The due date for 2019-2020 classified staff performance evaluations has been extended to July 1, 2020. However, supervisors and employees may begin the planning process now if they so choose. Tips for the planning process include:

When constructing performance plans, consider the following:

  • Does the plan help align employee work and campus resources to clearly defined institutional aspirations and imperatives (Goals)?
  • Does the plan establish clear expectations between employees and supervisors around work, professional development, and career growth opportunities?
  • Does the plan reinforce organizational values by placing appropriate emphasis on competencies? Please note that an additional competency has been added to the performance planning form in support of Inclusive Excellence.
  • Do the items on the plan meet the criteria of a SMART Goal?  (Specific, Measureable, Attainable, Relevant, Timebound).

 

Management & Evaluation

Performance Calibration

Performance Calibration is a two- step process that includes supervisors who are responsible for conducting the performance evaluations and the reviewer who examines the employee evaluations. The calibration process provides a forum for discussion of employee’s performance with the goal of making sure supervisors apply similar standards for all employees and eliminate biases to the greatest extent possible.

  • Ensures supervisors are well versed in the definitions and application of the rating scale
  • Helps supervisors have well thought through reasons as to why they gave a particular rating to an employee
  • Helps prepare supervisors to have better performance discussions with their employees; provides supervisors with more confidence in their ratings after discussing the rating in a calibration meeting
  • Ensures a more consistent and fair evaluation of an employee’s performance by identifying potential supervisor and reviewer biases
  • Provides awell thought out basis for merit increases based on performance
  • Provides for better professional development and succession planning as more people managers get insights into the capabilities of employees from other areas

Calibration occurs after an employee has provided self- reflection feedback for the evaluation and the supervisor has completed the evaluation but BEFORE the FINAL evaluation has been presented to the employee and signed by both the employee and supervisor.

 

Step 1

Upon completion of employee evaluations, and prior to holding the evaluation meeting with the employee, the evaluations should be sent to the reviewer. The reviewer is usually the supervisor’s manager, but that may vary in certain colleges and departments.

The reviewer reads each evaluation, looking in particular for constructive supervisory comments and ensuring evaluations are thorough and logical. If the reviewer decides a supervisor should alter a particular evaluation, the reviewer sends the evaluation back and waits for revision.

Once all employee evaluations have been examined and agreed upon by the reviewer – and any necessary changes are made, then a meeting is scheduled between all college/department reviewers. Supervisors may also be in attendance at these meetings if desired. It is up to the particular college and department to determine the level of participation at the calibration meeting.

Step 2

The HR Liaison pulls together the ratings distribution within that college/ department to be discussed in the calibration meeting. The executive Leader holds a meeting with all the reviewers, and supervisors if desired. In this meeting, the participants look at the rating distributions for the entire college/department and ensure the ratings are being consistently and fairly applied to all employees, and that no single supervisor is giving all employees the same numeric rating.

The group may ask questions about specific ratings and may suggest adjustments based on their experience with the employee. Following the discussion, reviewers ensure that the supervisors understand any changes that need to be made to the evaluations and that these changes are made prior to having the in-person performance evaluation meeting with the employee.

Communicate College/Department Goals. Goals for each area should be communicated in advance and as thoroughly as possible so employees understand how their daily work contributes to the success of the college/department, and so that employees understand the measures on which they will be evaluated.

  • Educate supervisors. They need to understand what calibration is, why it is necessary, how it works, and what their role is.
  • Don’t hide the process from employees. It could de-motivate employees, if the calibration process is seen as secretive. Be open about the process, but maintain confidentiality outside of the calibration meeting.
  • Don’t expect perfection. The calibration process is imperfect because the people using it are imperfect. Each calibration meeting should have checks and balances built in so leaders are held accountable for their evaluation decisions.
  • Get the right people involved. Make sure that the reviewer can adequately represent the employees being discussed at the calibration meeting or invite the supervisors if their input is needed.
  • Set appropriate ground rules for meetings. Participants must feel open to challenge and debate. They must also feel comfortable asking their peers for advice if they need help in determining or communicating a rating.
  • Leverage the information gathered during the process. The power of calibration goes beyond performance ratings. These discussions yield important insight into your top performers and your employee’s who are struggling. Keep this in mind as you set up goals think about your talent pool for the next performance cycle and beyond.

University Staff Competencies

The university staff competency model translates the campus values into behaviors to ensure that employee behavior aligns with the campus culture and vision.

Integrity/Responsibility/Ethics  Innovation
Inclusive Excellence

Collaboration  Communication

Definition: Gaining the confidence and trust of others through honesty, authenticity, and acceptance of responsibility.

Key Behaviors:

  • Accepts responsibility that come with working in the interest of the public good.
  • Follows through on commitments- shows consistency between words and actions--does what they say they will do, and what they are expected to do—and makes sure others do the same.
  • Accepts responsibility for one’s own conduct in creating a climate of inclusive excellence.                                          
  • Acts with a clear sense of ownership.              
  • Takes personal responsibility for decisions, actions, and failures.                                          
  • Establishes clear expectations and processes, and uses data for monitoring work and measuring results.

Definition: Exemplifying excellence through diversity by creating a welcoming and inclusive environment that maximizes the success and inclusion of all students, staff, and faculty.

Key Behaviors:

  • Actively seeks and engages with diverse perspectives.                                            
  • Identifies and mitigates bias on a personal, institutional and process level.                 
  • Identifies and addresses barriers to inclusion on the personal, institutional and process levels.
  • Fosters the health and wellbeing of our campus community by welcoming and encouraging participation of all.
  • Contributes to building diversity
  • Accepts and honors diverse perspectives
  • Understands the importance of diversity and inclusion
  • Recognizes and mitigates dynamics created by power differences and hierarchy

Definition: Creating new and better ways for the organization to be successful. Adapting to change and engaging in continuous learning and critical thinking to promote the growth of the individual and the organization.

Key Behaviors:

  • Develops useful ideas that are new, better, or unique.                                                               
  • Introduces new ways of looking at problems.
  • Can take a creative idea and put into practice.
  • Embraces diverse perspectives to promote or nurture innovation.
  • Fosters interdisciplinary/transdisciplinary work.
  • Adapts to change.
  • Promotes growth of the individual and the organization.
  • Engages in continuous learning.
  • Engages in critical thinking.
  • Takes risks.

Definition: Building partnerships and working collaboratively with others to meet shared objectives.

Key Behaviors:

  • Understands and prioritizes the goals of the university (‘university first’)
  • Understands how their work supports the  mission of the university
  • Works in partnership with others.
  • Values and incorporates diverse perspectives.
  • Removes barriers to solve problems.

Definition: Ensuring that key and critical information is shared in a timely fashion. Developing and delivering information in multi modes that demonstrate the needs of different audiences.

Key Behaviors:

  • Effective in variety of communications settings (groups, size, position, styles, diverse audiences), and adjusts to fit the audience and the message.        
  • Attentively listens to others.                                      
  • Provides and encourages the expression of diverse ideas and opinions.
  • Engages in candid and constructive dialogue on difficult topics.
  • Is respectful of each other’s unique backgrounds and perspectives.

The competencies were derived from the campus values identified by the Office of Diversity, Equity and Community Engagement (ODECE) in partnership with the campus.  Building on ODECE’s comprehensive, campus-wide input process, behaviors were identified based on the descriptions provided in ODECE’s work, as well as review of nationally known research-based competency models. The work is inclusive of values reflected in the Colorado Creed.  

Dispute Resolution

Disciplinary Process