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The following resources are available to help with the process:
- Performance Management Process
Wilkes University values the contributions of all employees. The University recognizes that regular and open communication between supervisors and employees helps create and maintain a productive work environment.
The University’s Performance Management Process provides the communication framework and guidelines which enables supervisors to regularly communicate job responsibilities and performance expectations. The process is designed to:
- Stimulate more dynamic and collaborative goal-setting throughout the University;
- Ensure alignment of individual goals with department goals and University strategic initiatives;
- Reinforce behaviors that support achievement of University strategic initiatives; and
- Enhance communication between supervisors and employees.
The process is facilitated by using the Performance Management Worksheet which supervisors complete in conjunction with each of their employees. The process includes the following three phases:
Planning Phase: During the first phase, the supervisor will discuss Baseline Requirements (which can be found in the Dictionary of Competencies) with each employee. Baseline Requirements are competencies expected of all employees at the University. At this time, supervisors also communicate division, department and/or unit goals to employees. Employees and supervisors collaborate to draft performance expectations. These expectations consist of both planned outcomes and competencies and are documented utilizing the Performance Management Worksheet. At this time 3-5 planned outcomes should be documented which:
- support division, department and/or unit goals
- are directly related to the employee’s successful work performance
- are SMART - Specific, Measurable, and Aggressive yet achievable, Realistic, and Tied to a timetable.
In addition, 3-5 competencies that are job related and support the achievement of the planned outcomes are selected from the Dictionary of Competencies. Non-supervisors select from the General Competencies list. Supervisors select from the General, Management, and Leadership Competencies list. All supervisors must include Coaching in their competencies.
Managing Phase: During this phase employees work to achieve the performance expectations established in the planning phase. On a day to day basis, supervisors observe, coach, and reinforce these performance expectations. Throughout the year, supervisors and employees discuss progress and identify and address difficulties that impede performance expectations.
Supervisors schedule and conduct at least one formal, mid-year feedback session with each employee. Progress reports and notes from formal and informal discussions are recorded by the supervisor on the Performance Management Worksheet.
Appraising Phase: During this third phase, supervisors meet with each employee to formally review and discuss the actual outcomes accomplished during the University’s fiscal year (June 1-May31) in comparison to the previously established planned outcomes. Thus, following the Introductory evaluation (see Introductory Period Policy), formal performance evaluations generally take place in June each year. Utilizing the Performance Management Worksheet, the employee’s performance on each planned outcome will be assessed using the following scale:
- Less than Planned
- As Planned
- More than Planned
Supervisors will also evaluate each employee’s performance on the previously selected competencies. The supervisor will document if the employee is developing (and will need continued effort) or demonstrating (proficient) in each. Supervisors will then document a summary assessment for the planned outcomes and competencies on the Performance Management Worksheet.
At the end of the evaluation, employees may utilize the space provided for comments and/or to document any disagreements or disputes related to the evaluation. Prior to documenting concerns on the form, employees are encouraged to discuss any issues or disagreement with their immediate supervisor during the evaluation. Often this open dialogue will provide the opportunity to review and resolve any misconceptions or differences in opinion related to the performance evaluation.
If there are still concerns or conflicts following this dialogue, an employee may seek remediation by providing a formal complaint in writing to the Dean, Provost or Vice President. To request leadership review, the employee must submit this complaint within 30 days of the performance evaluation.
Leadership will review the circumstances surrounding the complaint and respond within 10 days of receipt. The employee may be given the opportunity to attend a meeting with the supervisor and respective leadership to review the decision and any related follow up activities. Leadership’s review and resolution of the formal complaint is final.
If there are no complaints, the supervisor and employee will sign and date the Worksheet following the evaluation and submit a signed copy the Human Resources Department by June 30 of each fiscal year.
Performance Improvement Plans
If at any time during the previously mentioned phases a supervisor determines that an employee’s performance is not meeting expectations, a Performance Improvement Plan (PIP) may be initiated to address and improve performance. Before administering a PIP, supervisors are encouraged to consult with Human Resources to evaluate if the employee issue is a behavioral problem or a performance issue.
Behavioral problem – Progressive discipline is normally utilized to address and/or modify behavior in situations related but not limited to: misconduct, insubordination, attendance issues or any other willful violation of University policies, rules, or procedures. (See Progressive Discipline Policy). Although PIPs are not part of the Progressive Discipline process, failure to improve performance during a PIP may result in Progressive Discipline.
Performance issue - a PIP should be used in situations involving issues including, but not limited to, overall unsatisfactory work results, low productivity, lack of focus or direction, inefficiency, repeated errors, and/or overall failed outcomes. Problems such as these may not always be completely within the employee’s control. PIPs provide the employee with a list of specific goals and an action plan to achieve those goals and allow the supervisor to actively assist the employee meet the minimum requirements of the position. The expected results and a target date for completion are also detailed in the plan. While the plan is in place, the employee and supervisor will meet on a regular basis to review progress and modify the plan as needed.
If the employee improves as required, no further action is necessary. Provided the employee is rated “as planned” or “more than planned” on the next annual performance evaluation, the employee can request that the PIP be removed from his/her Human Resources file. If the employee’s performance does not improve and/or the employee does not adhere to the PIP, further action may include, but is not limited to Progressive Discipline and/or termination of employment. Prior to the previously established end of the PIP, the supervisor will consult with Human Resources to complete a final progress review. The results will be communicated to the employee at the scheduled end of the PIP.
Effective Date: 2/1/2004 Revision Date: 11/2012