Preparing for the Review Meeting - Section 2

Included in this section: Steps in Preparing for the Meeting | The Expectations | The Ratings

Steps in preparing for the meeting

1. Rate the staff member on the Expectations, citing specific examples.

The next section of this tutorial, Writing Constructive Feedback, provides information on effective feedback.

2. Identify potential goals to be established with employee on the Plan. Remember, goals should be set in collaboration with the staff member.

3. Have the staff member complete the self review and schedule the review meeting. If the staff member has not completed the Employee Performance Review Tutorial, give him/her the website information and ask him/her to complete the tutorial in preparation for the review. If the employee has already completed the tutorial s/he can simply access the forms online.

The Expectations-Examples and Definitions 

As SMU staff members, we expect excellence from our colleagues and ourselves. By consistently working to achieve a higher level of each of the following Expectations, we benefit ourselves as well as the whole of SMU. When we conduct a review, we are attempting to measure how we are doing on these eight Expectations. The definitions are written in behavioral terms, which include examples of the way an individual might demonstrate a particular Expectation.

Development Oriented:

• Initiates discussion with supervisor that leads to the development of a professional development plan.
• Seeks opportunities to increase job knowledge through feedback from supervisor, team members and campus training opportunities.
• Cross-trains within own functional areas.

Student/Customer Oriented:

• Provides clear, consistent information and service for the functional area in which s/he works.
• Responds promptly to all inquiries or requests for service.
• Has basic knowledge of functional areas and staff for accurate transferring and referral.
• Demonstrates solid basic skills in handling difficult customers that lead to service recovery, which is best defined as the ability to work with the dissatisfied customer as long as it takes to earn his/her confidence in the department's ability to deliver the desired service in a timely and professional way.

Conflict Management:

• Resolves conflict with person directly involved.
• Manages own perception.
• Demonstrates active listening skills.
• Focuses on conflict resolution, not blame.
• Demonstrates self-awareness and takes responsibility for own actions in a conflict situation.

Initiative:

• Participates in idea development and improvement.
• Provides constant feedback and updates and involves appropriate resources when necessary.
• Consistently meets deadlines and delivers on commitments.
• Participates in initiatives beyond the scope of one's job.

Communication:

• Appropriately uses email, voicemail, and other written communications.
• Demonstrates clear, concise, and solid verbal and written skills.
• Produces error-free written and verbal communications.
• Involves and informs others as appropriate.
• Projects positive manner in all forms of communication.

Problem-Solving and Decision Making:

• Is comfortable making many daily operational decisions autonomously.
• Involves others as appropriate with unusual or non-routine problems.
• Consistently offers point-of-view when involved in team problem solving and decision-making.
• Accepts final decisions graciously and positively regardless of personal point-of-view.
• Is a reliable conduit of information and representative of leadership in decisions or problem solving that affects the department.
• Takes informed risks with appropriate guidance.

Building Trust:

• Keeps commitments.
• Comprehends the ethical standards applied to staff and asks for guidance when appropriate to ensure decisions and behavior are consistent with these standards.
• Takes responsibility for errors and does not fix blame.
• Maintains confidentiality and discretion and asks for guidance when appropriate.
• Exhibits integrity and honesty with colleagues and customers.
• Displays appropriate social skills in diverse settings and with diverse people.
• Responds positively to coaching on professionalism and values.
• Is open to the views of others.
• Refrains from gossip.

Teamwork:

• Seeks out the perspective and expertise of others to effectively solve problems.
• Identifies problems and engages in productive dialogue to help develop effective solutions.
• Looks for opportunities to support others in work group with time, talent or expertise.
• Seeks to understand roles and responsibilities of other team members.

The Rating Levels 

We define four levels at which an individual may operate with respect to the Expectations. 

Absent

Does not yet demonstrate necessary knowledge or skill to perform in this area. Requires guidance on steps to incorporate this expectation into work. The label "absent" may be applied to someone who is now operating in a new role and is unfamiliar with an area. It may also be applied to describe a needed improvement in an area for someone who is experienced in a role.  

Learning 

Demonstrates fundamental grasp of competency and is beginning to incorporate its principles into his/her work. However, the individual still has opportunity to develop further and demonstrate consistency in this area. Note: Many new employees find themselves in this category for at least the first six months to a year on the job. This label could also be used when a promotion has been given and the individual is in a "learning" phase with regard to his/her new role.  

Doing 

Consistently meets and often exceeds expectations for this competency, using ability and experience to produce the desired results. A person performing at this level may be described as able and competent in a particular area.  

Excelling

Consistently performs at a level much higher than expected. Recognized as one of the best on this competency. This person serves as a role model in this area. This rating should not be applied across the board. Everyone has their strengths and their areas in which they could improve. This rating is used to highlight a person's strongest competencies. Be specific when describing how the individual performs at this level because recognition of this type is a useful retention tool. 

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