The University of North Carolina at Chapel Hill Office of Human Resources SPA PERFORMANCE MANAGEMENT AND COMPETENCY ASSESSMENT FORM

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1 I. DEMOGRAPHIC DATA The University of North Carolina at Chapel Hill Employee Name: Sarah Smith Branch/Role: Educational Consultant PID: Position Competency Level: Supervisor Name: John Harris Position#: Department Name: Department of Gerontology Dept #: 9999 Review Period: 06/01/2010 to 05/31/2011 Contributing Journey Advanced Completion Date: 02/27/2011 Purpose: II. INSTRUCTIONS Initial Work Plan Updated Work Plan Mid-Cycle Review Annual Appraisal Competency Assessment 1. Principal Functions should briefly describe related duties in a manner that is Specific, Measurable, Attainable, Relevant, and Time-bound (SMART) and reflects performance at the Good level of performance. 2. Principal Function weights represent the relative value placed upon the Principal Function as a percentage of the Overall Performance Rating. The sum of the weights assigned to the Principal Functions is 100%. 3. The North Carolina Employee Performance Rating Scale is defined as follows: Outstanding Performance (O) - Performance is far above the defined job expectations. The employee consistently does outstanding work, regularly going far beyond what is expected of employees in this job. Performance that exceeds expectations is due to the effort and skills of the employee. Any performance not consistently exceeding expectations is minor or due to events not under the control of the employee. Very Good Performance (VG) - Performance meets the defined job expectations and in many instances, exceeds job expectations. The employee generally is doing a very good job. Performance that exceeds expectations is due to the effort and skills of the employee. Good Performance (G) - Performance meets the defined job expectations. The employee generally performs according to the expectations doing a good job. The employee is doing the job at the level expected for employees in this position. The good performance is due to the employee's own effort and skills. Below Good Performance (BG) - Performance may meet some of the job expectations but does not fully meet the remainder. The employee generally is doing the job at a minimal level, and improvement is needed to fully meet the expectations. Performance is less than a good job. Lapses in performance are due to the employee's lack of effort or skills. Unsatisfactory Performance (U) - Performance generally fails to meet the defined expectations or requires frequent, close supervision and/or the redoing of work. The employee is not doing the job at the level expected for employees in this position. Unsuccessful job performance is due to the employee's own lack of effort or skills. 4. The Career Banding Competency Assessment Scale is defined as follows: Developing - Required position competency is not yet fully applied by the employee at the level defined by the manager as necessary to meet stated business needs. The employee may be lacking in some elements of the required position competency. Applied - Required position competency is often demonstrated by the employee at the level defined by the manager as necessary to meet stated business needs. Broadly Demonstrated - Required position competency is consistently demonstrated by the employee at, and occasionally above, the level defined by the manager as necessary to meet or exceed stated business needs. ( ) Equal Opportunity Employer Page 1 of 5

2 VII. COMPETENCY ASSESSMENT The University of North Carolina at Chapel Hill Employees must receive a competency assessment: 90 calendar days after starting in the position or after a reclassification; prior to the end of the annual performance management cycle; or, at any other time an assessment is appropriate. Contributing Journey Advanced Date of this Assessment: 02/27/2011 Position Competency Level: # List of Position Competencies (For detailed descriptions of the competency standards, please see the website or ask for a printed copy from your supervisor or HR Facilitator) Weight % (optional) Developing Competency Assessment Applied Broadly Demonstrated 1. Consulting and Advising 25% 2. Professional Knowledge 15% 3. Analytical Thinking 10% 4. Communication 20% 5. Training 30% 6. Research N/A VIII. OVERALL COMPETENCY ASSESSMENT DEVELOPING APPLIED BROADLY DEMONSTRATED ( ) Equal Opportunity Employer Page 2 of 5

