Performance
Management
System
College of Business and
Economics
College of B & E
Contents
Performance Based Management Philosophy ...................................................................................... 2
The Performance Assessment Cycle ...................................................................................................... 2
The Evaluation Process ............................................................................................................................ 3
Quick Tips for Writing Effective Performance Evaluations .................................................................. 6
Errors to Avoid in Writing Performance Evaluation ............................................................................... 8
Rating Categories..................................................................................................................................... 11
Employee Self-Evaluation Form ............................................................................................................ 14
Process Flow Chart.................................................................................................................................. 15
Evaluation Forms ..................................................................................................................................... 16
Page 1
Performance Based Management Philosophy
The College of Business and Economics relies on its employees to be the best;
which translates into providing the highest level of customer service possible. We
must continue to exceed previous performance and continually set higher
standards in order to continue development and growth of our employees and to
meet the College‘s mission.
The Performance Assessment Cycle
The Performance Assessment process is a cycle that repeats itself many times
during the course of employment. There are three, distinct segments of the cycle:
yearly performance evaluation, developmental performance planning and
ongoing coaching and feedback.
Yearly
performance
evaluation
Developmental
performance
planning
Ongoing
coaching/feedback
The yearly performance evaluation is when a supervisor and employee meet to
review what goals have or have not been met and how they have or have not
been achieved. The employee‘s overall weighted score is tied to accomplishment
and achievements.
Effective meetings provide an avenue for evaluating and documenting employee‘s
performance, recognizing accomplishments, and identifying developmental areas.
The yearly performance evaluation schedule is as follows:
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1. Supervisors should be conduct yearly performance evaluations in January February of every year. At this time they are evaluating the performance of
the employee that was exhibited from January – December of the previous
year.
2. Supervisors should complete a performance evaluation on new hires within
their first six months of employment. This is to notify them of how they are
doing and if they have completed their probation period.
3. Supervisor s should complete performance evaluations on employees who
have been transferred, demoted or promoted into a new position within
the first six month of the change. This is to inform the employee on how
well they are doing. The developmental performance planning occurs as a
result of this meeting and is focused on new and ongoing goals that must
be met as well as how they will be achieved in the upcoming evaluation
period.
Formal or informal coaching and performance feedback between the supervisor
and the employee is an ongoing process that occurs throughout the evaluation
period and leading up to the next yearly performance evaluation. It is the
supervisor’s responsibility to ensure each employee is aware of performance
standards and expectations and to apply objective performance requirements in
supervising and evaluating employee performance.
The Evaluation Process
The process begins with the employee completing a self-evaluation form
(attached). This gives the employee an opportunity to think about their past
performance and to take ownership /buy-in with the process. Employees‘ who
have a part in developing their upcoming goals are also more motivated to
accomplish what is expected of them. Supervisors should use the self-evaluation
tool to assist in writing the performance evaluation; therefore the tool should be
given to employees in December.
Supervisors should try to incorporate as much information from the selfevaluation into the performance evaluation. This is to further encourage buy-in
and to ensure that the employee is recognized for strengths, goals
accomplishments, etc. that are important to him/her.
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The performance evaluation form (attached) measures a person‘s ability to
successfully complete several performance indicators. The weight of each
performance indicator should represent the importance of the indicator to the
position the employee occupies. The score given to the employee represents
his/her ability to perform the job.
The scores is based on six categories
Category
Excellent
Good
Satisfactory
Needs Improvement
Unsatisfactory
Not Applicable
Description
This level is reserved for truly exceptional performance. Performance is far
above the defined job expectations. Employee results are consistently excellent
and consistently exceed project goals and objectives. The employee
consistently does outstanding work, regularly going far beyond what is expected
of employees in this job. Skill level is clearly superior. Key behaviors are
exemplary. Excellent performance is due to the effort and skills of the
employee.
This is a level of high quality performance. Performance meets the defined job
expectations and frequently exceeds job expectations. Results are consistently
above average and consistently meet or exceed project goals and objectives.
The employee consistently does good work, regularly going beyond what is
expected of employees in this job. The employee is generally doing a very
good job. Skill level is above average. Key behaviors are above average.
Good performance is due to the effort and skills of the employee.
This level represents satisfactory performance. Performance meets the defined
job expectations. The employee generally performs according to the
expectations of the job. The employee is doing the job at the level expected for
employees in this position. Skill level is competent. Key behaviors are
acceptable. Satisfactory performance is due to the effort and skills of the
employee.
This represents an inconsistent performance at a level less than what is
normally expected in this position. A performance improvement plan must be
attached that identifies what should be done to improve performance and a time
frame within it must be accomplished.
