West Chester University of Pennsylvania

STAFF
PERFORMANCE
EVALUATION

FORM INSTRUCTIONS

AND

SAMPLE STANDARDS
 TABLE OF CONTENTS
I. INSTRUCTIONS FOR COMPLETING FORM 3
A. General Information
B. Communication of Performance Standards
C. Job Factors
D. Rating Scale
E. Employee Strengths
F. Opportunities for Development
G. Comments and Signatures
H. Processing of Form

II. JOB FACTORS 7 - 28

A. JOB KNOWLEDGE/SKILLS 7
a1. Samples Standards for Job Knowledge
a. Non-Supervisory Positions
b. Supervisor Positions

B. WORK RESULTS 11
b1. Samples Standards for Work Results
a. Non-Supervisory Positions
b. Supervisor Positions

C. COMMUNICATIONS 13
c1. Sample Standards for Communication
a. Non-Supervisory Positions
b. Supervisor Positions

D. INITIATIVE/PROBLEM SOLVING 15
d1. Sample Standards for Initiative/Problem Solving
a. All Employees
b. Supervisor Positions

E. INTERPERSONAL RELATIONS/EEO 17
e1. Samples Standards for Interpersonal Relations/EEO
a. Non-Supervisory Positions
b. Supervisor Positions

F. WORK HABITS 20
f1. Samples Standards for Work Habits
a. All Positions
b. Attendance Standards for All Employees

G. SUPERVISION/MANAGEMENT 23
g1. Sample Standards for Supervision/Management
a. Attendance Management Standards for Supervisors

III. OPPORTUNITIES FOR DEVELOPMENT 29

Examples of Performance Improvement Activities

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 INTRODUCTION
FOR COMPLETING THE 363L EMPLOYEE PERFORMANCE REVIEW FORM

General Information
Fill-in the required data, ensuring that all information is accurate.

General Instructions
This section guides a supervisor through the sequential procedural process for assessing an
employee’s performance and completing the form. It includes updating an employee’s job description;
rating an employee based upon job responsibilities and performance expectations; providing comments;
preparing an overall rating; assessing employee strengths and opportunities for development; coordinating
with the reviewing officer; discussion with the employee, and preparation for the next rating cycle.
Check each block as you proceed through the process.

Communication of Performance Standards

This section requires the supervisor to indicate the date or dates when job standards were
conveyed to the employee. Standards should be conveyed near the start of the rating cycle and when
changes occur adding, modifying, or deleting standards. Supervisors should maintain a record when
standards were conveyed/changed so that accurate dates can be placed on the form. Job standards may be
in any format, such as: objectives, expectations, job duties correlated to expected results, and job factors
correlated with job standards. They can be conveyed in any manner that provides for mutual
understanding of assigned work and expectations for the work products.

Communication should occur with the reviewing officer to ensure consistency with
organizational expectations and similar job functions. Where large groups of employees perform similar
duties, supervisors may develop organizational standards for aspects of employee job duties.

The number and type of performance standards should be as inclusive as necessary to adequately
measure the behaviors and activities identified in the definitions of the job factors. In addition, not all
employees or supervisors will have responsibility for elements contained within some of the sample
standards and therefore those standards would not be appropriate for their positions.

This section also requires the date or dates when a progress review was conducted with the
employee. A record should be maintained as to when the progress review(s) occurred. Progress reviews
are not ratings. They should be designed to discuss with the employee the status of assignments,
problems or issues relating to the successful achievement of standards, need for additional training or
guidance, and modification of assignments or standards due to factors beyond the control of the
employee. If the employee is not meeting expectations, the supervisor and employee should develop an
action plan to address issues.

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Job Factors
All employees are to be rated on six performance factors—job knowledge/skills; work results;
communications; initiative/problem solving; interpersonal relations/equal employment opportunity; and
work habits. Supervisors are to be rated on a seventh factor, supervision.

A brief definition of each job factor is provided on the form.

Rating Scale
Each factor is to be rated on a five point rating scale—Outstanding, Commendable, Satisfactory,
Needs Improvement, and Unsatisfactory. Examples of the relative level of performance are provided for
each rating. The rating scale is progressive with each higher level containing the essentials of the
previous rating (satisfactory to outstanding). Since a broad range of positions, duties, and responsibilities
are rated using this form, the examples are not all-inclusive and should be used only as a guide in relating
the job specific standards to the five point rating scale. Written comments are required for Outstanding,
Needs Improvement and Unsatisfactory ratings but are highly recommended for all ratings. Comments
are to be specific to work products and behavior and be consistent with the rating. Supervisors should
comment on specific examples of work products/behavior in relation to the standards to justify the rating.

An Overall Rating should be based on an assessment of the total work products and job factors
contributing to their accomplishment. When one or more factors are considered significantly more
important, their relative weight should be indicated.

Employees are to be rated in relation to the performance standards/expectations established and

any mitigating circumstances impacting on their achievement. The revised 363L form is not designed
to lower previous ratings. The intent is to more clearly communicate standards and expectations of
the job and to accurately assess their achievement during the specified rating period.

Employee Strengths
This section should identify strong attributes or abilities of an employee, such as specific
knowledge or skills. The purpose is three fold: first, to recognize and give credit to the employee’s
performance and proficiency in that area; second, to maximize the employee’s contribution to the
organization by involving that employee in additional assignments requiring specific abilities; and third,
to identify the employee as a potential mentor who could assist in cross-training or in the development of
another employee. Supervisors should assess employee strengths and give appropriate feedback
throughout the rating period. Although skilled employees may assist in the development of another
employee, supervisors are not to abdicate primary responsibility for the supervision and development of
employees under their supervision.

Examples of employee strengths would include:

• If an employee enjoys and performs well conducting a training activity even though
conducting training is not a regular part of the job, additional assignments of that nature
could be considered.

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 • If the employee has demonstrated proficiency in a specific software program, such as
Microsoft Access, consideration could be given to encouraging that employee to share
that knowledge with co-workers.

• The employee may have a preference for working with groups of people or organizing
team projects and recognition of those strengths not only gives credit to the employee, it
also serves to assist a supervisor in selecting staff for specific assignments.

Opportunities for Development

This section affords the supervisor the opportunity to identify with the employee what
knowledge, skills, and abilities need improvement. It also is used to identify developmental and or
training activities to assist the employee in addressing either areas of concern or opportunities for
professional growth. For more information on completing this section, see Opportunities for
Development section below.

Comments and Signatures

This section contains space for comments/signatures from the rater, reviewing officer, and
employee. All comments are to be relevant and job related.

