Evaluation Task Force Executive Summary · 2019. 9. 19. · Evaluation Task Force . Executive Summary . Employee Category: ☒ Administration ☐ Classified Staff ☐ Non-Teaching

Evaluation Task Force Executive Summary

Employee Category: ☒ Administration ☐ Classified Staff ☐ Non-Teaching Professionals ☐ Teaching Faculty Board Requested Elements: (Addressed below)

☒ self-evaluation by the employee;

Self-Evaluation components have been incorporated into the revised and attached annual comprehensive evaluation tool to allow for a justifiable outcome driven and qualitative analysis, as they relate to the current job description and pre-determined performance objective.

☒ input from the employee’s direct supervisor(s)

It is further recommended that the supervisor completing the final evaluation for the Administrator, incorporate multiple sources of feedback (including a variety of stakeholder input as appropriate) within the annual performance appraisal.

☒ as appropriate to the position, proportional and representative input from students, classified and professional staff, faculty, and administrators; To ensure consistency and to support the overall achievement of our College’s mission, continuous review and discussion of the institutional and individual’s goals are critical. It is recommended that a companion, anonymous online survey might be made available for completion by other stakeholders (e.g., students and faculty) to further inform employees concerning their performance effectiveness, perhaps utilizing Qualtrix software already purchased by the College, or alternatively, Google Forms. In their shared governance rubric, the Faculty Council of Community Colleges identifies it as a best practice when the “institution recognizes joint responsibility for the selection and evaluation of the president and senior administrators” (Category VII, Criteria 4). To meet this criteria, an institution should have in place “processes for evaluation/assessment of college president and senior administrators [which] encourage input from faculty and faculty/campus governance leadership.” To this end, the Faculty Senate could charge an ad hoc committee with identifying appropriate faculty members for the evaluation of specific administrative positions. Results of this survey could be used as part of the formal evaluation process.

☒ as appropriate to the position, proportional and representative input from external stakeholders;

It is recommended that some Administrative positions identified have more involvement and dependencies upon external stakeholders due to funding streams or other activities which impact the College and our students. The comprehensive evaluation tool developed include an optional component to allow for this valuable feedback, should the position and job description warrant the necessity to address this component.

☒ as appropriate to the position, quantitative institutional effectiveness and student success

metrics related to the employee’s job description and scope of responsibility; See Supervisor’s Assessment ☒ as appropriate to the position, qualitative responses related to service to the College and

the wider community; The recommended evaluation tool includes a rubric to address ☒ joint employee and supervisor(s) identification of the institutional and individual

investment required to support the employee’s continued development as it relates to the success of our students and the effective achievement of our College’s mission;

Unsatisfactory performance evaluations (Improvement Needed) must result in the creation of a Professional Development Plan prepared by evaluators and persons being evaluated.

☒ as appropriate, opportunities for recognition for exemplary performance; The recommended evaluation tool includes a rubric to address exemplary performance in all

factors impacting the work of the division and college community at large. ☒ as necessary, clearly defined and articulated plans and timelines for improvement. Evaluations would be initiated and completed annually (or as specified by divisions) in a

timely fashion (no later than June 30 for 10-month employees and August 31 for 12-month employees.

Recommended evaluation form (attach if there is one) Evaluation cycle: ☒ Once a year ☐ Twice a year ☐ Every two years ☐ Other (Briefly explain below) Other observations on recommended changes to the evaluation process? • To ensure consistency, the satisfaction of organizational goals and objectives, and to allow for

a justifiable outcome driven and qualitative analysis, all executive staff (e.g., President, VPs, and Noncontract Personnel) would be evaluated annually, according to this comprehensive

evaluation tool relative to their performance objectives as indicated by current job descriptions; • Performance standards should reflect organizational goals and objectives and employees’ relationship to those organizational goals and standards; • Therefore, this performance evaluation tool may be adjusted within departments and offices to reflect any performance objectives specific to job descriptions and/or departments; • Should adjustments be warranted, they would be proposed and approved prior to use for performance evaluations; • All portions of the evaluations would remain confidential and would be housed in the Human Resource Department, in the employees respective personnel folder; • Further, it is recommended a portion of the administrator’s evaluation is the timely completion of their own employees’ evaluations. • Finally, it is recommended that the current version of this evaluation tool always be available on the MCC web and in the self-service platform for greater transparency and for ease of access and employee preview.

Non-Contract Administrators and Officers Performance Program pg. 1

Draft: Non-Contract Administrators and Officers Performance and Evaluation

Employee Name:

Campus Title:

Immediate Supervisor:

Department:

Performance Program for the period: To

INSTRUCTIONS

• Every employee should have an annual performance program and evaluation for the period covering xxx

• Attach most recent Position Description (Employee and direct Supervisor shall have access and initial that the most current job description was reviewed prior to completion of current evaluation process.)