Performance generally fails to meet the defined expectations of the job or
requires frequent, close supervision and/or the redoing of work. The employee
is not consistently doing the job at the level expected for employees in this
position. Job skills and/or their use are at an unacceptable level. Key
behaviors are unacceptable. Unsuccessful job performance is due to the lack
of effort and skills of the employee.
Insufficient information exists to evaluate this element of the employee's
performance.
The summary section should summarize critical positive and negatives of the
employee‘s performance. A supervisor should identify characteristics on the selfevaluation that can be incorporated into this section and that is mutually agreed
upon. As much detail as possible should be in the summary section. This is to
highlight performance, and to assist the employee in understanding why he/she
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received a particular score for an indicator. This section should also identify
whether or not the employee met the goals for the previous evaluation period.
For example:
The workload I have assigned to you has increased over the past year, but you
have been able to stay on top of all the duties. For example, although task A & B
were due simultaneously you were able to manage your time and complete both
reports accurately with little guidance.
One of your goals for this year was to decrease the amount of mistakes that were
made on a monthly basis by 50%. You have been able to exceed this goal and have
decreased the mistakes by 75%. This has been a major accomplishment and I
applaud you for taking more time to pay attention to the detail. Keep up the good
work.
The goals section valuates performance against agreed upon goals from the
previous year. Also needed is a separate action plan for the upcoming year. The
action plan should state clear objectives/goals and list how it will be determined if
the plan/goal is achieved. Employees goals listed on the self-evaluation should
also be incorporate into this area if mutually agreed upon. Goals should be:
 Specific – state the specific behavior or task to be performed and a target
date for completion
 Measurable – set objectives for performance or behavior that can be seen,
heard, or quantitatively documented
 Behavior: observable actions; Quantity: number or amount; Quality: how
well the result meets the criteria; what it‘s like when it‘s right; Time:
processing time; Efficiency: resources (time, budget, people) applied to
achieve the result
 Achievable – challenging enough to motivate the employee to a higher
level of performance, yet realistic and attainable
 Reasonable – not only attainable but also appropriate level of difficulty so
it will be motivational not overwhelming
 Timely – deadline for achievement should be established and adhered to
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For example:
Your self-evaluation indicates that you would like to be more involved within the
department; therefore, I am assigning your to the A committee and to work on B
project. You are to attend each meeting and to fully participate in these tasks. I
will be monitoring your participation and the outcome of the committee/project.
Although your self- evaluation lists several areas projects, I want you to focus on
improving several other areas before adding any additional tasks to you. Here are
your goals for the upcoming year:
 Attend two courses offered by ABC by June 2012. Topics suggested include
time management, excel, interpersonal skills. Approval before enrolling in
the class is required.
 Continue to look for innovative ways to reduce spending. I would like to see
at least two additional suggestions that would improve our overall
departmental budget.
 Continue to seek ways to improve our processes and services. In the past
year you have improved our way of doing task A which has resulted in
better service and less customer complaints. I would like to see at least 3
more processes reviewed to see if it can be improved. If so, please make
suggestions on improvement to me to see if they can be implemented OR
document any improvements made and report them to me on how the
change has improved the process.
This goal section can also identify whether or not the employee met the goals
for the previous evaluation period if they are not identified in the summary of
performance section.
Quick Tips for Writing Effective Performance Evaluations
Well-written performance assessments are one of a manager‘s most effective
tools for objectively managing and for developing people. Use these 10 tips for
writing assessments to significantly increase your team‘s effectiveness and
perceived value within the College:
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1. Increase your employees’ comfort level with performance assessments. At
the beginning of each review period, explain the assessment process, rating
system, and assessment form to your employees. Agree on performance
objectives and measurements for the upcoming review period.
2. Take full advantage of performance evaluations. Start thinking about
evaluations as an opportunity to increase the efficiency and effectiveness
of your team. Use them to:
a. Clarify team and individual responsibilities and priorities so that
everyone stays focused on activities that produce desired results.
b. Summarize continuing on-the-job discussions to reinforce their
significance.
c. Document performance of the entire review period; recognize team
and individual accomplishments and contributions.
d. Measure performance based on mutually understood, job-relevant
criteria.
e. Identify and suggest actions to improve results.
f. Appraise each individual‘s potential for more responsibility
3. In addition to keeping your own records, ensure your employees also
keep ongoing records. The more responsibility for and input into the
evaluation process, the more ownership the employee will take for meeting
objectives and identifying and improving development areas. Having the
employee‘s input will let you know what the employee considers important
(that is, how well you are communicating priorities) and will help ensure an
accurate, fair evaluation.
