Partnership for Performance
LEADER PFP FORM
(For all who manage people: Supervisors, Managers, Deans, etc.)
Revised June 2008
Please complete all information below
Employee’s Name:
Supervisor’s Name:
School or Department:
Title:
Title:
Date:
OBJECTIVE SETTING AND ASSESSMENT – 60%
Results/Outcomes
At the beginning of the performance cycle: Write up to eight objectives in the boxes below. Be sure each objective is written at
the “met expectations” level and meets the S.M.A.R.T criteria: Specific, Measurable, Attainable and Results-Oriented with a
Timeframe. Weighting: At the beginning of the cycle, indicate a weighting for each objective. In order for the overall objectives
rating to automatically be calculated, you must allocate a weighting for each objective.
At the mid and end of the cycle: Ask the employee to self-assess in the box below. Then, after considering the employee’s input,
assess how well the employee achieved the results and write specific examples on how each objective was achieved throughout the
year. Rating: For individual ratings, use whole and half numbers from the rating scale on the last page of this form. The weighting
and rating will automatically calculate the objectives year-end overall rating.
1. OBJECTIVE
%
Weighting
Results
Rating
2. OBJECTIVE
%
Weighting
Results
Rating
3. OBJECTIVE
%
Weighting
Results
Rating
4. OBJECTIVE
%
Weighting
Results
Rating
5. OBJECTIVE
%
Weighting
Results
Rating
6. OBJECTIVE
%
Weighting
Results
Rating
7. OBJECTIVE
%
Weighting
Results
Rating
8. OBJECTIVE
%
Weighting
Results
Rating
Total 0%
Objectives: Year-End Overall Rating
0.0
Have Employee initial and date to indicate that you discussed the objectives and that he or she received a copy.
Employee’s Initials: ___________ Date: ___________
This form is a component of the University's Partnership for Performance employee appraisal program, which the University may modify or change in
its sole discretion at any time. The Partnership for Performance Program does not create an entitlement to employment or continued employment at
St. John's, establish conditions of employment, or create an employment contract between the University and its employees. Both the University and
its employees have the right to terminate the employment relationship at any time, with or without cause or reason.
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SJU VALUES AND LEADERSHIP COMPETENCIES – 40% Skills, knowledge and behaviors.
Instructions: The bullet points under the values and each competency are meant to be general examples of how each might be
demonstrated on the job at the “met expectations” level but are not meant to be exclusive or limiting of all behaviors that might fit into
this category. At the end of the performance cycle, assess how effectively the employee demonstrated each competency and
write specific examples of how each was or was not demonstrated effectively throughout the cycle. Note: SJU Values at Work
account for 20% of the overall rating and the remaining competencies combined account for 20%.
SJU VALUES AT WORK - 20% of overall weighting
The Catholic and Vincentian tradition at St. John’s University is the foundation and the source of the core values its members strive
to embody: truth, love, respect, opportunity, excellence and service.
 Is a role model in treating students, parents, co-workers, alumni and guests in a respectful manner that demonstrates
compassion and sensitivity to a variety of styles and cultural backgrounds; seeks and listens to different points of view.
 Fulfills the University’s mission of assisting students and others, particularly the poor, by finding creative and effective ways to
use the University’s resources toward the greater good; becoming involved in and encouraging employees to participate in
University-sponsored mission and student events and activities.
 Demonstrates an institutional perspective--balances the interests of the University with those of individual Departments or Units
for the greater good of our students. Influences effectively across institutional areas. Respects and makes work-related
decisions that are consistent with St. John’s Mission as a University that is Catholic, Vincentian and Metropolitan.
Values: Year End Overall Rating
Comments at end of section
LEADERSHIP COMPETENCIES - 20% of overall weighting
Rating
Student/Customer-Centered
Instills a service delivery model to internal and external constituents, including students, colleagues, faculty, parents, alumni, donors
and guests, by showing how to focus efforts on understanding and meeting needs.
Some examples include:
 Models student engagement and demonstrates how to make a direct connection between students and appropriate resources
to resolve issues and avoid the campus run-around, even if not directly part of the job responsibilities.
 Acts as a role model for others when providing timely and courteous service that projects a positive image of SJU and your
department.
 Empathizes with the range of students’, parents’, colleagues, faculty and alumni needs and views situations from their
perspectives; is flexible and provides creative solutions.
 Rewards excellence in problem solving and meeting student and customer needs that extend beyond departmental boundaries.
Rating
Planning and Strategic Vision
Articulates the University’s vision, mission and goals to employees and conveys department objectives in the context of the
University’s Strategic Plan.
Some examples include:
 Actively seeks information from across a wide spectrum of perspectives to understand the competitive academic environment
and plans appropriately.
 Develops plans that accurately anticipate future needs, focusing on the University’s strategic direction and diverse constituents.
 Updates and communicates status of plans to all levels on a regular basis.
