College of Arts and Architecture · Web viewProfessional Development Training and coaching Performance Communication Annual performance Self-assessment Periodic performance Human

College of Arts and ArchitectureEmployee Name: Date:

This document, as part of the University Staff Review and Development Program, can be used as a tool for:

Professional Development Training and coaching Performance

Communication Annual performance Self-assessment Periodic performance

Human Resources Decisions Transfer and promotion Salary increases

Staff Review andDevelopment Plan

ContentsInstructions......................................................................................................................................................................2Staff Input ......................................................................................................................................................................3Performance Level Guidelines........................................................................................................................................5Performance Review.......................................................................................................................................................6Performance Review Summary....................................................................................................................................13Development Action Plan.............................................................................................................................................14Staff Guide for Staff Review and Development............................................................................................Appendix 1Supervisor Checklist for Planning Performance Review Meetings...............................................................Appendix 2Diversity Core Factor Guidelines ..................................................................................................................Appendix 3

InstructionsUsing the Staff Guide for Staff Review and Development (Appendix 1) as a reference, the employee completes and submits the Staff Input section, page 3, to his or her supervisor before the annual performance review meeting. Employee also attaches a copy of his/her current Development Action Plan for review and discussion with the supervisor.

Using the Staff Guide for Staff Review and Development (Appendix 1), as well as the Supervisor Checklist for Planning Performance Review Meetings (Appendix 2) and Diversity Core Factor Guidelines (Appendix (3), the supervisor reviews the employee’s Staff Input and all other pertinent information, then completes the Performance Review section that begins on page 6, writing comments and assessing performance levels in accordance with the guidelines on page 5. Supervisor summarizes by completing the Performance Review Summary on page 13, in accordance with the directions provided.

The supervisor and employee then meet to discuss the Performance Review, the current Development Action Plan, as well as suggestions to include in the new Development Action Plan (page 14) that the employee will prepare for signature and will accomplish during the next review period.

When conducting performance reviews, employee and supervisor are to base input and assessments on expectations, job responsibilities, and standards of performance established prior to a review. Objective, constructive feedback is essential to the continuing development of the employee, as well as to team productivity and performance. Supervisor should discuss the employee’s strengths and opportunities for growth and development as they relate to performance factors, job responsibilities, and standards of performance. Supervisor should make suggestions for continuing professional growth and development.

Supervisor and employee sign the Performance Review Summary and, when completed, a new Development Action Plan. Supervisor and employee should retain a copy each of the completed Staff Input, Performance Review section, Performance Review Summary, and Development Action Plan. Supervisor forwards a copy of each document to the unit administrative director or human resources representative, as appropriate.

This publication is available in alternative media on request.The Pennsylvania State University is committed to the policy that all persons shall have equal access to programs, facilities, admission, and employment without regard to personal characteristics not related to ability, performance, or qualifications as determined by University policy or by state or federal authorities. It is the policy of the University to maintain an academic and work environment free of discrimination, including harassment. The Pennsylvania State University prohibits discrimination and harassment against any person because of age, ancestry, color, disability or handicap, national origin, race, religious creed, sex, sexual orientation, or veteran status. Discrimination or harassment against faculty, staff, or students will not be tolerated at The Pennsylvania State University. Direct all inquiries regarding the nondiscrimination policy to the Affirmative Action Director, The Pennsylvania State University, 328 Boucke Building, University Park, PA 16802-5901, Tel 814-865-4700/V, 814-863-1150/TTY.

Table of Contents / Instructions

Employee Name: College/Dept.: Review Period: Name of Reviewer:

I. AccomplishmentsIn your responses to the items below, please be as specific as possible, providing examples when appropriate. If you need to include additional sheets of paper, please do so.

1. List accomplishments from the past year that relate to the job responsibilities and performance standards stated in your desk job description. Accomplishments that went beyond the expectations in your desk job description should also be included.

2. Describe the extent to which you met the performance expectations listed in your Development Action Plan for last year.

3. Using Appendices 1 and 3 as a guide, list all professional development activities, including diversity enrichment opportunities, which you completed to increase your effectiveness at work for current and/or future job responsibilities. Include group-based activities (such as seminars), self-paced activities (such as computer-based tutorials), and workplace learning activities (such as special assignments designed to develop new skills).

