ࡱ> [@ ubjbj44 (ViVi=RRR r:r:r:8:N; h><*h@"@@@A'BT{B,КҚҚҚҚҚҚ$URRBAABB@@FFFB8@R@КFBКFFGj `:R@2< xKr:B0ΐMBMdfd@MR4BBFBBBBB  +2F  2PERFORMANCE REVIEW  Specialist Level Section 1: Employee Information Employee Name: FORMTEXT       Employee ID: FORMTEXT       Working Title: FORMTEXT      NU Values Level: FORMTEXT       Department: FORMTEXT       Supervisor: FORMTEXT       Appraisal Period:From: FORMTEXT      To: FORMTEXT      mo/day/yrmo/day/yr Type of review:  FORMCHECKBOX  Probationary (at the end of the probationary period)  FORMCHECKBOX  Interim (as check point during the year, or before the end of probation)  FORMCHECKBOX  Annual (at the end of the performance year) Section 2: Review Employee Performance on University Competencies Use the following ratings to evaluate performance in each area: Well Above Performance is repeatedly above expectations. Above Performance is sometimes above expectations. Meets Performance meets expectations. Below Performance is sometimes below expectations. Well Below Performance is repeatedly below expectations. The following performance competencies reflect the Universitys core values. Each employee is measured by key behaviors. Using the rating scale above, rate the employees performance on the key behaviors assigned to the specialist level. Accountability Assesses multiple demands and competing priorities and identifies necessary resources to handle critical work demands. Serves as a positive role model. Monitors outcomes of the unit/departmental programs. Analyzes and recommends cost-effective ideas and work processes. Accepts responsibility for decisions and actions of immediate work team in the completion of duties. Other:  FORMTEXT       Describe the employee s performance in this area, using specific examples:  FORMTEXT       Mark one rating for Accountability: FORMCHECKBOX Well Below FORMCHECKBOX Below FORMCHECKBOX Meets FORMCHECKBOX Above FORMCHECKBOX Well Above Adaptability Anticipates and adjusts for environmental changes and emergent situations. Develops flexible resources to meet current and future needs. Other:  FORMTEXT       Describe the employee s performance in this area, using specific examples:  FORMTEXT       Mark one rating for Adaptability: FORMCHECKBOX Well Below FORMCHECKBOX Below FORMCHECKBOX Meets FORMCHECKBOX Above FORMCHECKBOX Well Above Communication Establishes contacts and works with them to assemble and disseminate information. Communicates to diverse constituents, ensuring that all forms of communication are clear, concise and accurate. Other:  FORMTEXT       Describe the employee s performance in this area, using specific examples:  FORMTEXT       Mark one rating for Communication: FORMCHECKBOX Well Below FORMCHECKBOX Below FORMCHECKBOX Meets FORMCHECKBOX Above FORMCHECKBOX Well Above Customer/ Quality Focus Optimally addresses multiple and sometimes competing customer needs. Designs tools to evaluate quality of services. Reviews quality standards and recommends improvements accordingly. Other:  FORMTEXT       Describe the employee s performance in this area, using specific examples:  FORMTEXT       