1 Performance Evaluation Discussion Points for University Support Staff August 20, 2013 Performance Evaluations method to assess job performance. A PSU system would include the following: 1. University Support Staff would be reviewed using the current Unclassified Administrative and Professional performance evaluation form. 2. University Support Staff with permanent status will continue to have the right to appeal a performance review with a rating lower than the highest level to an appeals committee. Human Resources will coordinate the appeals process. This process will continue as is. 3. University Support Staff will continue to have performance review periods during probationary employment. A PSU system would not include the following features of our existing process: 1. State mandated form and rating system, with associated regulations. Current Classified Performance Review Process: Performance Evaluation: Classified employees are evaluated using the State of Kansas Performance Management Process guidelines and form. The annual review period for current employees starts on October 1 with a mid- year review and then completion of the review at the end of the review period. Goals and objectives are required for the review period. Employees are evaluated on the following factors at the end of the review period. Note that if the employee receives an Unsatisfactory rating for the Essential Requirements of Dependability or Agency Values, the supervisor must assign an overall rating of Unsatisfactory. Essential Requirements 1. Dependability: Recognizes their responsibilities to the agency and applies effective work habits and attitudes to meet work requirements. Accomplishes tasks by showing concern for all aspects of the job and manages workload or completes tasks in a timely manner. Meets Expectations (Attends work regularly and on time. Plans appropriately for absences. Assumes
2 personal accountability for work.) Unsatisfactory (An Unsatisfactory rating in Dependability will result in an Overall Performance Rating of Unsatisfactory.) 2. Agency Values: Individuals adhering to agency values align their actions with high standards of conduct, accept responsibility for behavior and exhibit personal integrity at all times. Acts as a role model for other employees and does the right thing, even when no one is watching. Individual does not waste agency resources (i.e., time, material). Meets Expectations (Demonstrates personal integrity and ethical behavior. Displays good stewardship of public resources. Adapts to changes in processes, procedures or responsibilities.) Unsatisfactory (An Unsatisfactory rating in Agency Values will result in an Overall Performance Rating of Unsatisfactory.) Core Competencies 3. Job Responsibilities: Please rate the individual on execution of their expected day- to- day responsibilities, and specialized knowledge as outlined in the job description. Specialized Knowledge is the knowledge of and/or skill in a particular field (e.g., marketing, engineering, etc.) or trade (e.g., electrician, housekeeping, etc.) and the ability to apply that knowledge and/or skill in a variety of business situations. Learner: (Limited ability to conduct job responsibilities; needs more experience or practice. Requires clear and specific instructions to get the job done. Understands enough to independently handle some routine tasks of the job. Understands regulations and policies; correctly applies them.) Experienced Knowledge: (Technically experienced and competent. Has thorough working knowledge of the area. Handles most routine tasks of the job; needs direction for more difficult tasks. Supervises others effectively through proper delegation, communication, and follow- up.) Expert Knowledge: (Can exercise independent judgment regarding all technical issues and responsibilities. Understands how area of responsibility relates to broader issues. Requires assistance for the most difficult aspects of the job. Supervises others with a focus on coaching for effective performance.) Transferring Knowledge: (Independently handles the most difficult aspects of the job. Understands how the area of knowledge relates to broader departmental or agency goals. Plays a role in transferring skills and knowledge to others. Takes responsibility for projects and tasks that have broader departmental or agency impact.) 4. Communication: Understands others' ideas and expresses thoughts and information effectively, utilizing appropriate gestures, tone, organization, grammar, format and materials. Maximizes performance through effective communication and develops a communication style that optimizes individual and team performance. It includes expressing ideas, requesting actions, summarizing events, and formulating plans by means of clear and effective writing, communicating, or presenting. Employee does not demonstrate any of the levels below; this competency will be included in the employee's development plan. Shares Information: (Shares relevant information and keeps others informed. Listens to others' opinions. Explains reasons for decisions.) Facilitates Participation: (Communicates objective and purpose and how individual is critical to team success. Encourages participation from all team members. Runs effective meetings; uses agendas, outlines expectations, keeps group focused. Negotiates for win- win solutions.)
