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2018 Guide for Writing and Delivering Annual Performance Reviews Final

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Published by alison.markey, 2018-05-18 14:03:35

2018 Guide for Writing and Delivering Annual Performance Reviews Final

2018 Guide for Writing and Delivering Annual Performance Reviews Final

2018 Guide
for Writing

and
Delivering

Annual
Performance

Reviews

Page 1 of 23

14299 Benedictine Lane, Ridgely, Maryland 21660 (410)634-2112 www.benschool.org

Introduction

Performance reviews have gotten a bad rap over the years!

• The HR perspective is that annual performance reviews are a worthwhile
endeavor to foster dialogues with qualitative feedback, and actively engage with
each staff member. Behind the scenes, the process is a bear to plan, execute,
administer and track.

• Supervisors and managers who have to write these see the annual process as
cumbersome, time consuming, a nightmare to schedule, and just something else
on the to-do list during an already busy time.

• Employees feel they are getting a report card. Or that their managers are
clueless about what has gone on all year, and so are only getting generic
feedback that they could care less about hearing. Just show me the money.

How do we fix this?

Hopefully, by putting a process in place that makes sense, give supervisors and
managers ample time to write the reviews, put instructions and guides in place to
facilitate the process, and structure the feedback so it is actually meaningful for staff.
And tie the feedback to a financial reward. That is what Benedictine is striving to
accomplish through its annual review process.

Organizationally, Benedictine does believe that greatness, individually and collectively,
is not achievable without ongoing feedback about each of our performance levels and
contributions to the mission. The annual review process is simply one element in that
on-going process.

We have amended our annual review process and materials over the last three years in
an effort of continuous improvement, to refine the process, make it more manageable
for those who write the reviews, and drive the meaning for those who are on the
receiving end of the annual reviews.

In this guide, you will find the following:

 Explanation of the annual evaluation tool: how to use; definition of terms
and performance indicators

 Recommendations for effectively writing the reviews (sprinkled
throughout)

 Phrases and terminology to use; Rating anchors
 Conducting the performance review meeting
 Timeline for 2018
 Bonus potential based on review score for 2018

Benedictine HR 2018 Page 2 of 23

Index Page 4
Page 7
Explanation of the annual evaluation tool: how to use Page 8
Definitions of rating scale terms Page 12
Definitions of performance indicators Page 19
Terms and rating anchors: reference chart Page 22
Conducting the performance review meeting Page 23
Timeline for 2018 Page 24
Bonus potential based on review score for 2018
Employee Evaluation Review Form

Benedictine HR 2018 Page 3 of 23

Benedictine Annual Performance Evaluation Tool

Section 1: Steps for use

 First, open a master form online.
o Open the evaluation form. Click on “Enable content” in the yellow bar at
the top of the page.
 Then click on “View” and select “edit document” from the options in
the drop down list
o Perform a “save as” function, and save a form for each employee to be
reviewed to your computer.
o Use a naming convention that makes sense for you (such as “Prado, M
2018 review”), and save evaluations forms to a folder that is either
password protected or in a private folder so no one else can access.
Contact IT if you need assistance with security.

 Complete the introductory section on the form.
o Hire date can be obtained from HR if you need that date.
o Note: Only staff hired on or before 3/31/2018 will receive an annual
evaluation
o Training compliance is a Yes/No option only.
 “Yes” means that the employee successfully completed all annual
training requirements in the primary job for fiscal year 2018, no later
than July 31, 2018..
 Training records can be obtained in HR; contact Katie Seigler.
o Certification/licensure Compliance is a Yes/No option only.
 “Yes” means the employee is current with any/all required
certifications or licenses required for their position as of July 31,
2018. This includes CPR/FA, RCYCP, Med Tech, and any required
professional licensure.
 Certification records can be confirmed with HR; contact any staff
member. Licensure can be confirmed through HR or departmental
records retained within a department.
o The Performance Period if hired prior to 7/1/2017, enter 7/1/2017 -
6/30/2018. If hired after 7/1/2017, then enter hire date – 6/30/2018.

 Collect any performance documentation on the employee. This might be
notes kept during the year, copies of emails, last year’s review, etc.

 Move on to the Performance Indicators section of the form and rate the
employee’s performance

Benedictine HR 2018 Page 4 of 23

o In general, enter comments for each indictor that validate the score you
will assign. Specific comments are particularly important, and required,
when scoring an employee a 1, 2 or 5.

o See the definitions of each Performance Indicator listed below.
o After entering comments, a rating score for each indicator is selected

using the drop down in the scoring box. The rating scale is 1 through 5.
See the definitions of the rating scale listed below.
o When using the form, it is important to tab from section to section in order
for the average score to be automatically calculated.

 Put the cursor in the first comments box, next to the Alignment with
Benedictine Mission and Values indicator. Key in your comments.

 Tab to the score box, and select rating from the drop down.
 Tab to the next comment box.
 Continue this process to the end of the performance indicator

section, and tab into the Goal Achievement section.
 The overall score at this point should be the average of the

individual scores entered for each performance indicator.

 Next step, enter comments on prior year’s goals achievement
o Goal achievement or accomplishments are not “scored”. There is no
rating scale associated with this section.
o However, achievement of goals should be taken into consideration when
assigning rating for Performance Indicators.
o In this section, under the “Goal” column describe the goal(s) agreed upon
for the year
o Under the “Comments” section, provide qualitative and quantitative
feedback about how the goals were, or were not, accomplished.

