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Performance Review Guidelines

The Performance Review Form provides periodic written review of individual performance, in the context of
the ongoing performance management process. It is designed to facilitate constructive discussion between
the staff member and supervisor in order to clarify performance objectives, provide feedback about the staff
member’s performance with respect to competencies in several key areas, provide a framework for
identifying the staff member’s development plans, and serve as a basis for the annual merit increase
decision. Supervisors are responsible for completing a Performance Review with each staff member
reporting to them on at least an annual basis.

Your Human Resources Representative is available to answer questions and to provide assistance to
supervisors and staff members on any aspect of the performance management process, including the
Performance Review form. HR Representatives contact information can be found online at
http://hr.web.cmu.edu/resources/hrreps/.

I Performance Objectives
This section of the Performance Review form is used to record Performance Objectives and Evaluation
Criteria at the beginning of a review period. The supervisor is responsible for identifying Performance
Objectives and Evaluation Criteria and communicating them to the staff member. During the review period,
the supervisor and staff member are encouraged to review progress in meeting the identified Performance
Objectives. It is recognized that during the review period Performance Objectives and Evaluation Criteria
may be revised, added, or deleted, in order to best meet changing organizational needs. At the end of the
review period, the supervisor is responsible for assessing the staff member’s performance, using the
Evaluation Criteria as the measure and reviewing the assessment with the individual. Factors contributing to
Performance Objectives, which are not at expectation, should be addressed in the Development Plan
section of the Performance Review tool. Although space has been provided for three Performance
Objectives, supervisors may add additional Performance Objectives as appropriate. Meeting objectives
outlined on the Position Description Form, the first Performance Objective, is a critical component of
performance. Under this objective, supervisors are responsible for identifying elements of the PDF that are
key performance drivers.

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II Key Performance Competencies
At the beginning of the review period, the supervisor is responsible for reviewing expectations with the staff
member in the Key Performance Competency areas as they related to the individual’s PDF. The Dictionary
of Key Competencies may be used as a guide to determine competency expectations that are appropriate
for various levels of positions. It is recognized that a Key Competency may not be relevant to a particular
position and that in some cases other Key Performance Competencies may be appropriate. In addition,
some of the behavioral descriptors listed for a particular Performance Competency area may not be relevant
to every position. At the end of the review period, the supervisor is responsible for assessing the staff
member’s performance against the communicated performance expectations and reviewing the assessment
with the individual. Performance that does not meet expectations should be addressed in the Development
Plan section of the Performance Review.

III Development Plan


This section of the Performance Review is used to identify Development Plans. There are four kinds of
Development Plans:
1) Development to close performance gaps: The supervisor, in conjunction with the staff member, should
identify Development Plans for any Performance Objective or Key Competency which is assessed at the
Below Expectation Performance Level.
2) Development to enhance job skills and performance: Plans identified by a supervisor with the individual to
provide opportunities for a staff member to enhance job-related skills and performance.
3) Development for career advancement: Plans identified by the supervisor and individual to enhance the
promotability of a staff member.
4) Development for career exploration: Staff members may initiate a Development Plan to provide
opportunities for career exploration through cross-training or mentoring activities.

Development Plans which address performance at the “Below Expectation” Performance Level and
those initiated by a supervisor are reviewed and evaluated by the supervisor as part of the Performance
Review process at the end of the next review period. Other Development Plans initiated by a staff
member are reviewed but not evaluated.

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Performance Review
Staff Name ___________ Date of Review

Job Title Department________ ______________

Date Appointed to this Position___ Review Period_________________________

Supervisor’s Name and Title_______ _____________________________________

Section I - Performance Objectives

Performance Levels:

Outstanding – Consistently far exceeds expectations.

Above Expectations - Consistently meets and frequently exceeds expectations.

Meets Expectations - Consistently meets and occasionally exceeds expectations.

Below Expectations - Occasionally fails to meet expectations.

Needs Improvement - Frequently fails to meet expectations.

Objective
STATEMENT: Performs the functions outlined on the Position Description Form. (Note: the Position
Description Form [PDF] should be reviewed and updated, if necessary, as part of the Performance Review
process.)

