The University of Chicago Library



The University of Chicago Library

Optional Forms for the Performance Appraisal Process

assessing

your development

and performance

Getting started

Below are several steps to help you write your self-assessment, solicit staff’s input, and conduct a appraisal conversation with your manager.

1. Write a First Draft of Your Self-Assessment

This self-assessment should convey your performance against both your business goals and development goals. A good self-assessment should only be one to two pages in length. Use the “beginning a year-end self-assessment” worksheet.

2. Seek Feedback from Others

Part of the way you learn is by constructive feedback from others. Seek out those people (both internal and external to your job function) you consider your customers. As you know, the quality of the feedback you receive is dependent upon how you request it from others. Listed below are several ideas that will help you seek feedback from others that will assist in writing your own self-assessment.

Be Clear Be clear in your own mind about what you need to know (not what you want to hear.) Think through why you want and need the feedback before you solicit it.

Be Specific Be specific when stating your requests (what you need to know and why.) Here are some examples of being specific.

“I have been working on improving my positive interactions with patrons. What do you see as my strengths and weaknesses in the area of customer service?”

“This year I concentrated on …

3. Edit the Self-Assessment

Once you have feedback from others, edit your self-assessment document to reflect their input with the following questions in mind:

Is it accurate?

Is it balanced?

Is it complete?

Recall that your self-assessment should provide main points to guide the performance appraisal conversation with your supervisor or manager. Keep your written summary concise and to the point. Allow the detail to come out in your conversation with your supervisor or manager.

4. Discuss Your Accomplishments with Your Manager

Submit your self-assessment to your supervisor or manager several days prior to the time you’ll be discussing it. With your self-assessment in front of you, prepare your discussion on how you view your accomplishments against your department and development goals.

During your discussion:

Review your self-assessment and verbally communicate your contributions over the year. State what you learned this year and how it was applied.

View all feedback as having been given with helpful intent.

Listen to your supervisor or manager’s feedback and seek mutual understanding.

Ask for clarification and for examples.

Ask for help and support in the areas of future growth.

5. Finalize the Performance Appraisal

Your self-assessment becomes part of the final performance appraisal. Provide your manager the final version of your year-end self-assessment. You and your supervisor or manager will sign the final performance appraisal and your supervisor/manager will forward a copy to Personnel.

Beginning a year-end self-assessment

This self-assessment form and accompanying worksheets are tools to guide you through the process of preparing your year-end self-assessment. It will document your performance against your department and personal development goals, and become part of your performance appraisal packet.

|a) What were your department goals for the |b) List your accomplishments against those goals and consider the method used to accomplish |

|year? |those goals. Was it effective? |

| | |

| | |

2. List any areas where you have not yet succeeded in meeting your department goals. Explain when and how you will bring these to a conclusion. (If any goals were not addressed, please explain.)

|a) What were your personal developmental |B) List your accomplishments against those goals and consider the method used to accomplish |

|goals for the year? |those goals. Was it effective? |

| | |

| | |

| | |

4. List any areas where your personal developmental goals were not accomplished. Explain when and how you will bring these to a conclusion. (If any goals were not addressed, please explain.)

5. What additional significant contributions or improvements have you made that were not specifically listed in your goals?

8. For those of you who manage people, describe significant people results (e.g., developing of others, team participation, prioritizing work, allocating resources, etc.)

Form © Henry and Associates, 1998, used with permission.

setting

SMART goals

The best goals are SMART goals—goals that are specific, measurable, achievable with a stretch, relevant, and trackable. If you can answer these questions, then you’ve written SMART goals.

specific

Can you describe your goal in detail? Greater detail? What will the results look like? When will you have it completed?

measurable

Can you define what success will look like? How will you know when you are done?

attainable with a stretch

What will you need to do differently than in the past? How will pursuing this goal affect your day-to-day responsibilities? What new tools or skills will you need to attain this goal?

relevant

What will the Library gain from your accomplishment of this goal? What will your department gain? Will you gain anything?

trackable

How will you know whether you’re on course? How will you monitor your progress?