4. Use examples, facts, and accomplishments drawn from those ongoing
records to present a factual, complete summary of employees’ results.
Use specific wording rather than vague boilerplate wording to demonstrate
your knowledge of and pride in your employees‘ contributions. Show
employees that what they do does matter. Instead of “You are committed
to quality and innovation”, write “Your new Reporting Procedure helped us
meet our goal to reduce our reporting time by 3 days instead of 15 days.”
5. Use objective (factual) wording so that you concentrate on observed
behaviors rather than on personality traits or “attitude.” Instead of “You
are rude or you have a bad attitude” write; “I have observed your customer
interaction and there areas in need of improvement. For the next year
focus on courtesy, and listening to reduce customer irritation and
complaints “
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6. Help employees achieve their full potential through recognition and
encouragement. Use positive wording to cite accomplishments and
constructive wording to suggest improvements. Because tactful, positive
wording increases employees‘ acceptance of your comments and
suggestions, it motivates them to improve and to achieve goals. Be
thorough and honest, but be careful to consider the effect of negatively
worded comments on employees. With the exception of low ratings,
comment on only a few development areas—those that are critical to your
team‘s success and those that you have discussed previously with the
employee. Translate those areas into improvement suggestions. Build in a
sense of continuity, linking what employees are already doing right to
future successes.
7. Use performance evaluations to summarize the year’s performance and
your discussions with your employees, not to introduce development
areas for the first time. Include no surprises.‖ Feedback to an employee
has its most significant impact immediately after a specific behavior has
occurred. Always deal at once with unsatisfactory performance, especially
serious conduct violations.
Answer the employee’ employee’s questions, “How am I doing?” and “Where
do I go from here?” Keep the performance evaluation focused on significant
accomplishments and critical improvement areas that are tied to
organizational/departmental goals.
Errors to Avoid in Writing Performance Evaluation
1. The Halo/Horns Effect - the tendency to over- or underrate an employee
because of a global impression rather than actual results. The Halo Effect to overrate a favored employee. Causes include:
Compatibility. Those who have a personality we find pleasing, who
agree with us, who nod their heads when we talk, etc., get better
ratings than their performance justifies.
Effect of past record. Good work in a previous rating period tends to
carry over to the current period.
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The one-asset person. The glib talker, the person with the nice looks
the person with advanced degrees, or the graduate of our alma
mater has the advantage of an upward bias when he or she is
evaluated.
The high potential effect. We judge the person‘s credentials rather
than what the person has actually done for the organization.
The blind spot. In this case, the manager is blind to certain defects
because he or she also possesses them.
2. The Horns Effect - to rate an employee lower than the employee‘s
contributions and results warrant. Causes include:
 The boss is a perfectionist.
 The employee is perceived as contrary.
 The employee is perceived as an oddball, maverick, or
nonconformist. This type of person may get low ratings just
because he/she is different.
 The employee is a member of a weak team. The good player on a
weak team usually ends up with lower ratings than he/she would
have if on a winning team.
 The employee is a victim of the dramatic effect. This is the
opposite of the recent effect. Here one recent goof offsets an
entire year of good work.
 The boss is offended by the employee‘s personality traits. A
person with certain annoying characteristics may be ranked lower
than a lower performer without those attributes.
Cures:
 Develop a very clear idea of the nature of each performance
factor and the kind of behavior it describes.
 When an individual is particularly impressive in one area, avoid
the tendency to let results in that area affect ratings in other
performance areas.
 Ask yourself how you feel about this person in general. If he/she is
your favorite employee or if you dislike him/her, be very careful
to base ratings on documented results rather than on
perceptions.
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 Develop an accurate understanding of the type of performance
that represents each rating level, and apply that measure
consistently.
 Calibrate your rating scale with your management team‘s rating
scale.
3. The Central Tendency Effect - evaluating all employees as average, giving
scores in the middle of the scale and avoiding extreme ratings.
Causes:
 The no-complaints bias. We tend to treat no news as average
performance. If we have had no complaints either from or about
the person, we assume everything is fine and evaluate the person.
 Lack of clearly defined performance standards. We assume that
all employees are
 Performing about average because we aren‘t clear about what
constitutes outstanding performance.
 Avoiding risks. We tend to get asked fewer questions to justify our
ratings when we rate in the middle range.
Cures:
 Clearly define your measurements for each level of performance.
 Try to push yourself to vary your ratings within and across persons
and then determine specifically why you are uncomfortable with
your results.
4. The Available Information Effect - allowing recently obtained information
to over-influence ratings during performance evaluation.
