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4/16/2017

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RA Information

RA First Name

RA Last Name

Building

Room Number

Supervisor First Name

Supervisor Last Name

Date Evaluation Completed

COMMUNITY BUILDING

Last Name Date Evaluation Completed COMMUNITY BUILDING Evaluate the RA on the following scale: 4 Almost
Last Name Date Evaluation Completed COMMUNITY BUILDING Evaluate the RA on the following scale: 4 Almost
Last Name Date Evaluation Completed COMMUNITY BUILDING Evaluate the RA on the following scale: 4 Almost
Last Name Date Evaluation Completed COMMUNITY BUILDING Evaluate the RA on the following scale: 4 Almost
Last Name Date Evaluation Completed COMMUNITY BUILDING Evaluate the RA on the following scale: 4 Almost
Last Name Date Evaluation Completed COMMUNITY BUILDING Evaluate the RA on the following scale: 4 Almost
Last Name Date Evaluation Completed COMMUNITY BUILDING Evaluate the RA on the following scale: 4 Almost

Evaluate the RA on the following scale:

4

Almost always fulfills this expectation/task. Is a role model for other staff members.

3

Completes expectation/task well but can continue to develop in this area.

2

Struggles to complete expectation/task. Requires a lot of supervision/reminders.

1

Rarely, if ever, fulfills expectation/task. Negatively impacts other staff or students as a result.

4

3

2

1

N/A

Knows the names of all of the residents on the floor/living area.

Knows the names of all of the residents on the floor/living area.
Knows the names of all of the residents on the floor/living area.
Knows the names of all of the residents on the floor/living area.
Knows the names of all of the residents on the floor/living area.
Knows the names of all of the residents on the floor/living area.

Has developed a relationship with the majority of residents on the floor/living area.

Has developed a relationship with the majority of residents on the floor/living area.
Has developed a relationship with the majority of residents on the floor/living area.
Has developed a relationship with the majority of residents on the floor/living area.
Has developed a relationship with the majority of residents on the floor/living area.
Has developed a relationship with the majority of residents on the floor/living area.

Has established a positive sense of community on the floor/living area.

Has established a positive sense of community on the floor/living area.
Has established a positive sense of community on the floor/living area.
Has established a positive sense of community on the floor/living area.
Has established a positive sense of community on the floor/living area.
Has established a positive sense of community on the floor/living area.

Promotes academic engagement/success among residents.

Promotes academic engagement/success among residents.
Promotes academic engagement/success among residents.
Promotes academic engagement/success among residents.
Promotes academic engagement/success among residents.
Promotes academic engagement/success among residents.

Is perceived as open, friendly and approachable by the majority of residents.

Is perceived as open, friendly and approachable by the majority of residents.
Is perceived as open, friendly and approachable by the majority of residents.
Is perceived as open, friendly and approachable by the majority of residents.
Is perceived as open, friendly and approachable by the majority of residents.
Is perceived as open, friendly and approachable by the majority of residents.

Is regularly available to residents including evenings and weekends.

Is regularly available to residents including evenings and weekends.
Is regularly available to residents including evenings and weekends.
Is regularly available to residents including evenings and weekends.
Is regularly available to residents including evenings and weekends.
Is regularly available to residents including evenings and weekends.

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4 3

2

1

N/A

Has provided the minimum number of community programs for the floor/living area

Has provided the minimum number of community programs for the floor/living area
Has provided the minimum number of community programs for the floor/living area
Has provided the minimum number of community programs for the floor/living area
Has provided the minimum number of community programs for the floor/living area
Has provided the minimum number of community programs for the floor/living area

Provided/planned two weekend programs for the floor/living area

Provided/planned two weekend programs for the floor/living area
Provided/planned two weekend programs for the floor/living area
Provided/planned two weekend programs for the floor/living area
Provided/planned two weekend programs for the floor/living area
Provided/planned two weekend programs for the floor/living area

Provides quality planned programs for the floor/living area.