• The performance program should ideally be completed prior to xxx. At the end of the performance period, the employee will be evaluated based on the previously prepared performance program. Where concerns are noted, reviews should occur more regularly.

• The supervisor should use the employee’s current job description as the foundation for the performance program and evaluation. Done well, the performance program is an opportunity to review job duties and establish goals and expectations for the following year. It also guides personnel actions.

PERFORMANCE PROGRAM

1. The supervisor and employee will work together, using the employee’s current job description, to identify job duties, goals, and expectations. Sections 1, 2, and 3 should be completed prior to the start of the performance period. The performance ratings and comments for each of these sections will be completed at the time of evaluation. For information regarding the performance ratings, please refer to the section below pertaining to the Performance Rating Guidelines on the next page. The College’s mission, vision, and values, and the department’s goals, should be considered when establishing goals and objectives.

2. Secondary sources will be identified in Section 4. The sources will provide comments and feedback that will be summarized and reviewed at the time of evaluation.

3. Once the supervisor and employee have completed and reviewed the performance program, the employee, immediate supervisor, and secondary level supervisor will sign and date the performance program.

SUCCESS AND USING DATA

As appropriate, opportunities for recognition for exemplary performance may be incorporated.


PERFORMANCE EVALUATION At the end of the specified performance program period: 1. The supervisor will contact the employee to complete the Employee Self Evaluation.

The employee should complete the self-assessment within 10 business days and route the instrument electronically to the supervisor for completion.

2. The supervisor will contact any secondary sources identified in the performance program and will

summarize their comments in Section 6. 3. The supervisor will evaluate the employee’s performance and provide ratings and comments. 4. The supervisor will meet with the employee to discuss the evaluation and a new performance program

for the upcoming year. 5. Once the supervisor and employee have completed and reviewed the performance evaluation, the

employee, immediate supervisor, and secondary level supervisor will sign and date the performance evaluation.

PERFORMANCE RATING GUIDELINES / Instructions

In using the rating scale, each supervisor should consider the extent to which the employee meets the expected standards for all job factors. The supervisor should refer to the job description when rating job performance and should only rate areas that have been observed during the review period. If the employee has not been observed performing a duty, use “Not Applicable.” Indicate the employee's level of performance by selecting one of the appropriate levels which are described below:

• Outstanding: The employee is exemplary in performance of all duties. The employee is a role model to others and is recognized as a particular asset to the work unit and college community. The employee can be relied upon to perform difficult duties.

• Highly Effective: The employee meets and frequently exceeds the performance expectations for all duties. The employee is performing better than expected for many of the duties.

• Effective: The employee meets many performance expectations and performs in a competent manner. This is the expected and usual level of performance for most employees.

• Improvement Needed: The employee meets some of the performance expectations. However, the employee needs improvement in others. Some duties performed by the employee may require extra direction by the supervisor.

• Development Plan Needed: The employee needs significant improvement and a professional development plan needs to be created and implemented.

• Not Applicable: Does not apply to the employee or was not observed during this review period.


SECTION 1 JOB SPECIFIC DUTIES: to be completed by Supervisor

The Supervisor should identify and rate core job duties. The supervisor should assess the employee’s performance of their job duties at the time the evaluation is completed. Job Specific Duties are to be reviewed in conjunction with Position Description and if appropriate steps should be taken to update the Position Description.

CORE JOB DUTIES

RATINGS

1 Select One

2 Select One

3 Select One

4 Select One

5 Select One

6 Select One

7 Select One

8 Select One

9 Select One


SECTION 2 GOALS: SUPERVISOR + EMPLOYEE

The goals should be discussed and agreed upon by the employee and supervisor. Goals should be listed in order of importance and aligned with the College Strategic Plan. For each goal include a description of the goal for the upcoming year, objectives, assessment instrument and timeframe. At the conclusion of the state timeframe (or in the following year evaluation), the supervisor should respond with a qualitative responses and / or assessment of the outcome as it relate to how these goals are of service to the College and the wider community.

Goals should be reviewed periodically in consultation with the employee. Goals should be integrated year over year with Supervisor Rating to be completed in the following year evaluation.

GOAL DESCRIPTION & OBJECTIVE(S)

ASSESSMENT TOOL / OUTCOME

(As applicable)

Link to Strategic

Plan (Number)

SUPERVISOR RATING

Select One

Select One

Select One

Select One

Select One


SECTION 3 ACHIEVEMENT OF COMPETENCIES

To be completed by Supervisor. Comments are recommended and are required for “Improvement Needed” and “Develop Professional Plan” ratings.