Rater: The rater generally is the employee’s immediate supervisor. Additional comments can be
provided for aspects of the employee’s performance that have not been addressed elsewhere on the form.
Where certain factors are weighted, information is to be provided to explain the overall rating.

Reviewing Officer: The reviewing officer generally is the supervisor’s supervisor. Comments from the
reviewing officer should reinforce the rating since the supervisor and reviewing officer should have
discussed the rating and generally agree on the employee’s standards and their achievement. Where
disagreement occurs, discussion should include documentation to support individual assessments. If
disagreement remains, the next level in the supervisory chain and/or the Divisional HR Internal
Consultant should be consulted to resolve the issues. Unless it can be documented that the supervisor has
violated agency policy, or disregarded organizational standards, or evidence of discrimination exists, the
reviewing officer cannot require the rating to be changed but can add comments to address areas of
concern.

Employee: The employee should check a block that reflects their agreement, disagreement, or
acknowledgement that they have received the rating. They also may check a block indicating that they
wish to discuss their evaluation with the reviewing officer. It is the responsibility of the supervisor to
ensure the employee has the opportunity to meet with the reviewing officer, and the date that occurs
should be listed on the form before it is sent to the HR Office. If the employee requests union
representation for the discussion with the reviewing officer and for any subsequent discussions of the
evaluation, arrangements should be coordinated to ensure union representation is provided. If the
employee refuses to sign the rating, the supervisor should make a comment on the signature line to that
effect. The employee may also make additional written comments that are relevant and job related,
including information that disputes dates when expectations were provided.

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Processing of Form
The completed form should be sent to the HR Office and placed in the employee’s Official
Personnel File. The supervisor and employee should maintain copies of the completed form. Electronic
processing of the form from the rater to the reviewer for comments and then back to the rater should be
encouraged. Although raters may send an electronic copy of the completed form to the employee in
preparation for a discussion of the rating, raters should arrange a meeting with the employee to discuss the
employee’s performance, providing positive reinforcement, recognition, and constructive criticism.
Employee strengths should be discussed as well as opportunities for development, allowing employee
perception and input into action plans.

Following the completion of the rating process, supervisors should arrange to discuss standards
and expectations for the next rating period, including the review and update of the employee’s job
description where necessary.

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 JOB FACTORS
JOB KNOWLEDGE/SKILLS
DEFINITION: Measures employee’s demonstrated job relevant knowledge and essential skills,
such as work practices, policies, procedures, resources, laws, customer service, and technical
information, as well as the relationship of work to the organization’s mission. Also measured are the
employee’s self-improvement efforts to enhance skills and knowledge and to stay current with changes
impacting the job.

When rating an employee on this factor, a supervisor is rating the employee’s demonstrated
job relevant knowledge/skill. While employees may be knowledgeable in many aspects of their job, if
they do not apply their expertise, it is irrelevant in terms of a performance appraisal. Similarly,
knowledge that is not work-related also is irrelevant. Sound judgment must be used in determining
whether the employee’s inability to perform is due to a lack of knowledge/skill or due to an unwillingness
to apply what is known. If problems are due to an unwillingness to apply the knowledge, these issues
should be addressed in other factors such as Work Results, Work Habits, and Communications. Employee
discipline also may be warranted depending on circumstances.

The Knowledge job factor is essential in determining what developmental and/or training needs
exist for the employee, and these needs should be documented under Opportunities for Development on
page four of the 363L form. See below for additional guidance in completing the Opportunities for
Development section.

When evaluating supervisors with respect to their knowledge/skill in performing performance

management responsibilities, judgment should be used to determine whether areas needing improvement
are due to a lack of knowledge on how to perform these duties or whether they are due to an
unwillingness to perform them, or to some other reason such as a lack of priority, inadequate planning, or
disregard for certain policies/procedures. If it is determined that the inadequacies are primarily the result
of lack of knowledge due to the supervisor not having been trained or having the opportunity to become
proficient in the information/skill, the Opportunities for Development section should address these areas.
On the other hand, if the areas needing improvement are primarily due to the unwillingness of the
supervisor/manager to adequately perform their performance management responsibilities, the
deficiencies should be addressed in the Supervision factor.

Likewise, if the supervisor performs these functions well, their knowledge of performance
management functions should be recognized and considered along with other required knowledge for the
job. However, the actual performance of these functions should be recognized and rated in the
Supervision factor.

Knowledge/skills that can be considered when rating this factor include:

Program Knowledge: Understanding of relevant policies, procedures, practices, laws,
regulations, manuals, computer software, and other material applicable to the performance of job
duties as demonstrated in the manner in which work is performed and results produced.

Job skills: Demonstration of skills necessary for the performance of duties, i.e., technological,
electrical, mechanical, clerical, managerial, and supervisory.

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 Performance management: Knowledge of supervisory techniques, policies and procedures.

Customer Service: Customers can be internal or external to an organization. Knowledge and

skill is reflected in behavior that demonstrates an understanding of appropriate interaction with
customers. It includes the employee’s demeanor and assistance with or for customers. The
standard also relates to proactive efforts to ensure that customer needs are anticipated and
addressed, unnecessary processes and/or regulations are eliminated/streamlined, and responses
are timely.

Mentoring: A step beyond training; mentoring is when an employee takes interest in the
professional development of other employees and shares relevant knowledge and skill. It
includes the sharing of insight, constructive criticism, and serving as a positive role model.

SAMPLE STANDARDS for Job Knowledge

For this factor and other performance factors, the extent that supervisors can make
standards more specific to their individual or organizational requirements, the more valid and
measurable they will be. In developing a standard, it is essential to determine how that standard
will be measured, how much time is required for the measurement, whether the standard reflects a
priority of the job, and whether it is realistic to expect it of a satisfactory employee.

Standards may be numeric or behavior, or be in the form of objectives. It is important to

know what the expectations are, convey them in a manner that can be understood by the employee,
and can be measured in a reasonable manner. The number and type of performance standards
should be as inclusive as necessary to adequately measure the behaviors and activities identified in
the definitions of the job factors. Since agencies may require a specific format or method for
conveying standards, supervisors should be aware of internal agency policy. Communication also
should occur with the reviewing officer to ensure consistency with organizational expectations and
similar job functions. Where large groups of employees perform similar duties, managers may
develop organizational standards for aspects of employee job duties. Supervisors should develop
standards specific for a position and or groups of positions that adequately determine whether the
incumbent(s) is meeting expectations that are consistent with agency policy, strategic plan,
priorities, business processes, and contribute to the measurement of the job factors.

