College of Design. Merit Pay Rating System. Merit Rating System

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1 College of Design Merit Pay Rating System Merit Rating System The College of Design will use the Performance Only model of merit pay. Merit rating system and definition a. Merit pay matrix if defined at this stage Merit appraisal form: See attached form Any supporting documents relating to the merit pay implementation Plan Parameters: Eligibility to participate in merit increase requires employee s start date to be prior to September 1. This includes internal transfers from within the College or University. The performance review cycle will continue to be mid-march through early March. All performance evaluations will be reviewed by the Director of Human Resources prior to the performance meeting with the employee. All supervisors/managers will obtain input from appropriate constituents of the employee in preparing the performance feedback. If the employee does not complete his/her portion of the performance appraisal by the deadline, the employee will not be eligible to receive a merit increase. If a supervisor does not complete his/her portion of the performance appraisal process by the deadline, merit for the supervisor will be negatively impacted. Merit Pool System: 1. The merit pool will be the college as a whole, rather than individual units. 2. Merit will be calibrated annually. 3. Merit funds from open positions and those positions ineligible for merit will be retained at the college and used to augment the merit pool for particularly outstanding performance. 4. Managers will recommend merit to the Dean of the College of Design, who will make the final merit decisions. 5. Merit will be delivered as a percentage of the hourly salary. 6. The merit pool for Civil Service staff will be separate from that for academic staff; i.e., faculty and P&A staff. 1

2 Merit Rating System Outstanding (5) Performance frequently and significantly exceeds established expectations and standards for quality, quantity, and timeliness; explores and implements improved methods of accomplishing desired outcomes; makes major contributions to the effectiveness of the college and/or unit; constantly exceeds expectations and consistently evidences high levels of initiative and leadership. This rating should be used rarely, and must be accompanied by well-documented examples. Exceeds Expectations (4) Performance consistently exceeds established expectations and standards for quality, quantity and timeliness. Takes initiative and engages in creative problem solving; performance is beyond what is expected in most aspects of the job. Proficient (3) Demonstrates full competency in the majority of core job responsibilities and expectations. Achieves results as expected for this position. May occasionally produce work at an exceptional level or at a level requiring improvement. The employee is considered dependable and meets the standards of initiative, leadership, attitude and effort expected of the position. Most employees should perform at this level, with some instances of above standard performance. Requires Improvement (2) Performance does not consistently meet expectations performance failed to meet expectations in one or more essential areas of responsibility, and/or one or more of the most critical goals were not met. This appraisal summary should not be the first time the employee is hearing about performance needing improvement. Unsatisfactory (1) Performance is consistently below expectations in most essential areas of responsibility. Despite feedback, coaching, and/or training (as applicable), reasonable progress toward critical goals was not made. This appraisal summary should not be the first time the employee is hearing about performance that is unsatisfactory. 2

3 College of Design Merit Pay Matrix Rating Rating Description % Increase* 5 Outstanding: Frequently and significantly exceeds established expectations and standards; explores and implements improved methods of accomplishing desired outcomes; makes major contributions to the effectiveness of the college and/or unit; consistently evidences high levels of initiative and leadership 4 Exceeds Expectations: Consistently exceeds established expectations and standards for quality, quantity and timeliness. Takes initiative and engages in creative problem solving; performance is beyond what is expected in most aspects of the job 3 Proficient: Demonstrates full competency in the majority of core job responsibilities and expectations. Achieves results as expected. May occasionally produce work at an exceptional level or at a level requiring improvement. Is considered dependable and meets the standards of initiative, leadership, attitude and effort expected of the position. 2 Requires Improvement: Consistently does not meet expectations 0% performance failed to meet expectations in one or more essential areas of responsibility, and/or one or more of the most critical goals were not met. 1 Unsatisfactory: Consistently below expectations in most essential areas of responsibility. Despite feedback, coaching, and/or training, reasonable progress toward critical goals was not made 0% * Increase will vary each year and is dependent upon the annual budget guidelines determined by the University, and the college calibration. 3