 If evaluating a Supervisor or Manager, the next step is to complete the
Supervisor Performance Indicators section.
o In general, enter comments for each indictor that validate the score you
will assign. Specific comments are particularly important, and required,
when scoring an employee a 1, 2 or 5.
o See the definitions of each Supervisor Performance Indicator listed
below.
o After entering comments, a rating score for each indicator is selected
using the drop down in the scoring box. The rating scale is 1 through 5.
o When using the form, it is important to tab from section to section in order
for the average score to be automatically calculated.
 Put the cursor in the first comments box, next to the Leads and
Manages Others indicator. Key in your comments.
o Tab to the score box, and select rating from the drop down.
o Tab to the next comment box.

Benedictine HR 2018 Page 5 of 23

o Continue this process to the end of the performance indicator section, and
tab into the Overall Summary section.

o The overall score at this point should be the average of the individual
scores entered for each performance indicator in both the general
Performance Indicators and Supervisor Performance Indicator sections.

 Complete the Overall Summary

o The top portion of the Overall Summary is for general comments not

included elsewhere. If the Prior Review goals section was not used, this is

a good place to enter comments about achievements, successes, etc.

from the review period.

o The bottom portion of this section is to establish and document the goals

agreed upon for the next fiscal year.
 This section is required ONLY for exempt staff and non-

exempt staff in a professional role other than direct care
 This section is optional for all other staff
 Typically, this section of the review will not be finalized until after

the review is discussed with the employee.
 A maximum of 2 to 4 “SMART” goals should be agreed upon. See

below for definition of SMART goals.

 Employee Comments

o This section will not be completed until the performance review meeting

with the employee.

o At the time of the meeting, the employee can be given the option to:
 Hand write in comments to the form.
 Key in comments, if the form is pulled up electronically during the

meeting.
 Create a Word document and submit their comments within a day

after the review meeting; in this case, the comments page can be

simply attached to the rest of the document.

 Signatures: Almost done!
o At the time of the review meeting with the employee, both the employee
and the supervisor will sign the form to acknowledge that the review has
been discussed.
o The supervisor will then submit the review to their administrator/director
for review; the administrator/director will then sign.
o Finally, a copy of the completed and signed document must be provided to
the employee.
o The signed original of the review form is submitted to Human Resources.

Note 1: As you tab through the form, spell check is engaged and will run automatically. Note 2: If you
are not evaluating a supervisor, be sure the Supervisory Performance Indicator ratings are set to “NA.”

Benedictine HR 2018 Page 6 of 23

Section 2: Definition of terms

 Rating scale
TIP: When assigning ratings, remember to focus on the performance indicator
category, one at a time. Avoid assigning ratings based on your overall view of the
employee; read each performance indicator, and focus on those behaviors and
those performance requirements. Avoid either the “halo” effect or the “horns”
effect.

 Halo effect is assigning high marks in all categories because the
employee is very good in one or two areas.

 Horns effect is scoring an employee with low ratings in multiple
categories if their performance is actually low in one area. For
example, if an employee is a poor team player, that is counted
against them is all areas rather than isolating that deficiency to the
corresponding indicator.

o Rating of 1 means “Does not meet expectations; needs
improvement”
 This employee’s work performed fails to meet expected standards.
They cannot perform adequately even when given explicit
instructions. Other staff have to pick up their slack in order for work
to get done. Whether the root cause is capability (are they able to
perform) or motivation (do they want to perform), the simple fact is
they routinely miss the mark.

o Rating of 2 means “Inconsistent and/or marginal performance;
needs improvement”
 This employee performs just a shade better than a “1” rating.
Occasionally they are able to meet requirements, but the majority of
time they do not. There is great inconsistency – and without a lot of
direction and oversight, performance falls short. Since this
employee has shown they are capable of doing things to standard,
the question becomes why they do not consistently deliver, raising
the issue of motivation to perform.

o Rating of 3 means “Meets expectations; proficient”
 This employee is seen as a “solid citizen”. They do what is
expected and for the most part, meet requirements of the
performance indicator. They require some follow up, and
occasionally might slip in performance, but when addressed they
bounce back to performing on track. They are reliable staff
members; not super stars, but you can count on them.

Benedictine HR 2018 Page 7 of 23

o Rating of 4 means “Exceeds expectations; advanced”
 This employee is one of your rising stars. They consistently meet
your expectations, and often will go above and beyond to contribute
– volunteering for an assignment; being proactive about training or
asking for input; mentoring a new staff; helping solve a problem or
issue. For the particular performance indicator, they are a role
model for other staff.

o Rating of 5 means “Far exceeds expectations; expert”
 This employee, in a given performance indicator area, is
unmatched in level of performance. Put simply, day in and day out,
they outperform what is expected of staff. You rely on this
employee to train others. You have absolute confidence in the
quality of product from this employee. They can perform
independently and resolve issues that arise. They are role models
for other staff, and at times can direct the team in the absence of a
manager, for the particular performance indicator function.

 Performance indicators
Tip: This section lists key performance indicators you will evaluate (all staff
indicators and supervisory indicators), and factors to consider when assigning
the rating score. Some Teacher and Leadership performance indicators are not
included here.

