Assessment is a formal process by which a supervisor reviews an employee’s past performance and plans with them for future performance. The purpose of assessment is to provide employees feedback concerning job performance, to let employees know what is expected of them and to provide supervisors with information to aid in assessing staffing needs and budget planning, etc.
A good assessment contains no surprises and is done with mutual respect and understanding. Assessments are fair, objective, job-based and focused on improving performance.
- Assessment Forms and Types of Assessments
- Goals Form (To be attached to assessments.)
- Assessment Tools
Faculty and Academic Professionals
The purposes of assessment are to provide the employee with feedback concerning job performance; to provide the College administration with guidance in staffing, planning and budgeting; and to assure excellence in the delivery of service (Article 7.1). Assessments are also part of the accreditation process, adding additional importance to their timely completion.
Please review Article 7 of the Faculty and AP Agreement in its entirety for more detailed assessment information. Consult your Human Resources (HR) Representative if you have any questions.
A cover sheet is required for all Faculty and AP assessments. There are no other official assessment forms for Faculty, but the following templates are available.
- Information on PT assessment tracking and implementation
- Required Duties
- Required Forms:
- Recommended Forms:
- Required Duties:
- Required Forms:
- Recommended Faculty Forms:
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*A management and a self-assessment document are required. Management assessments should include some form of student evaluations and a classroom visit. Templates are provided as an option for meeting these requirements.
Management and Confidential Staff
Assessment serves not only to provide a means to respond to external demands for accountability, it also helps define performance goals and expectations, improves individual and team performance, develops organizational leaders, and identifies areas for professional and personal growth. Assessment of management and confidential employees shall be conducted in accordance with the guidelines in Section 9 of the Management and Confidential Handbook.
The designated Management and Confidential Assessment forms should be used for the supervisor’s assessment of the employee. The 360 form is required for Managers and optional for Confidential employees. A self-assessment is encouraged for both employee classes, but not required.
In order to assist with the continuous development of culturally aware and responsive leaders, the District Leaders for Diversity Council (DLDC) created an Intercultural Competence Assessment tool for managers, first available in March of 2017. This tool also moves PCC toward compliance with HB 2864 (Chapter 397; 2017 Laws; Effective date January 1, 2018), which states, “Each public institution of higher education shall establish a process for recommending, and providing oversight for the implementation of, cultural competency standards for the public institution of higher education and the institution’s employees.” Instructions for using the Intercultural Competence Assessment tool are on the first page of the linked document.
Establishing Performance Goals
The first step in the Performance Assessment process is to establish what kind of performance is expected and how it will be measured. Using the S.M.A.R.T. approach when creating goals is an effective way for managers and employees to be clear and understand each other. Use the Goals Form with each type of assessment.
|S||Specific: Be specific when establishing goals. Are expectations met and priorities specific and clear? If applicable, have previous expectations changed since goals were established? How are the expectations consistent with the goals of the department? The work group?|
|M||Measurable: How will both parties know when a performance is Successful vs. Outstanding? What types of observations or review would indicate that the employee is performing at a Consistent level? What examples, behaviors, feedback will be considered?|
|A||Attainable: Goals should be appropriate to the employee’s responsibilities and level of experience, and reasonably attainable within the individual’s control. If a standard is unrealistic, people feel they’re being set up for failure.|
|R||Realistic: Given the employee’s current performance, time in the position, and department priorities, are the goals realistic?|
|T||Timeframe: What must the employee do in the next 90 days, six months, one year? Are all employees expected to accomplish the same goals in the same time frame? What type of follow-up schedule will be considered?|
Roles and Responsibilities
Work jointly with his/her employee to identify essential job responsibilities and related goals at the beginning of the assessment period.
- Complete a written performance assessment for each employee as notified.
- Discuss openly and honestly the contents of the written review with the employee by addressing employee strengths, areas needing improvement and plans for further development.
- Meet informally, on an ongoing basis, with the employee to compare progress and results with goals, to suggest corrective measures if issues arise, to discuss performance improvement solutions, to modify current goals and to establish new goals when appropriate.
- Maintain records and documentation on the employee’s performance throughout the year. Using a performance log or something similar is helpful.
- Encourage employees to provide input on performance issues on an on-going basis.
- Assist employees in understanding the performance review process.
- Encourage employees to complete a self-evaluation using interpreters or other support as needed.
- When employees are transferred or promoted, or when manager turnover occurs, the previous manager will pass on observations and input on employee performance to the new manager whenever possible.
- Work jointly with his/her manager to identify essential job responsibilities and related goals at the beginning of the assessment period.
- Complete a self-assessment of performance during the review period. Filling out a performance evaluation form is strongly encouraged.
- Meet with manager to review past performance and plan future performance. This includes goals, determination of how best to achieve them, identification of needed support, time frames, and charting of progress toward meeting goals.
- Sign the performance review document after discussion with the manager. The employee’s signature does not necessarily indicate agreement. It shows that you read and understood the evaluation’s content.
- Provide input regarding his/her performance throughout the 12-month review period. Using a performance log or something similar is helpful.
- Meet standards and expectations of job performance.