Provides quality planned programs for the floor/living area.
Provides quality planned programs for the floor/living area.
Provides quality planned programs for the floor/living area.
Provides quality planned programs for the floor/living area.
Provides quality planned programs for the floor/living area.

Publicizes planned programs in order to inform the entire community of events.

Publicizes planned programs in order to inform the entire community of events.
Publicizes planned programs in order to inform the entire community of events.
Publicizes planned programs in order to inform the entire community of events.
Publicizes planned programs in order to inform the entire community of events.
Publicizes planned programs in order to inform the entire community of events.

Has planned/provided two educational programs for the floor/living area.

Has planned/provided two educational programs for the floor/living area.
Has planned/provided two educational programs for the floor/living area.
Has planned/provided two educational programs for the floor/living area.
Has planned/provided two educational programs for the floor/living area.
Has planned/provided two educational programs for the floor/living area.

Has actively contributed to the building­wide programming efforts.

Has actively contributed to the building­wide programming efforts.
Has actively contributed to the building­wide programming efforts.
Has actively contributed to the building­wide programming efforts.
Has actively contributed to the building­wide programming efforts.
Has actively contributed to the building­wide programming efforts.

For LLC RAs, has provided three programs related to the theme of the LLC.

For LLC RAs, has provided three programs related to the theme of the LLC.
For LLC RAs, has provided three programs related to the theme of the LLC.
For LLC RAs, has provided three programs related to the theme of the LLC.
For LLC RAs, has provided three programs related to the theme of the LLC.
For LLC RAs, has provided three programs related to the theme of the LLC.

Crisis Management/Policy Enforcement

Evaluate the RA on the following scale:

4

Almost always fulfills this expectation/task. Is a role model for other staff members.

3

Completes expectation/task well but can continue to develop in this area.

2

Struggles to complete expectation/task. Requires a lot of supervision/reminders.

1

Rarely, if ever, fulfills expectation/task. Negatively impacts other staff or students as a result.

4 3

2

1

N/A

Completes duty responsibilities as expected (timeliness, rounds, etc).

Completes duty responsibilities as expected (timeliness, rounds, etc).
Completes duty responsibilities as expected (timeliness, rounds, etc).
Completes duty responsibilities as expected (timeliness, rounds, etc).
Completes duty responsibilities as expected (timeliness, rounds, etc).
Completes duty responsibilities as expected (timeliness, rounds, etc).

Consistently enforces residential living and university policies.

Consistently enforces residential living and university policies.
Consistently enforces residential living and university policies.
Consistently enforces residential living and university policies.
Consistently enforces residential living and university policies.
Consistently enforces residential living and university policies.

Enforces courtesy and quiet hours.

Enforces courtesy and quiet hours.
Enforces courtesy and quiet hours.
Enforces courtesy and quiet hours.
Enforces courtesy and quiet hours.
Enforces courtesy and quiet hours.

Follows departmental procedures when handling crisis or emergency situations.

Follows departmental procedures when handling crisis or emergency situations.
Follows departmental procedures when handling crisis or emergency situations.
Follows departmental procedures when handling crisis or emergency situations.
Follows departmental procedures when handling crisis or emergency situations.
Follows departmental procedures when handling crisis or emergency situations.

Communicates issues in an appropriate and timely fashion.

Communicates issues in an appropriate and timely fashion.
Communicates issues in an appropriate and timely fashion.
Communicates issues in an appropriate and timely fashion.
Communicates issues in an appropriate and timely fashion.
Communicates issues in an appropriate and timely fashion.

Peer Helping

Evaluate the RA on the following scale:

4 Almost always fulfills this expectation/task. Is a role model for other staff members.

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3

Completes expectation/task well but can continue to develop in this area.

2

Struggles to complete expectation/task. Requires a lot of supervision/reminders.

1

Rarely, if ever, fulfills expectation/task. Negatively impacts other staff or students as a result.

4 3

2

1

N/A

Has an ability to connect one­ on­one with students.