3 Tailors Communication: (Understands audience and tailors communication so that it is perceived as being clear, relevant, and even handed. Develops a communication style to facilitate a positive team environment and advance the team's agenda. Adjusts style/approach to build partnerships with others and to ensure acceptance of ideas.) Uses Communication to Promote Agency Effectiveness: (Uses communication to promote broad learning, effectiveness and efficiency. Communicates with different people at different levels throughout the agency to ensure the buy- in of others. Communicates broadly to ensure others understand the link between the current task and long- term strategies.) 5. Customer Service: Addresses underlying customer needs that add value, to remove causes of customer's problems and ensure the long- term viability of the relationship. It includes demonstrating understanding of the customer's point of view, delivering on commitments, gaining the confidence of customers, and maximizing customer satisfaction. Customers include external and internal customers or clients, suppliers, etc. Employee does not demonstrate any of the levels below; this competency will be included in the employee's development plan. Maintains Communication: (Follows through on customer inquiries, requests, and complaints. Keeps customer up- to- date about progress of projects. Gives friendly, cheerful service and distributes helpful information to customers. Maintains clear communication with customers regarding mutual expectations.) Takes Personal Responsibility: (Takes personal responsibility for correcting customer- service problems. Corrects customer- service problems promptly and undefensively. Makes self fully available to the customer, especially when they are going through a critical period.) Addresses Underlying Customer Needs: (Seeks information about the real, underlying needs of the customer beyond those expressed initially. Makes concrete attempts to add value to the customer, to make things better for the customer in some way. Gets at the root of a customer problem and removes the cause of the problem.) Uses Long- Term Perspective: (Develops strategies and solutions that have long- term benefits for the customer. Addresses customer problems with a focus on the long- term relationship. Proactively builds customer relationships and maintains good relationships with the customer over the long term.) 6. Initiative: Identifies a problem, obstacle or opportunity and takes action to address current or future problems or opportunities. Employee does not demonstrate any of the levels below; this competency will be included in the employee's development plan. Addresses Current Opportunities or Problems: (Recognizes when a situation calls for a different approach from the usual. Pulls together ideas, issues and observations when a new perspective emerges. Recognizes and acts on current opportunities.) Is Decisive in a Crisis: (Acts quickly and decisively in a crisis situation. Makes decisions and takes action where the norm is to wait and hope the problem will resolve itself. Is prepared to try out different solutions or take a different approach.) Plans Ahead and Takes Action: (Looks for opportunities to make improvements. Looks beyond the facts in order to develop solutions that have currently not been used in the agency before. Generates new and varied solutions to problems. Identifies changes that will improve performance in own agency.) Anticipates and Prepares for Long- Term Problems: (Anticipates situations 6 months to a year ahead or more and acts to create opportunities or avoid problems that are not obvious to others. Applies and modifies learned concepts, methodologies or ideas that have been used in other departments or agencies, to develop new solutions to problems.) 7. Teamwork: Achieves team objectives by developing and sustaining cooperative relationships. Employee works cooperatively with others as part of the team, as opposed to working separately or competitively. At the highest levels, it includes an ability to ensure the cohesiveness of the team and to ensure success.