Focus on the category, and use specific, observed or documented examples to
validate the score you assign. Avoid blurring the lines on what you are evaluating
by staying true to each category of indicators.

o Alignment with Benedictine mission and values
 Does the employee know the mission and values – can they recite
these
 Can the employee explain how they contribute to the mission
through their job duties
 Have you observed the employee show compassionate care to
persons supported
 Have you observed the employee show hospitality to colleagues,
visitors, persons supported
 Have you observed the employee contribute meaningful
experiences/days to persons supported
 Have you seen the employee take pride in their work and express
pride in being a member of the Benedictine organization
 Have you observed the employee demonstrate a passionate
interest in the work that they perform

Benedictine HR 2018 Page 8 of 23

o Performance quality
 Does the employee meet their work load requirements; do they

complete the quantity of work expected every shift
 Is the employee thorough in work completed, or do they cut corners

and sacrifice quality in an effort to get things done
 Does the employee complete work tasks and assignments in time

frames expected
 Has the quality of what the employee does improved over time or

declined over time
 Bottom line: is the quantity and the caliber of work done by this

employee what is expected

o Job and technical knowledge
 Has the employee demonstrated that they have the skills and

knowledge needed for the job
 When taught or trained on the job, does the employee apply what is

learned
 Does the employee proactively seek additional information and

feedback when needed
 Has the employee taken steps to advance their own knowledge (for

example, taken a course or completed the NADSP certification

without being prompted)
 Does the employee embrace the use of technology and use it in

their role as required and expected

o Communication
 Is the employee respectful and appropriate when communicating

with colleagues, supervisor, persons supported, and families
 Does the employee use profanity and inappropriate language in the

course of performing their job
 Does the employee communicate in a timely manner
 Does the employee demonstrate the writing skills necessary for

their position
 Under stressful situations, does the employee communicate in an

effective manner

o Interpersonal skills
 Does the employee demonstrate patience and flexibility in working

with others
 Does the employee demonstrate a positive and optimistic attitude

toward others at work
 Alternately, does the employee interact with others in a way that is

argumentative, dismissive, confrontational or adversarial

Benedictine HR 2018 Page 9 of 23

o Teamwork
 Is the employee effective working in a team setting
 Does the employee actively engage in a team effort
 Does the employee contribute ideas, energy, and work to a team

project
 Does the employee work for the collective good, or do they focus

and behave on their own behalf/in their own best interest only

o Professionalism
 Does the employee behave in a manner which demonstrates

integrity
 You can trust and rely on their word
 You do not question their honesty

 Does the employee follows policies and procedures
 Cell phone usage, break policy, dress attire, etc.

 Does the employee maintain appropriate professional boundaries
 Boundaries with persons supported
 Boundaries of not allowing personal matters to interfere with

work
 Does the employee live above the “rumor mill circuit” or does the

employee become engaged in those destructive activities

o Work ethic
 Does the employee have an acceptable attendance record
 A high rating would be given to someone who picks up extra

shifts
 A low rating would be giving to someone with frequent

unplanned absences
 Does the employee demonstrate punctuality
 Overall, is the employee highly reliable and dependable

o Leads and manages others (Supervisor level only)
 Is the supervisor able to inspire team to perform at a high level

through motivating employees, performance recognition, and

rewarding desired performance
 Does the supervisor lead by example
 Is the supervisor able to balance both the positive, inspirational side

of managing staff with the rigorous side of holding staff accountable
 Does the supervisor have a strong presence in the areas or houses

in which they supervise
 Has the supervisor established credibility with the staff supervised
 Does the supervisor embrace Benedictine initiatives and effectively

influence staff to embrace/support changes

Benedictine HR 2018 Page 10 of 23

 Is the supervisor resilient; are they able to recover quickly from
setbacks and help staff do the same

o Delivers results (Supervisor level only)
 Is the supervisor able to accomplish results through others
 Does the supervisor ensure goals and objectives of department are
met; is the supervisor able to take alternative courses of action to
work through roadblocks or setbacks
 Does the supervisor effectively manage within budgetary guidelines
and constraints
 For supervisors in direct care departments, are audit results
acceptable: quality of operation, staffing, training compliance,
documentation compliance

o Communication at supervisory level (supervisor level only)
 Does the supervisor ensure communication of key information for
employees such as changes that impact employees and their work
area, is delivered in a timely manner
 Does the supervisor hold regular department meetings
 Does the supervisor effectively use face to face, written and
informal communication channels
 Does the supervisor effectively communicate “up” to keep their
direct supervisor informed
 Does the supervisor provide effective, balanced and on-going
feedback on performance to staff
 Is the employee able to resolve conflict at the appropriate level,
through effective communication including active listening

o Critical thinking (Supervisor level only)
 Does the supervisor demonstrate thorough knowledge of the
regulations and legalities that impact their area
 Does the supervisor demonstrate sound judgment as reflected in
decision making and problem solving
 Is the supervisor able to effectively prioritize and adapt to changing
priorities
 Does the supervisor successfully manage crisis situations and
knows when to escalate issues
 Is the supervisor able to think outside of the box, and offer creative
solutions to complex problems

Benedictine HR 2018 Page 11 of 23

Phrases and Terminology to Use When Writing
Reviews and to Anchor Rating Scores

TIP: Use the chart below to help in two ways. First, the performance factors are words
or phrases often used when commenting on performance. The descriptors for each can
help you frame your comments. Secondly, the descriptors under Exceeds Expectations,
Meets Expectations, and Does Not Meet Expectations can assist you in anchoring your
ratings – use those definitions to decide where an employee’s performance or behavior
falls on the rating scale.