Causes:
Certain incidents can fortuitously trigger memories of a particularly
good or bad performance by an employee. If this happens shortly
before the performance evaluation, it could affect your ratings of
that employee.
Cures:
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Before the evaluation, gather as much information as you can about
pertinent areas of performance. Maintain a Performance Event File
for each employee. Keep records of satisfactory performance and
one-time successes as well as of development opportunities.
5. The Direct Observation Effect - allowing one particularly memorable or
impressive event to symbolize an employee‘s overall performance.
Causes; We sometimes form opinions about people based on
isolated incidents. Personally seeing someone do something once
may carry more weight than indirect evidence gathered over time.
For example, if you see an employee slam down the phone and you
know he/she was speaking to a customer, this direct observation
may impact your opinion of the employee‘s customer relations skills
more than a stack of guest comment cards.
Cures; Don‘t let a single experience determine your opinion of an
employee‘s performance. Gather as much information as possible
and try not to weigh one incident too heavily. You may find that this
behavior is typical of the employee, or you may learn it is extremely
rare.
Before the evaluation, gather as much information as you can about pertinent
areas of performance.
Rating Categories
Supervisors should have precise definitions for their rating categories. Managers
should also use wording in their assessments that matches those ratings. Here are
definitions for those levels and sample ―matching vocabulary:
Excellent
Demonstrates sustained performance at the highest possible level. Performance
clearly exceeds position requirements in all respects. Exceptional contribution to
the organization sustained over the entire course of the assessment period.
Performance seldom equaled in overall contribution to business results.
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Vocabulary
substantially exceeds
outstanding achievement
excels outside the organization
leader, leader, leader
generates own objectives
gets outside own position creating impact on the organization
champions without sacrificing something else
Good
Consistently performs well above expectations. Consistently meets all position
requirements and often exceeds them. Accomplishments above expected levels.
Sustained and uniformly high performance with thorough, on-time results.
Vocabulary
Often exceed position requirements
demonstrates creativity
innovative
leader
high initiative
Satisfactory
Regularly meets and sometimes may exceed performance expectations.
Performance is what is expected of a fully qualified and experienced person.
Vocabulary
solid performer
requires minimum direction
contributes to success and objectives of team
Needs Improvement
Occasionally performs below minimal requirements. Needs close supervision for
complete and on-time results. May also be applicable to employees who are
experiencing temporary performance difficulties or who are relatively new to the
position and developing proficiencies. For example, may be applicable to
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employees who have completed job training and have been in the position three
months and are expected to perform at a certain level.
Vocabulary
developing skills
quality of results varies
inconsistent results
Unsatisfactory
Consistently performs below minimal requirements; performance is
unacceptable.
Immediate improvement is required.
NOTE: Always advise employees whose performance is rated “unsatisfactory” of
the time period within which performance is expected to reach an acceptable
level as well as of the potential for disciplinary action
Not Applicable
Category or performance criteria does not apply to the individual being reviewed.
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Employee Self-Evaluation Form
Employee Name:
Employee ID:
Position Title:
Review Date:
Manager/Supervisor:
Department:
List what you consider to be your strengths that help you perform your job:
List key obstacles you met in performing your job/achieving your goals:
Describe the goals you accomplished since your last review:
List objectives/goals you wish to accomplish during your next evaluation period:
List things your manager/supervisor can do to help you achieve future goals and objectives:
Additional Comments:
SIGNATURE:
Employee Signature:
Date:
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Process Flow Chart
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Evaluation Forms
College of Business and Economics
ADMINISTRATIVE PERFORMANCE APPRAISAL
Nam e/Date
Title
Departm ent
Probationary Y/N
EVALUATION PERIOD
From: Month/Year
To: Month/Year
Performance Rating
Excellent - This level is reserved for truly exceptional performance. Performance is far above the defined job expectations. Results
are consistently excellent and consistently exceeds project goals and objectives. The employee consistently does outstanding work,
regularly going far beyond what is expected of employees in this job. Skill level is clearly superior. Key behaviors are exemplary.
Excellent performance is due to the effort and skills of the employee.
Good - This is a level of high quality performance. Performance meets the defined job expectations and frequently exceeds
job expectations. Results are consistently above average and consistently meets or exceeds project goals and objectives.
The employee consistently does good work, regularly going beyond what is expected of employees in this job. The employee
is generally doing a very good job. Skill level is above average. Key behaviors are above average. Good performance is due
to the effort and skills of the employee.
Satisfactory - This level represents satisfactory performance. Performance meets the defined job expectations. The employee
generally performs according to the expectations of the job. The employee is doing the job at the level expected for employees
in this position. Skill level is competent. Key behaviors are acceptable. Satisfactory performance is due to the effort and skills
of the employee.