Has an ability to connect one­ on­one with students.
Has an ability to connect one­ on­one with students.
Has an ability to connect one­ on­one with students.
Has an ability to connect one­ on­one with students.
Has an ability to connect one­ on­one with students.

Demonstrates empathy when appropriate.

Demonstrates empathy when appropriate.
Demonstrates empathy when appropriate.
Demonstrates empathy when appropriate.
Demonstrates empathy when appropriate.
Demonstrates empathy when appropriate.

Remains non­judgmental in helping situations.

Remains non­judgmental in helping situations.
Remains non­judgmental in helping situations.
Remains non­judgmental in helping situations.
Remains non­judgmental in helping situations.
Remains non­judgmental in helping situations.

Maintains confidentiality.

Maintains confidentiality.
Maintains confidentiality.
Maintains confidentiality.
Maintains confidentiality.
Maintains confidentiality.

Reports issues/information to appropriate parties in a timely fashion.

Reports issues/information to appropriate parties in a timely fashion.
Reports issues/information to appropriate parties in a timely fashion.
Reports issues/information to appropriate parties in a timely fashion.
Reports issues/information to appropriate parties in a timely fashion.
Reports issues/information to appropriate parties in a timely fashion.

Effectively mediates roommate conflicts.

Effectively mediates roommate conflicts.
Effectively mediates roommate conflicts.
Effectively mediates roommate conflicts.
Effectively mediates roommate conflicts.
Effectively mediates roommate conflicts.

Conducts SSIs with assigned residents.

Conducts SSIs with assigned residents.
Conducts SSIs with assigned residents.
Conducts SSIs with assigned residents.
Conducts SSIs with assigned residents.
Conducts SSIs with assigned residents.

Refers students to appropriate departmental or campus resources.

Refers students to appropriate departmental or campus resources.
Refers students to appropriate departmental or campus resources.
Refers students to appropriate departmental or campus resources.
Refers students to appropriate departmental or campus resources.
Refers students to appropriate departmental or campus resources.

Leadership

Evaluate the RA on the following scale:

4

Almost always fulfills this expectation/task. Is a role model for other staff members.

3

Completes expectation/task well but can continue to develop in this area.

2

Struggles to complete expectation/task. Requires a lot of supervision/reminders.

1

Rarely, if ever, fulfills expectation/task. Negatively impacts other staff or students as a result.

4 3

2

1

N/A

Provides an appropriate example for residents.

Provides an appropriate example for residents.
Provides an appropriate example for residents.
Provides an appropriate example for residents.
Provides an appropriate example for residents.
Provides an appropriate example for residents.

Establishes appropriate friend/resident boundaries.

Establishes appropriate friend/resident boundaries.
Establishes appropriate friend/resident boundaries.
Establishes appropriate friend/resident boundaries.
Establishes appropriate friend/resident boundaries.
Establishes appropriate friend/resident boundaries.

Displays a positive attitude towards the job.

Displays a positive attitude towards the job.
Displays a positive attitude towards the job.
Displays a positive attitude towards the job.
Displays a positive attitude towards the job.
Displays a positive attitude towards the job.

Displays a positive attitude towards the entire Department of Residential Living.

Displays a positive attitude towards the entire Department of Residential Living.
Displays a positive attitude towards the entire Department of Residential Living.
Displays a positive attitude towards the entire Department of Residential Living.
Displays a positive attitude towards the entire Department of Residential Living.
Displays a positive attitude towards the entire Department of Residential Living.

Displays a positive attitude towards WCU.

Displays a positive attitude towards WCU.
Displays a positive attitude towards WCU.
Displays a positive attitude towards WCU.
Displays a positive attitude towards WCU.
Displays a positive attitude towards WCU.

Actively supports departmental initiatives (i.e. WCU PEAKS/ EXTREMES/ Academic Partnerships).

