Below are suggested guidelines to think about when considering the ratings provided by the University. The University definitions are underlined in the text, and suggestions on these definitions follow.
5 - Exceeds Expectations (Exemplary)
Overall contribution consistently exceeded the communicated expectations in performance and conduct. Performance overall exceeds expectations.
In other words: Staff who made a profound impact this year.
This person...
- Exceeded all expectations and goals, making a profound impact on school/unit and University beyond what was planned.
- Consistently exceeds expectations in nearly all dimensions, not only producing remarkable results, but achieving them through extraordinary initiative.
- Is seen as a clear role model and/or mentor; exhibits outstanding behaviors, skills, expertise and characteristics others want to emulate.
- Could be ready for expanded or new responsibilities.
Examples
- Created a profound change to a specific or collective group of responsibilities of the position in a way that improved overall function of the position and/or the office.
- Communication and performance contribute to a high level of trust with manager and stakeholders.
- Received consistently high feedback from colleagues, stakeholders and clients (e.g., students and faculty) for their service excellence in a particular area.
4 - Exceeds Some Expectations (Excelling)
Overall contribution consistently met and often exceeded the communicated expectations in performance and conduct.
In other words: Staff who made a significant impact on school/unit beyond what was planned.
This person...
- Frequently delivers a strong level of performance and makes significant contributions by demonstrating a high level of productivity and quality of work; achieves and frequently exceeds goals
- Demonstrates initiative and independent judgement at levels exceeding expectations for the position and add value to overall business needs.
- May be viewed as a role model and/or mentor.
- May be ready for new or expanded responsibilities.
- For new hires or new to role: progressed significantly faster than expected.
Examples
- Created or improved a system with measurably effective results in time/cost saving.
- Work produced goes beyond expectations as a benefit to the unit while remaining in scope of the position.
- Received positive feedback from colleagues, stakeholders and clients (e.g., students and faculty) for their service excellence in a particular area.
3 – Meets Expectations (Achieving)
Overall contribution consistently met the communicated expectations in performance and conduct. Overall performance is good and solid.
In other words: Staff who achieved goals, making a solid impact on school/unit.
This person...
- Is a solid performer who gets things done and delivers on time; works to job description; goals are consistently achieved.
- Achieves performance and demonstrates competencies at a level consistent with position.
- Fulfilled core job responsibilities.
- Demonstrated core competencies consistently.
- Showed personal growth.
- For new hires or new to role: progressed as expected but has not fully stepped into all responsibilities.
Examples
- They are performing well in the position.
- This is the first year in the position and it takes some time to become acclimated to all the aspects.
- There are some minor issues, and the employee showing attempts to make improvements.
2 – Does Not Meet Some Expectations (Improvement Needed)
Overall contribution sometimes met the communicated expectations in performance and/or conduct. One or more responsibilities or competencies were not achieved.
In other words: Staff who did not consistently fulfill core job responsibilities and/or is not showing the expected growth into the position after the expected amount of training and coaching has been completed.
This person...
- Needs further development and/or guidance or evaluation to fully meet position requirements.
- Has responsibilities that the manager has had to absorb or redirect on several occasions.
- Did not consistently meet expectations and goals.
- Does not show enough initiative.
- Needs improvement with communication skills.
- Needs consistent direction to complete core aspects of role.
- Did not consistently demonstrate core competencies.
- Did not show much personal growth.
- For new hires or new to role: progressed slower than expected.
Examples
- An issue that was addressed during probationary period or previous review has not shown demonstrable improvement.
- A responsibility or competency that is in a chronic cycle of improvement and decline.
- After benchmarking what a reasonable expectation for the responsibility or competency is, employee is consistently slower or not demonstrating an understanding.
1 – Does Not Meet Expectations (Unacceptable)
Overall contribution was consistently below the communicated expectations in performance and/or conduct. Performance has not met key responsibilities.
In other words: A performance improvement plan and/or a corrective action letter would need to be launched.
This person
- Regularly misses commitments and/or goals (e.g., quality, deadlines, results).
- Lacks or fails to utilize skills, knowledge, and/or competencies.
- Has responsibilities that the manager has had to absorb or redirect consistently.
- Failed to improve despite ongoing efforts to address performance issues.
Examples
- An issue or issues that have been informally addressed have not improved over a significantly measurable amount of time.
- A responsibility or competency that is in a chronic cycle of improvement and decline.
- After benchmarking what a reasonable expectation for the responsibility or competency is, employee is consistently slower or not demonstrating an understanding.