Partnership for Performance
EMPLOYEE PFP FORM
(All non-supervisory administrators and staff)
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 six 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
Rating
2. OBJECTIVE
%
Weighting
Rating
3. OBJECTIVE
%
Weighting
Rating
4. OBJECTIVE
%
Weighting
Rating
5. OBJECTIVE
%
Weighting
Rating
6. OBJECTIVE
%
Weighting
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.
Page 1 of 4
SJU VALUES AND CORE 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 m ight fit
into this category. The overall evaluation and comments in this section should reflect behaviors, skills and knowledge relevant to
each individual’s job. 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.
 Treats 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 participating 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. Works 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.
SJU Values at Work: Year End Overall Rating
Comments at end of section
CORE COMPETENCIES - 20% of overall weighting
Rating
Student/Customer-Centered
Serves internal and external constituents, including students, co-workers, faculty, parents, donors, alumni and guests, by focusing
efforts on understanding and meeting their needs.
Some examples include:
 Engages students and makes a direct connection between students and appropriate resources to resolve issue and avoid the
campus run-around, even if not directly part of the job responsibilities.
 Provides timely and courteous service that projects a positive image of SJU and your department.
 Follows up on internal and external requests in a timely, respectful manner and helps to answer questions and resolve
problems.
 Empathizes with the range of students’, parents’, co-workers’, faculty and alumni needs and views situations from their
perspectives; is flexible and provides appropriate solutions.
Rating
Accountability
Assumes responsibility for meeting all expectations of the job while making student satisfaction a priority, regardless of job
description.
Some examples include:
 Manages self and responsibilities effectively; produces quality, accurate results. Works well independently yet seeks support
when appropriate.
 Follows through on commitments; meets time frames and deadlines; delivers what is expected. Operates with an appropriate
sense of urgency.
 Responds professionally to constructive feedback.
 Handles confidential information in a discreet manner.
Rating
Adaptive to Change
Maintains effectiveness when faced with changes in direction, priorities, schedules and responsibilities.
Some examples include:
 Deals well with ambiguity and remains focused and positive during uncertain times.
 Identifies and implements alternative ways of doing things where existing approaches no longer apply.
 Adjusts to multiple and changing work demands.
 Remains flexible and adaptable in a changing organizational climate.
Page 2 of 4
CORE COMPETENCIES – Continued
Rating
Collegiality and Teamwork
Works collaboratively and respectfully within and across departments to ensure optimal student experience.
Some examples include:
 Demonstrates respectful and consistently positive behavior with co-workers.
 Participates appropriately in team situations in varying roles: leader, facilitator, member, etc.
 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.
 Shares information, solicits input and seeks mutually agreeable outcomes. Leverages internal resources – avoids duplication.
 Interacts with a wide range of people and demonstrates respect for their unique ways of relating to others.
Rating
Technological Literacy
Uses available technology to facilitate work output, solve problems, make decisions and/or capitalize on current or future
opportunities.
Some examples include:
 Makes full use of the technology tools and capabilities necessary to successfully do your job, for example, MS Office, Outlook,
Banner, e-mail, voicemail, internet, emergency text messaging, etc. (as appropriate).
 Stays current with technological trends, developments and advances needed to perform job.
 Applies technology to create internal efficiencies.
Rating
Communication
Communicates clearly, concisely and respectfully in all interactions; listens with a purpose to discover student/ customer’s need.
Some examples include:
 Communicates clearly and respectfully on the telephone and in face-to-face interactions.
 Adapts communication style to accommodate diverse backgrounds and styles.
 Listens to others’ input and feedback; does not interrupt or talk over others.
 Presents written and oral ideas in a clear and succinct manner using a respectful tone to all, regardless of level.
 Uses appropriate techniques to defuse difficult situations with all, particularly when handling student concerns.
Competencies: Year End Overall Rating
Comments below
COMMENTS SECTION FOR VALUES AND COMPETENCIES (Write specific examples)
Page 3 of 4
0.0
DEVELOPMENT PLAN
Skill, knowledge, ability
and/or behavior to be
developed or improved
Activities
Timeframe
Results
OVERALL RATING
Section Rating
Weighting
0.0
0.0
0.0
0.6
0.2
0.2
Overall Rating
Objectives
SJU Values at Work
Competencies
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.
Page 4 of 4