"Student Employee Performance Evaluation Form - Division of Student Affairs"

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Student Employee Performance Evaluation
Student Name _________________________
Department _________________________
Student ID Number _____________________
Student Job Title _____________________
Supervisor’s Name ______________________
Date _______________
Supervisor’s Guidelines for Completion
The student employee should be offered the opportunity to complete the self-evaluation portion of
this form prior to the supervisor completing her or his assessment.
Mid-Year REVIEW (Informal)
Please conduct a mid‐year review with your student employee to assist in their progress during the
work term. Using this form as a guideline, the mid‐point discussion is an opportunity for the
supervisor and student to discuss topics such as:
Progress towards overall expectations and goals
Student’s work performance so far
Training or mentoring resources required for remainder of the work term
END OF YEAR EVALUATION (Required)
The end‐of‐term performance evaluation allows the supervisor and student employee to fulfill the
evaluation process. Please fill out this form near the end of the student employee’s work term and
have an in-person conversation with the student employee.
Guidance on the Rating Scale
These scales measure the behaviors and abilities that all student employees are expected to
progressively attain and refine as they advance through work with the Division.
Developing Performance (1‐2)
Satisfactory Performance (3)
Exemplary Performance (4-5)
(1- Unsatisfactory, 2- Marginal)
(3- Satisfactory)
(4- Very Good, 5- Outstanding)
Student employees performing
Student employees performing
Student employees performing
within this range require further
within this range are meeting and, in
within this range are consistently
development and support to meet
some instances, exceeding the
exceeding the performance
the performance expectations with
performance expectations in respect
expectations and they should be
respect to output, quality standards,
to output, quality standards, and
demonstrating the ability to take on
delivery of goals and/or assignments.
delivery of goals and/or assignments.
broader responsibilities that would
normally be reserved for a staff
member working in a
regular/permanent role.
Student Employee Performance Evaluation
Student Name _________________________
Department _________________________
Student ID Number _____________________
Student Job Title _____________________
Supervisor’s Name ______________________
Date _______________
Supervisor’s Guidelines for Completion
The student employee should be offered the opportunity to complete the self-evaluation portion of
this form prior to the supervisor completing her or his assessment.
Mid-Year REVIEW (Informal)
Please conduct a mid‐year review with your student employee to assist in their progress during the
work term. Using this form as a guideline, the mid‐point discussion is an opportunity for the
supervisor and student to discuss topics such as:
Progress towards overall expectations and goals
Student’s work performance so far
Training or mentoring resources required for remainder of the work term
END OF YEAR EVALUATION (Required)
The end‐of‐term performance evaluation allows the supervisor and student employee to fulfill the
evaluation process. Please fill out this form near the end of the student employee’s work term and
have an in-person conversation with the student employee.
Guidance on the Rating Scale
These scales measure the behaviors and abilities that all student employees are expected to
progressively attain and refine as they advance through work with the Division.
Developing Performance (1‐2)
Satisfactory Performance (3)
Exemplary Performance (4-5)
(1- Unsatisfactory, 2- Marginal)
(3- Satisfactory)
(4- Very Good, 5- Outstanding)
Student employees performing
Student employees performing
Student employees performing
within this range require further
within this range are meeting and, in
within this range are consistently
development and support to meet
some instances, exceeding the
exceeding the performance
the performance expectations with
performance expectations in respect
expectations and they should be
respect to output, quality standards,
to output, quality standards, and
demonstrating the ability to take on
delivery of goals and/or assignments.
delivery of goals and/or assignments.
broader responsibilities that would
normally be reserved for a staff
member working in a
regular/permanent role.
Performance Evaluation, Elements and Scale
1. Customer Service. Ability to efficiently and effectively meet customer needs. Appropriately employs
resources and provides accurate information. Exhibits pride as a representative of the university.
Exhibits care to internal and external customers.
Student
1
2
3
4
5
Not observed
Developing Performance
Meeting Expectations
Exemplary Performance
Needs consistent guidance on
Provides accurate information while
Proactively seeks opportunities to
university/department information.
being respectful and attentive,
serve others. Consistently reflects a
Does not interact effectively with
Interactions with others are
personal interest in representing
others. Exhibits low responsiveness
appr5opriate and efficient.
the university. Consistently models
and needs to be prompted to assist.