4 Employee does not demonstrate any of the levels below; this competency will be included in the employee's development plan. Cooperates: (Cooperates willingly with others. Ensures all group members have the relevant and needed information. Speaks positively of other team members.) Solicits Input: (Solicits ideas and opinions from others to help form specific decisions or plans. Genuinely values others' input and expertise and is willing to learn from others.) Encourages Others: (Takes specific steps to create a team environment and model desired behavior. Encourages all members of the group to contribute. Publicly recognizes the contributions of other team members.) Promotes the Team: (Acts to promote a friendly climate, good morale and cooperation within the team. Protects and promotes the team's reputation with others. Resolves team conflicts. Brings conflict within the team into the open and encourages or facilitates a beneficial resolution. Partners with other teams and promotes collaborative decision making to solve problems.) Leadership Competencies 8. Performance Management: Promotes employee development opportunities and fosters the long- term learning or development of others. Sets clear goals and expectations, ensures feedback and addresses performance issues in a timely manner. It includes the ability to apply State of Kansas regulations and policies, to delegate effectively, to deal with performance issues, and to hold others accountable. Employee does not demonstrate any of the levels below; this competency will be included in the employees' development plan. Sets Clear Objectives and Expectations: (Gives detailed explanations of specific goals and objectives to others. Delegates effectively to employees to enable focus on managerial responsibilities.) Holds People Accountable for Performance: (Sets goals or objectives for employees that drive high performance. Holds employees accountable for their performance. Reviews employee's performance against clear standards and objectives, and rectifies performance issues. Provides timely feedback and performance evaluations to employees.) Coaches for Effective Performance: (Provides real- time coaching to others to improve performance. Addresses performance problems early to ensure minimal department or agency impact. Utilizes employee recognition to reinforce positive outcomes and behaviors. Identifies training or development needs for team or group of employees.) Creates Climate for High Performance: (Implements specific tactics to create a climate for high performance. Interfaces with other leaders to develop best- practice people practices for the good of the agency. Develops employees for future roles.) Does Not Apply 9. Leadership: Outstanding State of Kansas managers view themselves as leaders of people. They recognize that they are responsible for facilitating the work of their employees, which may mean providing essential information, creating efficient work structures or processes, or securing additional resources. These leaders inspire confidence in people and create excitement about the work and purpose. Employee does not demonstrate any of the levels below; this competency will be included in the employee's development plan. Keeps People Informed: (Provides clear, consistent, and ongoing communication to team members. Lets people affected by the team know what is happening and the status of decisions. Makes sure the team has all the information it needs to make decisions and carry out its responsibilities, individually and collectively. Explains the reasons behind a decision promptly and candidly.) Promotes Team Effectiveness: (Creates the conditions that enable the team to perform at its best (e.g., setting clear direction, delegating responsibility, getting the right people). Makes team membership (including selection and dismissal) and assignments in a manner that promotes morale and productivity of the team. Obtains input from others to promote the effectiveness of the team.)
5 Takes Care of the Team: (Obtains needed resources and information that the team needs to meet its goals. Provides or secures needed support and development for individuals or the team as a whole. Holds team members accountable for their contributions to team success, including bringing team resources to their assistance.) Inspires the Team: (Generates excitement, enthusiasm, and commitment to agency and/or departmental goals. Develops a workforce plan that positions the department or agency for long- term success. Inspires confidence in the mission of the agency. Models desired behavior.) Does Not Apply Agency Competencies 10. Safety: Evaluate the degree to which the employee follows and promotes work and safety rules and instructions. Meets Expectations (Demonstrates an acceptable knowledge of safety rules, practices and instructions; promotes adherence to safety rules.) Does Not Meet Expectations (Does not demonstrate an acceptable knowledge of safety rules, practices and instructions; fails to promote adherence to safety rules.) 11. Care of Equipment: Evaluate the degree to which the employee uses and/or maintains equipment. Meets Expectations (Uses and/or maintains equipment appropriately and requests repairs in a timely manner.) Does Not Meet Expectations (Fails to use and/or maintain equipment appropriately and request repairs.) For more information on the current classified performance management process, see and- procedures/performance- review.dot Subcommittee Recommendations to Current Performance Review Process The subcommittee recommends that Unclassified Support Staff be evaluated using the process currently used for Unclassified Administrative and Professional Staff. The annual review period would follow the fiscal year. Goals and objectives could be established. Employees would be evaluated on the following factors at the end of the review period. The review does not require an overall unsatisfactory rating if a certain factor is rated as unsatisfactory.
