Supervisor and Employee Performance Evaluation Process Instructions

Introduction:

All employees will participate annually in the performance evaluation process. The process is designed to assess employees' performance, identify strengths and/or areas of concern in their job performance, provide an opportunity for employees and supervisors to meet and clarify job expectations, and set goals.

Timeline: The Performance Evaluation Process should initially begin at hire. A new employee should set upcoming goals with their supervisor within 30 days of hire. To do this, the supervisor and the employee should begin by reviewing the job description. From this initial meeting, goals and expectations for short and long-term performance should be determined.

For non-new hire employees, the review period is July 1, 2023, to July 31, 2024. Performance Evaluations should be completed and reviewed with the employee starting in July.

Timeline	Action

Timeline	Action
July 1st	Employee completes self-evaluation
August	Immediately after the completion of the employee self-evaluation, the supervisor can begin completing the final performance evaluations. The supervisor should have the final PE and conversation with the employee no later than August 31.
January-February	Review Goals and make changes if necessary.
May-June	Review Goals and begin planning for the upcoming evaluation cycle.

Section I - Three Phases of the Performance Evaluation Process:

Phase 1: Set Goals

This section of the performance process would include staﬀ members and their supervisors setting 2-4 SMART goals for the performance year (Speciﬁc, Measurable, Attainable, Relevant, and Tangible). Goals should be important and aligned to department objectives but also meaningful to the employee and motivating to the individual. Ideally, teams or departments can hold goal setting sessions to work together to deﬁne goals. Goals may change throughout the year and may relate to core job responsibilities or special projects.

Phase 2: Enhance Performance

Feedback on work and projects should be given throughout the performance year. Goals should be reviewed and changed if necessary. Coaching conversations should take place as often as needed. This phase is continuous.

Phase 3: Review Results/Evaluation

The staff member will submit a self-evaluation prior to receiving a performance evaluation from the supervisor. The self-evaluation is the same evaluation form only completed by the staﬀ member and submitted to their supervisor. The supervisor will then review the self-evaluation and complete the performance evaluation on each direct report. Ideally, the performance evaluation process should be a review of previous conversations or enhanced conversations that you have had with your staff throughout the year.

Section I will be setting new goals and objectives for the coming academic year. During the summer months (June or July), the supervisor and employee should have these goals set and a plan of the most effective way to accomplish the goals.
Section II includes rating areas that must be completed. This section should be enhanced by ongoing conversations regarding your performance throughout the year.
Section III (if applicable) will be a review of the goals and objectives from the previous review period, how you were able to meet your goals, timeframe, the staﬀ, and supervisor rating.

A meaningful annual performance evaluation process is one tool for creating and maintaining a respectful, eﬀective, and diverse work environment that recognizes the value and contribution of each university member.

Section II - Rating Deﬁnitions:

(5) VU EXEMPLARY EE: This rating is reserved for those few staﬀ who made a profound impact this year.

Consistently went way beyond core job responsibilities.
Exceeded all expectations and goals, making a profound impact on the school/department and University beyond what was planned.
Demonstrated VU values in an exemplary way and modeled the values for others. Ready for expanded or new responsibilities.
Not recommended for new hires or newly promoted.

*If evaluating an employee as a VU Exemplary Employee, please include examples on the lines beneath each rating.

(4) EXCELLING: staﬀ that made a significant impact this year.

Went above and beyond core job responsibilities
Exceeded expectations and goals, making a significant impact on the school/unit beyond what was planned.
Demonstrated VU values in an exemplary way.
May be ready for new or expanded responsibilities.
New hires or newly promoted progressed significantly faster than expected.

(3) ACHIEVING: staﬀ that made a solid impact this year.

Fulﬁlled core job responsibilities.
Achieved goals, making a solid impact on school/unit.
Demonstrated VU values consistently.
Showed personal growth.
For new hires or newly promoted: progressed as expected.

(2) DEVELOPMENT NEEDED: made a limited impact this year. There is development needed in one or more areas under review. This rating is appropriate when one or more of the following statements apply:

Did not consistently fulfill core job responsibilities.
Did not consistently meet expectations and goals.
Did not consistently demonstrate VU values.
Did not show much personal growth.
For new hires or newly promoted: progressed slower than expected.

*If evaluating an employee as Development Needed, please include examples on the lines beneath each rating.

(1) CORRECTIVE ACTION: failed to improve despite ongoing efforts to address performance issues.

Section III - Review of Goals and Objectives:

The goals and objectives in this section are the agreed-upon goals set during Phase I. The supervisor should ﬁrst review how the employees rated themselves and then compare their ratings to the supervisor's rating. Ideally, the ratings should match or be close. Constant communication throughout the review year will ensure that the employee and supervisor review these goals similarly.

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