The following sample standards and performance areas are examples of how standards may
be written and are not intended to be University standards. In addition, not all employees or
supervisors will have responsibility for certain elements contained within the sample standards.
They are written in different formats for illustration purposes.

Non Supervisory Positions

• Demonstrates sufficient knowledge of software by selecting the appropriate software to properly
complete work assignments.

• Completes travel expense vouchers following established travel regulations.

• Documents/materials are misfiled no more than # percent of the time due to lack of knowledge of
subject areas.

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 • Screens calls properly and channels them to the proper person # percent of the time.

• Utilizes office equipment (copiers, fax machines, printers, etc.) as outlined in manufacturer’s
instructions and office policy.

• Organizes and types correspondence and reports in accordance with established guidelines with
no more than # instances of incorrect application of procedure.

• Types correspondence and reports in accordance with office style and format as outlined in the
office standard operating procedures manual.

• Sorts and distributes mail to appropriate staff with no more than # of misdirected mail.

• Inputs time and attendance of office staff into the computer in accordance with the prescribed
schedule with no more than # error(s).

• Accomplishes filing and logging according to the prescribed schedule in a systematized format.
Filed material is accessible and can be retrieved quickly.

• Updates/purges files, correspondence, directives, manuals, reports in accordance with prescribed

procedures.

• Properly identifies focus of nursing care and treatment as reflected in proper diagnosis of
problems, relevant issues, and treatment recommendations.

• Formulates diagnosis based on identified patient needs, relevant research, and obtaining other
necessary data to make an informed decision.

• Demonstrates knowledge of benefits plans, including supplemental benefits, by having no more

than # instances where incorrect application of procedures occurs during the rating period.

• Demonstrates knowledge of current office practices, procedures, and policies with no more than #
exceptions during the rating period.

• Possesses a thorough knowledge of the current and future direction of development

methodologies, as they relate to . . .

• Participates in the following training programs during the rating period to improve the
employee’s ability to perform the following job duties:

• Shares information, knowledge to assist others to accomplish work assignments.

Supervisor Positions

• Understands program functions and integrates them with University mission.

• Reevaluates program functions/regulations for the purpose of determining unnecessary steps or

regulatory burdens.

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• Understands and effectively uses and requires staff to use technology/equipment to accomplish
projects.

• Understands and utilizes procedures for budget development.

• Demonstrates understanding of employee performance and program evaluation processes by

establishing realistic and meaningful program measures and integrating them with evaluation of
employee performance.

• Demonstrates knowledge of dealing effectively with sensitive issues and people.

• Participates in the following training programs during the rating period to improve his/her ability
to perform job duties….

• Shares knowledge and instructs subordinates in the performance of their duties and
responsibilities and encourages employees to further develop their job knowledge and skills.

• Performs personnel management functions with the demonstrated knowledge of applicable

policies and procedures to include:

√ knowledge/skill in appropriately interviewing candidates

√ knowledge/skill in addressing employee grievances and union/employee concerns
√ knowledge/skill of preparing substantive performance evaluations and program measures
√ knowledge and skillful use of relevant personnel/administrative policies/procedures regarding
leave, overtime, travel
√ knowledge/skill in dealing with unsatisfactory performance, discipline
√ knowledge/skill in providing leadership, employee recognition, and managing staff to
effectively use employee expertise, experience, and interests.

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 WORK RESULTS
DEFINITION: Measures employee’s results in meeting established objectives,
expectations, and standards of quality, quantity, customer service, and timeliness both
individually and in a team.

When rating an employee on this factor, a supervisor should consider/assess the following:

Quality. How well work is performed. Consideration should be given to completeness,

accuracy, neatness, technical and analytical proficiency, adherence to established
priorities, and effectiveness of results obtained. For supervisors, both individual work
and total work products of organization supervised should be assessed.

Quantity. The amount of acceptable work performed in relation to established standards. Only
the amount of work that is subject to an employee’s control should be considered.
Realistic deadlines should be assigned to ensure that adequate time is available for
completion. For supervisors, both individual work and total work products of the
organization supervised should be assessed.

Timeliness. Promptness in completing routine work and special assignments. Due dates and
schedules are met (or exceeded) except for circumstances beyond the employee’s control.
The employee’s skill in adapting and making necessary adjustments should be considered
when circumstances or work requirements change to meet deadlines. For supervisors,
both individual work and total work products of organization supervised should be
assessed.

Note: If the employee is assigned to a work team that is not under the supervisor’s direct
supervisory authority, it is necessary that the supervisor coordinate with the team
leader or supervisor in charge of the team to obtain input on the employee’s
demonstrated performance, contributions, attendance, work results in terms of
quality, quantity, timeliness. In addition, other performance factors such as
interpersonal relations, communications, job knowledge, and work habits exhibited
on the team should be assessed and when necessary, input should be discussed with
the employee. Sound judgment should be used in incorporating relevant findings
into the evaluation.

SAMPLE STANDARDS for Work Results

Non Supervisory Positions

• Work projects are completed with no more than # errors and assigned due dates are met with no
more than # exception per rating period.

• Work activities are completed within assigned time schedules.

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• Regulations are evaluated for purpose of determining unnecessary or overly restrictive
requirements. Recommendations are made to eliminate/streamline operations where indicated.

• Operates equipment and completes work tasks within assigned time frames with no more than #
injuries or property damage due to unsafe operation by employee.

• Reports are completed within assigned time frames with minimum revisions, and they provide the
user with an acceptable product consistent with instructions/objectives.

• Analysis is completed within assigned time frame and work results reflect industry/organizational
standard of analysis with minimal need for revisions by supervisor.

• With few exceptions, provides accurate and timely information/advise in a manner that meets the
customer needs.

• Objectives are generally met within assigned time frame with minimal revisions and acceptable
quality of end product. Exceptions are discussed with the supervisor prior to due date.

Supervisor Positions
• Work Unit output meets established standards of quality, quantity and timeliness with few
exceptions. (Identify specific assignments or objectives listing what is to be done, general or
specific expectations of quality/end product, and due dates.)

• Unit work results generally are accomplished consistent with organizational standards concerning
customer service such as, timeliness, appropriateness of service, accuracy of information, and
positive/constructive interaction.

• Provide training to (#) organizations regarding (topic) by established date.

• Actively and promptly identifies nonconforming conditions and implements corrective actions
with minimal exception to meet organizational standards.

• All regulations overseen by Division are reassessed and a report is provided by (date) with an
assessment of appropriateness and need and recommendations for changes.

• Operations are conducted in a cost-efficient manner using available technology for the
accomplishment of work.