Mark one rating for Customer/ Quality Focus: FORMCHECKBOX Well Below FORMCHECKBOX Below FORMCHECKBOX Meets FORMCHECKBOX Above FORMCHECKBOX Well Above Inclusiveness Models inclusive behavior when interacting with staff, students and the community. Values and promotes full utilization of workforce diversity. Successfully manages differences in primary language and culture. Other:  FORMTEXT       Describe the employee s performance in this area, using specific examples:  FORMTEXT       Mark one rating for Inclusiveness: FORMCHECKBOX Well Below FORMCHECKBOX Below FORMCHECKBOX Meets FORMCHECKBOX Above FORMCHECKBOX Well Above Occupational Knowledge/ Technical Orientation Explores current and emerging practices, trends and theories in field through continuing education and involvement in professional organizations. Adopts technological advancements and facilitates mastery of occupational skills. Other:  FORMTEXT >JLN   < > R T V ` b  " $ & 0 2 6 j l jh,?CJUjh,?Uj<h,?Ujh,?Ujh,?Ujth,?Ujh,?UmHnHujh,?Ujh,?U h,?CJh,? h&O^5CJ h5\ h&O^5\2LN   < $$($lmkd$$Ifl\H$t@  64 la $$Ifa$gd&O^ $Ifgd&O^gd,? $dN vuuu< d 4 h & }1h & mkd$$Ifl\H$t@  64 la $$Ifa$gd&O^ $Ifgd&O^ 4 6 8 \ ^ j 1$|| l\Xl\B|$  $Ifa$gd&O^$  $Ifa$gd&O^  $Ifgd&O^  gd,?mkd$$$Ifl\H$t@  64 la l  < > @ 1 2 @ A B o p q   . 3 C R a f s x yyy h&O^6CJ h&O^5CJ h&O^CJ h,?CJ h&O^CJjh,?CJUjth,?CJUjh,?CJUjNhiygh,?CJUjh,?CJUmHnHujh,?CJUjhiygh,?CJU h,?CJ/ L?? ?/X$  $Ifa$gd&O^  $Ifgd&O^kd$$Ifl֞bD Lf!$X0 t644 la B/kd$$Ifl֞bD Lf!$X0 t644 la$  $Ifa$gd&O^  $Ifgd&O^  1 o p q . a $$$$$$($$$$$$$$$$$$$$$h^h      &dP  ^gd,?  gd,?  ĸİġznZzDz+jhh,?>*CJUaJmHnHu&j\ hh,?>*CJUaJhh,?>*CJaJ jhh,?>*CJUaJhh,?CJaJhh&O^CJaJhh&O^B*CJaJphhCJaJhh5CJaJhhCJaJh&O^B*CJph h&O^CJ hCJ h&O^CJ h&O^5CJ h&O^CJ h&O^6CJl  $Ճ$H$H$H$Ճ$H$$$$ }$$gd,?;kdD $$Ifl~$h%64 la v $Ifgd&O^ v  & F' h^ & F' h^gd & FOgd     !,-;<=>DESTUV\]̼Ҭ̣{̋k̋[̋j hiAHh,?CJUj hiAHh,?CJUj1 hiAHh,?CJUh,?h8Sh,?5h8Sh,?5CJ\h,?5CJ\jh,?CJUmHnHuj hiAHh,?CJU h,?CJjh,?CJU h&O^CJ hCJ h&O^5CJ hh&O^5B*CJaJph#!,>DV\nt/{dD{{3{/{v/Ff $$Ifa$gd&O^$ v $Ifa$gd&O^ekd $$Ifl4$h%064 laf4 ]klmntu*+134>?  ¼±ymYyCy+jhh,?>*CJUaJmHnHu&jhh,?>*CJUaJhh,?>*CJaJ jhh,?>*CJUaJhh,?CJaJhh&O^CJaJ hh5B*CJaJphhhCJaJ h&O^CJh&O^ h&O^CJj hiAHh,?CJUh,?jh,?CJUj hiAHh,?CJU h,?CJ+$$$$$H$H$H$$$$$ $$$gd,?;kd$$Ifl~$h%64 la v $Ifgd&O^ & F( h^gd & FP bgd v  :<>@VXtvxzزҩҒҎ~ҎnҎ^jhiAHh,?CJUjhiAHh,?CJUj4hiAHh,?CJUh,?jhiAHh,?CJU h,?5\h,?5CJ\jh,?CJUmHnHuj_hiAHh,?CJU h,?CJjh,?CJU h&O^CJ h&O^CJ\ hh&O^5B*CJaJph$@Vz  "$/{dD{{3{/{v/t$Ffa $$Ifa$gd&O^$ v $Ifa$gd&O^ekd#$$Ifl4$h%064 laf4  "&@BDƻr\QAjhPh,?CJUhh&O^CJaJ+jhh,?>*CJUaJmHnHu&jzhh,?>*CJUaJhh,?>*CJaJ jhh,?>*CJUaJhh,?CJ\aJhh&O^CJ\aJhhCJaJh&O^ h&O^CJ hCJ h&O^CJjhiAHh,?CJU h,?CJjh,?CJUh,?$&BD$$$$H$Ճ$H$$$$$ $$$gd,?;kdX$$Ifl~$h%64 la v $Ifgd&O^ & F2 h^gd .024JLhjlnz|JL߿߻߫߻ߛ߻ߋ߻{߻uqkq h&O^CJh&O^ h&O^CJjhiAHh,?CJUjhiAHh,?CJUj-hiAHh,?CJUjhiAHh,?CJUh,?jEhiAHh,?CJU h,?5\h,?5CJ\ h,?CJjh,?CJUmHnHujh,?CJU)4Jnz/{dD{{3{/{v/t$Ff $$Ifa$gd&O^$ v $Ifa$gd&O^ekd$$Ifl4$h%064 laf4 JL8$$$$H$H$H$H$$$$$ $$gd,?;kd $$Ifl~$h%64 la v $Ifgd&O^h^hgd & F7 h^gdL6̖̋{ue{U{uLEL{u h,?5\h,?5CJ\jh,?CJUmHnHujs hPh,?CJU h,?CJjh,?CJU h&O^CJhh&O^CJaJ+jhh,?