Administrative Staff Evaluation Form Texas Am

Summary

ADMINISTRATIVE STAFF
EVALUATION FORM
OFFICE OF HUMAN RESOURCES A MEMBER OF THE TEXAS A&M UNIVERSITY SYSTEM
Name of Employee: ___________________________________________________________________ TYPE OF EVALUATION
Position Title: ________________________________________________________________________ Initial - 4 months
Department: _________________________________________________________________________ Annual
Date of Employment Into Current Position: _________________________________________________ Special
INSTRUCTIONS TO SUPERVISOR: As part of the performance evaluation process, you and the employee (together) must review, sign, and date the position’s
PDQ (Position Description Questionnaire) that is on file with the HR Office to ensure that it is accurate and current. Discuss and review the performance evaluation
and PDQ with the employee in a private setting without interruption. Remember that performance evaluation is a continuing process, not just an annual event

Throughout employment, supervisors are encouraged to interact and/or communicate periodically with the employee about the job and about his/her performance
progress

COMPLETING THE PERFORMANCE EVAULATION: Concentrate on one factor at a time, read all ranking specifications for that factor, and use your own
independent judgment to determine which ranking best describes the performance of the employee. Supervisors may provide detailed comments to support each factor
ranking. Any ranking of 1 or 5 requires justification in the comments section. A ranking of 1 in any performance factor requires a special evaluation in 90 days. At
end of this evaluation, supervisors are required to provide “agreed upon” goals and objectives for the year which will help enhance the employee’s performance. If
additional space is needed, please attach a separate page. To ensure a fair, honest, and effective performance evaluation, rank with the utmost care and thought, rank on
the basis of the essential duties and responsibilities of the position, disregard general impressions, and do not allow personal feelings to govern your ranking

A. JOB SKILLS AND KNOWLEDGE – The ability to demonstrate professional skills and knowledge of the responsibilities and duties assigned to the position

1 Does not demonstrate 2 Demonstrates limited 3 Demonstrates average 4 Demonstrates full 5 Demonstrates
the necessary skills and understanding of necessary understanding of understanding of exceptional
knowledge. skills and knowledge. necessary skills and necessary skills and understanding of skills
knowledge. knowledge. and knowledge

COMMENTS :
B. QUALITY OF WORK – The ability to produce accurate, neat, and thorough work, whether self-initiated or supervised

1 Work product is 2 Work product requires 3 Produces average work 4 Work is of very good 5 Work is of exceptionally
unacceptable. constant revision and product; some quality; few revisions high quality; virtually
correction. revisions required. required. error- free

COMMENTS :
C. INITIATIVE – The ability to think and act without being instructed in great detail

1 Needs constant 2 Needs excessive guidance 3 Demonstrates average 4 Completes work on 5 A self-starter in all
supervision to start and to finish tasks initiative; proceeds own initiative; respects; constantly seeks
complete tasks alone in performance resourceful and alert. new techniques and
of routine duties and methods to improve
assignments effectiveness
COMMENTS:
D. JUDGMENT – The ability to reach logical, responsible, and timely decisions

1 Poor judgment. 2 Is uncertain of own 3 Generally uses good 4 Demonstrates the 5 Reasoning is logical,
judgment; defers judgment. ability to apply careful clear and concise; comes
decisions to others. reasoning to decision- to sound conclusions
making. quickly and acts
decisively on them

COMMENTS:
E. ADAPTABILITY – The ability to accept change and adapt to a variety of assignments

1 Unable to accept 2 Has difficulty accepting 3 Accepts suggestions 4 Willingly supports 5 Enthusiastically accepts
change. suggestions and change. and change. suggestions and suggestions and change

COMMENTS:
F. TEAMWORK AND COOPERATION – The ability to work with colleagues in a collective effort to accomplish institutional goals and objectives

1 Uncooperative; unable 2 Tends to be uncooperative. 3 Cooperates with 4 Readily cooperates; 5 Very willing to cooperate
to work with others others; willing to promotes teamwork. with others; inspires
compromise. positive work relations

COMMENTS:
G. ACCEPTANCE OF RESPONSIBILITY – The ability to demonstrate willingness to assume and implement the responsibilities of the position

1 Refuses to accept 2 Resists acceptance of 3 Accepts normal 4 Accepts responsibility 5 Actively seeks more
responsibility. responsibility. responsibility. beyond normal responsibility

COMMENTS:
H. ATTENDANCE AND AVAILABILITY – The ability to conform to established work schedule and be available to perform responsibilities and provide
administrative support

1 Undependable, absent, 2 Poor attendance, 3 Average attendance 4 Dependable; sensitive 5 Excellent attendance and
or unavailable. frequently absent, or and availability to institution’s need availability record

unavailable without proper for availability
notice

COMMENTS:
I. PUBLIC RELATIONS – The ability to communicate effectively with the public; the degree to which employee is able to project a courteous and helpful image