3 I. SUPERVISOR S COMMENTS ON COMPETENCY ASSESSMENT Supervisors must address the specific competencies identified in Section VII and justify the employee s overall competency rating. Comments may also include any activities designed to develop the employee s knowledge, skills, and abilities. Sarah s position has recently changed from a Social/Clinical Research Specialist to an Educational Consultant with the position having new duties. Overall, Sarah demonstrates the competencies required of her new classification title at the applied level. As she has recently taken on supervisory responsibilities, her competencies in the area of training and advising lower level staff is still developing. Sarah s professional knowledge, analytical thinking, and communication skills are all demonstrated at the applied level. We expect these skills to continue to grow as Sarah takes on more broad and complex training and educational program management responsibilities. Sarah is broadly demonstrated competencies in the area of training as she directs, organizes, and executes high-quality national training programs. Consulting and Advising: As team lead for the training program, Sarah has taken over responsibility for the direct supervision of one FTE and one to two student research assistants. She is now responsible for day-to-day supervision of training responsibilities for other staff members. Sarah has begun to organize and delegate work, and provide direction and oversight. She is developing exceptional problem solving and organizational skills, but overall is still developing in this area. We expect this competency will continue to grow and develop as Sarah becomes more comfortable with her new supervisory responsibilities. Sarah is comfortable seeking out advice appropriately and consulting with others when sticky situations arise. Knowledge: Sarah has an excellent understanding of the purpose and objectives of the training program. She applies her knowledge of public health and health promotion to training activities and appropriately seeks out subject matter experts in nutrition, physical activity, and public health practice. She has a solid foundation in data collection and analysis and is demonstrates competencies at the applied level as she continues to provide ongoing trainings and as she works to develop trainings in new areas. Analytical Thinking: Sarah is able to review and ensure consistency with national standards and recommendations across training programs. This includes ensuring that training is consistent with CDC guidance to state programs as well as consistent with national nutrition and physical activity recommendations. She also manages the budget and personnel related to a variety of training activities. Her budget management skills are well developed in some areas. For example, she uses her analytical skills to estimate budgeting expenses related to in-person national trainings and web-based trainings. Overall, Sarah demonstrates analytical thinking skills at the applied level in all aspects of her position and constantly continues to think outside the box with creative ideas and new initiatives. Communication: Sarah has had limited opportunity to refine her presentation skills at national meetings as this is a new addition to the position s duties and responsibilities and is still developing in this area. In the coming months, she will have a number of opportunities to present at national audiences in Atlanta and California. However, her skills in the area of organizing and leading meetings are strong. She has shown great skill and ability when organizing meetings of national advisory and stakeholder groups, meetings with CDC technical advisors, and training team members. Overall, Sarah s communication skills/ability is at the applied level, but her opportunities to expand her presentation skills at the national level will likely strengthen her abilities in this area of competency. Training: Sarah oversees an annual national obesity prevention training course that attracts public health practitioners from across the country. She coordinates planning through a national advisory committee, develops/adjusts course curriculum on an annual basis, identifies and coaches ( ) Equal Opportunity Employer Page 3 of 5

4 content experts from multiple sectors, delegates responsibilities and supervises training through consultants internal and external to UNC-CH. She demonstrates broad competencies as she consistently delivers high-quality training programs.. EMPLOYEE COMMENTS (OPTIONAL) I agree with the contents of this form. I do not agree with the contents of this form. Employee Comments (optional): ( ) Equal Opportunity Employer Page 4 of 5

5 I. SIGNATURES Signatures are required from the employee, the employee s supervisor, and the employee s second-level supervisor. The employee s signature indicates only that the work planning conference or assessment session was held with the employee. The signature of the employee does not imply agreement with the statements or ratings contained in the work plan and/or assessment. Signed Signed Signed Employee s Signature Supervisor s Signature Second-Level Supervisor s Signature Dated Dated Dated Date Date Date II. APPEALS 1. Performance Management: Employees may appeal their Annual Performance Appraisal as allowed through the Performance Management Appeals Process within 30 calendar days of receiving an Annual Performance Appraisal. 2. Competency Assessment: Employees may appeal their Competency Assessment as allowed through the Career Banding Dispute Resolution Process within 30 calendar days of receiving their Employee Competency Assessment. Policies and forms can be found on the web site at ( ) Equal Opportunity Employer Page 5 of 5