Ohio State University libraries



Step OneStaff Performance Management Process - Planning and Goal Setting Employee NameTitleEmployee IDSupervisorDepartmentDate Performance Process Timeline:July 1, 2014 – June 30, 2015Performance cycleAugust 15, 2014Step One planning and goal settingNovember 14, 2014Step Two mid-year check inFebruary 27, 2015Step Three mid-year check inMay 8, 2015Employee self-evaluation due to supervisorsJune 17, 2015DRAFT Step Four evaluations due to the ADsJuly 10, 2015ADs release evaluationsJune 10, 2015-August 17, 2015Supervisors conduct Step Four annual evaluation ?and establish Step One planning and goal setting2014 – 2015 Performance Planning and Setting Goals Due by August 15Supervisors, talk with your direct report and review the University values, University goals, and the strategic themes for University Libraries. Examine the needs of your unit. Review your direct reports’ areas of excellence and areas of improvement from previous evaluations. Supervisors and direct reports, talk about the position description, major responsibilities and expectations. Discuss how performance will be evaluated based upon the ratings and definitions. Establish at least two SMART performance goals and at least one developmental goal. Goals can include improving behavior, working on projects, leveraging areas of excellence and additional assignments. Discuss and agree to the priorities, resources and timelines. Sign and copy to the employee and supervisor files. Copy additional grids as necessary. University Strategic Goals – “the what”University Values – “the how”One Ohio State UniversityExcellence Students First Collaborating as one University Faculty and Staff Talent and Culture Acting with integrity and accountability Outreach and Collaboration Openness and trust Operation and Financial Soundness and Simplicity Diversity in people and ideasResearch Prominence Change and innovationSimplicity in our work University Libraries Strategic Themes – “the what” Services – develop and refine user-centered services which integrate libraries and library faculty and staff into environments where users work and interactCollections – Manage the evolution of the Libraries? information resources to match the needs and behaviors of users, and to reflect changing technologies and practices in publishing, research and teachingLibrary as intellectual crossroads – Enhance the Libraries? place as a cultural, social and intellectual magnet – a gathering place for cultivating intellectual inquiry and the development of critical thinking skills, promoting academic discourse, and fostering lifelong learning and knowledge enhancement Infrastructure: Foster a supportive, respectful and diverse work environment that utilizes and develops the best talents of the Libraries’ faculty and staff. Establish an organizational culture which embraces innovation and change, promotes continued improvement, and judiciously allocates its resources to support the University’s strategic needs (resources can be people, systems, physical structures etc.)Innovative Leadership: establish the Libraries as a national leader in the integration of intellectual content and services within the larger world of ideas and knowledgeEstablishing SMART Goals Specific – focus on specific results that are easily identified when they are achieved and when they are notMeasurable – include times, quality, quantity orientedAction-Oriented – make it challengingRealistic – assure that it’s attainableTime-Bound – provide deadline or timeline2014 – 2015 Establish Major Position Responsibilities Expectations Due by August 15?Review and discuss major position responsibilities ?Establish expectations for the major position responsibilities ?Review and discuss the University Values, “the how” of performance ?Determine how performance will be rated using the Ratings Definitions and Guidelines document and provide the employee with a copy of Step Four of the Performance Management Process.2014 – 2015 Performance Goals Due by August 15Discuss and establish at least two performance goals. These might be special projects, areas to focus on, or areas improvement particularly if it was noted in last year’s review. All should relate, or link to, the Libraries’ Strategic Themes and/or major position responsibilities. Goal Resources and Action Steps Desired Results Link to Libraries’ strategic themes and/or major position responsibilities. Complete ByGoal Resources and Action StepsDesired Results Link to Libraries’ strategic themes and/or major position responsibilities. Complete By2014 – 2015 Professional Development Goals Due by August 15Supervisors, talk with your direct report and consider trainings, conferences, educational, mentoring, and self development opportunities that enhance job related performance and keeps him/her up-to-date on job skills and techniques. Discuss and agree to the desired results and how they relate to the improved job performance. Goal Resources and Action StepsDesired Results Complete By SignaturesMy supervisor has met to establish these goals and I understand what is expected of me. Date EmployeeSupervisor Second LevelSign, and copy for employee and supervisory files. Original to HR, 305THO, by August 15, 2014Ratings Definitions and Guidelines Did Not Meet Expectations 0 – 5% (rating percentages are guidelines only)Did not meet major job responsibilities and goals; fell short of required performance and improvement is required. Performance caused problems/inconveniences/hardships for colleagues and patrons of the unit, had a negative impact on the unit's effectiveness, demonstrated an on-going pattern of tardiness, inaccuracy, not meeting deadlines, caused more work for others, etc. Specific steps for improvements must be included on the performance review. Occasionally Did Not Meet Expectations Met some major job responsibilities and goals, however fell short of required performance. Level of performance was less than expected. Did not demonstrate an on-going pattern of performance expectations but must improve in order to fully meet performance expectations. Examples may include: sometimes did not keep the supervisor informed, did not ask questions in a timely manner in order to complete a task, and sometimes was tardy or late in meeting deadlines, etc. Specific steps for improvements must be included on the performance review.Fully Met Expectations30 – 60% (rating percentages are guidelines only)Met major job responsibilities and goals. Utilized ability and experience to produce the desired results that are expected from a qualified employee. Consistently contributed to the achievements of the overall unit and Libraries' goals. Demonstrated an on-going pattern of performance that fulfilled the job expectations. Correction is not required and the performance is expected to continue at that same level and not decline. Examples may include: arrived and left on time, kept others informed as needed, met all deadlines, followed department and university policies and guidelines, etc. A solid employee committed to doing the job well. Often Exceeded Expectations50 – 70% (rating percentages are guidelines only) Often exceeded major job responsibilities and met goals. Superior performance in all aspects of the job, characterized by notable skills, initiative, and superior job knowledge. Sought new and better ways to accomplish tasks. Was willing to assume additional responsibilities. Demonstrated performance that had a significant impact on the unit or the Libraries. Fully met expectations and additionally took appropriate actions to use skills and initiative. Examples may include: volunteered or effectively participated on a committee, appropriately suggested new or better ways to due a task, sought and/or took on additional or new responsibilities as appropriate, improved the way a task or unit functions, etc. Consistently Exceeded Expectations0 – 10% (rating percentages are guidelines only)Consistently exceeded all major job responsibilities and met goals. Demonstrated an on-going pattern of high-level “knock your socks off” extraordinary performance that significantly impacted the entire unit or Libraries at a level recognized as outstanding by peers, unit leaders and others. Documentation to support this rating must be attached to the performance review. Usually characterized as never been done before, unmatched, not equaled and easily recognized by others in the unit as being extraordinary. This rating is intended to recognize specific, exceptional, “above and beyond” performance in the particular year under review, and not to recognize high-level performance that is generally consistent from year to year. ................
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