6 Unclassified Employee Handout - Performance Factors 1. DUTIES, RESPONSIBILITIES & COMPETENCIES: Evaluate the employee s understanding of the purpose of the position and performance of the essential duties and responsibilities. Assess the employee s competencies - knowledge, skills and abilities - required by the position. Meets or Exceeds Expectations. (Understands the purpose of the position; performs the essential duties and responsibilities of the position; possesses the required competencies - knowledge, skills and abilities; needs minimal supervision; rarely makes and/or repeats mistakes; rarely needs retraining.) Needs Improvement. (Has an incomplete understanding of the purpose of the position; needs to improve some of the required competencies - knowledge, skills and abilities; needs more than routine supervision; occasionally makes and/or repeats mistakes; needs occasional retraining.) Unsatisfactory. (Lacks a basic understanding of the purpose of the position; does not perform many of the essential duties and responsibilities of the position; does not possess many of the required competencies - knowledge, skills and abilities; needs frequent supervision; frequently makes and/or repeats mistakes; needs frequent retraining.) 2. QUANTITY OF WORK: Evaluate the amount and timeliness of acceptable work performed or produced by the employee. Acceptable work is that which is appropriate for the primary purpose, duties and responsibilities of the position. Meets or Exceeds Expectations. (Volume and timeliness of work is satisfactory.) Needs Improvement. (Volume of work needs to increase; occasionally misses deadlines.) Unsatisfactory. (Volume of work does not meet minimum requirements; frequently misses deadlines.) 3. QUALITY OF WORK: Evaluate the accuracy, completeness and attention to detail of acceptable work performed or produced by the employee. Acceptable work is that which is appropriate for the primary purpose, duties and responsibilities of the position. Meets or Exceeds Expectations. (Work is accurate, complete and rarely contains unacceptable errors; rarely requires supervisory correction.) Needs Improvement. (Needs to complete more work assignments without unacceptable errors; occasionally requires more supervisory correction.) Unsatisfactory. (Work is frequently incomplete and/or contains unacceptable errors; requires frequent supervisory correction.)
7 4. CLIENT RELATIONSHIPS/CUSTOMER SERVICE: Evaluate the effectiveness of the employee s interaction with clients and focus on service. A client includes, but is not limited to, PSU students, PSU employees and other individuals not associated with PSU. Meets or Exceeds Expectations. (Cooperative and pleasant when interacting with clients; is responsive to client needs; establishes harmonious relationships and works well with clients; rarely needs supervisory intervention.) Needs Improvement. (Needs to be consistently cooperative and pleasant when interacting with clients; has occasional difficulty responding to client needs, establishing harmonious relationships and working with clients; occasionally needs more than routine supervisory intervention.) Unsatisfactory. (Frequently uncooperative and unpleasant when interacting with clients; has frequent difficulty responding to client needs, establishing harmonious relationships and working with clients; frequently needs supervisory intervention.) 5. TEAMWORK: Evaluate the effectiveness of the employee s interaction with colleagues and contributions to the goals of the department or work unit. Meets or Exceeds Expectations. (Cooperative and pleasant when interacting with colleagues; establishes harmonious relationships and works well with colleagues; is an active contributor to the goals of the department or work unit; rarely needs supervisory interaction.) Needs Improvement. (Needs to be consistently cooperative and pleasant when interacting with colleagues; has occasional difficulty establishing harmonious relationships and working with colleagues; contributions to the goals of the department or work unit need to be improved; occasionally needs more than routine supervisory intervention.) Unsatisfactory. (Frequently uncooperative and unpleasant when interacting with colleagues; has frequent difficulty establishing harmonious relationships and working with colleagues; rarely contributes to the goals of the department or work unit; frequently needs supervisory intervention.) 6. COMMUNICATION SKILLS: Evaluate the effectiveness of the employee s written and verbal communication skills. Meets or Exceeds Expectations. (Communication is clear, concise and professional; shares and maintains information appropriately.) Needs Improvement. (Needs to improve clarity, conciseness or professionalism of communication; occasionally shares or maintains information inappropriately.) Unsatisfactory. (Communication is frequently not clear, concise, or professional; frequently does not share or maintain information appropriately.)