 Communicates important information succinctly and with impact.
 Recognizes patterns and trends of data and synthesizes information into a focused set of priorities.
 Manages budget and other resources to produce results that enhance the mission.
Rating
Accountability
Assumes responsibility for self and direct reports meeting all expectations of the job while making student satisfaction a priority,
regardless of job description.
Some examples include:
 Exercises sound judgment in all elements of the job, including decision-making and elevating important issues. Is candid about
issues and their effects on the department.
 Follows through on commitments and achieves results within time frames and deadlines.
 Maintains confidentiality; is discreet with sensitive information.
 Evaluates own strengths and limitations realistically, listens and responds professionally to constructive feedback from
manager, peers and direct reports and proactively addresses self-development in improvement areas.
 Acts with and instills an appropriate sense of urgency in others without creating panic or fear.
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LEADERSHIP COMPETENCIES - Continued
Rating
People Management
Helps employees align individual objectives with SJU strategic direction while promoting individual development, performance and
accountability; takes personal responsibility for the University’s commitment to equal employment and educational opportunity and
the development of a diverse workforce and student body.
Some examples include:
 Effectively uses the performance management process to monitor, coach and develop employee performance. Differentiates
levels of performance with compensation and other rewards. Identifies and takes steps to correct poor performance in a timely
manner. Confronts others directly whose behavior has a negative impact on team performance.
 Looks for and utilizes opportunities to identify talent and increase team diversity through recruiting and developing people.
 Understands and effectively applies applicable governance and authority structures unique to the University including St.
John’s policies, procedures, statutes, laws and operating structures.
 Uses appropriate advising, coaching and/or counseling techniques to encourage employees; ensure and encourage
development opportunities.
 Discusses with direct reports how or why decisions are made and how they fit into the overall strategy.
 Gathers input, solicits feedback from employees; values employee contributions and creative ideas.
Rating
Change Management
Inspires others to embrace change as a necessity and an opportunity for continuous improvement.
Some examples include:
 Perseveres in alignment with strategic direction/mission despite obstacles and setbacks.
 Stays current with industry related and technological trends, developments and advances required to perform job.
 Seeks differing perspectives when solving problems. Benchmarks with peer institutions to find new ideas and creative
solutions to problems.
 Helps others to see things from many different angles and encourages them to develop new approaches where existing
approaches no longer apply. Promotes full use of technology tools and capability from both University and outside vendors.
 Redirects resources to meet changing priorities, while limiting negative impacts.
 Positively leads employees through change and deals effectively with ambiguity.
Rating
Collegiality/Team Building
Cultivates and maintains respectful relationships across academic and functional units to prevent organizational boundaries from
getting in the way of accomplishing objectives.
Some examples include:
 Reaches out to others across academic units, functional lines and campuses to make decisions and accomplish objectives that
support the student and the overall mission of SJU.
 Uses a range of persuasive skills to influence outcomes. Demonstrates the ability to be influenced by peers and subordinates.
 Encourages people to work together to identify and meet shared goals.
 Encourages others to contribute their opinions, perspectives, and ideas.
 Addresses problems directly and in a timely manner. Maintains composure when dealing with conflicts, stress or problem
situations.
Competencies: Year End Overall Rating
Comments below
COMMENTS SECTION FOR VALUES AND COMPETENCIES (Write specific examples)
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0.0
DEVELOPMENT PLAN
Skill, knowledge, ability
and/or behavior to be
developed or improved
Activities
Timeframe
Results
OVERALL RATING
Section Rating
Objectives
SJU Values at Work
Competencies
0.0
0.0
0.0
Weighting
0.6
0.2
0.2
Overall Rating
Weighted
Ratings
0.0
0.0
0.0
0.0
RATING SCALE
4.5 to 5.0: Performance far exceeded all expectations. Achieved an exceptionally high level of performance in all areas.
4.0 to 4.4: Performance exceeded all expectations. Consistently performed at a higher level than required.
3.5 to 3.9: Performance met all expectations and exceeded in one or more areas.
3.0 to 3.4: Performance met expectations. Employee fulfilled the requirements of the job.
2.5 to 2.9: Performance met expectations in some areas but needs improvement in one or more areas to fully meet expectations.
2.0 to 2.4: Performance did not meet expectations in several areas. Results and/or behaviors fell below performance requirements.
Up to 1.9: Performance was far below expectations. Employee failed to meet most of the required results and/or behaviors of the job.
Note: The final rating may be any number with one decimal place between 1 and 5.
Manager’s Summary
Manager’s Signature:
Date (MM/DD/YY):
Employee’s Summary: (Optional)
(Note: Your signature indicates that you have read this appraisal.)
Employee’s Signature:
Date (MM/DD/YY):
At the end of the performance cycle, interoffice mail the completed and signed original of this form to Human Resources,
University Center (UC), Suite C, Attn: HR Services. Manager and employee should each retain a copy.
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