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 COMMUNICATIONS
DEFINITION: Measures employee’s performance in exchanging information with others in
an effective, timely, clear, concise, logical, and organized manner. Communications include listening,
speaking, writing, presenting, and sharing of information. Consideration is given to client/data
complexity and sensitivity.

When rating an employee on this factor, a supervisor/manager should consider the

following functions/activities in relation to communications with peers, supervisors, subordinates,
customers, clients, and the required responsibilities of the position.

Writing skills—Includes written material that is clear, concise, organized in logical sequential
order; conveys required message; incorporates required information/facts; content is tactful and sensitive
to recipient.

Oral communication/feedback—Includes oral exchange of information that is clear, concise,

organized logically, conveys required message, and provided in timely manner. Feedback is provided to
clarify understanding of information received and given. Manner of communication is tactful and
sensitive to recipient.

Oral/training presentations—Includes oral presentations to small/large groups, at meetings,

training functions, and speeches. Uses appropriate technology effectively to convey information/training.
Manner of presentation is sensitive to audience needs.

Interviewing skills—Includes appropriate/logical questions to elicit required information in a

manner that is non-confrontational and sensitive to issues/recipient.

Listening skills—Includes demonstrated understanding of conveyed communications and

minimal interruptions of speaker.

SAMPLE STANDARDS for Communications

Non Supervisory Positions

• Demonstrates professional and courteous communication skills during interaction with

individuals when communicating in person, by telephone and by email.

• Supervisor is briefed promptly about sensitive matters and is provided with regular updates.

• Reviews assignments with supervisor to ensure full understanding of assignments.

• Responds to phone calls and messages within # hours.

• Ensure written and verbal communications are well conceived, logically sequenced,
grammatically correct, and convey a philosophy of customer service to promote maximum
acceptance and understanding by the receiver.

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• Provides regular feedback to supervisor regarding assignments, accomplishments, problems
encountered, inability to meet established guidelines, and assistance required.

• Clarification of instructions or additional information from supervisory personnel is sought, if

needed, in order to continue work assignments.

• Reports and letters contain accurate information conveyed in clear, concise language.

Supervisor Positions

• Specific and clear instructions are provided to staff members to ensure staff understands what is
expected with respect to program assignments and administrative requirements.

• New employees receive a thorough orientation relating to agency, bureau, and division goals,
objectives, and operational procedures. .

• Information regarding new legislation and updates to existing legislation are disseminated
throughout the office.

• Subordinates are apprised of changes to policy and procedure that impact upon the work flow
process performed within the work unit.

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 INITIATIVE/PROBLEM SOLVING

DEFINITION: Measures the extent to which the employee is self-directed, resourceful, and
creative in performing job duties individually or in a team. Also measures employee’s performance in
identifying and resolving problems; following through on assignments; and initiating or modifying
ideas, methods, or procedures to provide improved customer service, redesign business processes, and
accomplish duties.

This factor measures the employee’s performance in accomplishing tasks without the supervisor
having to follow-up more often than would normally be expected; optimizing individual and/or
organizational resources to meet goals; demonstrating originality and creativity in performing
responsibilities individually or as part of a team; and identifying and resolving or suggesting solutions to
problems or potential problems. Consideration should be given to:

The amount of supervision required, relative to the supervision normally provided by a supervisor

Following through with assignments

Identifying and resolving situations before they become problems

Identifying and resolving problems either individually or as part of a work team

Developing creative/innovative solutions to problems or innovative ideas for improvements

Offering suggestions for improving customer service

Offering recommendations for streamlining and improving procedures and businesses processes

Conveying a willingness to help

Working within established policies and procedures to accomplish difficult tasks

Making suggestions for changes to policies and procedures when needed

Recognizing when to seek and seeking assistance to resolve problems

When rating an employee on this factor, a supervisor should consider the following:

Initiative—the degree to which an employee takes initiative/pro-active action to identify cost

effective/efficient ways of performing job duties and/or recommending changes to achieve that end; looks
for opportunities to make improvements; attends training and other opportunities to learn ways to
improve; and takes action to research/resolve problems/issues within level of authority and without
specific direction.

For a supervisor, it also includes promoting/reinforcing/rewarding positive and creative

improvements and efforts; providing time/resources within means, and recognizing team efforts to
address new initiatives for performance improvement. It also involves demonstrating openness to change
and obtaining/encouraging training to facilitate improvement.

Analytical skills—the thoroughness and accuracy of considering, understanding, interpreting,

analyzing, and presenting data, facts, rules, legislation, options, procedures, customer input and
incorporating/applying that knowledge/analysis in work products. It also includes adequately preparing
for the impact of these issues on the project/assignment.

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 SAMPLE STANDARDS for Initiative/Problem Solving

All employees

• Recognizes and takes the initiative to identify and resolve problems.

• Performs necessary tasks without specific direction, where appropriate, and within established
limits of responsibility.

• Identifies problems or potential problems or areas of potential improvement and makes

suggestions for solutions or improvement.

• Explores alternative approaches to problem solving individually or as part of a work team.

• Demonstrates ability to understand varied circumstances, limitations, or restrictions when

proposing solutions.

• Demonstrates ability to determine what needs to be done according to established priorities and
pursues appropriate means of accomplishing tasks. Adapts to changing work requirements to
complete assignments.

Supervisor Positions

• As policy and procedural changes occur, takes action to insure appropriate personnel are trained
and functions are prioritized to maintain/improve services.

• Identifies sources of problems, conducts research to recommend or take action to resolve

difficulty, coordinating processes with other work units.

• Seeks ways of increasing efficiency and effectiveness of the work unit, making recommendations
that result in areas of improvement to the responsiveness, quality of work or professionalism of
the department, bureau, or division.

• Makes necessary changes to ensure operations are meeting agency mission and requirements but
in a customer oriented and efficient manner, utilizing current available technology.

• Identifies policy/procedures that are redundant or do not add value to the process.

• Encourages staff to rethink business practices and is open to suggestions to improve and
streamline operations. Provides innovative incentives for staff creativity.

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 INTERPERSONAL RELATIONS/EEO

DEFINITION: Measures employee’s development and maintenance of positive and

constructive internal/external relationships. Consideration should be given to the employee’s
demonstrated willingness to function as a team player; give and receive constructive criticism;
accept supervision; resolve conflicts; recognize needs and sensitivities of others; and treat
others in a fair and equitable manner. Supervisors and team leaders also are to be assessed
on their demonstrated commitment to Equal Employment Opportunity, diversity, and proactive
actions to prevent and address all forms of discrimination.