8 7. INITIATIVE & FLEXIBILITY: Evaluate the employee s ability to identify and respond to changes, problems and/or difficult or dangerous situations. Meets or Exceeds Expectations. (Responds appropriately to changes, problems and/or difficult or dangerous situations; frequently suggests improved work methods and assumes additional responsibility when needed.) Needs Improvement. (Has occasional difficulty responding appropriately to changes, problems and/or dangerous or difficult situations; only occasionally suggests improved work methods or assumes additional responsibility when needed.) Unsatisfactory. (Has frequent difficulty responding appropriately to changes, problems and/or difficult or dangerous situations; rarely suggests improved work methods or assumes additional responsibility when needed.) 8. ATTENDANCE: Evaluate the employee s attendance considering the work schedule and requirements of the position, including following procedures for requesting and reporting leave. Note that an employee cannot be disciplined for FMLA approved absence(s). Meets Expectations. (Attendance is satisfactory; follows procedures for requesting and reporting leave.) Needs Improvement. (Attendance needs to improve; occasionally does not follow procedures for requesting and reporting leave; may have unauthorized absences.) Unsatisfactory. (Attendance is unsatisfactory; frequently fails to follow procedures for requesting and reporting leave; has unauthorized absences.) 9. USE & CARE OF EQUIPMENT, MATERIALS & OTHER UNIVERSITY RESOURCES: Evaluate the degree to which the employee uses and/or maintains equipment, materials and other University resources. Meets Expectations. (Uses and/or maintains equipment, materials and other University resources appropriately; requests repairs and/or replacement in a timely manner.) Needs Improvement. (Needs to improve use and/or maintenance of equipment, materials and other University resources; occasionally needs to be more timely in requesting repairs and/or replacement in a timely manner.) Unsatisfactory. (Frequently fails to use and/or maintain equipment, materials and other University resources appropriately; frequently fails to request repairs and/or replacement in a timely manner.)
9 10. SAFETY: Evaluate the degree to which the employee follows and promotes work safety rules, practices and instructions. Meets Expectations. (Demonstrates an acceptable knowledge of safety rules, practices and instructions; promotes adherence to safety rules; carries out duties in a safe manner; exhibits an appropriate concern for the safety of self and/or others; appropriately anticipates hazards and takes preventative action.) Needs Improvement. (Occasionally does not demonstrate an acceptable knowledge of safety rules, practices and instructions; occasionally does not promote adherence to safety rules; occasionally does not carry out duties in a safe manner; occasionally does not exhibit appropriate concern for the safety of self and/or others; occasionally does not appropriately anticipate hazards or take preventative action.) Unsatisfactory. (Frequently does not demonstrate an acceptable knowledge of safety rules, practices and instructions; frequently fails to promote adherence to safety rules; frequently does not carry out duties in a safe manner; frequently does not exhibit appropriate concern for the safety of self and/or others; frequently does not appropriately anticipate hazards or take preventative action.) 11. SERVICE: Evaluate the employee s service to PSU, the community and professional organizations through activities such as campus committees, community volunteerism, professional organization memberships and conference attendance. Meets or Exceeds Expectations. (Participates in PSU, community and/or professional service-related activities as appropriate for this position.) Needs Improvement. (Needs to engage more in PSU, community and/or professional service-related activities as appropriate for this position.) Unsatisfactory. (Has been given the opportunity to engage in PSU, community and/or professional service-related activities but does not participate at a level appropriate for this position.) Does Not Apply 12. LEADERSHIP: (Required for Supervisors only; Optional for Others). Evaluate the employee s ability to lead others and manage resources to ensure the mission and goals of the department or work unit are met. Meets or Exceeds Expectations. (Effectively plans, organizes, directs, oversees and/or evaluates the work of others; inspires positive morale; effectively manages resources; rarely needs supervisory intervention.) Needs Improvement. (Occasionally needs to increase effectiveness in planning, organizing, directing, overseeing and/or evaluating the work of others; occasionally needs to increase effectiveness in managing resources; occasionally needs more than routine supervisory intervention.) Unsatisfactory. (Frequently ineffective in planning, organizing, directing, overseeing and/or evaluating the work of others; frequently ineffective in managing resources; frequently needs supervisory intervention.) Does Not Apply