Performance Exceeds Meets Does Not Meet
Factor Expectations Expectations Expectations
Strives for Avoids mistakes Makes repetitive
Accuracy perfection and errors mistakes
Precise Detail oriented Submits work
Attendance and without checking for
Punctuality Meticulous with Keeps accurate accuracy
details records Routinely provides
Adherence to insufficient details
Policies and
Procedures Regularly arrives Rarely misses Excessive
early to work scheduled shift; absenteeism;
missed only X days missed X days
Works extra shifts during the year during the year
during inclement Always on time and Arrives late to work
weather events ready to work at at least X times per
scheduled start week
Makes self time
available to work Never leaves shift Pattern of leaving
extra time after shift early without prior work early on
when needed, permission Friday’s
without complaint

Considers policies Demonstrates Has demonstrated
when making all respect for work indifference to
decisions rules and policies established policies
Helps co-workers Asks supervisor for Has at least 1
understand policies clarification if performance
unclear about documentation
policy during most recent
12 months

Benedictine HR 2018 Page 12 of 23

Uses chain of Understands and Challenges
command to adheres to supervisors about
appropriately procedures importance or
question authority validity of rules

Adaptability/ Takes on a lead Calmly receives Becomes agitated
Flexibility/ role in and processes and argumentative
Openness to implementing a information about when faced with a
Change change change change to routine,
daily work, or
Can shift priorities Learns and applies bigger picture
rapidly new procedures change
Intentionally
Fluid work style Adjusts to changing sabotages efforts to
priorities without implement change
complaint Spreads inaccurate
rumors about
changes

Commitment to Engaged in Can articulate how Does not know the
Mission accomplishing the their job contributes mission statement
mission to the mission
Demonstrates a On most days, Projects a
passion and does perform job disinterested
sincere, well- with enthusiasm approach to their
directed work
enthusiasm for the
job Is motivated by Does not show any
Tireless about accomplishing enthusiasm about
doing quality work things for others the work and
accomplishments of
others

Communication Effectively uses Articulate; verbal Lacks clarity and
Skills multiple skills adequate for focus in spoken
communication position word
channels and styles
Documentation is Writes clearly, with Written
always on point, focus and specifics, documentation
and completed in a and submits lacks specificity;
timely manner documentation in has poor grammar
timely manner and is not thorough
Proactively learns Communicates Does not
how to respectfully and communicate with
communicate with appropriately on all supervisor

Benedictine HR 2018 Page 13 of 23

non-verbal students levels, including
and clients, and through email
continually builds
this capability

Cost Management Ensures Cost conscious; Wasteful with
expenditures are in does not waste supplies and
the best interest of resources resources
the organization
Resourceful; able Monitors accounts Leaves account
to maximize use of and resolves management for
available funds discrepancies someone else to
worry about
Manages Pays attention to Purchases items
without proper
effectively within cost implications of approval

financial constraints decisions

Critical Thinking Demonstrates an Can help diffuse Allows problems to
Initiative ability to identify, crisis situations; escalate
analyzer, and solve level headed
problems Impractical
Can think outside Contributes ideas
of the box to help resolve Works with blinders
problems on
Exercises sound Is able to identify
judgment; does not the root of Does only what is
make knee jerk problems within explicitly asked
reactions their sphere of
influence Will not take action
Takes charge in the Self-starter; without prompting
absence of detailed requires minimal
instructions supervision Even when knows
Looks for new and Takes action what needs to be
better ways to do without undue done, waits for
things delay somebody else to
Seizes Has a quality of do it
opportunities knowing what
needs to be done,
and takes action
without being asked

Integrity Transparent in Honest, trustworthy Does not fulfill
business dealings commitments
Holds self and Fulfills Has been untruthful
others to commitments

Benedictine HR 2018 Page 14 of 23

Interpersonal impeccable level of Does the right thing Secretive;
Skills integrity even when no one withholds
Value honesty and is looking information that
forthrightness in should be
others Develops positive conveyed or shared
working Quick to lose
Promotes trust and relationships patience
respect Displays
genuineness in Talks negatively
Values the dealing with others about co-workers
contributions of Respects the
others opinions of others Does not establish
Actively works to credibility with
develop working others
relationships and
generate synergy

Job and Technical Is an authority in Understands and Needs to learn
executes job more and apply
Knowledge certain aspects of functions what is learned to
be able to perform
the job Learns and applies the job at an
new job acceptable level
Shares job requirements Resists training or
knowledge with refuses to complete
others for their training
benefit
Takes a Attends all required Intentionally does
“continuous
improvement” trainings tasks incorrectly
approach to their
role

Leads and Display strength in Regularly meets Remains task
Manages Others staff management with employees to focused;
as evidenced by review performance micromanages staff
low turnover, low and plan for staff efforts
vacancy rates, and development
high performing
staff Department Has excessive
Excels at resolving accomplishes goals turnover in area;
department conflict set has high vacancy
rate in area;

Benedictine HR 2018 Page 15 of 23

Has developed Staff are Fails to develop
strong credibility in recognized for staff and hold staff
the eyes of direct accomplishments, accountable for
reports and held training
accountable for
deliverables