Actively supports departmental initiatives (i.e. WCU PEAKS/ EXTREMES/ Academic Partnerships).
Actively supports departmental initiatives (i.e. WCU PEAKS/ EXTREMES/ Academic Partnerships).
Actively supports departmental initiatives (i.e. WCU PEAKS/ EXTREMES/ Academic Partnerships).
Actively supports departmental initiatives (i.e. WCU PEAKS/ EXTREMES/ Academic Partnerships).
Actively supports departmental initiatives (i.e. WCU PEAKS/ EXTREMES/ Academic Partnerships).

Actively supports university initiatives (i.e. WOW, Homecoming, etc.).

Actively supports university initiatives (i.e. WOW, Homecoming, etc.).
Actively supports university initiatives (i.e. WOW, Homecoming, etc.).
Actively supports university initiatives (i.e. WOW, Homecoming, etc.).
Actively supports university initiatives (i.e. WOW, Homecoming, etc.).
Actively supports university initiatives (i.e. WOW, Homecoming, etc.).

4/16/2017

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Team Orientation

Evaluate the RA on the following scale:

4

Almost always fulfills this expectation/task. Is a role model for other staff members.

3

Completes expectation/task well but can continue to develop in this area.

2

Struggles to complete expectation/task. Requires a lot of supervision/reminders.

1

Rarely, if ever, fulfills expectation/task. Negatively impacts other staff or students as a result.

4 3

2

1

N/A

Established a positive, open, working relationship with his/her fellow RAs.

Established a positive, open, working relationship with his/her fellow RAs.
Established a positive, open, working relationship with his/her fellow RAs.
Established a positive, open, working relationship with his/her fellow RAs.
Established a positive, open, working relationship with his/her fellow RAs.
Established a positive, open, working relationship with his/her fellow RAs.

Contributes positively to the overall RA staff team in the building.

Contributes positively to the overall RA staff team in the building.
Contributes positively to the overall RA staff team in the building.
Contributes positively to the overall RA staff team in the building.
Contributes positively to the overall RA staff team in the building.
Contributes positively to the overall RA staff team in the building.

Actively contributes to small group or all­staff projects/programs.

Actively contributes to small group or all­staff projects/programs.
Actively contributes to small group or all­staff projects/programs.
Actively contributes to small group or all­staff projects/programs.
Actively contributes to small group or all­staff projects/programs.
Actively contributes to small group or all­staff projects/programs.

Established a positive, opening working relationship with his/her housekeeper(s).

Established a positive, opening working relationship with his/her housekeeper(s).
Established a positive, opening working relationship with his/her housekeeper(s).
Established a positive, opening working relationship with his/her housekeeper(s).
Established a positive, opening working relationship with his/her housekeeper(s).
Established a positive, opening working relationship with his/her housekeeper(s).

Administration

Evaluate the RA on the following scale:

4

Almost always fulfills this expectation/task. Is a role model for other staff members.

3

Completes expectation/task well but can continue to develop in this area.

2

Struggles to complete expectation/task. Requires a lot of supervision/reminders.

1

Rarely, if ever, fulfills expectation/task. Negatively impacts other staff or students as a result.

4 3

2

1

N/A

Maintains up­to­date floor postings and bulletin boards.

Maintains up­to­date floor postings and bulletin boards.
Maintains up­to­date floor postings and bulletin boards.
Maintains up­to­date floor postings and bulletin boards.
Maintains up­to­date floor postings and bulletin boards.
Maintains up­to­date floor postings and bulletin boards.

Completes/provides door decorations as expected.

Completes/provides door decorations as expected.
Completes/provides door decorations as expected.
Completes/provides door decorations as expected.
Completes/provides door decorations as expected.
Completes/provides door decorations as expected.

Correctly completes assignments paperwork (i.e. room changes, check­outs, RCRs).

Correctly completes assignments paperwork (i.e. room changes, check­outs, RCRs).
Correctly completes assignments paperwork (i.e. room changes, check­outs, RCRs).
Correctly completes assignments paperwork (i.e. room changes, check­outs, RCRs).
Correctly completes assignments paperwork (i.e. room changes, check­outs, RCRs).
Correctly completes assignments paperwork (i.e. room changes, check­outs, RCRs).