1 Is tactless and 2 Needs to improve tact and 3 Generally tactful and 4 Consistently tactful 5 Exceptionally tactful and
discourteous; diplomacy skills; courteous; usually and courteous; able courteous; has excellent
aggressive approach aggressive approach able to communicate to communicate communication skills;
frequently results occasionally results in satisfactorily; willing effectively; strives to goes out of the way to be
miscommunication to be helpful be helpful helpful

problems; reluctantly
helpful
COMMENTS:
J. MANAGEMENT OF WORKLOAD – The ability to meet deadlines and prioritize workload and to produce the required amount of work to meet the needs of the
institution

1 Work output 2 Barely meets minimum 3 Meets average 4 Exceeds requirements 5 Greatly exceeds
unsatisfactory; seldom workload requirement; workload for output; frequently workload requirements;
meets deadlines. occasionally meets requirements; usually meets deadlines. always on time or ahead
deadlines. meets deadlines. of schedule

COMMENTS:
K. PLANNING – The ability to ensure that activities are coordinated by setting goals, specifying objectives, anticipating contingencies, and utilizing allocated
resources for the attainment of departmental and institutional goals

1 Poor planner. 2 Demonstrates limited 3 Demonstrates average 4 Demonstrates effective 5 Demonstrates
planning skills. planning skills. planning skills. exceptional planning
skills

COMMENTS:
L. SUPERVISORY SKILLS – The ability to provide direction and motivate employees to perform at their highest level; to responsibly evaluate the work of
employees and take appropriate action when necessary; to enforce University Policies and Regulations in a positive manner

If not applicable to employee’s job description, mark here

1 Does not demonstrate 2 Has difficulty exercising 3 Generally 4 Demonstrates effective 5 Demonstrates
necessary supervisory supervisory skills. demonstrates supervisory skills. exceptional supervisory
skills. acceptable supervisory skills; shows innovation
skills. in supervisory
techniques

COMMENTS:
M. BUDGET MANAGEMENT – The ability to prepare timely and accurate projections of departmental financial requirements and manage allocated financial
resources

If not applicable to employee’s job description, mark here

1 Poor budget manager. 2 Has difficulty managing 3 Generally presents 4 Exercises care in the 5 Exceptional budget
budget. Reports are budgets in an preparation of the manager; maximizes use
seldom presented in an acceptable time frame; budget; projections of available resources;
acceptable time frame; projections are usually and needs are well exhibits a clear
projections are seldom accurate and represent supported. understanding of
accurate. the needs of the departmental budget
department. requirements and is
sensitive to the needs of
other departments

COMMENTS:
ITEMS N – R FOR DIRECTOR OF ATHLETICS & COACHES ONLY
N. ADHERING TO NCAA BY-LAWS AND HEARTLAND CONFERENCE REGULATIONS

1 Demonstrates poor 2 Has difficulty adhering to 3 Demonstrates average 4 Demonstrates effective 5 Demonstrates
adherence to NCAA NCAA By-laws and adherence to NCAA adherence to NCAA exceptional adherence to
By-laws and Heartland Heartland Conference By-laws and Heartland By-laws and Heartland NCAA By-laws and
Conference Regulations. Conference Conference Heartland Conference
Regulations. Regulations. Regulations. Regulations

COMMENTS:
O. ADHERING TO ESTABLISHED INSTITUTIONAL RULES, POLICIES, AND PROCEDURES AS WELL AS ETHICAL STANDARDS OF
BEHAVIOR

1 Demonstrates poor 2 Has difficulty adhering to 3 Demonstrates average 4 Demonstrates effective 5 Demonstrates
adherence to established institutional adherence to adherence to exceptional adherence to
established rules, policies, and established established established institutional
institutional rules, procedures as well as institutional rules, institutional rules, rules, policies, and
policies, and ethical standards of policies, and policies, and procedures as well as
procedures as well as behavior. procedures as well as procedures as well as ethical standards of
ethical standards of ethical standards of ethical standards of behavior

behavior. behavior. behavior

COMMENTS:
P. ENSURING THE SATISFACTORY ACADEMIC PERFORMANCE OF STUDENT-ATHLETES
1 Poor level of success 2 Below average level of 3 Average level of 4 Effective level of 5 Exceptional level of
in this area; very few success in this area; less success in this area; at success in this area; success in this area; all
student-athletes have than half of student- least half of student- majority of student- student-athletes have
satisfactory academic athletes have satisfactory athletes have athletes have satisfactory academic
performance. academic performance. satisfactory academic satisfactory academic performance

performance. performance

COMMENTS:
Q. ENSURING THE PHYSICAL, EMOTIONAL, AND SOCIAL WELFARE OF STUDENT-ATHLETES, INCLUDING ISSUES RELATED TO GENDER,
ETHNIC DIVERSITY, RELIGION, AND SEXUAL ORIENTATION