Performance; Has been Demonstrates Cannot keep pace
Quality of Work recognized for thoroughness and with assigned work
Done outstanding quality focus on high
of work throughout standards in Work performed
the year completing daily regularly has to be
tasks corrected by
Has been able to Corrects own errors supervisor or other
take on additional when they occur staff member
work without Shows indifference
compromising on Shows pride in the when work is not
quality quality of their work done to standards;
Demonstrates a performed projects a “so what”
commitment to attitude
excellence

Productivity and One of the highest Maintains good Gets distracted
Quantity of Work producers in the work pace easily
department throughout shift
Can be relied on to Methodically Handles lower
take on additional completes daily volume of work
work when needed action items than co-workers
Helps motivate Consistently Complains about
others to “raise delivers more than amount of work
their game” the minimum assigned

Professionalism Projects a Dresses and Projects a sloppy,
professional behaves unkempt or
demeanor at all appropriately in irreverent image
times work setting
Role models Maintains Uses inappropriate
appropriate work professional language, shares
place behaviors demeanor, inappropriate or
behavior and dress overly personal
Teaches others in the community information at work
how to maintain Maintains Does not maintain
confidentiality and confidentiality

Benedictine HR 2018 Page 16 of 23

professional professional
boundaries boundaries

Reliability Holds self and Accepts personal Does not accept
others accountable accountability for accountability for
actions missed deadlines,
Is a “go to” person etc.
– can also be Follows directions; Blames others or
counted on does not “go rogue” circumstances
Delivers on
commitments Conscientious Cannot be counted
on

Tact and Handles stressful Demonstrates Attacks the person,
Diplomacy situations in a calm, proper protocol and not the situation
poised and etiquette in al
objective manner situations Can make others
Can effectively Does not overreact feel diminished and
deliver bad news, undervalued
or constructive Handles
criticism confrontations Tries to make self
Can diffuse conflict appropriately look good by
situations denigrating others

Teamwork Creates synergy Can work both Territorial
and collaborative independently and
environment on a team Refuses to support
Seeks out Contributes to team others in work
opportunities to objectives group
work on team
projects Causes team
Openly conflicts through
acknowledges the treatment of others
strengths and
contributions of the
team

Time Management Master at Efficient Wastes time at
prioritizing work on non-work
Uses time at work items
Does not confuse wisely Gets distracted
“being busy” with easily
“being productive”
Sets realistic time Able to flex Cannot effectively
goals
scheduled tasks to prioritize

Benedictine HR 2018 Page 17 of 23

accommodate
changing demands

Writing Skills and Thorough, accurate Maintains records Does not maintain
accurate records;
Documentation documentation as required uses incorrect
forms, etc.
reliably provided Fails to document
as required
Highly effective Submits required
and/or compelling documentation on Written work lacks
writing skills time and with needed detail; is
presented across sufficient detail poorly constructed;
mediums contains errors
Able to write to Memos, emails, such as
achieve maximum etc. are written grammatical,
impact in clearly, spelling, etc.
messaging professionally and
correctly

Work Ethic Excellent time and Good time and Rarely on time for
attendance record attendance track work and calls out
Dedicated to the record frequently
job and the mission Stays focused while Often wanders
on the clock away from work
Actively engaged area to do personal
Engaged business, make
personal calls, etc.
Disengaged

Benedictine HR 2018 Page 18 of 23

Conducting the Performance Review Meeting with the

Employee

 Prepare for the meetings
o Block sufficient time on your schedule so you can manage around the
meetings
 Depending on your personal style, schedule 30 to 60 minute blocks
of time for each individual meeting
 For review meetings that you feel may not be well received,
coordinate with your supervisor if you feel it would be effective for
them to attend the review meeting
o Communicate with your staff
 Alert them to the upcoming review meetings
 Require that they sign up for one of your available time slots
 If applicable, provide them with a self-assessment questionnaire to
complete in advance of the meeting
o Complete your reviews
 For each meeting, have a copy of the review ready for the staff
member
 Be prepared to discuss how the rating translates to performance
bonus

 Conduct the individual performance review meetings
o Be sure the meeting takes place in a quiet are where it is unlikely that you
will be interrupted

o Start the meeting with an introduction
 Emphasize that this is not simply a “report card” meeting
 Communicate your goals for the discussion
• Goals could include several things: to thank the employee
for their work over the past time, and acknowledge their
contributions; to discuss areas for improvement; to discuss
tools or resources the employee feels they need to do their
job; to discuss ideas for the department or changes on the
horizon; to set goals/objectives for the next year; when
necessary, to clearly explain what the employee needs to
improve in to fully meet their positions requirements
 Set the tone that this is a discussion: while you are providing
feedback, you want to hear the employees input and ideas

o Begin the performance discussion

Benedictine HR 2018 Page 19 of 23

 It may be helpful to begin with an overview of the review before
giving the document to the employee
• For example” “Let me start by saying that I think you were a
strong contributor this past year! In particular, I was
impressed with your ability to roll with and adapt to the
changes we had in the department. There are a couple of
areas I do want to talk about improving in, too. But, overall, I
am glad you are on our team.”

