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1、U Wide FormUM 941Rev: 06/08 Route this form to:This form is for departmental use.Performance AppraisalUse this form two, three or four times per year to clarify performance expectations, set challenging goals, rate how well the employee performed, and develop an action plan for job or career develop
2、ment. At the end of the year, use the Administrative Summary (UM 942) to convert the two to four performance ratings into an average rating for the year. That average rating may be used for salary actions or other administrative purposes. See additional instructions on the pages 5 and 6. * Complete
3、all pages before signing the front of this form. *Employee Name (Last, First, MI)Dept ID EntityCollege/Administrative UnitJob Code Classification Title Probationary Appraisal Performance AppraisalDates CoveredFrom: To: The rater should forward this performance appraisal to the dean, director or depa
4、rtment head for review and signature before discussing the rating with the employee. Appraisals are not final until all signatures have been obtained. Raters Comments:Raters SignatureDateRaters Name (printed)PhoneTitleCampus AddressThe dean, director or department head should take this opportunity t
5、o identify and resolve problems, such as performance standards or ratings that may be too lenient or too strict. These ratings will contribute to the employees annual rating (Form UM 942).Dean, Director or Department Heads Comments:Dean, Director or Department Heads SignatureDateDean, Director or De
6、partment Heads Name (printed)PhoneTitleCampus AddressThe employees signature means only that the employee has had an opportunity to review and comment on this appraisal.Employees Comments:Employees SignatureDateThe University of Minnesota is an equal opportunity educator & employer. 2001 by the Rege
7、nts of the University of Minnesota.1 of 6SECTION I: Performance Standards (Beginning of Review Period)1. Responsibility % of jobMonitor byExpectation Performance is completely acceptable when.Excellence Performance is excellent when2. Responsibility % of jobMonitor byExpectation Performance is compl
8、etely acceptable when.Excellence Performance is excellent when3. Responsibility % of jobMonitor byExpectation Performance is completely acceptable when.Excellence Performance is excellent when4. Responsibility % of jobMonitor byExpectation Performance is completely acceptable when.Excellence Perform
9、ance is excellent when5. Responsibility % of jobMonitor byExpectation Performance is completely acceptable when.Excellence Performance is excellent when2 of 6The University of Minnesota is an equal opportunity educator & employer. 2001 by the Regents of the University of Minnesota.SECTION II: Rating
10、 Performance (End of Review Period)1. Responsibility % of jobNot SatisfactoryMarginalAchieved ExpectationsMore than ExpectedMuch more than expectedAchieved ExcellenceExceptional Achvmnt. % % % % % % %2. Responsibility % of jobNot SatisfactoryMarginalAchieved ExpectationsMore than ExpectedMuch more t
11、han expectedAchieved ExcellenceExceptional Achvmnt. % % % % % % %3. Responsibility % of jobNot SatisfactoryMarginalAchieved ExpectationsMore than ExpectedMuch more than expectedAchieved ExcellenceExceptional Achvmnt. % % % % % % %4. Responsibility % of jobNot SatisfactoryMarginalAchieved Expectation
12、sMore than ExpectedMuch more than expectedAchieved ExcellenceExceptional Achvmnt. % % % % % % %5. Responsibility % of jobNot SatisfactoryMarginalAchieved ExpectationsMore than ExpectedMuch more than expectedAchieved ExcellenceExceptional Achvmnt. % % % % % % %3 of 6The University of Minnesota is an
13、equal opportunity educator & employer. 2001 by the Regents of the University of Minnesota.SECTION III: General Behaviors (optional)Problem Solving: Describe positive and/or problem behaviors (e.g., considers effects of decision; suggests ways to increase efficiency; identifies problems and practical
14、 solutions; does not distinguish between important and unimportant problems).Initiative: Describe positive and/or problem behaviors (e.g., makes appropriate decisions about when to act independently and when to consult with others; follows through on tasks without reminders; refers everything to sup
15、ervisor whether or not its necessary; makes unauthorized decisions).Planning/Organizational Skills: Describe positive and/or problem behaviors (e.g., schedules work effectively; makes appropriate use of available resources; does not cope with interruptions effectively).Interpersonal Skills (Clients/
16、Coworkers): Describe positive and/or problem behaviors (e.g., obtains/provides appropriate information; adapts to changing demands from others; offers to help coworkers when own workload permits; complains about procedures and policies without offering suggestions for improvements; exhibits uncooper
17、ative or rude behaviors).Attendance/Punctuality: Describe positive and/or problem behaviors (e.g., meets supervisors requirements; arrives late but leaves on time; does not notify supervisor of absence in advance).Orderliness: Describe positive and/or problem behaviors (e.g., equipment and supplies
18、are stored appropriately at the end of the day; work area is appropriately presentable to the public; work area is messy and dirty).COMPLETE ADMINISTRATIVE STEPS BEFORE INTERVIEW (see instructions)Discuss the ratings in Section II and Section III (if appropriate)Action PlansFor achieving expectation
19、s (consider timetables, workshops, setting interim goals, etc.)For achieving excellence (optional)For career development (optional)Review/revise performance standards for the next appraisal period (see Section I).This page will not be placed in the employees central file.4 of 6The University of Minn
20、esota is an equal opportunity educator & employer. 2001 by the Regents of the University of Minnesota.INSTRUCTIONSSECTION I: Performance StandardsUse at the BEGINNING of a review period to list the performance standards for each jobs responsibilities. Responsibility: Write the name of the responsibi
21、lity beginning with an action verb (e.g., “Provide supplies”). How Monitored: Indicate how you intend to monitor performance (observation, surveys, a report, etc.). Percent of Job: Indicate the responsibilitys importance as a percent of the job. (If you have a “miscellaneous” category, or if a respo