When rating an employee on this factor, a supervisor should consider the following:

Relationship with people—this function involves how well an employee maintains a good
working relationship and a nondiscriminatory work environment, accepts authority, and accomplishes
work through working relationships with peers, supervisors, subordinates, and internal/external
customers. It includes behavior and demeanor that is professional, objective, and fair with minimal
conflict that is disruptive to the accomplishment of work objectives. Activities such as inappropriate
ethnic, racial, or sexual jokes, literature, postings, and behavior at the work site also are to be considered.

Teamwork—this function involves working in a group/team to accomplish assignments and

projects. It includes delivery of work assignments, adherence, to timeframes, cooperative attitude,
recognition/respect of individual and group needs.

Diversity—this function involves demonstrating respect for people regardless of race, creed,
age, gender, lifestyle, disability, or viewpoint and recognizing the impact of individual actions and
program decisions on internal/external diverse groups’ values. Within an employee’s authority, actively
seeks out/incorporates diverse groups into the research/decision making process to enrich decisions and
ensure that work results do not adversely impact on groups/individuals except as necessary.

Equal Employment Opportunity and Diversity for Supervisors:

EEO—This function includes compliance with administrative requirements relating to the EEO
plan and action plans. It includes following proper interview procedures relative to interview questions,
employment considerations, recruitment/promotion practices, equitable training opportunities for staff,
investigation and resolution of discrimination complaints, consideration of disability accommodation
requests, timely and appropriate completion of EEO forms/paperwork/reports, and proactive actions to
ensure staff are knowledgeable and comply with EEO and anti-discrimination policies.

This function specifically involves maintaining a non-discriminatory work environment without

regard to race, sex, national origin, disability, age, and other non-work related factors. It includes
providing equitable treatment and opportunity regarding hiring, assignments, promotions, performance
evaluations, and training. It involves the process of developing action plans that assist in achieving EEO
objectives for the work unit; implementing plans involving hiring and training; ensuring employees are
knowledgeable of their EEO/diversity responsibilities and are encouraged to fulfill them; and taking
corrective action to ensure EEO and diversity objectives are met. It includes establishing/enforcing

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EEO/interpersonal relations standards, investigating and addressing employee complaints, cooperating
with EEO office investigations, and taking appropriate corrective action.

Diversity—This function involves demonstrating respect for people regardless of race, creed,
age, gender, lifestyle, disability, or viewpoint and recognizing the impact of individual actions on
internal/external diverse groups’ and values. For a supervisor, it also involves pro-active actions to
include diverse groups in the formulation of policy; encourage/promote a supportive environment for
diverse views/teams; recognize and respect needs, sensitivities, and cultural differences of others; ensure
decisions regarding opportunities for training, promotion, recognition, favored assignments are
considered for diverse groups; and actions/programs planned reflect consideration of the potential impact
of decisions on diverse groups’ values both internally/externally.

SAMPLE STANDARDS for Interpersonal Relations/EEO

Non Supervisory Positions

• Employees do not mistreat or display a demeaning attitude or behavior (including inappropriate

ethnic, race, religion, gender jokes and/or written material) in the work place toward another
employee, client, or member of the public.

• Employees interact effectively with peers and the public to accomplish assignments and deliver
services in a fair and equitable manner.

• Employees cooperate with others on team assignments, actively participating and performing
assigned functions consistent with team goals and objectives and timeframes.

• Employees show respect for the opinions of others, constructively discussing areas of
disagreement.

• Employees assist other staff as needed without complaining.

• Employees promote harmony among co-workers, keeping personal problems from affecting the
performance of work and the need for cooperative effort to achieve results.

• Employees attend and participate in required training programs relative to equal opportunity,
diversity, sexual harassment, and discrimination.

• Within means, incorporates policies of diversity and inclusiveness in conducting work

assignments, assessing effect of decisions/policies on various effected groups, and including
diverse representation at meetings and in the decision making process.

• Inappropriate behaviors such as fighting, pushing, yelling, overt demonstration of extreme anger,
threats, and non-professional language are not acceptable for the workplace.

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Supervisor Positions
• Takes proactive steps to achieve equal opportunity goals that have been approved for the work
unit, effectively and creatively using recruitment, promotion, training, and employee development
strategies.

• Ensures individuals are treated and services are provided in an equitable manner.

• Promotes an awareness and respect for diverse interests, opinions, cultural differences and
incorporates diverse groups into the decision making process and ensures staff incorporate this
awareness into their work activities.

• Responds to allegations of discrimination and/or sexual harassment through a fair and complete
investigation of facts and takes corrective action consistent with facts and agency policy.

• Receives and ensures staff receive required training relative to EEO, ADA, diversity, sexual
harassment, and HIV/AIDS.

• Maintains a work environment free of discrimination and harassment by reinforcing policies in

staff meetings, memos, and personal actions.

• Responds to requests for disability accommodations constructively and consistent with agency
policy.

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 WORK HABITS
DEFINITION: Measures employee’s performance relative to efficient methods of
operation, customer service, proper conduct, speech, ethical behavior, and Commonwealth
and agency/work unit policies and procedures such as attendance, punctuality, safety,
security, proper care and maintenance of assigned equipment, and economical use of supplies.

When rating an employee on this factor, a supervisor should consider the following:

Efficient Methods of Operations—This involves the ability to accept and to adapt to procedural,
operational and/or organizational changes. Work reflects adjustments when conditions demand new
approaches. Advanced planning is accomplished to ensure minimal backlog of work. Supervisor is
notified in advance of issues or potential problems that may delay project or work assignments.
Organizes work to minimize paperwork and eliminates redundancy of like work activities. Final work
assignments are prepared in accordance with established guidelines and submitted within established time
frames.

Customer Service—This involves demeanor and responsiveness toward organizational customers.

Understands customer needs and satisfies customer concerns within authority to act. Exhibits courtesy
and pleasant attitude toward customers without expressing displeasure and dissatisfaction. It also
includes: identifying internal and external customers; developing an understanding of customer needs and
expectations; anticipating customer needs; providing timely service; and listening to and considering
customers’ concerns and complaints.

Proper Conduct and Ethical Behavior—This involves adherence to system, university, and work unit
conduct and behavior policies and guidelines. Maintains professional behavior and work results which
reflect adherence to established guidelines when dealing with other employees, individual customers,
outside business or industry representatives.