 Then provide the copy of the review to the employee, and allow
them time to read it

 Following that, go through the review point by point, being clear
with the employee about the justification for their rating scores your
assigned. Be as specific as possible with example or their
demonstrated performance, accomplishments, or shortfalls

 Invite the employee to share their thoughts as you proceed, but do
not allow the conversation to become a debate
• There may be details the employee raises that you had not
included in your review. These points can be added in the
employee comments section.
• If you and the employee disagree about a rating, calmly
discuss your perspective and reason. Allow the employee to
provide specific reasoning that they disagree. In select
instances, you may elect to change the rating based on their
input.

 For areas that you would like to see improvement, discuss in detail
what “improvement” will look like. Ask the employee what they
need from you to meet those expectations.

 If applicable, discuss and establish performance goals for the
upcoming year.
• A maximum of 2 to 4 goals should be set
• Goals should be written using the “SMART” format
o S: make is specific
o M: make sure it is measurable, and success with the
goal can be defined
o A: make it achievable. While stretch goals are good,
impossible goals are defeating
o R: make it realistic. The goal must be within the
sphere of control of the employee
o T: make it time bound. A goal with no target
completion date will not likely ever cross the finish line

Benedictine HR 2018 Page 20 of 23

 Invite the employee to provide comments
• Comments can be provided on a separate document and
attached
• Comments can be handwritten onto the evaluation form
• Comments can be keyed into the form

o Discuss the overall rating score achieved, and what that translates to for a
performance bonus

o To wrap up the meeting, the supervisor and the employee should sign the
evaluation form
• The supervisor will then submit to their manager for
signature.
• A final copy of the Performance Evaluation with all signature
should be provided to the employee.

TIP: Remember, if you as the supervisor do not ask for the employee’s feedback,
input, and what they need from you, the performance review discussion morphs
from an interactive meeting to a lecture!

Benedictine HR 2018 Page 21 of 23

Timeline for 2018

Performance Review Process Timeline

What When Who
By April 23, 2018 Leadership team/HR
Finalize format and content By May 1, 2018 Leadership team

Finalize performance bonus range per rating By May 1, 2018 HR
Distribute forms with review process overview to
managers/supervisors who will be writing
reviews

Schedule "how to" sessions for supervisors By request or during
(voluntary not required) first 2 weeks of May HR

If needed, Supervisors to get training records for Available starting week

staff from HR of 5/1 Supervisors/HR

Complete by June 15,

Supervisors write performance reviews 2018 All supervisors

Supervisors submit reviews to directors for On-going, completed All supervisors and
approval/sign-off for rating=bonus %
by June 29, 2018 directors

Supervisors schedule and conduct one-on- Begin first week of All supervisors
ones with staff July; complete by All supervisors
August 10, 2018
Signed and finalized reviews submitted to HR
By August 17, 2018

Reviews entered into Abra; bonus letters By August 31, 2018 HR
generated Bonus paid with Karen and Alison
September 28 pay
Performance bonuses processed through date
payroll, Abra records updated

Benedictine HR 2018 Page 22 of 23

Bonus Potential Based on Review Score for 2018

 Any staff member hired on or before March 31, 2018 will receive a performance
review and is therefore eligible for a performance bonus.

 The overall performance rating achieved corresponds with a bonus percent
award. See the chart below.

Rating score Bonus %
up to 2.99 0
3.0 to 3.49 TBD
3.5 to 3.99 TBD
4.0 to 4.49 TBD
4.5 - 5 TBD

 The bonus paid is calculated as follows:

Total gross pay earned during the fiscal year (between 7/1/17 and 6/30/18) is
multiplied by the bonus percent associated with the rating score.

Note: gross pay earned does include overtime pay and secondary job pay. It
does not include bonuses paid during the year.

Benedictine HR 2018 Page 23 of 23

Review Date: Employee Performance Evaluation

Hire Date:

Name: Supervisor:

Job Title: Performance Period:

Training Compliance: NA Certification/Licensure Compliance: NA

Ratings and Definitions

5 = FAR EXCEEDS EXPECTATIONS; EXPERT: outperforms what is expected of staff on a consistent basis; role model for
other staff. Outstanding performance characterized by work of exceptionally high quality.

4 = EXCEEDS EXPECTATIONS; ADVANCED: : consistently meets what is expected of staff, and often goes above and
beyond expectations. Very good performance that is noticeably better than that usually expected of the position.

3 = MEETS EXPECTATIONS; PROFICIENT: reliably meets requirements with some follow up needed at times to stay on
track. Good performance that meets the requirements of the position in a consistently satisfactory manner.

2 = INCONSISTENT AND/OR MARGINAL PERFORMANCE; NEEDS IMPROVEMENT: occasionally meets requirements of the
position, but often does not or shows inconsistency and requires a great deal of oversight and direction. Fair performance
that is below expectations and cannot be relied upon.

1 = DOES NOT MEET EXPECTATIONS; NEEDS IMPROVEMENT: cannot perform adequately even when given explicit
instructions or feedback. Performance is inadequate and requirements are not being met

Instructions

• Be sure to enable editing and macros when opening the form if you receive prompts to do so.
• Using the tab key to navigate the form, describe the employee’s contributions in each of the performance categories below.

Summarize specific examples to support your ratings in the comments section.
• Choose the most appropriate rating score from the drop-down box in the right column.
• As you tab through and select ratings, the section and overall score calculation fields will update accordingly.
• Ensure you tab through to the last section of the form. Spell check will run as you do so.
• Save the form as a new document (.dotm).
• Have all parties sign on the last page where noted.

