PERFORMANCE APPRAISAL



0-23114000University of Dayton Division of Student DevelopmentPerformance EvaluationThe Division of Student Development is committed to providing developmental opportunities to all employees and encourages employees to fully engage in meaningful programs, offerings and services both internal and external to the University. Employee performance is evaluated regularly to enhance individual growth and contribution to the division.Purpose and DefinitionThe most effective performance evaluation is a continuing process throughout the year. Informal and formal meetings should be held with the employee frequently to discuss expectations, priorities, goals and objectives. Evaluation meetings should be a summary of this continuing process with the emphasis on improvement. Active employee and supervisory involvement throughout the process is necessary for successful and effective results; neither party is able to achieve the maximized effect without the other.The performance evaluation is designed to:facilitate communication between the employee and supervisor about performanceimprove job understandingrecognize and promote outstanding performanceidentify areas needing improvement serve as one basis for salary increase decisions create ways in which the employee will experience job satisfaction and a sense of personal accomplishment while contributing to the betterment of the University Supervisor Expectations:Supervisors are called and expected to support their staff in the following ways:devote sufficient time to the appraisal processidentify the demonstrated talents and skills the employee brings to the departmentprovide specific, relevant, and accurate feedback on areas of growthprovide opportunity for employee advancement through meaningful work and involvementcollaboratively set realistic and clearly defined goals enumerate ways in which the supervisor can support these goalssupport employees’ desire to participate in a group within Student Development and/or the UD community as it relates to the goals set forth for personal/professional developmentreceive any necessary training in order to accurately and sensitively convey feedbackThe supervisor’s abilities in this area should be evaluated regularly.Employee Expectations:Employees are called and expected to actively participate in this process in the following ways:devote sufficient time to the appraisal processhonestly reflect on strengths and areas for growthcollaboratively set realistic and clearly defined goals enumerate ways in which the supervisor can support these goalsrequest any necessary training in order to fulfill these goalsprovide feedback to the supervisor on the evaluation processTimeline: It is necessary to dedicate sufficient time for the evaluation process from both the employee and supervisor.? Each party shall complete the evaluation in full prior to meeting to discuss.? The established timeline, as provided below, allows for some flexibility, yet provides for firm deadlines for both the Annual Performance Evaluation and the employee-driven Mid-Cycle Goal Review.? For maximum effectiveness, there must be a minimum of four (4) full calendar months between the completion of the Annual Evaluation and the Mid-Cycle Goal Review, such that there is sufficient time for progress and growth on an individual and departmental realm.? ?? Annual Performance Evaluation –?Completed by July 31? ?Mid-Cycle Goal Review –?Completed by January 310-23114000University of DaytonDivision of Student DevelopmentPerformance EvaluationEmployee:Click here to enter text.Evaluation Period:Click here to enter text.Position Title:Click here to enter text.Performance Ratings: The performance rating scale is designed to provide greater discernment within each rating with “Needs Improvement” valued 1-3, “Meets Expectations” valued 4-6, and “Exceeds Expectations” valued 7-9. Exceeds Expectations (7-9): Work performance that is consistently exemplary, including in demanding situations/circumstances. Accomplishments are above expected levels, sustaining uniformly high performance. Meets Expectations (4-6): Work performance that consistently completes job tasks as expected in terms of quality and schedule. ?Performance can be described as solid, fully competent performance in most situations and circumstances.Needs Improvement (1-3): Work performance that is inadequate and inferior to the standards of performance required for the position. ?Major or ongoing problems that negatively impact organizational objectives. ?May show capability, but in an inconsistent manner. ?Performance may improve with greater consistency, while improvement in many areas is essential.N/A (Not Applicable): Not an expectation of employee’s performance. Comments: Comments boxes are to be used to provide specific examples, observations, and insights into numerical performance ratings. They can also highlight accomplishments or provide suggestions for enhancing performance.Living the Mission of the University Needs Improvement1 2 3Meets Expectations4 5 6Exceeds Expectations7 8 9N/AUses the University's mission of Learn, Lead, Serve to inform one’s daily work FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Builds community, internally and externally, in order to strengthen institutional collaboration FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX When developing, implementing, or supporting programs for students, demonstrates a commitment to enhancing and furthering divisional outcomes and strategic direction FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Comments:Click here to enter text.ProfessionalismNeeds Improvement1 2 3Meets Expectations4 5 6Exceeds Expectations7 8 9N/ADemonstrates a commitment to the expectations of ethical conduct as set forth by the University and relevant professional associations FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Adheres to established work schedule expectations as set by the departmental supervisor FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Requests and reports leave/time off and sick days/salary continuation as required FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Conforms to established standards of professional dress and appearance FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Projects a positive image for the University, Department, and Self FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Comments:Click here to enter text.Job KnowledgeNeeds Improvement1 2 3Meets Expectations4 5 6Exceeds Expectations7 8 9N/ADisplays sound knowledge of departmental, divisional, and University policies and procedures FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Understands and applies the expectations, needs, and requirements of the job FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Demonstrates a strong functional knowledge of industry best practices FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Keeps informed of emerging trends that are critical to the position FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Applies technical and procedural knowledge as required FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Utilizes tools of the job and resources competently FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Comments:Click here to enter text.ProductivityNeeds Improvement1 2 3Meets Expectations4 5 6Exceeds Expectations7 8 9N/ADemonstrates accuracy and thoroughness in performing work assignments FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Completes an appropriate amount and level of work FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Ability to self-direct work completion with minimal supervision FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Adapts to changing priorities FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Effectively prioritizes work, manages multiple assignments, meets deadlines FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Demonstrates initiative and anticipates needs FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Identifies and solves problems effectively FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Comments:Click here to enter text.Interpersonal / CommunicationNeeds Improvement1 2 3Meets Expectations4 5 6Exceeds Expectations7 8 9N/ADemonstrates