4 College of Design CIVIL SERVICE EMPLOYEE PERFORMANCE AND/OR PROBATIONARY APPRAISAL (Includes Goals From Last Year, Role, Competencies, Goals/Objectives for Next Review Period) Employee Name Employee ID Job Code or Class No. Time Period Being Reviewed Department Name Department Entity Class Title Annual Performance Appraisal Probationary Appraisal INSTRUCTIONS Effective evaluation of job performance is an on-going process. Annually, each manager or supervisor provides a summary of progress toward meeting job expectations. This form is to be used for annual evaluations, and at other times during the year when formal feedback is needed (e.g. probation or quarterly formal feedback). Part I Role and Responsibility. These include key responsibilities/tasks specific to this position. Rate each area based on performance during the period identified above. Part II Goals/Objectives for Time Period in Review. Reflect on goals/objective established for the time period in review. Part III Competencies. These include key competencies relevant to the position. Rate each one based on performance during the period above. Part IV Goals/Objectives for Upcoming Year or Evaluation Period. Enter the performance goals/objectives for the next period to be evaluated. Individual goals and objectives should align with those of the department and the campus. RATING SCALE Level 5 - Outstanding Performance frequently and significantly exceeds established expectations and standards for quality, quantity, and timeliness; explores and implements improved methods of accomplishing desired outcomes; makes major contributions to the effectiveness of the college and/or unit; constantly exceeds expectations and consistently evidences high levels of initiative and leadership. Should be used rarely and must be accompanied by well-documented examples. Level 4 - Exceeds Expectations Performance consistently exceeds established expectations and standards for quality, quantity and timeliness. Takes initiative and engages in creative problem solving; performance is beyond what is expected in most aspects of the job. Level 3 - Proficient Demonstrates full competency in the majority of core job responsibilities and expectations. Achieves results as expected for this position, at times possibly exceeding expectations, and the quality of work overall was very good. The most critical annual goals are met as are the standards of initiative, leadership, attitude and effort expected of the position. Most employees should perform at this level, with some instances of above standard performance. Level 2 - Requires Improvement Performance does not consistently meet expectations performance failed to meet expectations in one or more essential areas of responsibility, and/or one or more of the most critical goals were not met. This appraisal summary should not be the first time the employee is hearing about performance needing improvement. An improvement plan to improve performance must be outlined in Part IV, including timelines, and monitored to measure progress. Level 1 - Unsatisfactory Performance is consistently below expectations in most essential areas of responsibility. Despite feedback, coaching, and/or training (as applicable), reasonable progress toward critical goals was not made. This appraisal summary should not be the first time the employee is hearing about performance needing improvement. In Part IV, a plan to correct performance, including timelines, must be outlined and monitored to measure progress. 1

5 Parts I-III are weighted equally (one third each) for the final performance rating. PART I. ROLE AND RESPONSIBILITY Major Responsibilities/Tasks/Objectives (Supervisor and employee list major responsibilities/tasks/objectives relevant to position) % of Time or Importance Performance Results (Summarize how employee performed in terms of quantity, quality, and timeliness of work. Consider and note factors beyond the employee s control. Performance Rating Goal 1: PART II GOALS/OBJECTIVES FOR TIME PERIOD IN REVIEW Goal 2: Goal 3: Other Accomplishments for this Reporting Period (described by employee): 2

6 PART III. COMPETENCIES College of Design Competencies Professional Competence Performance Rating (1-5) Technical Expertise, and Compliance - Definition: Maintains up-to-date knowledge of practices, policies, regulatory requirements, strategy, and technology that relate to the position; knows and applies best practices consistently and correctly; demonstrates a working knowledge of critical technical functions; serves as a subject matter expert; delivers customized solutions for organizational challenges in areas of responsibility Business Acumen - Definition: Understands the relationship between own function and the mission of the University, College and unit; knows the operations and functions within the University; understands the higher-education industry and how to navigate within it; makes sound, timely decisions; applies critical thinking and analysis to evaluate alternatives Efficiency - Definition: Plans ahead; manages time well; is organized, cost conscious and on time; thinks of better ways to do things Initiative - Definition: Takes ownership of work; does what is needed without being asked; follows through; anticipates needs and takes appropriate steps to meet those needs; anticipates problems and makes appropriate adjustments; willingly accepts feedback and is open to change and new ideas Leadership (as appropriate) - Definition: Creates a high quality work environment conducive to successful performance and staff growth; builds an effective operational team; sets clear expectations and holds people accountable; provides timely, honest feedback; promotes change as a positive challenge People Competence Collegiality and Teamwork - Definition: Builds strong working relationships and a positive work environment; effectively contributes as part of a team; consults appropriately before making decisions affecting the team and explains the basis for decisions; facilitates cooperation and collaboration; provides the information people need to be effective and make informed decisions Communication - Definition: Provides clear, concise information to others in verbal, written, and other formats; listens actively to the views of others; keeps appropriate constituents informed of information affecting them; maintains objectivity and demonstrates effective conflict management skills Customer Focus - Definition: Strives for high customer satisfaction, going out of the way to be helpful and pleasant; manages internal and external relationships in ways that promote the interests of all parties Diversity and Inclusion - Definition: Works effectively with diverse cultures and populations; understands and respects the differences between cultures; appreciates the commonalities, values, and uniqueness of al human beings; accepts diverse ideas and differing points of view Ethical Practice - Definition: Maintains confidentiality; shows consistency between espoused and enacted values; maintains appropriate levels of transparency in tasks and organizational practices 3

7 Supervisor s Comments regarding overall performance Employee s Comments regarding overall performance Parts I-III are weighted equally (one third each) for the final performance rating. OVERALL PERFORMANCE RATING *If this rating marks the end of the employee s probationary period, does the employee pass probation? Yes No PART IV. GOALS/OBJECTIVES FOR UPCOMING YEAR OR EVALUATION PERIOD Enter the performance goals for the next period to be evaluated. Individual goals and objectives should align with those of the department/unit and the campus. 1) 2) 3) Supervisor Comments regarding performance goals: I have provided the employee with a current position description, reviewed expectations, and completed and discussed the performance appraisal with him/her. Immediate Supervisor: Date: Next Level Supervisor: Date: (if applicable) Next Level Supervisor s Comments I have reviewed this document with my supervisor. My signature indicates that I have completed these discussions, but does not necessarily imply my agreement: any areas of disagreement are noted in my comments above (or in the attached document). I understand that I am entitled to receive a copy of this form and attachments, with all required signatures. Employee Signature: Date: 4

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