Number of Professional Development Activities: Approximate Time in Hours:

Performance Level Guidelines

II.Self AssessmentRefer to Appendix 1 for guidance when completing this section that describes your development priorities for the next review period. Consider the following information: Your personal career goals Your area’s strategic plan

Planning Period – From: To:

1. List work-related strengths and interests that you would like to build on.

2. Describe areas for growth, development, or improvement in terms of your current job responsibilities.

3. Identify ways you would like to contribute to the organization beyond your job responsibilities (i.e., serve on a University-wide committee).


Significantly Exceeds ExpectationsEmployee performs assigned responsibilities in a consistently superior manner, as demonstrated throughout the review period, or as demonstrated by exceptional leadership in a one-time project in addition to excellent performance of ongoing responsibilities. Is recognized as an expert in his or her job area. Shows unusual initiative and is a self-starter. Stands apart in his/her ability to positively influence others, think beyond the details of the job, and work toward the overall goals of the department and the college. Is remarkably flexible in accepting new assignments or changing conditions that may require adjustment. Contributes to the college’s success well beyond job requirements through, for example, unique suggestions that result in process improvements, cost reductions, or enhanced work climate. Suggestions for development focus on the individual’s own professional objectives.

Exceeds ExpectationsEmployee performs assigned responsibilities in a manner that often exceeds communicated standards, as demonstrated throughout the review period, or as demonstrated by excellent contribution to a one-time project in addition to good performance of ongoing responsibilities. Takes initiative to seek information or clarification of policies, procedures, or objectives. Is flexible in responding to changing conditions that may require adjustment. Accomplishes more than expected; takes on extra tasks without defaulting in other assigned activity areas. Anticipates problems and suggests or independently takes appropriate action. Keeps supervisor and team informed of progress, problems, and/or proposed solutions. Sets challenging goals and achieves them. Suggestions for development focus on the individual’s professional growth.

Meets ExpectationsEmployee performs assigned responsibilities consistently well throughout the review period. Has good work habits, follows established work schedule, completes projects and tasks thoroughly, meets deadlines, and produces consistently acceptable output of work. Provides reliable input and recommendations. Is solid member of the unit or team, learns from mistakes, and contributes in a positive way to the overall work climate. Shows interest in developing knowledge and skills. Achieves or has made progress toward goals identified in previous performance review. Suggestions for development generally focus on refinements to the individual’s professional skills and abilities.

Partially Meets ExpectationsEmployee performs satisfactorily in some aspects of his/her assigned responsibilities but not in others. Performance may be marginal or inconsistent. For example, an employee may have good skills and produce an acceptable quality of work but may have poor work habits that limit productivity. The employee may have an unsatisfactory record of attendance, or may not appropriately share his/her knowledge with co-workers, or may show disrespect or intolerance toward others. An employee in this category may not keep up with changes in technology. Perhaps he/she is consistently present and punctual and demonstrates good interpersonal skills, but his/her technical abilities may not be at a fully productive level. Need for improvement and development has been periodically communicated to the employee throughout the review period, a plan has been put in place to correct deficiencies, and the supervisor is satisfied that the employee is working to correct performance. Provisions of HR-78 (Staff Failure to Meet Acceptable Standards of Performance) may be implemented.

Does Not Meet ExpectationsEmployee performs assigned responsibilities in an unsatisfactory manner, has not responded to constructive feedback, or has not improved performance. Specific, repeated examples of unsatisfactory performance have been communicated to the employee both verbally and in writing, along with specific expectations and suggestions for improvement. "Performance" includes not only how well the employee carries out the specific tasks or responsibilities of the job, but also includes work habits or behaviors that impact customers, co-workers, or the general work environment. Provisions of HR-78 (Staff Failure to Meet Acceptable Standards of Performance) may be implemented.


Employee Name: Review Period:

At the end of each section, indicate on the grid provided the performance level assessed for each factor (refer to the guidelines on the previous page) and, in the box provided, include feedback about performance and suggested goals for development:

I. JOB-SPECIFIC FACTORSJob KnowledgeDemonstrates the appropriate specialized knowledge required to perform the job; effectively performs duties and responsibilities; keeps current with new developments in areas of responsibility.

Supplemental criteria for the College of Arts and Architecture: Performs effectively, given length of time in position. Understands the expectations of the job. Works to develop job knowledge and augment professional development. Applies knowledge effectively, given circumstances of varying situations.