Attendance and Punctuality—This involves conformance to established work hours, break and lunch
periods, punctuality at required work activities, timely completion of Requests for Leaves including
acceptable documentation, if applicable, and proper use of sick leave. Behavior such as arriving late,
exceeding lunch hours or breaks, leaving work early, or prolonged unexcused absences from the work site
is to be considered. The number of variables to be considered in evaluating attendance precludes the
effective use of numerical standards. Consequently, judgment must be exercised in reviewing employee
sick leave records and long-term illnesses or circumstances beyond the control of the employee. Patterns
of suspected abuse or consistent/frequent single day absences should be evaluated and discussed with the
employee and appropriate counseling/leave restriction given in a separate meeting at time of occurrence.

When rating supervisors on attendance, only their personal attendance/punctuality

practices should be assessed. Their responsibilities as supervisors to monitor and control
their employees’ attendance should be rated in the Supervision/Management factor.

Safety and Proper Care of Assigned Equipment—This involves the conformance to established work
rules and other safety considerations, and appropriate use and maintenance of equipment. Work results
reflect safe operation involving precautions and/or practices that minimize potential safety hazards or
accidents. Exercises care, maintains equipment, and uses protective devices and/or personal protective
equipment that minimizes work injuries/accidents. Work areas are clean, clear and free from personal or

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Commonwealth obstacles that could result in injury or impede job duties. Promptly reports personal
work-related injury/accidents to immediate supervisor.

Security—Adherence to proper protection measures as prescribed by agency and work unit standards to
insure no or minimal loss of University property. Security includes but is not limited to documents, files,
cash, negotiable instruments, sensitive/confidential information, equipment facility, or supplies.

Economical Use of Supplies—Prudent use and care for organizational supplies. When feasible,
effectively uses existing supplies to conserve costs and to minimize discarding of outdated supplies.
Employee’s ordering of supplies reflects consideration of existing inventory.

SAMPLE STANDARDS for Work Habits

All Positions

• Exhibits courtesy and pleasant demeanor toward customers without expressing displeasure and
dissatisfaction.

• Accepts procedural, operational, and/or organizational changes and adjusts when conditions
demand new approaches.

• Adheres to the established work hours for arrival and departure from work and the lunch and
break periods. This also includes appointments, meetings, interviews, and other time-sensitive
activities during the workday.

• Considerate of other staff in the scheduling of meetings, adherence to established time frames,
and efficient conduct of business.

• Schedules equipment for regular preventative maintenance according to the established schedule.

• Adheres to instructions for the safe operation and care of equipment.

• Ensures proper security measures for (documents, files, cash, negotiable instruments,
sensitive/confidential information, equipment, facility, or supplies) are followed according to
prescribed procedures.

• Adheres to safety rules and regulations and applies necessary safety precautions and/or practices
in the performance of assigned duties and reports recognized existing or potential safety hazards
to the immediate supervisor within prescribed agency standards.

• Reports personal work-related injury/accident to the immediate supervisor according to

prescribed procedures and timeframes.

• Utilizes protective devices and personal protective equipment application to ensure minimal work
injuries/accidents.

• Discards and stores cleaning chemicals and material according to manufacturers’ instructions,
residual waste procedures, and agency policy.

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• Maintains work areas to be clean, clear, and free from all obstacles that could result in injury or
impede job duties.

• Adheres to agency-mandated policies when dealing with outside business associates or industry
representatives.

• Prepares assignments in accordance with established guidelines and submitted within established
time frames.

• Allows flexibility in planning schedule to accommodate “unusual” or “must have” projects.

• Notifies supervisor in advance of issues or potential problems or planned absences that may delay
project/assignment completion.

• Organizes key activity tasks to minimize paperwork, reduce follow-up calls, and eliminates
redundancy in the handling of like activities wherever possible.

• Effectively manages workload to insure completion of work.

• Works in other units during idle time (equipment failure) to help other staff.

• ATTENDANCE STANDARDS For All EMPLOYEES

• Uses leave in accordance with established eligibility policy and does not misuse or abuse leave.

• Requests leave in advance unless there are extenuating circumstances

• Requests for unscheduled absences are made to the immediate supervisor, as soon as possible,
within the established time frames and guidelines for the department. If the supervisor is
unavailable, the request is made to the next supervisory level or designee.

• Completes the Requests for Leaves (STD-330) appropriately by providing all required
information, including leave balances, and submits them in a timely manner. Leave slips include
required information, such as Sick Family and Sick Bereavement relationships.

• Provides acceptable documentation with the Request for Leave when sick leave is for three work
days or more, and for other leave use requiring documentation. No instances occur in which
employee fails to provide the required documentation.

• Adheres to the established work hours for arrival and departure from work and the lunch and
break periods.

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 SUPERVISION/MANAGEMENT
DEFINITION: Measures leadership, judgment, initiative, and achievement of expectations.
Effectively manages programs/projects, employees, budget, technology, and organizational change to
produce positive result. Engages in performance management, teamwork, staff development, and
recognition of accomplishments. Promotes diversity, customer service, inclusiveness, collaboration,
effective communication, and positive labor/management relations. Uses innovation and fulfills
administrative requirements.

When rating a supervisor/manager on this factor, a manager should consider the following:

Leadership: This function relates to overall direction, guidance, and inspiration provided to staff. It
incorporates and supports positive qualities of cooperation; inclusiveness; expertise; cost effectiveness;
initiative; creativity; customer service; dependability; ethical conduct; dedication; effective staff and
technology utilization; recognition and support; facilitation of positive change; and adherence and
commitment to high standards of achievement. Leadership stimulates, plans for, and sustains change and
innovation in order to improve services, streamline operations, and eliminate unnecessary processes.

Planning: This function involves anticipating what needs to be done, by whom, with what resources,
and within specific timeframes. It includes effective project and time management activities, such as:

Scheduling—a logical plan outlining when individual or group activities will be

started/completed. Priorities, work schedules, and deadlines are to be considered.

Organizing—the design of the number and kinds of positions, along with their duties and
responsibilities, and other resources required to achieve objectives. It also involves the best use of staff,
resources, space, equipment, and technology.

Prioritizing—Knowing what results are important and focusing resources to achieve goals.

Procedure setting—a detailed method/process for carrying out a specific program function.

Budgeting—planned expenditures required to achieve objectives and required tasks.

Consideration should be given to effective use of overtime, supplementary work forces, purchases, and
cost saving activities.

Technology—effective/creative use of available technological resources and pursuit of new

technology and changes to improve operations. It includes openness to staff innovation projects and
suggestions.

Change management—proactive efforts to change business methods to increase efficiency,

customer service, or other improvements.

Diversity—ensuring that program objectives, activities, and results reflect an understanding and
minimization of adverse impact on diverse groups by ensuring adequate research and input from affected
individuals/groups are included to the extent possible in decisions and work activities. It also involves
recognizing and articulating the mutual benefits of diversity.

