To provide flexibility, there are two evaluation formats from which to select.

  1. Form 1 is designed for a primarily narrative evaluation process, with only the Overall performance being subjected to the application of a pre-determined standard.
  2. Form 2 is designed to allow both narrative and the application of pre-determined standards defined for Part B, Part C and the Overall Performance section.

In addition, there is a form dedicated to Supervisory and Professional staff members and one dedicated to Administrative and Support staff members.


Part A: Performance Planning

This section focuses upon a brief discussion/description of the major job responsibilities. It is intended to help ensure that there is agreement between the supervisor and staff member regarding what the job responsibilities are, that they are still appropriate and that they are the basis of this evaluation. This should not be a task listing.


Part B: Goal Statements

This section focuses upon the goals that the supervisor and the staff member have agreed to. Goal statements should be short statements of expectation which specify what is to be produced and the associated standards (quality, quantity, cost, timeliness).

To ensure that the staff member is on-track with the desired accomplishments, a periodic review of performance progress is desirable. Form 1 accommodates narrative feedback and Form 2 accommodates both a rating standard and narrative. It is important to provide performance feedback on an on-going basis, but minimally toward the conclusion of a probationary period, half way through the evaluation period and, of course, at the end of the evaluation period.


Part C: Critical Success Factors

Critical Success Factors focus upon “how” the job responsibilities are accomplished by utilizing job behavior descriptions. The list provided on the form is intended to have a minimal number of N/A designations and accommodates the addition of Critical Success Factors that may be selected from a separate list provided by Human Resources or established by the supervisor.

The Supervisory/Professional category includes those with direct supervisory responsibilities and individual contributors, presuming that, on average, there is a fair amount of cross over with the desired behaviors. A separate list is to be used for Administrative/Support (secretarial, administrative assistants, etc.) staff.


Overall Performance

This summary of strengths and areas for improvement should focus on what was accomplished and how the responsibilities were accomplished utilizing information from Parts B and C. It is not necessary for this to be a long narrative, but is especially important if comments were not provided in the previous sections. For example, if goal accomplishments were rated as Exceeds Expectations, but with no clarification, this is where you would, in summary, reinforce the message — Goals were accomplished two weeks ahead of schedule, with a cost savings of $50,000. Or this could simply be a place to quantify a behavior that is a consistent problem.

The second part of this section asks that you select a description of performance that most closely fits the overall performance of the staff member. In considering the selection of a description, review your comments and/or ratings so that you are consistent.


Part D: Individual Development Plan

Determine what professional and personal development activities will be accomplished over the coming year. Activities could include additional training to improve an area of expertise, learning a new skill that would enhance productivity, professional certifications, etc.


Employee Comments

Prior to conducting the performance evaluation conversation, the evaluator’s supervisor should review the information to be certain that there are no major disagreements. Once the conversation is concluded and the evaluator signs as the prepared by and the employee signs and/or makes comment, the evaluator’s supervisor should sign as the reviewer.


Self-Evaluation

A method often used to encourage an employee’s active participation in the evaluation process is self-evaluation. A self-evaluation form is provided but, as an alternative, the staff member could complete Parts A, B and C of the evaluation form, providing his/her own assessment of performance. This information should be shared at the time the evaluation is conducted.