1

Benedictine Employee Evaluation Draft v.6

Performance Indicators Comments Score
1
Description 1
1
Alignment with Benedictine Mission and Values 1
Distinctly contributes to the Benedictine mission. 1
1
Evaluate: demonstrates hospitality, compassionate caring, and 2
dignity of work; exemplifies the Mission and Values in day-to-day
work performance

Performance Quality
Completes needed quantity of work and work is of high quality.

Evaluate: thoroughness; demonstrates a no compromise
approach to quality and adherence to quality standards; able to
complete tasks/work assigned; commits to continuously improve
and/or operate at peak performance level

Job and Technical Knowledge
Possesses skills and knowledge required for the role.

Evaluate: demonstrates skills and knowledge to do the job; able
to learn new tasks/techniques and apply what is learned;
demonstrates self-development; able to use technology in role as
required and expected.

Communication
Organizes and expresses ideas and information clearly, both orally
and in writing, using appropriate and efficient methods of
conveying information.

Evaluate: demonstrates respectful, appropriate communication
with all; does not use profanity or inappropriate language on the
job; communicates timely; demonstrates writing skills required in
their role; under stress, communicates effectively; expresses
clarity of thought

Interpersonal Skills
Is sensitive to the needs, feelings, and capabilities of others.

Evaluate: demonstrates patience, respect and flexibility;
demonstrates a positive, optimistic attitude; is not argumentative,
dismissive, confrontational, or adversarial in interactions with
others

Teamwork
Works effectively with others, exchanging ideas and contributing
skills that complement those of co-workers.

Evaluate: engages in team activities; works for the collective
good; acknowledges others contributions at work; fulfills
commitments to others ages

Benedictine Employee Evaluation Draft v.6

Professionalism 1
Represents the organization with pride and integrity.
1
Evaluate: demonstrates integrity and honesty; follows policies 1.00
and procedures; maintains professional boundaries; does not
engage in destructive behaviors such as rumor spreading and Comments
gossiping; demonstrates self-accountability; demonstrates
respect for authority

Work Ethic
Demonstrates a strong work ethic and commitment, to include
punctuality and attendance.

Evaluate: time and attendance; reliability; dependability;
initiative and a “do what it takes” attitude to get the work done
while adhering to legal, ethical and moral standards

Performance Indicators SCORE:

Goal Achievement from Prior Review (2-4 goals)

Goal

Overall Score 1.00

Supervisor Performance Indicators (use this section for supervisory staff only)

Description Comments Score
NA
Leads and Manages Others 3
Builds an effective team for optimal performance.

Evaluate: inspires team to perform at a high level through
motivating employees, performance recognition, and awards;
holds staff accountable for performance; embraces Benedictine
initiatives and effectively influences staff to embrace changes;
leads by example; demonstrates resilience; has strong credibility
with direct reports

Benedictine Employee Evaluation Draft v.6

Delivers Results NA
Ensures goals and objectives of department are met. NA

Evaluate: effectively manages within budgetary guidelines and NA
constraints; able to identify alternative courses of action; achieves 0.00
acceptable audit results; able to accomplish goals through others;
collaborative

Communication
Effectively communicates through multiple channels.

Evaluate: ensures communication of key information for
employees such as changes that impact employees and their work
area; provides effective feedback on performance; listens to
employees, and can resolve conflict at the appropriate level; holds
regular staff meetings; provides timely, relevant information to
supervisor; shows transparency in decision-making

Critical Thinking
Demonstrates sound judgment as reflected in decision making and
problem solving.

Evaluate: Able to effectively prioritize and adapts to changing
priorities; successfully manages crisis situations and knows when
to escalate issues; able to think outside of the box and offers
creative solutions to complex problems; able to apply logic and
data to decision making; does not cloud judgment with emotions
or prejudices

Supervisory Performance Indicators SCORE:

Overall Summary

• Include any additional performance comments or examples that are not noted in other parts of the
appraisal.

• Include any significant achievements during the performance period.

• Document goals established between the employee and supervisor for the upcoming review period.

• In general, establish two to four goals. Include individual professional developmental goals as well as
department and organization-wide goals.

• Ensure the goals are written in a SMART format (Specific, Measurable, Achievable, Relevant, Time
Bound).

4

Benedictine Employee Evaluation Draft v.6

Employee Comments

Employee may include any comments in this section:

5

Benedictine Employee Evaluation Draft v.6

Signatures

________________________________________________________________________

Employee Signature Date

________________________________________________________________________

Supervisor Signature Date

________________________________________________________________________

Administrator Signature Date

6

Benedictine Employee Evaluation Draft v.6

Review Date: Teacher Performance Evaluation

Hire Date:

Name: Supervisor:

Job Title: Performance Period:

Training Compliance: NA Certification/Licensure Compliance: NA

Ratings and Definitions

5 = FAR EXCEEDS EXPECTATIONS; EXPERT: outperforms what is expected of staff on a consistent basis; role model for
other staff. Outstanding performance characterized by work of exceptionally high quality.

4 = EXCEEDS EXPECTATIONS; ADVANCED: consistently meets what is expected of staff, and often goes above and
beyond expectations. Very good performance that is noticeably better than that usually expected of the position.