10 Current Classified Performance Review Process Appeal Process: A classified employee who receives a performance rating that is lower than the highest possible rating may appeal that rating if the employee has permanent status. An employee who is serving a probationary period due to promotion or a rehire on the basis of reinstatement may also appeal a performance rating. To start the appeal, the employee provides written notification to Human Resource Services (HRS), 204 Russ Hall, within seven (7) calendar days after the review is presented to the employee. Note that the seven (7) calendar day period for employee comments and the seven (7) calendar day period to appeal the review run at the same time starting with the date the review is presented to the employee. The appropriate parties for PSU in a performance review appeal are the rater and reviewer. Criteria for Selecting Appeals Committee When a classified employee appeals a performance review, the Director of Human Resource Services (HRS) or his or her designee will select three (3) individuals to serve on the Performance Review Appeals Committee. Individuals selected for the Committee must be able to be fair and impartial in the decision- making process. The following guidelines will be followed when selecting Committee members. If a fair and impartial Committee cannot be selected using these guidelines, other selection methods may be used. 1. The Committee should include two classified employees and one unclassified employee. 2. Both genders should be represented on the committee. 3. One of the classified employees should be nominated by Classified Senate. 4. One of the classified employees should be from the same classification as the employee appealing the rating or who has knowledge of the kind of work performed by the employee. An employee from the same work crew or office where the employee who is appealing the rating works or previously worked should not be appointed. 5. The unclassified member is generally a person who will be able to devote the time needed for the appeal process. The employee is notified by the Director of HRS or designee of the names of the members of the Committee and the date, time, and place of the hearing. If the employee objects to any individual proposed to serve as a member of the Committee, the employee must submit the objection in writing and shall include the reasons upon which he or she is basing the objection. The objection must be received in HRS within two (2) work days of when the employee was notified with the names of the Committee members. The Director of HRS or his or her designee shall make a determination in writing either to deny the objection or to grant the objection and appoint another individual to the Committee before the commencement of the hearing. To protect the impartiality of the Committee and the hearing process, neither the employee nor the rater or reviewer will have any oral or written contact regarding the hearing with any member of the Committee prior to the actual hearing. Any questions on the hearing procedures should be addressed to HRS.
11 Witnesses The employee and rater/reviewer may choose to ask other individuals to speak at the hearing who can make a material contribution to the employee's or rater/reviewer's story. The following guidelines govern the participation of witnesses at the hearing: 1. Each party is responsible for contacting its prospective witnesses to make them aware of the following: 2. Each individual must volunteer to appear before the Committee. The Committee does not have subpoena power. Employees having personal knowledge concerning the merits of the appeal should voluntarily appear when requested. 3. Those individuals who are Pittsburg State University employees will remain in pay status for the time required to appear before the Committee. 4. Witnesses should be present when the hearing begins, although HRS will coordinate appearance times for multiple witnesses. 5. Witnesses, other than the employee and the rater/reviewer, will not be permitted in the hearing room until they speak to the Committee. 6. Witnesses will be excused to return to their duties as soon as their testimony is completed. Documentation Both parties shall deliver a list of witnesses and a copy of any written material they plan to present at the hearing to HRS at least two (2) work days prior to the hearing, or at such time as is designated by the Director of HRS, or his or her designee. Each party will receive from HRS a copy of the other party's witness list and written materials, as well as any other information pertinent to the hearing, at least one (1) work day prior to the hearing. Committee members will also receive a copy of each party's written material at least one (1) work day prior to the hearing. Witnesses not listed and written material not exchanged as required in advance of the hearing will not be heard or considered at the hearing unless good cause is shown. Legal Counsel Normally, neither party will have legal counsel present during these informal proceedings. However, the employee desiring to have legal counsel present at the hearing must provide notice to the Director of HRS or his or her designee at least two (2) work days prior to the hearing. The Director or his or her designee will inform the Committee and the rater/reviewer, who may also choose to have legal counsel present. During the hearing, legal counsel's participation will be limited to advising the client. The legal counsel may not act as a spokesperson. Spokespersons The employee shall appear personally throughout the hearing, and normally will serve as his or her own spokesperson in presenting information in support of the appeal. However, an employee may have another PSU classified employee voluntarily serve as the spokesperson.