Judgment and Problem SolvingAnticipates and identifies problems; gathers facts and analyzes causes; evaluates alternative solutions; takes or recommends actions; follows up to ensure problem resolution.

Supplemental criteria for the College of Arts and Architecture: Demonstrates maturity and critical thinking when completing tasks and resolving problems. Determines which problems to handle independently and which to refer. Uses creativity and innovation to help solve problems and meet challenges. Makes principal-based decisions and recommendations reflecting the values of the University; leads with

integrity and strong ethics.

QualityEffectively produces a caliber of work consistent with organizational standards; completes work thoroughly and accurately; pays attention to detail; contributes to the improvement of the quality of services provided by the University.

Supplemental criteria for the College of Arts and Architecture: Ensures clarity, accuracy, and professional appearance of work. Demonstrates a quest for excellence.

Self-Management(Reliability and Commitment)Produces services/output efficiently; effectively uses time and meets deadlines; is punctual and reliable; works effectively with directions given; takes initiative; provides acceptable volume of work.

Supplemental criteria for the College of Arts and Architecture: Maintains expected work hours; consistently and reliably completes a prescribed work day. Effectively plans, organizes, and executes tasks; uses time wisely and works effectively. Takes responsibility for meeting deadlines without sacrificing accuracy, quality, or service satisfaction;

assumes “ownership” when appropriate. Prioritizes duties in a manner consistent with organizational objectives and goals. Can be counted on by others to complete assigned responsibilities. Demonstrates commitment to department/college/University missions.

Performance Review TO BE COMPLETED BY SUPERVISOR

Mark the level of performance that best describes how the employee demonstrates each factor below (“Performance Level Guidelines” pertain):

Job-Specific Factors Does not meet expectations

Partially meets expectations

Meets expectations

Exceeds expectations

Significantly exceeds

expectationsJob knowledgeJudgment and problem solvingQualitySelf-management

Notes / comments regarding employee’s demonstration of job-specific factors:


II. INTERPERSONAL RELATIONS FACTORSTeam Work Shares information and resources with others; gives timely responses to requests made by others; interacts well with all individuals; establishes and maintains effective working relationships; promotes teamwork and values the group’s success.

Supplemental criteria for the College of Arts and Architecture: Uses collaboration and partnerships in problem solving, as appropriate. Effectively communicates ideas and information to team members. Promptly advises all concerned in the event of work or schedule changes. Responds to requests for assistance in a positive, helpful manner. Makes suggestions to improve the efficiency and effectiveness of the work unit. Demonstrates respect for individual opinions and work effort.

Support for Diversity (see Appendix 3 for further guidance) Demonstrates a respect for the value of individuals regardless of their background or culture; contributes to processes that create and support a diverse environment; participates in diversity programming and activities

Supplemental criteria for the College of Arts and Architecture: Shows respect and appreciation for the differences people of various backgrounds bring to the work unit. Demonstrates, through language and behavior, a commitment to and an awareness of the value of diversity

in the workplace.

Customer ServiceEffectively represents the University to students, parents, faculty, staff, patients, alumni, and other customers of the University; understands and constructively responds to customer needs.

Supplemental criteria for the College of Arts and Architecture: Effectively represents the University and the unit to visitors, patrons, campus and community

organizations, and other customers. Delivers work products and services to consumers in a way that reflects credit upon the unit and the

University.

CommunicationEffectively conveys ideas, information, and/or instructions to others; listens attentively and clarifies information when necessary; participates in meetings effectively; contributes to establishing a favorable communication environment; understands instructions.

Supplemental criteria for the College of Arts and Architecture: Clearly and consistently conveys information, both orally and in writing, which reflects professional

standards and demeanor of the organization and University. Positively, professionally represents the organization and University in meetings.


Mark the level of performance that best describes how the employee demonstrates each factor below (“Performance Level Guidelines” pertain):

InterpersonalRelations Factors

Does not meet expectations


Meets expectations



expectationsTeam workSupport for diversityCustomer serviceCommunications

Notes / comments regarding employee’s demonstration of interpersonal relations factors:


III. UNIT-SPECIFIC FACTORS

Use these factors for performance criteria that are vital to the individual’s position but not otherwise covered by this instrument. Unit-specific factors may include specific performance goals that are part of the organization’s strategic plan, relevant to the unit’s particular mission, specific to the employee’s position, or part of the employee’s action plan as noted on the previous performance review. Include any special project or committee performance here.