ACHIEVEMENT OF COMPETENCIES to be completed by Supervisor RATING

RELIABILITY/ACCOUNTABILITY: Effectively establishes, communicates, and manages priorities. Select One Anticipates and identifies problems and helps to bring about resolutions. Select One Demonstrates appropriate judgement. Select One Is accountable and takes responsibility for own decisions and actions. Select One Demonstrates efficiency and effectiveness in carrying out responsibilities. Meets productivity standards, deadlines, and work schedules.

Select One

Sees failure as an opportunity to learn from past results and continues to learn and grow.

Select One

Comments: COMMUNICATION: Clearly and effectively expresses information, thoughts, ideas, and instructions orally and in writing.

Select One

Responds appropriately to both written and oral instructions. Select One Effectively communicates with and informs others as appropriate including supervisors and stakeholders.

Select One

Listens to, and is considerate of, opposing views and perspectives. Select One Allows others to speak without interrupting them unnecessarily. Select One Comments:

INTERPERSONAL SKILLS/TEAMWORK: Collaborative, considerate, and respectful in dealing with stakeholders, co-workers, and the public.

Select One

Maintains an open, approachable manner and treats others fairly and respectfully. Preserves others’ self-confidence and dignity and shows regard for their opinion.

Select One

Supports and contributes to an environment of diversity and inclusion. Select One Works harmoniously and effectively with others in a variety of settings and across departments.

Select One

Shares knowledge, expertise, and resources with others easily and frequently. Select One Looks for opportunities to help move projects along; volunteers to help others. Select One Comments:


Con’t Section 3

LEADERSHIP/MANAGEMENT (if applicable): Fosters the development of a common vision; provides clear direction and sets priorities. Select One Supports a diverse and inclusive work environment fostering fairness, equity, and trust. Select One Effectively motivates, coaches, develops, and evaluates team members. Select One Sets clear, meaningful, challenging, and attainable group goals and expectations that are aligned with those of the College.

Select One

Provides staff with continual feedback, recognizes and celebrates exceptional performance, and takes corrective action to improve poor performance.

Select One

Conducts all performance appraisals on time and evaluates performance based on results.

Select One

Models successful behaviors, a high performance work ethic, and constant self-improvement.

Select One

Comments:

STAKEHOLDER SERVICE (if applicable): Provides quality service to internal and external stakeholders. Select One Understands and anticipates stakeholder needs and implements proactive strategies based on stakeholder feedback.

Select One

Searches for ways to increase stakeholder satisfaction. Select One Engages stakeholders in identifying issues, options, and desired outcomes. Develops a clear picture of the needs and best options from the stakeholder’s perspective.

Select One

Comments:


SECTION 4 INPUT FROM SECONDARY SOURCES

If applicable to the position, at the beginning of the performance program period, identify individuals that will likely work with, and have the opportunity to, evaluate the performance of the employee during the performance program period. Supervisor should contact and request feedback on employee performance from identified individuals. Identification of secondary sources should be done in consultation and collaboration with the employee.

These sources should include proportional and representative input from students, classified and professional staff, faculty, and administrators, external stakeholders. Student Name, Contact Information: 1 2 3 Staff Name, Department, Contact Information: 1 2 3 Faculty Name, Department, Contact Information: 1 2 3 Administrators / Colleagues, Department, Contact Information: 1 2 3 External Stakeholder, Contact Information: 1 2 3

SUMMARY OF SECONDARY SOURCE COMMENTS

The supervisor will collect and summarize secondary source comments. Attach any written comments as necessary.


SECTION 5A EMPLOYEE SELF EVALUATION

Discuss your thoughts on your performance by completing each of the assessment categories listed below. As appropriate to your position include quantitative and / or qualitative institutional effectiveness and student success metrics related to your job description and scope of responsibility.

ASSESSMENT CATEGORIES

EMPLOYEE COMMENTS

Job Duties

Goals

Competencies

General Comments


SECTION 5B ACHIEVEMENT OF COMPETENCIES - Employee

This section is to be completed by Employee and then discussed with Supervisor. Check the box ‘Development Plan Needed’ if you identify areas of performance concern and if there is a need for institutional and individual investment to support your continued development as it relates to the success of our students and the effective achievement of our College’s mission.

ACHIEVEMENT OF COMPETENCIES to be completed by Employee RATING

RELIABILITY/ACCOUNTABILITY: Effectively establishes, communicates, and manages priorities. Select One Anticipates and identifies problems and helps to bring about resolutions. Select One Demonstrates appropriate judgement. Select One Is accountable and takes responsibility for own decisions and actions. Select One Demonstrates efficiency and effectiveness in carrying out responsibilities. Meets productivity standards, deadlines, and work schedules.