1 Poor skills in ensuring 2 Below average skills in 3 Average skills in 4 Effective skills in 5 Exceptional skills in
the physical, ensuring the physical, ensuring the physical, ensuring the physical, ensuring the physical,
emotional, and social emotional, and social emotional, and social emotional, and social emotional, and social
welfare of student- welfare of student- welfare of student- welfare of student- welfare of student-
athletes, including athletes, including issues athletes, including athletes, including athletes, including issues
issues related to related to gender, ethnic issues related to issues related to related to gender, ethnic
gender, ethnic diversity, religion, and gender, ethnic gender, ethnic diversity, religion, and
diversity, religion, and sexual orientation. diversity, religion, and diversity, religion, and sexual orientation

sexual orientation. sexual orientation. sexual orientation

COMMENTS:
R. ESTABLISHING AND ENSURING A SAFE ENVIRONMENT FOR STUDENT-ATHLETES WHICH INCLUDES PROVIDING EDUCATION ABOUT
AND METHODS FOR DISCUSSING AND RESOLVING SEXUAL HARASSMENT OR DISCRIMINATION

1 Poor skills in 2 Below average skills in 3 Average skills in 4 Effective skills in 5 Exceptional skills in
establishing and establishing and ensuring establishing and establishing and establishing and ensuring
ensuring a safe a safe environment for ensuring a safe ensuring a safe a safe environment for
environment for student-athletes which environment for environment for student-athletes which
student-athletes which includes providing student-athletes which student-athletes which includes providing
includes providing education about and includes providing includes providing education about and
education about and methods for discussing education about and education about and methods for discussing
methods for discussing and resolving sexual methods for discussing methods for discussing and resolving sexual
and resolving sexual harassment or and resolving sexual and resolving sexual harassment or
harassment or discrimination. harassment or harassment or discrimination

discrimination. discrimination. discrimination

COMMENTS:
GOALS AND OBJECTIVES (required): ____________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
SUPERVISOR’S COMMENTS: ____________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
EMPLOYEE’S COMMENTS: ______________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
This report is based on my observation and knowledge. It I have reviewed this report on the date indicated below and
represents my best judgment of the employee’s performance. have had the opportunity to discuss it with my supervisor(s)

Together, the employee and I reviewed, signed, and dated the My signature does not necessarily mean I agree with the report

position’s current PDQ that is on file with the HR Office. Together, my supervisor and I reviewed, signed, and dated my
position’s current PDQ that is on file with the HR Office

___________________________________________________
Supervisor Signature Date ___________________________________________________
Employee Signature Date
___________________________________________________
Next Level Supervisor Signature (if applicable) Date
___________________________________________________
Appropriate VP Signature Date
(This signature required for Director of Athletics and Coaches only.)
Revised 1/07/08
PROFESSIONAL DEVELOPMENT
PLANNING WORKSHEET
A Member of the Texas A&M University System
OFFICE OF HUMAN RESOURCES
This worksheet is designed to assist the Office of Human Resources in identifying the professional development
(training) needs of our employees. As you evaluate the performance of this employee, please consider and
discuss with him/her any professional development (training) which will help the employee in accomplishing
job responsibilities and in meeting “agreed upon” goals and objectives

Employee Name: _________________________________________
Title: __________________________________________________
Department/Office: _______________________________________
List development areas that you identified and would like to see available for this employee via training
workshops, seminars, and courses (i.e., writing skills, listening skills, supervisory skills, specific software
program, computer skills)

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________ ________________________
Signature of Supervisor Date
Form #HR 97-49
Revised 4/26/07

Error- free. COMMENTS : C. INITIATIVE – The ability to think and act without being instructed in great detail. 1 Needs constant supervision to start and complete tasks 2 …

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Frequently Asked Questions

What are the objectives of staff performance evaluations?

The objectives of the performance evaluation process for Staff Performance Evaluations are to: Provide employees with feedback to improve or maintain job performance Identify areas for employee development Set performance standards and goals for the next review period

How do i complete a staff evaluation?

Staff Evaluations are to be completed in the University’s Performance Management System. To access the Performance Management System, please log in at mytalent.ku.edu. For more information about the Performance Management System, see available Step-by-Step Instructions and Tutorial Videos.

Where can i find information about the evaluation process and forms?

Information about the evaluation process and required forms are provided below. All performance evaluation actions are performed in the Performance Management System . For additional information, please visit the Policy on Staff Performance Evaluations.

How do i complete the performance appraisal form?

To complete the Performance Appraisal Form, place an “ ” under the level of achievement, which most accurately describes the employee’s performance on each factor.