Due December 1st, 2013
Administrative - Instructions (pdf)
Hourly - Instructions (pdf)
Frequently Asked Questions (pdf)
Tips for Performance Evaluations
Are SMART Goals?
important part of managing an employee’s performance is establishing goals for
the upcoming year. The purpose of setting these goals is not to detail daily
activities, but to help define larger challenges that the employee will work
toward over the upcoming year. To write effective goals, please utilize the
SMART goals helps the employee and supervisor clearly understand what is expected
from the employee in order to ensure that they are properly evaluated.
to Write SMART Goals
order to be effective, every goal you write should adhere to each of the SMART
goal should define specific results and provide concrete details on what is to
be achieved. For example, “Start writing a monthly department newsletter” is
more specific than “Improve inter-department communication.”
writing the goal, define how the employee and supervisor can measure its success.
There are several ways to measure goals:
- Behavior: An observable
change in an employee's actions
- Quantity: A numerical
increase or decrease
- Quality: How well the
result meets the criteria set in a goal
- Cycle time: Time from
request to completion; processing time
- Efficiency: Resources
(time, budget, people) applied to achieve the result
Ambitious and Achievable
should be challenging and go beyond employee’s day-to-day duties while at the
same time be achievable.
writing, state the results to be achieved rather than the activity or work
processes leading to those results. Focus on what the employee is responsible
a time limit. State the date by which results must happen, or, for ongoing
expectations, specify how often the goal or expectation must be met as well as
how often it will be reviewed.
Example SMART Goals
- To reconcile the department
financial reports by the fifteenth of every month with no increase in
- To lead the assessment and
redesign of the department’s webpage in order to create a professional and
student-focused website. Develop, revise, and design by September 2013.
- To reduce overtime in the
department from 150 hours per month to 50 hours per month by the end of the
fiscal year with no increase in student complaints.
Performance Goals vs. Development Goals
goals are the “what” the employee is working to accomplish. They are tied to
departmental and/or Viterbo’s strategic priorities. Below is an example of a
- Performance Evaluation Forms - By August 1, 2013, develop and implement a new performance
management system for Staff and Administrative employees using clearly defined processes and guidelines so employees and supervisors
can more competently evaluate performance and develop their careers.
goals focus on areas the employees can develop in order to grow their job or
advance in their career. Below is an example of a development goal:
Speaking To increase my effectiveness in giving presentations I will join
Toastmasters by March 31 and attend at least 6 monthly meetings by the end of
the year. I will ask John Doe to provide feedback using the Toastmasters format
on my presentations after each staff meeting during the year.
Effective in Your Role – Tips for Employees
SMART goals are important, remember that you are evaluated on both goals and
competencies. Goals define what an employee is tasked with achieving throughout
the performance cycle, while competencies define how an employee completes his
or her goals and day-to-day activities. Goals and competencies are not mutually
exclusive, but are two halves of an effective whole. Here are some tips to help
ensure that you are effective in both goals and competencies:
- Make an effort to understand
the goals of your position, your department, and the University, and draft
personal objectives for the year to support those goals.
- Seek clarification when
needed to understand expectations.
- Provide performance
documentation and feedback to your supervisor.
- Keep track of performance
throughout the year using your calendar or a journal to record your
accomplishments and challenges.
- Act on your supervisor’s
feedback and coaching.
- Work with your supervisor to
evaluate performance – both during your review and throughout the year.
- Look for opportunities to
improve your work.
- Take advantage of
professional development opportunities, including Viterbo professional
development sessions, trainings, conferences, and webinars. Report back to your supervisor on the tools you
Documenting Performance –
Tips for Supervisors
documenting performance, note both what and how. Performance goals define what
an employee is tasked with achieving throughout the performance cycle, that is,
expectations for results. Competencies define how an employee completes these
tasks, that is, the behaviors they use as they work to deliver results. Goals
and competencies are not mutually exclusive. Rather, they are interdependent
parts of effective performance. For example:
- An employee who achieves
outstanding results but who leaves bruised relationships in his or her wake is
not likely to be able to maintain these results over time, especially if they
require the help and support of others.
- An employee who is
outstanding at maintaining excellent interpersonal relationships but does not
deliver results undermines the performance of the team, function, and possibly
only by documenting both what and how that anyone can accurately assess an
- Have employees fill out
self-evaluate portion of the assessment. Feedback from employees on their own
performance provides their perspective and a starting point for the performance
- Seek feedback from key
co-workers. This provides a full picture of interactions.
- Consider the degree of
difficulty in assignments. Is this the same work as in the past or something
newly acquired? Has their work expanded in scope or amount of responsibility?
Were there any projects that caused great results with little contribution?
- Judge performance, not
potential. Focus on actual contributions and results achieved. This is a review
of “accomplishments”, not of “potential.”
- Judge achievement, not
progress. Be diligent about reviewing successful attainment of positive results
and contributions during a fixed period of time rather than crediting effort,
activity, or progress.
- Review performance for the
entire cycle. The evaluation must reflect an employee’s performance over the
whole period of time covered by the review. One month of outstanding
performance does not offset eleven months of mediocre performance, even if it
occurred in the month immediately preceding the review.
- Review each objective
independently. Do not let reviews of one objective influence the review of
another. Employees often do better in some areas than others. Therefore, review
each aspect of performance independently of others.
- Be a courageous,
conscientious reviewer. This may be the toughest guideline of all. Supervisors who
succeed here are scrupulous about giving a favorable evaluation of performance
only when the employee has really earned it. They know that the easy,
comfortable route is to give people a “break” or the benefit of the doubt – no
conflict, no difficult review discussion.
- Avoid rating pitfalls:
- Leniency—The tendency to use a less
stringent set of standards to rate an employee, resulting in an inflated
- Halo Effect—The tendency to give an
employee an overall rating, either positive or negative, based on the
evaluation of a single performance objective, which results in an inaccurate
evaluation of overall performance.
- Central Tendency—The tendency to avoid
rating employees at the high and low extremes and to cluster all ratings at the
center of a rating scale.
- Impressions—The tendency to rate an
employee on the basis of impressions and gut feelings rather than on concrete,
observable examples of performance, behaviors and skills gathered over a period
- Recency Effect—The tendency to rate an
individual on his/her most recent performance or contributions rather than on
performance during an entire review period.