Needs Improvement - This represents an inconsistent performance at a level less than what is normally expected in this position . A
performance improvement plan must b e attached that identifies what should b e done to improve performance and a time frame within
it must b e accomplished.
Unsatisfactory - Performance generally fails to meet the defined expectations of the job or requires frequent, close supervision
and/or the redoing of work. The employee is not consistently doing the job at the level expected for employees in this position.
Job skills and/or their use are at an unacceptable level. Key behaviors are unacceptable. Unsuccessful job performance is
due to the lack of effort and skills of the employee.
Not Applicable - Insufficient information exists to evaluate this element of the employee's performance.
Criteria Weighting (all categories should total 100)
The weight assigned to each category will be multiplied by the average ratings for each category
(Unsatisfactory 0 points, Not Applicable 0 points, Needs Improvement 1.0 point, Satisfactory 1.6 points, Good 2.3 points,
Excellent 3 points)
TOTAL
Performance Weighted
ADMINISTRATIVE COMPETENCIES
Weight
Builds an effective team and identifies optimal staffing levels necessary to effectively
conduct the business of the unit.
Creates effective work plans; identifies the correct resources and processes; sets priorities;
delegates authority and meets deadlines. Incorporates adequate control systems to
monitor workflow.
Creates an environment in which information flows smoothly between self and others and
encourages open expression of ideas and opinions by subordinates. Conveys information
clearly and in a timely manner; prepares concise written reports; makes effective
presentations.
Demonstrates the importance of sound performance and productivity; operates within
budget; recommends methods to reduce costs and/or improve operations.
Rating
Points
0
0
0
0
0
0
0
Evaluates performance based on results.
0
Empowers staff to take responsibility for their work processes; removes obstacles that
hinder progress.
0
Category Total
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0
0
LEADERSHIP
Performance Weighted
Rating
Points
Weight
Communicates the University's and College's vision and mission to staff members; shapes
behavior in order to turn the vision and mission into reality. Actions are consistent with
language.
0
Asserts ideas and persuades others; gains support and commitment; mobilizes people to
take action.
Coaches staff members and accurately assesses their developmental needs; provides
specific and frequent feedback on performance.
Creates an environment conducive to cooperation and trust.
0
Acts professionally and responsibly as a agent of the College, within and outside of the
College; contributes to a positive image.
Adjusts to shifting priorities, ambiguity and rapid change; demonstrates flexibility.
0
Champions new initiatives; assumes risk and responsibility for the unit; and addresses
difficult issues
0
0
0
0
Category Total
ORGANIZATIONAL and STRATEGIC COMPETENCIES
0
0
Performance Weighted
Rating
Points
Weight
Thinks strategically; identifies critical, high pay-off strategies and prioritizes team efforts
accordingly; effectively plans for future growth and/or direction.
Emphasizes the need to deliver quality services; defines standards for quality and evaluates
processes against those standards in an effort to improve organizational performance.
0
Identifies constituent needs and takes action to meet those needs; continually searches for
ways to increase constituent satisfaction.
Supports the employment, education and development of minorities and protected classes.
Makes and supports decisions based on the principles of Affirmative Action and Equal
Employment Opportunity.
Considers a broad range of internal and external factors when making decisions.
Considers the greater good of the college/university over the individual or department.
0
0
0
0
Category Total
GOALS AND OBJECTIVES
0
0
Performance Weighted
Rating
Points
Weight
Develops and completes goals, objectives, and projects that are consistent with the
University and College mission, vision, strategy and values.
Did the Department/Division/Team meet its goals and objectives
Did the employee accomplish his/her goals and objectives (see objectives tab)
0
0
0
Category Total
0
Weighted
Points
Weight
SUMMARY
Total Weighted Points (Summary of Average Category Points)
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0
0
0
EVALUATOR’S COMMENTS:
DEVELOPMENT PLAN:
EMPLOYEE: Discuss your thoughts on this evaluation and identify the specific ways the College can help you optimize your
performance.
I have reviewed my job description as of this date and it is consistent with my present position responsibilities.
Signature (indicates review and discussion )
Date:
Evaluator's signature:
Date:
Next level Manager's signature:
Date:
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PERFORMANCE AGAINST GOALS AND OBJECTIVES
Goal/objective/project/assignment
Results achieved
Not Applicable
Goal/objective/project/assignment
Results achieved
Not Applicable
Goal/objective/project/assignment
Results achieved
Not Applicable
Goal/objective/project/assignment
Results achieved
Not Applicable
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