Correctly completes facilities tasks (i.e. maintenance requests, lock­outs, etc.).

Correctly completes facilities tasks (i.e. maintenance requests, lock­outs, etc.).
Correctly completes facilities tasks (i.e. maintenance requests, lock­outs, etc.).
Correctly completes facilities tasks (i.e. maintenance requests, lock­outs, etc.).
Correctly completes facilities tasks (i.e. maintenance requests, lock­outs, etc.).
Correctly completes facilities tasks (i.e. maintenance requests, lock­outs, etc.).

Correctly completes programming proposals.

Correctly completes programming proposals.
Correctly completes programming proposals.
Correctly completes programming proposals.
Correctly completes programming proposals.
Correctly completes programming proposals.

Correctly utilizes the buildings purchasing request processes/guidelines.

Correctly utilizes the buildings purchasing request processes/guidelines.
Correctly utilizes the buildings purchasing request processes/guidelines.
Correctly utilizes the buildings purchasing request processes/guidelines.
Correctly utilizes the buildings purchasing request processes/guidelines.
Correctly utilizes the buildings purchasing request processes/guidelines.

Correctly completes incident reports.

Correctly completes incident reports.
Correctly completes incident reports.
Correctly completes incident reports.
Correctly completes incident reports.
Correctly completes incident reports.

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4 3

2

1

N/A

Completes administrative tasks in a timely fashion.

Completes administrative tasks in a timely fashion.
Completes administrative tasks in a timely fashion.
Completes administrative tasks in a timely fashion.
Completes administrative tasks in a timely fashion.
Completes administrative tasks in a timely fashion.

Provides effective leadership to collateral assignments.

Provides effective leadership to collateral assignments.
Provides effective leadership to collateral assignments.
Provides effective leadership to collateral assignments.
Provides effective leadership to collateral assignments.
Provides effective leadership to collateral assignments.

Maintains open lines of communication with his/her supervisor(s).

Maintains open lines of communication with his/her supervisor(s).
Maintains open lines of communication with his/her supervisor(s).
Maintains open lines of communication with his/her supervisor(s).
Maintains open lines of communication with his/her supervisor(s).
Maintains open lines of communication with his/her supervisor(s).

Diversity Awareness

Evaluate the RA on the following scale:

4

Almost always fulfills this expectation/task. Is a role model for other staff members.

3

Completes expectation/task well but can continue to develop in this area.

2

Struggles to complete expectation/task. Requires a lot of supervision/reminders.

1

Rarely, if ever, fulfills expectation/task. Negatively impacts other staff or students as a result.

4 3

2

1

N/A

Demonstrates an openness to students from a variety of backgrounds.

Demonstrates an openness to students from a variety of backgrounds.
Demonstrates an openness to students from a variety of backgrounds.
Demonstrates an openness to students from a variety of backgrounds.
Demonstrates an openness to students from a variety of backgrounds.
Demonstrates an openness to students from a variety of backgrounds.

Is continually working to develop their awareness of diversity issues.

Is continually working to develop their awareness of diversity issues.
Is continually working to develop their awareness of diversity issues.
Is continually working to develop their awareness of diversity issues.
Is continually working to develop their awareness of diversity issues.
Is continually working to develop their awareness of diversity issues.

Encourages the appreciation of differences on his/her floor/living area.

Encourages the appreciation of differences on his/her floor/living area.
Encourages the appreciation of differences on his/her floor/living area.
Encourages the appreciation of differences on his/her floor/living area.
Encourages the appreciation of differences on his/her floor/living area.
Encourages the appreciation of differences on his/her floor/living area.

Effectively confronts incidents of prejudice or discrimination on the floor/living area.

