Performance Management Forms/Instructions
IUPUI does not require the use of any specific forms as part of the performance management process. HRA has developed a number of forms to serve as templates that supervisors and employees may find helpful to facilitate the process. Having these forms or some variation of them available for performance conversations can aid in supporting an atmosphere of trust and collaboration. Basic instructions are included to indicate how each form is intended to be used for performance management processes. Click here to view all of the Performance Management Forms.
Behavioral Performance Standards
This conversation is focused on negotiating and establishing performance standards and expectations for the employee’s position. Establishing performance standards is essential because it provides the basis for on-going feedback, development, and review during the performance management cycle. In order to do this, the position’s primary job responsibilities must be established.
Determining Primary Job Responsibilities
Primary job responsibilities are the set of 4-7 critical or essential
functions of a position. They incorporate groups of tasks that are
important and require a significant amount of time and effort of the
employee. Additionally, if primary responsibilities are not completed or
incorrectly implemented, major repercussions result for the department
or unit.
To help determine what these responsibilities are, refer to the position description for the individual or previous performance evaluations on file; they are likely to be listed there. Because most positions have some unique element(s) to them, it is also important to recognize that the responsibilities may be different across the same jobs. Click here to view examples of primary job responsibilities for several different positions.
Setting Behavioral Performance Standards:
After the supervisor and employee determine the major job
responsibilities, the performance expectations for each responsibility
should be discussed. These standards should fully describe
acceptable performance, and should be observable, measurable, specific,
meaningful, realistic, and consistent. When discussing these
standards, keep in mind that good performance typically involves more
than technical expertise, e.g. friendliness, helpfulness, courteousness,
punctuality, etc. At IUPUI, this also includes incorporation of
the University’s diversity values into everyday behaviors. At the end of
this discussion, employees should be clear about expectations and
understand that these will be the basis for which they are evaluated at
the end of the performance management cycle.
Things to consider when discussing performance expectations include:
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What does acceptable performance look like?
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Can the difference between acceptable and unacceptable performance
be distinguished?
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What outcomes or results occur when a job responsibility meets
expectations?
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What are the specific criteria that specify acceptable performance,
e.g., quantity, quality, timeliness, deadlines, safety?
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What interpersonal and customer service behaviors are important in
this job?
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Are these behaviors expected in your department to promote teamwork,
etc.?
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Are the performance standards meaningful and realistic?
Preparing the Behavioral Performance Standards Form:
There are two different forms available for supervisors to document
behavioral standards. One form includes a category for “meet
expectations” only while the other form also includes categories for
“exceeds expectations” and “does not meet expectations.” When developing
performance standards, minimally, the supervisor must describe the types
of behaviors that “meet expectations” for each primary job
responsibility. This can be a narrative description of specific examples
of behaviors that demonstrate this level of performance. When describing
performance that “meets expectations,” such behaviors are those that
communicate to the employee that he or she is performing at an
acceptable or good level.
If desired, the supervisor may also describe in narrative format
examples of behaviors that “exceed expectations” as well as examples of
behaviors that “do not meet expectations.” When describing examples of
such behaviors, the supervisor must ensure that, in the case of “exceeds
expectations,” the behaviors truly are exceptional and beyond an
acceptable or good level of performance. In the case of “does not meet
expectations,” the supervisor must ensure that the examples described
cannot fairly or objectively be considered acceptable or good and do, in
fact, fall short of that standard.
Behavioral Performance Standards Forms
Behavioral Performance Standards
(exceeds/meets/does not meet expectations)
Behavioral Performance Standards
("Meets Expectations" only)
Example: Behavioral Performance Standards Administrative Secretary (open as a word document)
Examples of Performance Standards
Click here to view examples of performance standards for several different types of positions.
In many departments, there may be primary job responsibilities which carry common expectations for all employees. Demonstrating competent performance in these areas help to ensure a positive, productive work environment as well as support quality customer service. Click here to view examples of common expectations
Incorporating the IUPUI Diversity Values into behavioral performance standards is appropriate across all positions at IUPUI. IUPUI believes that diversity will be advanced by integrating diversity into everyday practices. Click here to view several examples of standards.
Performance Evaluation
At the end of a performance management cycle, supervisors and employees
are encouraged to have a conversation to reflect upon the
accomplishments of the period. The conversation should be based upon the
performance standards agreed upon in earlier performance discussions.
For those expectations that have been amended, the evaluation should be
reflective of those that are most recently agreed upon.
Supervisors may find it helpful to “cut and paste” the job
responsibilities from the “Behavioral Performance Standards” form to
ensure continuity from earlier conversations.
Employees should have the opportunity to view the form prior to
the conversation so that she/he may prepare and questions or comments
for the conversation. Because performance management assumes any
problematic behaviors have been previously discussed or corrected (or
are in process of doing so), there should not be any “surprises” for the
employee during this discussion.
Several variations of forms are available to use for the performance evaluation conversation. The choice of which form to use should be reflective of the management style of the supervisor, as well as the needs specific for the position and employee. Note that one version does not include the option of “does not meet expectations.”
Some managers may choose this form because they believe performance management assumes that employees who are not successful in meeting expectations are engaged in performance improvement outside of the performance management process. Managers should always ensure they are following appropriate performance improvement and progressive discipline processes for any employee who is not meeting performance expectations. Please refer to policies and procedures for Performance Improvement and Progressive Discipline under the “Employee Relations” section of HRA’s website.
IUPUI Performance Evaluation Forms
Performance Evaluation
(Exceeds Expectations/Meets
Expectations/Does Not Meet Expectations)
Performance Evaluation
(Exceeds Expectations/Meets Expectations)
Example:
Performance Evaluation for Administrative Secretary
IU Human Resources Performance Evaluation Forms:
Major duties, performance standards, supervisory comments:
Major duties, performance standards, supervisory comments, ratings:
The conversation should close with both the supervisor and employee signing the form to indicate the conversation has taken place. If the employee wishes, she/he may attach additional comments that will accompany the form in her/his file.
Self Evaluation
Although it is the supervisor's responsibility to complete the performance evaluation, both the employee and supervisor can benefit from the process. When an employee completes a self-evaluation prior to meeting with his or her supervisor, it gives the employee an opportunity to communicate with the supervisor and compare the self-evaluation with that of the supervisor's. Also, a self-evaluation is a chance to make sure that performance is accurately identified, and to re-visit the employee’s job related and career related goals.
Two forms are available for use. One allows for the employee to list out job responsibilities as they appear on the “Behavioral Performance Standards” form and reflect upon each of them individually. Another form allows for the employee to more globally reflect upon his/her performance.<
IUPUI Self-Evaluation Forms
Self-Evaluation
(Tied to Behavioral Performance Standards)
Goal Setting
Supervisors and employees may find it helpful to go through a step-by-step process of setting goals for a particular employee. This may be especially helpful to help new employees in prioritizing their work or for employees who have been in their position for an extended period of time and are exploring ways to enrich their position. Click here to view the goal setting process.
Performance Conversation Meeting Checklist
HRA has created a quick reference for supervisors to monitor their performance conversations with employees. This is helpful to ensure that all areas of the conversation have been addressed and will also help guide future conversations. Note that it is not expected that all areas will be covered in each conversation. Click here to view this checklist, which is intended for usage over one entire performance management cycle.