The SMART formula helps you to be specific and think realistically about how a goal will be accomplished. For example, let's see how this goal measures up:

Reduce the W collections as much as possible

• work with 30,000 printouts

• set up a test with the RLG Marcadia service

S

pecific: The goal should make a more specific statement than "as much as possible" about the rate at which reduction will take place, and should define completion: is the project over when the whole W collection is done, or just when the part covered by printouts and Marcadia is done?

M

easurable: The implication is that the goal will be attained once the 30,000 printouts are done and remaining records have been obtained from Marcadia. However, there will be an unknown number of titles not covered because records are unavailable or unusable. Cleaning them up could be next year's goal.

A

ttainable with a stretch: the person who wrote the goal didn't specify what would have to happen in order for the goal to be attained: changes in workflow, additions of staff, changes in standards, etc.

R

elevant: the elimination of the W collection is a high priority for the Library, both with respect to the reconfiguration of Regenstein and the general push to eliminate arrearages.

T

rackable: this statement doesn't specify how progress will be monitored, or how we will know we are on course.

To make this a SMART goal, it was rewritten like this:

As the next stage in a 4-year project to eliminate the JRL W collection, reduce it by 30,000 titles, from 50,000 to 20,000

➢ Process 30,000 printouts to identify 15,000 usable records from printouts on hand

➢ Send file of 35,000 records to Marcadia for processing

➢ Begin processing est. 23,000 records returned from Marcadia

➢ Identify solutions for dealing with the remaining 12,000 titles.

➢ Process 2,500 titles per month from W as copy, original or Marcadia

➢ Develop standards for the acceptance of Marcadia copy with minimal change

Numbers may tell you that it will not be possible to Attain this goal without changes to the present way of doing things. Scale back the goal, or make it clear what this work will displace, e.g.: "In order to complete Marcadia processing, copy cataloging staff will stop processing government documents for three months from April to June."

The goals set for the supervisor and staff members who do this work should encompass their specific responsibilities for the project.

Goal setting

Specific

Measurable

Achievable

Relevant

Trackable

Goals are the WHAT. Tasks or steps are how you get there. Use this worksheet to develop your goals with your supervisor or manager and track them throughout the year. It will help when it’s time to complete your year-end self-assessment. Here's an example that might apply to you:

Goal: [state goal]

|Tasks or Steps |When?? |Measurement |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

FORM © Henry and Associates, 1998, used with permission

accomplishment

statement

worksheet

Follow the steps below to write an accomplishment statement, for use in your self-assessment. You may want to copy this page several times to write a number of different accomplishment statements. Use the “communicating my value” worksheet on the next page to kickstart some ideas. Start with one of the accomplishments from your current job.

Step 1: Define the problem or situation you are/were facing

Step 2: Explain the solution you created and/or helped to create

Step 3: Describe the results

Step 4: Write an Accomplishment Statement

Action verb + phrase describing results + phrase describing solution

OR

Action verb + phrase describing solution + phrase describing result

Form © Henry and Associates, 1998, used with permission

Communicating my value

The key to communicating your value is to be able to talk about what you have done that made a difference, demonstrate pride in your accomplishments, and help people see how your accomplishments prepare you for continued success in whatever you choose to do.

TRY THIS.

This activity can help you get clear about your accomplishments, and turn them into brief accomplishment statements that communicate your value and future potential. These can be used in your self-assessment form.

First. Use the space below to explore your past successes. What do your accomplishments communicate about your strengths and the type of work you like to do? What do they make possible in your future?

Next. Using the Accomplishment Statement worksheet on the previous page, write statements you can use when talking or writing to your manager. Focus on the value you contribute to organizational results and work relationships.

Past Accomplishments and Their Future Potential

Here are some of the things I have done that made a difference:

Here’s what those accomplishments say about what is important to me—what I value:

Here’s what those accomplishments say about the kind of work I like to do:

Here’s what my past successes say about the skills I like to use:

Here’s what my past accomplishments prepare me to do in the future:

Form © Henry and Associates, 1998, used with permission.

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