12 An employee choosing to have a spokesperson will provide the Director of HRS with the name of the spokesperson at least two (2) work days prior to the hearing, or at such time as is designated by the Director of HRS, or his or her designee. If the employee has a spokesperson, the employee still will be present throughout the hearing, but will be required to act only as a witness. An employee serving as his or her own spokesperson may have a fellow PSU employee or another person voluntarily be present during the hearing to serve as an advisor, although an advisor may not also serve as a witness. A PSU employee serving as a spokesperson or advisor is required to use approved leave to attend the hearing. Either the rater or reviewer will be the spokesperson for PSU at the hearing; however both the rater and reviewer will be present throughout the hearing and may present information in support of the employment decision. Only the spokesperson for each party will make the first and last statements, and question witnesses. Hearing Rules and Format 1. The hearing should not be recorded. 2. The hearing will be conducted informally and the Committee will have complete discretion in deciding any procedural questions that arise during the hearing. 3. The Committee will consider any evidence, information, or testimony which is pertinent to the appeal and will help the Committee understand and evaluate the issue before it. The chairperson will determine the relevance and materiality of the evidence offered, and the legal rules of evidence will not apply. The chairperson will also determine whether to hear from witnesses who were not listed or consider materials that were not provided as required in advance of the hearing. 4. The Director of HRS or his or her designee will facilitate the hearing by providing procedural instructions and guidance to allow the Committee to concentrate on the information presented by the parties. The facilitator exerts no influence on the Committee's decision regarding the hearing. 5. Each party may make a first ("opening") statement, the purpose of which is to give the Committee a brief overview of the party's case to be presented. The employee will be given the first opportunity to make a brief statement, and each party will have up to fifteen (15) minutes to speak. 6. After first statements, if any, have been given, each party, beginning with the employee, will present its information, material, and witnesses to the Committee. Committee members may ask questions of anyone after the first statements have been given. 7. After each party has presented its information, and the Committee has been able to sufficiently question all parties involved, the employee and rater or reviewer may make a final ("closing") statement, with the rater or reviewer being given the first opportunity. The purpose of the final statement is to present to the Committee a brief summary of the important aspects of the case, and to clarify each party's position. Each party has up to fifteen (15) minutes to present its final remarks. 8. When the hearing is completed and final procedures have been explained, the Committee will recess for an executive meeting to deliberate. 9. In making a decision in an appeal, the Committee may consider any information it feels will be helpful in arriving at its conclusion, including but not limited to investigating a work site, questioning individuals that the parties did not present as witnesses, and reviewing other rules and documentation. In the event the Committee questions individuals not presented by the
13 parties as witnesses, the parties have the opportunity to be present and to question those persons called by the Committee. Committee Report Within fourteen (14) calendar days of scheduling the appeal for hearing, the Committee will make a decision and complete and sign a new performance evaluation for the employee. The Committee's evaluation will be forwarded to the Appointing Authority to become part of the employee's official personnel record. The Appointing Authority then notifies the employee and the rater/reviewer of the Committee's decision within five (5) calendar days. Subcommittee Recommendations to Current Performance Review Appeal Process: Unclassified Support Staff with permanent status would continue to have the right to appeal a Performance Review.