3 = MEETS EXPECTATIONS; PROFICIENT: reliably meets requirements with some follow up needed at times to stay on
track. Good performance that meets the requirements of the position in a consistently satisfactory manner.

2 = INCONSISTENT AND/OR MARGINAL PERFORMANCE; NEEDS IMPROVEMENT: occasionally meets requirements of the
position, but often does not or shows inconsistency and requires a great deal of oversight and direction. Fair performance
that is below expectations and cannot be relied upon.

1 = DOES NOT MEET EXPECTATIONS; NEEDS IMPROVEMENT: cannot perform adequately even when given explicit
instructions or feedback. Performance is inadequate and requirements are not being met

Instructions

• Be sure to enable editing and macros when opening the form if you receive prompts to do so.
• Using the tab key to navigate the form, describe the employee’s contributions in each of the performance categories below.

Summarize specific examples to support your ratings in the comments section.
• Choose the most appropriate rating score from the drop-down box in the right column.
• As you tab through and select ratings, the section and overall score calculation fields will update accordingly.
• Ensure you tab through to the last section of the form. Spell check will run as you do so.
• Save the form as a new document (.dotm).
• Have all parties sign on the last page where noted.

1

Benedictine Employee Evaluation

Performance Indicators Comments Score
1
Description 1
1
Alignment with Benedictine Mission and Values. 1
1
Evaluate: demonstrates hospitality, compassionate caring, and 1
dignity of work; exemplifies the Mission and Values in day-to-day
work performance 1
2
Planning and Preparation

Evaluate: knowledge of content – standards, research based
teaching methods; knowledge of students; knowledge of
resources; lesson planning; IEP development

Classroom Environment

Evaluate: creates a positive work and learning environment;
establishes a culture for engaged learning; manages classroom
procedures; manages student behaviors; organizes physical
space to be conducive to learning

Instruction

Evaluate: engages students in learning; communicates clearly;
provides feedback to students and in a positive manner;
demonstrates flexibility and responsiveness, using a variety of
tools as needed; maintains fidelity fo student and school plans
(IEP’s, BIPs, etc.)

Interpersonal Skills

Evaluate: demonstrates patience, respect and flexibility;
demonstrates a positive, optimistic attitude; is not argumentative,
dismissive, confrontational, or adversarial in interactions with
others

Professional Collaboration

Evaluate: provides necessary structure, supervision,
guidance and support for assistants; promotes exchange of
ideas; participates in student specific and school wide
meetings; promotes positive environment throughout school
and with other departments with Benedictine; team focused
team efforts

Professionalism

Evaluate: demonstrates integrity and honesty; follows policies
and procedures; maintains professional boundaries; does not
engage in destructive behaviors such as rumor spreading and
gossiping; demonstrates self-accountability; demonstrates
respect for authority; role models professional behavior

Benedictine Employee Evaluation

Work Ethic 1
1.00
Evaluate: time and attendance; reliability; dependability;
initiative and a “do what it takes” attitude to get the work done Comments
while adhering to legal, ethical and moral standards; role models
work ethic

Performance Indicators SCORE:

Goal achievement during fiscal year under review

Goal

Overall Score 1.00

Supervisor Performance Indicators (use this section for supervisory staff only)

Description Comments Score
NA
Leads and Manages Others
Builds an effective team for optimal performance. NA
NA
Evaluate: inspires team to perform at a high level through
motivating employees, performance recognition, and awards; 3
holds staff accountable for performance; embraces Benedictine
initiatives and effectively influences staff to embrace changes;
leads by example; demonstrates resilience; has strong credibility
with direct reports

Delivers Results
Ensures goals and objectives of department are met.

Evaluate: effectively manages within budgetary guidelines and
constraints; able to identify alternative courses of action; achieves
acceptable audit results; able to accomplish goals through others;
collaborative

Communication
Effectively communicates through multiple channels.

Benedictine Employee Evaluation

Evaluate: ensures communication of key information for NA
employees such as changes that impact employees and their work 0.00
area; provides effective feedback on performance; listens to
employees, and can resolve conflict at the appropriate level; holds
regular staff meetings; provides timely, relevant information to
supervisor; shows transparency in decision-making

Critical Thinking
Demonstrates sound judgment as reflected in decision making and
problem solving.

Evaluate: able to effectively prioritize and adapts to changing
priorities; successfully manages crisis situations and knows when
to escalate issues; able to think outside of the box and offers
creative solutions to complex problems; able to apply logic and
data to decision making; does not cloud judgment with emotions
or prejudices

Supervisory Performance Indicators SCORE:

Overall Summary

• Include any additional performance comments or examples that are not noted in other parts of the
appraisal.

• Include any significant achievements during the performance period.

• IF APPLICABLE: Document goals established between the employee and supervisor for the upcoming
fiscal year.

• In general, establish two to four goals. Include individual professional developmental goals as well as
department and organization-wide goals.

• Ensure the goals are written in a SMART format (Specific, Measurable, Achievable, Relevant, Time
Bound).

Employee Comments 4

Employee may include any comments in this section:

Benedictine Employee Evaluation

Signatures

________________________________________________________________________

Employee Signature Date

________________________________________________________________________

Supervisor Signature Date

________________________________________________________________________

Administrator Signature Date

5

Benedictine Employee Evaluation


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