Select One

Sees failure as an opportunity to learn from past results and continues to learn and grow.

Select One

Comments: COMMUNICATION: Clearly and effectively expresses information, thoughts, ideas, and instructions orally and in writing.

Select One

Responds appropriately to both written and oral instructions. Select One Effectively communicates with and informs others as appropriate including supervisors and stakeholders.

Select One

Listens to, and is considerate of, opposing views and perspectives. Select One Allows others to speak without interrupting them unnecessarily. Select One Comments:

INTERPERSONAL SKILLS/TEAMWORK: Collaborative, considerate, and respectful in dealing with stakeholders, co-workers, and the public.

Select One

Maintains an open, approachable manner and treats others fairly and respectfully. Preserves others’ self-confidence and dignity and shows regard for their opinion.

Select One

Supports and contributes to an environment of diversity and inclusion. Select One Works harmoniously and effectively with others in a variety of settings and across departments.

Select One

Shares knowledge, expertise, and resources with others easily and frequently. Select One Looks for opportunities to help move projects along; volunteers to help others. Select One Comments:


LEADERSHIP/MANAGEMENT (if applicable): Fosters the development of a common vision; provides clear direction and sets priorities. Select One Supports a diverse and inclusive work environment fostering fairness, equity, and trust. Select One Effectively motivates, coaches, develops, and evaluates team members. Select One Sets clear, meaningful, challenging, and attainable group goals and expectations that are aligned with those of the College.

Select One

Provides staff with continual feedback, recognizes and celebrates exceptional performance, and takes corrective action to improve poor performance.

Select One

Conducts all performance appraisals on time and evaluates performance based on results.

Select One

Models successful behaviors, a high performance work ethic, and constant self-improvement.

Select One

Comments:

STAKEHOLDER SERVICE (if applicable): Provides quality service to internal and external stakeholders. Select One Understands and anticipates stakeholder needs and implements proactive strategies based on stakeholder feedback.

Select One

Searches for ways to increase stakeholder satisfaction. Select One Engages stakeholders in identifying issues, options, and desired outcomes. Develops a clear picture of the needs and best options from the stakeholder’s perspective.

Select One

Comments:


SECTION 6 OVERALL SUPERVISOR ASSESSMENT

Discuss your assessment of the employee’s overall performance of the specified categories. As appropriate to the position, quantitative institutional effectiveness and student success metrics related to the employee’s job description and scope of responsibility should be documented. Comments are recommended for all areas and are required for “Improvement Needed” and “Needs Professional Development” ratings. Once the supervisor has completed their assessment, they should provide an overall rating of the employee’s performance.

ASSESSMENT CATEGORIES SUPERVISOR COMMENTS

Job Duties

Goals

Competencies

General Comments

OVERALL RATING: Select One

The overall rating is based on the supervisor’s assessment reflected of assessment and summary of secondary source input and comments.


SECTION 7 INSTITUTIONAL and INDIVIDUAL INVESTMENT for GROWTH

Jointly, the employee and supervisor(s) should identify the institutional and individual investment required to support the employee’s continued development as it relates to the success of our students and the effective achievement of our College’s mission. Include here a plan for continued professional growth; resources need and time frame if appropriate. Attach any related documents as applicable.

1

2

3

4

Section 8 Recognition for Exemplary Performance


PERFORMANCE EVALUATION SIGNATURES

I have reviewed the performance evaluation with my immediate supervisor for the period specified. My signature indicates that I have received and discussed the final document.

Employee’s Signature:___________________________________ Date:________________

Immediate Supervisor Signature:___________________________ Date:________________

Secondary Level Supervisor Signature:_______________________ Date:________________

cc: Employee Immediate Supervisor Secondary Level Supervisor (if any) Personnel File (original)

Partial Screenshot of Possible Evaluation Form, created from Job DescriptionFull form available online at https://docs.google.com/forms/d/e/1FAIpQLSdJrqbP-xjCnyX4p650BcLYF8xbNBviwe4mYUb1AK8sF2Rz0A/viewform?vc=0&c=0&w=1

https://docs.google.com/forms/d/e/1FAIpQLSdJrqbP-xjCnyX4p650BcLYF8xbNBviwe4mYUb1AK8sF2Rz0A/viewform?vc=0&c=0&w=1

Documents

Evaluation Task Force Executive Summary · 2019. 9. 19. · Evaluation Task Force . Executive Summary . Employee Category: ☒ Administration ☐ Classified Staff ☐ Non-Teaching