Performance Evaluation

Supervisors and employees are expected to discuss job performance and goals on an informal, day-to-day basis. In addition, the performance of all Wilkes University employees is formally evaluated on an annual basis. The performance evaluation period coincides with the University's fiscal year which runs from June 1 through May 31. Formal performance evaluations are alsoconducted at the end of an employee's initial review period in any new position. This period, known as the introductory period (see Introductory Policy #205), allows the supervisor and the employee to discuss the job responsibilities, standards, and performance requirements of the new position.

At Wilkes University, performance evaluations are conducted as part of the Performance Management System for Staff. Performance Management is designed to:

Stimulate more dynamic and collaborative goal-setting throughout the University;

Ensure alignment of individual goals with department goals and University strategic initiatives;

Reinforce behaviors that support achievement of University strategic initiatives; and

Enhance communication between supervisors and employees.

Performance evaluation is an important step in the process, but it is not the only step.

Performance Management includes three phases--planning, managing, and evaluation performance.

Supervisors will complete a Performance Management Worksheet in conjunction with each of their respective staff members. Supervisors are responsible for returning a copy of the Performance Management Worksheet for each of their staff members to the Human Resources Development Office no later than June 30 of each fiscal year. A mid-year Progress review between the supervisor and each staff member is part of the Managing phase of the Performance Management process.

HOW IT ALL WORKS:

There are (3) three phases associated with the Perfromance Management process. They are as follows:

I. Planning Phase:

-Division, Department or unit goals are communicated to employees

-Employees and their supervisors collaboratively draft performance expectations in the performance management worksheet. Performance expectations consist of both planned outcomes and competencies

-Each staff member identifies 3-5 planned outcomes that:

i.support a division, department, or unit goal;

ii. will result from the successful performance of the activities in one’s job; and

iii. are SMART (Specific, Measurable, Aggressive yet achievable, Realistic, and Tied to a timetable.

-Each staff member identifies 3-5 competencies that:

i are job related; and

ii. support the achievement of the planned outcomes.

Competencies are selected from the Dictionary of Competencies that provides a common frame of reference for staff. Non-supervisors select from the General Competencies list. Supervisors select from the General, Management, and Leadership Competencies list. One competency required for all Supervisors is “Coaching.”

-During the initial Planning meeting, the supervisor will discuss the Baseline Requirements with each staff member. Baseline Requirements are competencies that are expected of all employees at the University. Baseline Requirements are listed in the Dictionary of Competencies. In the event a staff member is not consistently demonstrating baseline requirements, a supervisor may elect to put the staff member on a performance improvement plan. See the Performance Improvement Plan section of this policy.

II. Managing Phase:

-After performance expectations are established, the staff member works during the performance period to achieve them.

-Day to day, the supervisor observes, coaches, and reinforces performance

-The supervisor and the employee initiate informal discussions throughout the year in an effort to discuss progress and to identify and address difficulties that might stand in the way of achieving performance expectations.

-The supervisor schedules and conducts at least one formal, mid-year feedback session with the employee. Progress reports and notes from formal and informal discussions are recorded by the supervisor on the performance management worksheet.

III. Appraising Phase:

-Individual performance is appraised.

-The supervisor schedules the end-of- year meeting

-The supervisor prepares and the employee independently prepare for the end-of-the-year meeting

-The supervisor and employee compare the actual performance to the planned expectations

-The supervisor completes the performance management worksheet

During this third phase of Performance Management, Supervisors and their respective staff will meet to review and discuss the Actual Outcomes accomplished during the fiscal year and compare them to the established, agreed-upon Planned Outcomes. For each planned outcome, an assessment of Less than Planned, As Planned, or More than Planned will be assigned. A Supervisor and a Staff member will also review each Competency. An assessment of Developing or Demonstrating will be assigned for each agreed-upon competency. Supervisors will then assign a summary assessment for the planned outcomes and competencies and indicate this on the Performance Management Worksheet. The Supervisor and employee will sign and date the Worksheet. The Supervisor will submit a signed copy of the Performance Management Worksheet to the Human Resources Development Office no later then June 30 of each fiscal year.

Pay increases may be awarded by Wilkes University to eligible employees in accordance with the University compensation program. The decision to provide pay increases is dependent upon numerous factors, including budget availability and the information documented and submitted by this formal performance evaluation process. A summary assessment of at least “Meets Expectations” is required for an eligible employee to receive any pay increase.

Policy No.  209  Effective Date:  2/1/2004  Revision Date:  1/1/2006