Effectively confronts incidents of prejudice or discrimination on the floor/living area.
Effectively confronts incidents of prejudice or discrimination on the floor/living area.
Effectively confronts incidents of prejudice or discrimination on the floor/living area.
Effectively confronts incidents of prejudice or discrimination on the floor/living area.
Effectively confronts incidents of prejudice or discrimination on the floor/living area.

Makes supervisors aware of conflicts/issues in a timely and appropriate manner.

Makes supervisors aware of conflicts/issues in a timely and appropriate manner.
Makes supervisors aware of conflicts/issues in a timely and appropriate manner.
Makes supervisors aware of conflicts/issues in a timely and appropriate manner.
Makes supervisors aware of conflicts/issues in a timely and appropriate manner.
Makes supervisors aware of conflicts/issues in a timely and appropriate manner.

Self Awareness

Evaluate the RA on the following scale:

4

Almost always fulfills this expectation/task. Is a role model for other staff members.

3

Completes expectation/task well but can continue to develop in this area.

2

Struggles to complete expectation/task. Requires a lot of supervision/reminders.

1

Rarely, if ever, fulfills expectation/task. Negatively impacts other staff or students as a result.

4 3

2

1

N/A

Knows his/her strengths.

Knows his/her strengths.
Knows his/her strengths.
Knows his/her strengths.
Knows his/her strengths.
Knows his/her strengths.

Knows his/her areas for improvement and is working to develop these areas

Knows his/her areas for improvement and is working to develop these areas
Knows his/her areas for improvement and is working to develop these areas
Knows his/her areas for improvement and is working to develop these areas
Knows his/her areas for improvement and is working to develop these areas
Knows his/her areas for improvement and is working to develop these areas

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4 3

2

1

N/A

Asks for help or support as needed.

Asks for help or support as needed.
Asks for help or support as needed.
Asks for help or support as needed.
Asks for help or support as needed.
Asks for help or support as needed.

Appropriately prioritizes academic work with job duties.

Appropriately prioritizes academic work with job duties.
Appropriately prioritizes academic work with job duties.
Appropriately prioritizes academic work with job duties.
Appropriately prioritizes academic work with job duties.
Appropriately prioritizes academic work with job duties.

Student Affairs Assessment Areas (Student Self­Assessment)

Evaluate the RA on the following scale:

5

Strongly Agree

4

Agree.

3

Neither Agree or Disagree

2

Disagree

1

Strongly Disagree

5 4

3

2

1

STUDENT SELF­ ASSESSMENT QUESTION: My ability to work as a contributing member of a team has improved as a result of working at Residential Living.

QUESTION: My ability to work as a contributing member of a team has improved as a
QUESTION: My ability to work as a contributing member of a team has improved as a
QUESTION: My ability to work as a contributing member of a team has improved as a
QUESTION: My ability to work as a contributing member of a team has improved as a
QUESTION: My ability to work as a contributing member of a team has improved as a

STUDENT SELF­ ASSESSMENT QUESTION: My communication skills have improved as a result of my employment with Residential Living.

SELF­ ASSESSMENT QUESTION: My communication skills have improved as a result of my employment with Residential
SELF­ ASSESSMENT QUESTION: My communication skills have improved as a result of my employment with Residential
SELF­ ASSESSMENT QUESTION: My communication skills have improved as a result of my employment with Residential
SELF­ ASSESSMENT QUESTION: My communication skills have improved as a result of my employment with Residential
SELF­ ASSESSMENT QUESTION: My communication skills have improved as a result of my employment with Residential

Student Affairs Assessment Areas ( Supervisor Assessment)

Evaluate the RA on the following scale:

Needs Improvement Meets Expectations Exceeds Expectations

Needs Improvement

Meets Expectations

Exceeds Expectations

This student is an effective member of our team.

This student is an effective member of our team.
This student is an effective member of our team.
This student is an effective member of our team.

This student communicates effectively with others.

This student communicates effectively with others.
This student communicates effectively with others.
This student communicates effectively with others.

Spring 2017 Evaluation Comments/Action Plan for next year if needed:

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