Electronic Performance Evaluations
The University of Wisconsin–Oshkosh is committed to supporting all employees to meet their career and professional goals, as well as supporting the university’s need to maintain a high-performing workforce. Performance evaluation establishes a consistent performance evaluation process that provides University employees with clear objectives, ongoing and valuable feedback, professional development and recognition for work well done. The goal is to ensure that employees’ job performance is in alignment with UW System and UWO mission, vision and, values.
Dempsey Hall 337
Timeline & Important Dates
|January 1 - February 1, 2020||Define Criteria (Set Goals) for 2020|
|March 1, 2020||2019 Evaluation due to Human Resources on paper form|
|June 1, 2020||Midyear checkpoint meeting completed and reviewed with employee|
|November 1, 2020||Finalize Criteria (Finalize Goals)|
|January 1, 2021||Self-Evaluations Due|
|March 1, 2021||2020 Evaluation due to Human Resources in ePerformance|
Main Goals of Performance Management
Mobilize energy of all employees towards achievement of University’s Strategic Goals
- Mission, Vision, Values incorporated and made front and center
- Values become real only when people are held accountable to them
Provide feedback to employees about their performance, encouraging performance improvement
- Employees can only improve if they know where they need improvement
Motivating superior performance
- Most employees want to be seen as superior performers and will work towards being recognized as such
Improving overall organizational performance
- Communicate expectations to every employee and evaluate them on these expectations
Setting and measuring goals
- Encourages employee development and superior performance
Ten Core Competencies
These are the university wide core competencies that will be utilized to evaluate employees. It is important that these competencies are considered when each employee develops their annual goals.
Job Knowledge – Understanding of present job duties and related work.
Job Skills – Demonstrates skills and abilities necessary for full job performance.
Quality of Work – The accuracy, completeness, neatness and effectiveness of work performed.
Quality of Service – Exhibits a caring attitude; is courteous and tactful; responds to the needs of others in a timely manner.
Cooperation – Willingly cooperates with others to achieve department and university goals.
Productivity – Produces the required volume of work. Maintains attention to work and meets deadlines.
Attendance – Reports to work on time, requests and uses leave appropriately.
Adaptability/Flexibility – Alters activities to adapt with demands of new situations. Listens attentively and openly to the ideas, problems and suggestions of others.
Promotion of Diversity, Equity and Inclusion – Work performance and personal conduct is supportive of the university’s commitment to diversity, equity and inclusion.
Communication Skills – Shares and provides relevant, timely and accurate information; expresses ideas clearly in written and oral form; follows oral and written directions.
Supervisory Core Competencies
These are the university wide core competencies that will be utilized to evaluate supervisors. It is important that these competencies are considered when each supervisor develops their annual goals.
Organization and Planning – effectively organizes team members to accomplish goals; uses resources effectively and efficiently
Leadership- fosters and encourages support; inspires confidence; motivates and promotes honesty, respect, honesty, integrity and fairness
Supervision and Performance Management – selection, motivation, development and evaluation of employees is effectively performed. Maximize employee skills and potential through encouragement, empowerment, and a motivating environment
Diversity, Equity and Inclusion – Fosters the values of diversity, equity and inclusion, treating all employees with respect, dignity, and fairness in support of university objectives
New Rating Scale
The following rating scale will be used to evaluate employees on each of the core competencies. This scale will also be used to calculate an overall rating.
Role Model – Performance exceeds the expected level of performance in most areas, most of the time.
Excellent – Performance exceeds the expected level of performance in some areas, some of the time.
Fully Successful – Performance meets the expected level of performance in most areas.
Minimally Successful – Performance fails to meet the expected level of performance in some areas. Performance needs to improve.
Unsuccessful – Performance fails to meet the expected level of performance in most areas.
Employees and Supervisors are encouraged to use SMART Goals when setting goals for the upcoming year.
SMART goals are meant to address major job responsibilities. Goals are intended to focus attention and resources on what is most important so that employees can be successful in achieving their priorities. Common types of goals are to: Increase something; Make something; Improve something; Reduce something; Save something; Develop someone.
S – Specific – When setting a goal, be specific about what is to be accomplished. What will be accomplished?
M – Measurable – What metrics will be used to determine if the goal is met?
A – Achievable – Goals must be attainable. The goal is meant to inspire and motivate, not discourage. Are the necessary skills and resources available to achieve the goal?
R – Relevant – Does the goal fit within the broader goals of the University? Why is the result important to the employee and to UWO?
T – Timebound – What is the target date for completion? Is the timing realistic?