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 Collaboration—proactive efforts to seek the advice, assistance, and information of informed
staff to “brainstorm” various options and solutions for addressing problems or seeking opportunities for
improvement.

Judgment: Makes decisive and appropriate decisions based upon accurate assessment of issues,
problems, alternatives, and factors impacting on a situation or person. Has solid understanding and
respect for organizational culture and sensitivities of staff. It also includes the use of analytical thinking
that identifies patterns/connections between situations that are not obviously related.

Performance Management: This function includes not only the establishment of performance
standards/expectations, employee monitoring, and evaluation but also staff development and recognition,
constructive communications, employee counseling/discipline, attendance management,
recruitment/selection, and equitable/fair treatment. Specifically it includes:

Directing—assigning work, responsibilities, and authority so that employees can make maximum
use of their time, expertise, and abilities to achieve objectives/expectations.

Coordinating—ensuring that activities are carried out in relation to their importance and proper
sequence with a minimum of conflict and with appropriate input between and among employees and
organizations, both internal and external, and with available and projected staff, budget, and technical
resources.

Staffing—ensuring that adequate qualified employees are hired and duties are assigned based on
employees’ skill levels and clear lines of responsibility and authority. Included is adherence to
recruitment/selection/promotion policies, including interviewing, background checks, development of job
descriptions and essential job functions, and staff assignments for peak work loads.

Supervising—giving employees day-to-day instructions, follow-up, guidance, and training as

required for them to fulfill assigned duties and responsibilities.

Motivating—encouraging employees to perform by providing adequate recognition for work

results, effort, and contributions as well as identifying opportunities for employees to improve and
determining ways to assist employees in addressing those needs.

Teamwork—functioning and instilling in staff the willingness to cooperate in groups to

accomplish work objectives and providing necessary time for team assignments. It involves utilizing
teams to engage diverse concerns or engage diverse skills, expertise, and abilities. It includes effectively
evaluating team products and also individual contributions to these results.

Inclusiveness—proactive efforts to seek a broad range of involvement from staff, customers, and
those with differing opinions to maximize ownership of decisions and work results, and to increase
employee involvement, commitment, and morale.

Controlling—establishing appropriate monitoring activities and program measures to ensure

knowledge of the status of work assignments, standards, attendance, and adherence to established
deadlines and taking corrective action when necessary.

Establishing performance standards/objectives/expectations—the development and

modification of employee performance expectations and integration with organization mission, strategic

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plan, and agency standards. It also includes expectations for streamlining and making programs more
responsive, customer oriented, and operationally efficient.

Measuring—establishing program measures and determining through evaluation of work

products whether employee assignments and organizational objectives are being completed within
expectations.

Evaluating—determining causes and effects on performance and possible ways to act upon
significant deviations from expected performance. It involves substantive evaluation of each employee’s
performance within established time frames, with adequate documentation and appropriate coordination
with the reviewing officer and other relevant staff.

Counseling—holding constructive discussions with subordinates about issues impacting upon

their performance, including regular feedback, progress reviews, annual evaluations, referral or
information about SEAP, and discussion regarding career opportunities and employee development.

Mentoring—sharing relevant knowledge, skill, insight, encouragement, and constructive

criticism for the professional development of another.

Recognition—recognizing quality work both formally and informally, particularly for innovative
changes/recommendations resulting in program improvements, streamlining of operations, and
technological advances. It also includes making use of available agency/Commonwealth employee
recognition programs.

Training/staff development—assessing employee strengths and weaknesses and providing

opportunities for employees to increase their skills/knowledge. Providing training or coordinating with
appropriate resources to obtain relevant training. Arranging for both formal and informal learning
opportunities. Mandating training where needs/policy exist.

Correcting—taking corrective action to address inadequate employee or program performance,

inappropriate behavior, or unfavorable trends. It includes reasserting expectations or adjusting unrealistic
performance standards, modifying work functions/resources, reemphasizing quality control, safety, and
cost saving methods, initiating corrective changes, taking appropriate discipline in a timely manner,
effectively managing employee probationary periods, and effectively monitoring employees’ time and
attendance standards.

Attendance management—effectively monitoring staff attendance and ensuring compliance

with agency/Commonwealth policy and administrative procedures.

Customer Service: This function involves identifying customers and their needs, establishing
customer service standards/expectations/measures for staff, recognizing and rewarding customer service
efforts, and holding subordinates accountable for quality customer service. It also includes providing
customers with opportunities for consultation on concerns; accepting responsibility for quality service
delivery; seeking innovative approaches for improvement based on customer feedback; evaluating,
streamlining and/or eliminating unnecessary processes; and responding to customer needs.

Management/Union Cooperation: This function involves the manner in which a supervisor

effectively coordinates with union representatives and employees to maintain a harmonious work
environment consistent with labor management agreements/contracts and policy. It includes addressing

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employee complaints in a timely and appropriate manner, conduct of labor management meetings, and
effective coordination and communication with management and the labor relations staff.

Administrative Requirements: This function involves adherence to agency procedural

responsibilities relative to the preparation and monitoring of required reports such as project status
reports, overtime/leave utilization, accident/safety reports, and travel regulations.

SAMPLE STANDARDS for Supervision/Management

• Develops program action plans identifying staff, budget, technology, and other resources,
priorities, action steps, time requirements, and expected outcomes.

• Provides leadership, direction, and support to evaluating and changing program functions for the
purpose of eliminating and or streamlining unnecessary processes/regulations, and
utilizing/recommending technological or innovative resources for more efficient and effective
operations.

• Effectively coordinates through discussion, written correspondence, and regular feedback with
employees, management, and organizational entities to obtain support, resources, commitment,
and action to accomplish assignments.

• Provides leadership/direction without direct supervision to teams, organizations, and employees

in a manner that generates cooperation, program expertise, identification and resolution of issues,
and achievement of objectives.

• Effectively utilizes available resources, maximizing staff expertise, budget, equipment, and
technology. Does not exceed overtime budget allotment without adequate/approved justification.

• Encourages an inclusive environment by ensuring input is sought and considered from relevant
groups/interests to maximize customer service and ensure program functions address appropriate
issues while minimizing negative impacts.

• Coordinates implementation and collaborates on projects with other work units and departmental
personnel.

• Recommends/implements, and encourages program initiatives involving policy change or

significant alterations of procedure or practices in order to eliminate or streamline unnecessary
processes/regulations to make operations more responsive and customer oriented.

• Clearly communicates agency priorities, establishes measures, provides regular feedback to

subordinates.