22、nsibility has distinct parts, you may split the percentage among the parts.) Standards: Describe the level of quantity, quality, and timeliness you expect and the level you consider excellent performance. Use the definitions below as a guide. (If you need more room, attach a list to Section I.) Expe
23、ctation: Performance would be completely acceptable if this level of quality, quantity, and timeliness were achieved, and no more. Excellence: A much higher level of performance, which most employees would find difficult but possible to achieve. SECTION II: Rating PerformanceUse at the END of a revi
24、ew period to rate how well the employee performed compared to the standards in Section I. Collect Information: For example, Employee Input Form (BA 943), surveys, records, etc. Read Performance Standards: This reminds you what aspects of performance you intend to rate. Describe Performance: Describe
25、 the quality, quantity, and timeliness of the work the employee produced. Note unexpected problems that were beyond the employees control and how these were handled. Consider reviewing the description with the employee before making a rating. Use BLACK INK or TYPE. Choose a Rating: Compare your desc
26、ription of the employees performance to the standards in Section I. Choose the rating that best summarizes how well those standards were achieved. “Achieved Expectation” means the employee did all that was described in the Expectations standard. “More than Expected” means performance was more like t
27、he Expectations standard than the standard for Excellence. “Much More than Expected” means performance was more like the standard for Excellence. “Achieved Excellence” means the employee did all that was described in the standard for Excellence in addition to what was expected. “Exceptional Achievem
28、ent” means performance was innovative, extremely difficult to achieve, or otherwise better than described in the standard for Excellence. Enter Percent of Job. Write the responsibilitys importance as a percent of the job under the rating you picked.1. Type Reports(70 % of job)(In this example, the d
29、escription of performance matches the Expectation Standard)Not SatisfactoryMarginalAchieved ExpectationMore than ExpectedMuch more than expectedAchieved ExcellenceExceptional Achvmnt.= 70% of job%70 %If you have a “miscellaneous” category, or if you split the responsibilitys percent importance among
30、 its parts, rate each part separately. The ratings for the parts may fall in the same or different rating categories. For example, 2. Miscellaneous(30 % of job) Schedule meetings (20% of job) Send Mailings (10% of job)Not SatisfactoryMarginalAchieved ExpectationMore than ExpectedMuch more than expec
31、tedAchieved ExcellenceExceptional Achvmnt.= 30% of job%20 %10 % Summarize the ratings. Add up the percentages listed under each rating category and write totals in the summary rating box. This shows the total percentage of the job that was performed at each level. For example, SUMMARYNot Satisfactor
32、yMarginalAchieved ExpectationMore than ExpectedMuch more than expectedAchieved ExcellenceExceptional Achvmnt.= 100% of job%90 %10 %5 of 6The University of Minnesota is an equal opportunity educator & employer. 2001 by the Regents of the University of Minnesota.The University of Minnesota is an equal
33、 opportunity educator & employer. 2001 by the Regents of the University of Minnesota.6 of 6SECTION III: General Behaviors (Optional)Use this section for three purposes: To identify general behaviors that should be capitalized upon when planning for career development. Consider ways to take better ad
34、vantage of the employees strengths in the current job, and focus on these strengths when designing an action plan for career development. To identify general behaviors that may be an obstacle to career development. Consider ways to help the employee obtain the necessary training or experience to ove
35、rcome these obstacles. To identify general behaviors that are creating difficulties in the current job. Revise the performance standards in Section I to summarize your expectations. For example, if the employee has not been helping co-workers when time permitted, and this is creating a problem, revi
36、se the Expectation Standards for the appropriate responsibilities to indicate when and how the employee is expected to help co-workers. Administrative Steps Before Interview Sign the front of the performance appraisal form. Forward to the dean, director, or department head for review and signature B
37、EFORE discussing the ratings with the employee. This allows for the possibility that some revision may be necessary before the review. SECTION IV: Interview and Action Plan Discuss the ratings and summary in Section II with the employee. Also discuss Section III, if appropriate. Develop action plans
38、 by discussing ways to help the employee improve performance, develop on the job, and/or plan for career development. Summarize the resulting action plans (if any) in the spaces provided. Set performance standards for the next appraisal period by reviewing the standards in Section I and revising the
39、m as necessary; you may also revise each responsibilitys importance as a percentage of the job. If you make changes, photocopy Section I of this form , write your minor revisions on the copy, and attach it to Section I of the form you will use next time. If you make substantial changes, you may wish
40、 to start over on a new form. Administrative Steps After Interview Employee signs on the front of the performance appraisal form. The employees signature only means that the employee had an opportunity to review and comment on the ratings. Give the employee a copy. This will enable an employee to re
41、fer back to the ratings and action plans. Place in department file for now. You will need Section II of the form again at the end of the year to complete the Administrative Summary. REFERENCE MATERIALS: Performance Appraisal Form (BA 941) Administrative Summary Form (BA 942) Employee Input Form (BA 943) General Input Form (BA 944) Guidelines for Writing a Job Description Guidelines for Writing Performance Standards Guidelines for Rating Performance