mastery of written communications FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Exhibits active listening skills FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Understands and uses appropriate verbal and nonverbal communication FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Appropriately shares information and keeps supervisor informed FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Handles difficult situations with diplomacy and tact FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Comments:Click here to enter text.Approach to WorkNeeds Improvement1 2 3Meets Expectations4 5 6Exceeds Expectations7 8 9N/AChampions continuous improvement and innovation FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Analyzes facts and data and uses sound judgment to arrive at the most effective solution FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Gives, receives, and acts upon constructive feedback FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Actively participates in available continuing education opportunities and integrates new knowledge into practice FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Fulfills commitments with careful follow-through and follow up FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Aligns individual plans/goals with department goals and strategic plans FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Comments:Click here to enter text.Collaboration / TeamworkNeeds Improvement1 2 3Meets Expectations4 5 6Exceeds Expectations7 8 9N/ABuilds productive rapport with employees at all levels within and outside the department FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Offers expertise and serves willingly as a resource person on whom others rely for assistance/advice FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Participates in and/or supports divisional initiatives and/or University committees FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Contributes to cohesive and productive work teams FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Comments:Click here to enter text.Equity, Diversity, InclusionNeeds Improvement1 2 3Meets Expectations4 5 6Exceeds Expectations7 8 9N/ATreats others with fairness, dignity, and respect FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Fosters inclusiveness FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Values individual and group differences (e.g. age, gender, religion, race, ethnicity, sexual orientation, nationality, disability, culture, position, and others) FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Takes efforts to enhance intercultural competencies FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Contributes to departmental and divisional diversity strategic goals FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Comments:Click here to enter text.Supervision & LeadershipComplete this section for all employees who have supervisory responsibilities (of student, graduate, exempt and/or non-exempt staff).Needs Improvement1 2 3Meets Expectations4 5 6Exceeds Expectations7 8 9N/AProvides employees with performance standards, expectations, and ongoing feedback FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Creates a culture of support for staff which fosters individual motivation, individual and team performance, quality of service, and innovation FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Inspires top performance from employees FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Fosters good team morale FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Addresses performance issues as appropriate FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Assigns clear authority and accountability FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Tackles problems directly and effectively FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Makes timely, tough decisions FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Supports and encourages staff members to develop professionally FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Comments:Click here to enter text.Position-Specific IndicatorsEach staff member fills a unique role within the division; this area can be used to add additional performance indicators. Additional indicators should be added in consultation with your direct supervisor.Needs Improvement1 2 3Meets Expectations4 5 6Exceeds Expectations7 8 9N/AClick here to enter text. FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Click here to enter text. FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Click here to enter text. FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Click here to enter text. FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Comments:Click here to enter text.Employee Strengths:Click here to enter text.Accomplishments from this review cycle:Click here to enter text.Overall PerformanceOverall performance is not an average of the scores listed above, but rather, a summary of one’s performance.Needs Improvement1 2 3Meets Expectations4 5 6Exceeds Expectations7 8 9 FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX Comments:Click here to enter text.Goals & Objectives for Academic Year 20Click here to enter text. – 20Click here to enter text.Setting and achieving performance related and professional development goals are important for personal and departmental improvement. Performance related goals are individual goals aimed at enhancing specific areas of one’s job responsibilities. Professional development goals relate to overarching skills and knowledge related to one’s profession. Setting high-quality goals may require additional assessment or conversations related to areas of possible improvement. Goals in both categories should be SMART (Specific, Measureable, Achievable, Realistic, and Time-Bound). Performance Related Goals/Objectives for the coming year, including a link to departmental and/or divisional strategic plan and/or learning outcomes: (These goals should be related to new or improved initiatives and/or deficiencies in employee performance as noted in the evaluation above).Click here to enter text.Click here to enter text.Click here to enter text.Professional Development Goals/Objectives for the coming year, including plan to achieve the goal: (NASPA and ACPA have set forth a set of professional standards for all Student Affairs Practitioners. Developmental goals that connect to these or other professional standards are appropriate. HYPERLINK "" Click here to review the NASPA/ACPA competencies.) Staff members can also use professional competencies/standards from appropriate organizations as approved by their supervisor. Click here to enter text.Click here to enter text.Click here to enter text.Submission of Completed EvaluationNOTE:Signature indicates the employee has read and understands the performance appraisal. It is not an indication of agreement or disagreement with the evaluation. Employee may utilize the below space to leave any comments related to the performance evaluation. Once completed, the signed form becomes part of the employee’s personnel file in the department of Human Resources, with a copy to both the supervisor and the employee. Employee Comments:Click here to enter text.Employee’s SignatureDateSupervisor’s SignatureDateEstimated Date of next Mid-Cycle Performance Review: Click here to enter text.0-17462500University of DaytonPerformance Management AssessmentMid-Cycle Goal ReviewName: FORMTEXT ?????Date: FORMTEXT ?????Review Period: FORMTEXT ?????What progress have you made toward the goals you set for the review cycle? FORMTEXT ?????What professional development and growth have you experienced since your last review? FORMTEXT ?????What do you want to highlight from the previous semester? FORMTEXT ?????What barriers and challenges have you faced over the previous semester? FORMTEXT ?????What actions will you take over the next semester to move beyond challenges andimprove practice? FORMTEXT ?????As part of your continued personal/professional growth, what additional experiences are you interested in exploring to expand your current contributions to the division? FORMTEXT ????? Estimated Date of next Annual Performance Evaluation: ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download