint Mary’s College from the day they first step onto the campus in search of employment. Hopefully, the process continues during the hiring procedure, new employee orientations and into the department orientation and training. Before your new employee arrives, consider what the person requires to be successful, comfortable and safe in their new work environment. The following is a checklist to assist the orientation process.
Introductions _____ Co-workers _____ Staff they will be interacting with outside the department _____ E-mail to department and possibly organization announcing arrival date with brief bio and
explanation of person’s role in department
Tour _____ Department _____ Restrooms _____ Emergency exits _____ Campus offices with which they will deal _____ Other important locations (i.e., eating facilities, post office, bookstore, etc.)
SMC New Employee Orientation and Benefits _____ Ensure that new employee receives staff handbook; review handbook with employee _____ Ensure that new employee signs up for benefits within first month, and attends New
Employee Orientation within first three months of employment
Safety _____ Exits; fire extinguisher _____ Obtaining assistance for medical, fire or other emergencies _____ Emergency procedures, safety training
Work Conditions _____ Equip work area with computer, telephone, telephone directory, supplies, etc. _____ Describe hours of operation and employee work hours _____ Explain timesheet processing, absence reporting, time off requests, lunch scheduling and
rest periods
Department procedures _____ Explain and/or provide copies of department procedures
Job Responsibilities and Performance Expectations _____ Review job description, goals of department, assignments for employee, within the first
week _____ Within first month decide on objectives and standards; review progress and give
feedback
Training _____ Describe the plan for training the new employee and who will direct the training; adhere
to the plan to the best of your ability _____ Clarify the person to whom the new employee reports and directs their work activity;
person(s) who can answer questions for them _____ Demonstrate use of telephones, computers, copier, FAX
Performance Management Manual
66 2/04 Performance Management Toolkit
REFERENCES & RESOURCES/BIBLIOGRAPHY Brounstein, Marty, Handling the Difficult Employee: Solving Performance Problems, Crisp
Publications, Menlo Park, 1993 ______, Coaching& Mentoring for Dummies, IDG Books Worldwide, Inc., Foster City, CA, 2000 Burley-Allen, Madelyn, Listening: the Forgotten Skill, John Wiley & Sons, Inc., 1982 Cadwell, Charles M., The Human Touch Performance Appraisal, American Media Publishing,
Iowa, 1994 Hathaway, Patti, Giving and Receiving Feedback, Crisp Publications, Menlo Park, 1998 Lawson, Karen, Improving Workplace Performance Through Coaching, American Media
Publishing, Iowa, 1996 Maddux, Robert, Effective Performance Appraisals, Crisp Publications, Menlo Park, 1993 Max, Douglas and Robert Bacal, Perfect Phrases for Performance Reviews, McGraw-Hill, New
York, 2003 Mount, Bryan, RARES, Getting Started with Employee Recognition “101 Inexpensive Ways to
Reward Employees.” February 5, 2004 <http://www.rares.org/downloads/Getting%20Started%20with%20Employee%20Recognition.PDF>
Neal, James E. Jr., Effective Phrases for Performance Appraisals, Neal Publications, Perrysburg,
Ohio, 2003 ______, The #1 Guide to Performance Appraisals, Neal Publications, Perrysburg, Ohio, 2003 Nelson, Bob, 1001 Ways to Reward Employees, Workman Publishing Company, New York,
January 15, 1994 ZPG Zigon Performance Group. February 5, 2004 <http://www.zigonperf.com/> ______, Goal Tutor. February 5, 2004 <http://www.zigonperf.com/store/gt.html> ______, Performance Measurement Examples. February 5, 2004
<http://www.zigonperf.com/resources/examples.asp> ______, Performance Measures. February 5, 2004
<http://govinfo.library.unt.edu/npr/library/resource/measure.html> Videos American Media, Inc. February 5, 2004 <http://www.ammedia.com> ______, The Courage to Coach / video. February 5, 2004
<http://www.ammedia.com/product/product.asp?product=0010828> ______, Human Touch Performance Appraisal II / video. February 5, 2004
<http://www.ammedia.com/product/product.asp?product=0010079>
Performance Management Manual
Performance Management Toolkit 2/04 67
CRM Learning. February 5, 2004 <http://www.crmlearning.com> ______, I Know Just What You Mean! Covey Leadership Library 5 Video Program Set. February
5, 2004 <http://www.crmlearning.com/covey-leadership-library-5-video-program-set> ______, Power of Listening Video Program. February 5, 2004
<http://www.crmlearning.com/power-of-listening-video-program> GRT Productions. February 5, 2004 <http://www.grtproductions.com/videos.php> ______, Embracing Criticism Video ______, Giving Feedback Video/Giving Feedback Kit ______, Something About Their Listening Video,
ENDNOTES 1 Adapted from SMC Leadership Development Program, Part 1, Module 2, Marty Brounstein 2 Adapted from material provided by Watson Wyatt Worldwide 3 Adapted from SMC Leadership Development Program, Part 1, Module 2, Marty Brounstein 4 Business & Legal Reports, Inc. Training Handbook, Handout 705, B-1 5 Business & Legal Reports, Inc. Training Handbook, Handout 405 B-1 6 Adapted from material provided by Watson Wyatt Worldwide 7 Adapted from SMC Leadership Development Program, Part 1, Module 2 of SMC Leadership Development Program, taught by Marty Brounstein 8 Table examples are based on the book, Giving and Receiving Feedback, by Patti Hathaway, Crisp Publications Menlo Park, CA, 1998. 9 Adapted from information in Listening, by Madelyn Burley-Allen, John Wiley & Sons, Inc., New York, 1982. 10 Adapted from material provided by Watson Wyatt Worldwide 11 Listening by Madelyn Burley-Allen, John Wiley & Sons, Inc., New York, 1982) 12 Business & Legal Reports, Inc. Training Handbook, Handout 410, B-1 13Adapted from Effective Performance Planning, a workshop offered by Santa Clara University, Human Resources, Organizational Learning and Development 14 Adapted from Business & Legal Reports, Inc. Training Handbook, Handout 515, B-1 15 1001 Ways to Reward Employees by Bob Nelson, Workman Publishing, New York 16 Adapted from SMC Leadership Development Program, Part 1, Module 2, Marty Brounstein
Top Related