• Establishes and communicates performance expectations and program measures to employees at

the beginning of the rating period, as changes occur, and provides feedback on meeting those
expectations, with at least one formal progress review.

• Completes meaningful Employee Performance Reviews by the required due date, consistent with
established standards/objectives and adequate documentation to support ratings.

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• Prepares and updates job descriptions, including Essential Functions Statements, at least annually.

• Ensures that workloads are fairly distributed consistent with responsibilities in job descriptions.

• Communicates customer service standards/values/expectations to staff and customers and

empowers employees with authority to meet customer expectations in a timely manner. Provides
recognition for quality service and addresses inadequate service through discipline, additional
training, or other appropriate means.

• Clearly defines project objectives and realistically formulates action plans so that results are
achieved within specified time frames.

• Meets monthly with subordinates to discuss projects, program changes and program
improvements and provides overview of resulting discussions to rater within one week of
meeting.

• Establishes appropriate work plans and monitoring activities to ensure work is accomplished
according to expectations/standards.

• Counsels employees on work related problems. Follows designated procedures if further

discipline is required. Where necessary, advice and assistance is sought from the Human
Resource Office and/or higher levels of management.

• Trains and provides orientation to all new employees on procedures, job functions and objectives
of the section. Employees are provided with training and instruction on changes or updates to
policies and procedures.

• Assesses employee training/developmental needs and within means attempts to provide

opportunities for employees to obtain necessary training/development. Provides input into
agency training needs assessments and identifies areas of improvement and/or training needs on
employee performance evaluation forms. Discusses with employees opportunities for
improvement and arranges for opportunities to occur.

• Provides cross-training and seeks development assignments for staff.

• All new employees and employees promoted into positions receive their job description,
performance standards/expectations within two weeks of start of probationary period. Employees
are provided necessary feedback regarding performance with at least a mid-probationary period
progress review. Probationary period/interim ratings and discussions are conducted prior to the
end of the probationary period, and decisions relative to extensions of probationary periods or
termination are discussed with appropriate management/Human Resource staff prior to end of
probationary period.

• Provides employees with appropriate recognition of quality work and encouragement to improve
and to take initiative to make programs more effective, streamlined, responsive, and technically
proficient. When appropriate, nominates employees for agency recognition awards.

• Follows department procedures for interview and selection of candidates. Refrains from making
commitments without Human Resource/Social Equity Office approval. Conducts applicant

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 background checks consistent with agency policy. Prepares appropriate correspondence in timely
manner as required by agency policy.

• Investigates and addresses employee complaints/grievances in a timely manner. Takes

constructive action to resolve issues consistent with policies and procedures. Involves
management staff and/or Human Resource Office consistent with policy and delegated
responsibility relative to issues or grievances.

• Documents and takes appropriate discipline in a timely manner to address performance problems
or misconduct. Prepares correspondence consistent with delegated authority and required
procedures.

• Meets with union representatives on a need basis to discuss issues of concern and works
cooperatively to facilitate a good union-management working environment. Addresses union
issues consistent with policy while remaining open to requests that are not adverse to operations.

• Conducts regular safety briefings and ensures safety rules are followed.

• Sets an example of professional behavior expected of subordinates.

• Identifies consumer concerns and takes necessary action or refers customer so that problems can
be addressed.

• ATTENDANCE MANAGEMENT STANDARDS For SUPERVISORS

• Commonwealth and agency time and attendance policies/procedures for work unit are followed.

• Employee leave balances and usage patterns are reviewed at least quarterly.

• Proactive activities are initiated to recognize employees who judiciously use sick leave.

• Suspected leave abuse/misuse or unauthorized leave is documented.

• Employees suspected of leave abuse are counseled and designated procedures are followed if
further discipline is required. Where necessary, advice and assistance is sought from the Human
Resource Office and/or higher levels of management.

• Leave approvals are consistent with management’s responsibility to maintain efficient operations.
Commonwealth policy, agency policy, and appropriate collective bargaining agreements are
followed when it is necessary to limit the number of employees on leave.

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 OPPORTUNITIES FOR DEVELOPMENT
This section is designed to identify for the employee areas of performance that either need
improvement or where additional knowledge or skill could enhance current performance or prepare an
employee to perform different or higher level assignments. Developmental opportunities also provide the
employee with an appreciation of other program functions that impact on the mission of the organization.

Supervisors should identify where improvement and or developmental experiences may be

appropriate and discuss with the employee various options for achieving the desired result. Training and
education courses are only one option and may not be the best method for addressing the need. The
supervisor and the employee both are responsible for ensuring that the employee has opportunities for
improving performance and should develop an action plan and monitor it throughout the rating period.
Where applicable, coordination should occur with the agency training officer.

Examples of Performance Improvement Activities

• Self-Instructional—completing systematic instruction at the learner’s own pace.

• Directed Reading—selecting and assigning appropriate, work-related literature for study and
discussion.

• Problem Solving—making an assignment involving research, problem solving, or innovation that

requires creativity and logic.

• Delegation—reviewing the work and tasks at hand and making assignments based in part on the
developmental value of the assignment.

• On-the-Job Training—imparting knowledge and skills using specific adult training model.

• Job Enrichment—developing new assignments to provide challenge and to develop new skills.

• Stretching—expanding performance by qualitatively challenging the employee.

• Self-Fulfilling Prophesy—communicating expectations in a way that enables the employee to excel.

• Modeling—conveying expectations for behavior and performance through example.

• Formulating/Articulating Over-Arching Goals—determining and reinforcing what is really

important in your unit.

• Making Meaningful Assignments—delegating work so that everyone is clear as to why the

assignment is being made.

• Questioning—asking the right questions and using methods designed to increase staff autonomy.

• Tolerance of Failure—allowing learning by experimentation and practice without undo fear of

failure.

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• Feedback—providing positive reinforcement and constructive corrective feedback in the
development process.

• Orientation—orienting a new employee to the agency, job responsibilities, and performance

expectations. This also applies to orienting a new supervisor to supervisory/management
responsibilities.

• Job Exchange—exchanging jobs within a unit for six to nine months for purposes of cross training.

• Mentoring—pairing a less experienced employee with an experienced one for a period of time.

• Rotational Assignments—assigning an employee to another unit for six to nine months to develop
new skills or knowledge.

• Meetings—sending a staff person to represent you at certain meetings.

• Off-Site Assignments—observing operations at a work location other than the one where the
employee normally works for less than one week.

• In-Service Training—formal instruction provided by internal resources.

• Out-Service Training—formal, instruction provided by external resources and funded by the

employee’s organization.

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