If unit-specific factors were established, indicate the level of performance that best describes how the employee demonstrates each factor below (“Performance Level Guidelines” pertain):

Unit-Specific Factors Does not meet expectations


Meets expectations



expectations

Notes / comments regarding employee’s demonstration of unit-specific factors, if applicable:


IV. SUPERVISORY FACTORS (must be completed for employees responsible for supervising others)

Management Effectively delegates, clearly giving directions and defining priorities, deadlines, and work standards. Communicates assignment and priority changes clearly and expeditiously. Explains and builds commitment to mission and priorities of unit, college, and University. Effectively supervises tasks by monitoring employees’ progress. Appropriately motivates employees to accomplish goals. Gives feedback in a respectful, constructive manner. Involves staff in planning and decision making. Fosters a work environment characterized by mutual respect. Asks questions of employees to learn more about their areas of expertise. Leads with integrity and strong ethics; makes principle-based decisions and recommendations reflecting

values of the University.

Scheduling Effectively plans and assigns work distribution among employees. Reprioritizes work requirements when valid circumstances warrant.

Staff Relations Shows fairness and impartiality in employee interactions; exercises discipline appropriately. Makes personnel decisions objectively, knowledgeably, and professionally. Demonstrates interest in employees’ welfare. Responds to staff suggestions and complaints in a serious, sensitive, and timely manner. If unable to

resolve at supervisor level, forwards the staff concern along with supervisor recommendation to next appropriate level. Communicates recommendation(s) to employee. Monitors results.

Complies with the University’s Equal Opportunity and Affirmative Action policies and plans. Proactively demonstrates diversity principles through hiring, retention, and promotion actions.

Staff Development Encourages and supports staff participation in professional development activities and training. Promotes employees’ career growth. Encourages others to develop high quality work processes.

Performance Appraisal Sets and clearly communicates standards of performance to employees. Prepares timely, thorough, and objective annual appraisals. Provides informal performance feedback on a regular basis; recognizes and acknowledges good

performance and contributions; discusses performance problems as they arise, makes appropriate suggestions for improvement and continued development.

Cost Effectiveness Budgets effectively and seeks best use of materials, equipment, and staff to maximize efficiency and

effectiveness. Plans ahead and effectively collaborates with others in order to anticipate project requirements and

associated costs. Effectively monitors and manages budget lines; takes reasonable steps to ensure projects/products are

produced within budget parameters.


If employee served in a supervisory role, indicate the level of performance that best describes how he/she demonstrates each factor below (“Performance Level Guidelines” pertain):

Supervisory Factors Does not meet expectations


Meets expectations



expectationsManagementSchedulingStaff relationsStaff developmentPerformance appraisalCost effectiveness

Notes / comments regarding employee’s demonstration of supervisory factors, if applicable:


Employee Name:

Directions: Based on the performance levels assessed in sections I through IV of the Performance Review, indicate below the overall performance level that best describes the employee’s total contribution during the review period (“Performance Level Guidelines” pertain).

Overall performance level:

Performance significantly exceeds expectations

Performance exceeds expectations

Performance meets expectations

Performance partially meets expectations

Performance does not meet expectations

Directions: According to the guidelines in Appendix 1, also account below for the number and hours of professional development activities.

Number of professional development activities:

Approximate hours of professional development activities:

Employee’s signature* date* Signature indicates that this Staff Review has been discussed and does not necessarily signify concurrence.

A response to this review may be made on a separate sheet and attached.

Reviewer‘s signature date

Administrative Officer’s signature date

Performance Review Summary TO BE COMPLETED BY SUPERVISOR

Planning Period: From To

Review and update this plan periodically.

Performance Expectations(Measures)

Knowledge, Skills, and Behaviors Needed to

Achieve Each Expectation

ProfessionalDevelopment Activities

Resources and Support Needed from Work Unit and

Supervisor

Target Dates for Expectations

10/31/06

Employee Signature Date Supervisor Signature Date

These signatures indicate both the supervisor’s and employee’s concurrence with the Development Action Plan on the date signed. Unforeseen circumstances, such as changes in workload or resources available, may require future adjustment of the expectations, activities, and target dates listed in the plan.

Development Action Plan TO BE COMPLETED BY EMPLOYEE WITH SUPERVISOR INPUT

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College of Arts and Architecture · Web viewProfessional Development Training and coaching Performance Communication Annual performance Self-assessment Periodic performance Human