>*CJUaJmHnHu&jhh,?>*CJUaJhh,?>*CJaJ jhh,?>*CJUaJhh,?CJ\aJhh&O^CJ\aJhhCJaJ<Rv/{dD{{3{/{v/t$Ffk% $$Ifa$gd&O^$ v $Ifa$gd&O^ekd-!$$Ifl4$h%064 laf4 68:<RTprtv ߻߫ߛە}q}ehh&O^CJ\aJhh5CJaJhhCJaJ h&O^5\ h&O^CJ h&O^CJj#hiAHh,?CJUj&#hiAHh,?CJUj"hiAHh,?CJUj>"hiAHh,?CJUh,? h,?CJjh,?CJUj!hiAHh,?CJU# s  $$$$H$H$H$H$$$$u$ ;kdb($$Ifl~$h%64 la v $Ifgd&O^ & F? h^gd$ & F? hd^a$gd & F? h8^gd   !!!!:!!@!V!X!⡛{kb[bKGh,?jO)hiAHh,?CJU h,?5\h,?5CJ\jh,?CJUmHnHuj'hPh,?CJU h,?CJjh,?CJU h&O^CJhh&O^CJaJ+jhh,?>*CJUaJmHnHu&j'hh,?>*CJUaJhh,?>*CJaJ jhh,?>*CJUaJhh,?CJ\aJ !!@!V!z!!!!!!$$/rfdrDfrf3rf/ $$Ifa$gd&O^$ v $Ifa$gd&O^ekd($$Ifl4$h%064 laf4 v $Ifgd&O^gd,? X!t!v!x!z!!!!!!!!!!!!!!!"""""""A"B"&#,#.#/#9#ܦyh\hh,?>*CJaJ jhh,?>*CJUaJhh,?CJ\aJhh&O^CJ\aJhhCJaJ h&O^CJh&O^ h&O^CJj+hiAHh,?CJUj*hiAHh,?CJUj7*hiAHh,?CJUh,?jh,?CJUj)hiAHh,?CJU h,?CJ !"""""A"B""&#bbbbb/$$$$$Ճ$H$H$$$y$ ;kd/$$Ifl~$h%64 la v $Ifgd&O^ & FF h^gdFf, $$Ifa$gd&O^$ v $Ifa$gd&O^9#:#$b b bbbbbbbbbbbVc\c^czc|c~cccccccccc۸yryb^N^jH1hiAHh,?CJUh,?j0hiAHh,?CJU h,?5\h,?5CJ\jh,?CJUmHnHuj}/hPh,?CJU h,?CJjh,?CJU h&O^CJhh&O^CJaJ+jhh,?>*CJUaJmHnHuU jhh,?>*CJUaJ&j /hh,?>*CJUaJ      Describe the employee s performance in this area, using specific examples:  FORMTEXT       Mark one rating for Occupational Knowledge/ Technical Orientation: FORMCHECKBOX Well Below FORMCHECKBOX Below FORMCHECKBOX Meets FORMCHECKBOX Above FORMCHECKBOX Well Above Team Focus Shares expertise and facilitates team interactions to achieve objectives. Assembles team based on strengths and talents of each individual. Other:  FORMTEXT       Describe the employee s performance in this area, using specific examples:  FORMTEXT       Mark one rating for Team Focus: FORMCHECKBOX Well Below FORMCHECKBOX Below FORMCHECKBOX Meets FORMCHECKBOX Above FORMCHECKBOX Well Above Leadership Identifies and removes barriers that reduce efficiency or effectiveness. Serves as an advocate for the interests and needs of the unit. Motivates others to accomplish unit goals. Other:  FORMTEXT       Describe the employee s performance in this area, using specific examples:  FORMTEXT       Mark one rating for Leadership: FORMCHECKBOX Well Below FORMCHECKBOX Below FORMCHECKBOX Meets FORMCHECKBOX Above FORMCHECKBOX Well Above Section 3: Review Goals (Optional) If appropriate, attach a copy of the employee s performance goals for this year. Review and make comments below.  FORMTEXT       Section 4: Summarize Performance and Make Additional Comments Mark one rating for overall performance: FORMCHECKBOX Well Below FORMCHECKBOX Below FORMCHECKBOX Meets FORMCHECKBOX Above FORMCHECKBOX Well Above Supervisor s summary or additional comments (add sheets if needed):  FORMTEXT       Employee s comments (add sheets if needed): Section 5: Complete the Employee Professional Development Plan Write down 1-4 professional development goals and specific action steps to achieve the goals.  FORMTEXT       Section 6: Signatures and Processing Signing the form indicates only that the form has been reviewed with you and that you have received a copy. It does not imply agreement. 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