EVALUATION CRITERIA:

COMMENTS:

Performance Level:

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Objective
STATEMENT:

EVALUATION CRITERIA:

COMMENTS:

Performance Level:

Objective
STATEMENT:

EVALUATION CRITERIA:

COMMENTS:

Performance Level:

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Section II - Key Performance Competencies

Customer Service
DEFINITION: Helping others in support of organizational goals.
COMMENTS:

Performance Level:

Teamwork
DEFINITION: Contributing to group performance to meet agreed upon objectives.
COMMENTS:

Performance Level:

Initiative
DEFINITION: Taking action to meet work-related objectives without being asked or required to do so.
COMMENTS:

Performance Level:

Leadership
DEFINITION: Proactively engaging in making the organization a success by working effectively to
accomplish objectives in own position and by building consensus on common goals.
COMMENTS:

Performance Level:

Communication
DEFINITION: Speaking effectively in individual or group situations; listening actively; writing clearly and
convincingly; taking responsibility for facilitating information exchange among subordinates, peers and
managers.
COMMENTS:

Performance Level:

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Section III - Development Plan

Developmental Focus
STATEMENT:

EMPLOYEE ACTIONS/TARGETED COMPLETION DATES:

MANAGER’S ACTIONS/TARGETED COMPLETION DATES:

RESULTS:

Performance Level:

Developmental Focus
STATEMENT:

EMPLOYEE ACTIONS/TARGETED COMPLETION DATES:

MANAGER’S ACTIONS/TARGETED COMPLETION DATES:

RESULTS:

Performance Level:

Staff Comments (optional)

Staff Signature Date

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(Signature does not imply agreement with the contents of this Performance Review.)
Supervisor’s Signature Date

Key Competencies
Customer Service
DEFINITION: Helping others in support of organizational goals

BEHAVIORAL DESCRIPTORS:

• Gives responses to customer’s questions and follows-up on their inquiries, requests and
complaints in a timely manner.

• Keeps customers up-to-date about progress on projects and monitors satisfaction.

• Displays a positive and professional image to the customer at all times; maintains composure in
difficult situations.

• Corrects customer service problems promptly and undefensively.

• Addresses a customer’s underlying needs by seeking information from the customer.

• Takes more than routine action to assist a customer.

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Teamwork
DEFINITION: Contributing to group performance to meet agreed upon objectives.

BEHAVIORAL DESCRIPTORS:

• Willingly contributes work and effort to achieve group success.

• Participates actively in team decision making.

• Acts to promote a congenial work environment.

• Solicits the input of others and is a good listener. Actively builds on the feedback of others.

• Brings conflict within the team into the open and facilitates a beneficial conclusion.

• Works well with other team members and does not contribute to unproductive group conflict.

• Puts team’s agenda ahead of personal agenda.

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Initiative
DEFINITION: Taking action to meet work-related objectives without being asked or required to do so.

BEHAVIORAL DESCRIPTORS:

• Performs work independently without being prompted.

• Exceeds performance expectations by doing more than is required, e.g., by taking on extra
tasks to meet organizational goals.

• Significantly exceeds performance expectations by initiating and implementing new


projects.

• Recognizes and seizes opportunities even if outside of normal job duties.

• Anticipates problems, proactively addresses issues.

• Strives to improve work processes on a continuing basis.

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Leadership
DEFINITION: Proactively engaging in making the organization a success by working effectively to
accomplish objectives in own position and by building consensus on common goals.

BEHAVIORAL DESCRIPTORS:

• Builds consensus and commitment for achieving the organizations vision.

• Uses effective work strategies to influence decision-making and create ownership.

• Takes measurable steps to develop the mutual trust and respect necessary for a productive,
positive work environment.

• Listens to, thanks and effectively communicates with all contributors in the organization.

• Demonstrates relevant technical and professional expertise.

• Sets performance standards by example.

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Communication
DEFINITION: Speaking effectively in individual or group situations; listening actively; writing clearly and
convincingly; taking responsibility for facilitating information exchange among subordinates, peers and
managers.

BEHAVIORAL DESCRIPTORS:

• Communicates effectively with people at all levels in the organization.

• Gathers and gives relevant information to others in a timely manner.

* Makes effective presentations appropriate to the needs of the audience.

• Communicates clearly and candidly; avoids vagueness, ambiguity and mixed messages.

• Proposes ideas persuasively in oral communication.

• Presents ideas and facts clearly and effectively in writing.

• Gains respect quickly, builds trust and credibility.

• Confronts interpersonal issues; resolves conflicts

• Gives specific timely feedback so that work can be accomplished effectively.

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