Demonstrates satisfactory
service excellence to co-workers
responsiveness when resolving
and others. Strives to improve
inquiries.
operations and interactions.
Supervisor
1
2
3
4
5
Not observed
2.Communication. Ability to productively share information and express ideas verbally (written and
spoken) and non-verbally, including body language, attitude, and tone. Promotes a welcoming office
environment.
Student
1
2
3
4
5
Not observed
Developing Performance
Meeting Expectations
Exemplary Performance
Needs consistent guidance when
Provides accurate information.
Demonstrates superior verbal and
speaking to individuals and/or
Shares appropriate and helpful
non-verbal communication skills.
replying in writing. Does not share
ideas. Minimizes conflict and
Exhibits confidence, credibility, and
information as needed. Exhibits low
misunderstandings. Is responsive
persuasiveness when
responsiveness and displays
and communicates with others
communicating.
unsatisfactory body language, tone,
effectively.
and attitude.
Supervisor
1
2
3
4
5
Not observed
3.Professionalism. The degree to which the student employee fulfills and carries her/himself
professionally in the workplace. The student employee responds to direction and constructive criticism
in order to provide the best service possible.
Student
1
2
3
4
5
Not observed
Developing Performance
Meeting Expectations
Exemplary Performance
Needs guidance in taking ownership
Is able to take ownership of tasks
Takes pride in the work
of duties assigned. Needs to
assigned and feels proud of
accomplished and tasks assigned.
understand how to conduct oneself
accomplishments. Conducts oneself
Creates a welcoming environment
in a working environment. Needs to
appropriately in a work
for customers and co-workers.
develop the ability to take both
environment. Reacts well to
Adjust behavior as a result of
direction and constructive criticism.
direction and constructive criticism
modeling full-time staff or senior co-
and corrects behavior accordingly.
worker. Rarely makes the same
.
mistake twice
Supervisor
1
2
3
4
5
Not observed
4.Ability to Work in a Team Setting. The degree to which the student employee works well with others,
independent of her or his role in within the team. Awareness and sensitive to the needs of the team.
Student
1
2
3
4
5
Not observed
Developing Performance
Meeting Expectations
Exemplary Performance
Has difficulty leading or following in
Understands and values teamwork
Has mastered both leadership and
a team setting. Needs direction to
and working in a team setting. Is
assistant roles within different
become aware of team needs.
able to take direction from team
teams. Helps others understand
Needs to develop sensitivity to
leader. Takes into consideration
their own strengths. Is sensitive to
other team members.
other opinions in problem solving.
other team members and leverages
this ability to the advantage of the
group.
Supervisor
1
2
3
4
5
Not observed
5.Quality and Efficiency of Work. The degree to which the student employee demonstrates ability to
learn new tasks. Work is of high quality, accurate and complete. Meets deadlines.
Student
1
2
3
4
5
Not observed
Developing Performance
Meeting Expectations
Exemplary Performance
Work does not meet expectations,
Meets most deadlines. Work meets
Work exceeds expectations. Student
contains errors, does not meet set
expectations and is accurate. Learns
is a quick learner and can handle
deadlines and is slow to learn new
new tasks quickly.
more complex assignments.
tasks.
Completes work on time and seeks
additional tasks. Work is excellent
with few, if any, errors.
Supervisor
1
2
3
4
5
Not observed
6.Critical Thinking. Demonstrates the ability to analyze problems/procedures, take risks, and evaluate
alternatives in decision making. Develops and proposes innovative solutions and displays flexibility.
Student
1
2
3
4
5
Not observed
Developing Performance
Meeting Expectations
Exemplary Performance
Does not demonstrate ability to
Makes good decisions requiring
Makes solid decisions without
make basic decisions. Does not
little guidance. Is occasionally told
guidance. Initiates change in
change behavior or approach based
to adjust behavior/approach based
behavior/approach independently.
on errors in previous performance.
on errors in previous performance.
Effectively adjusts to change with no
Has difficulty adjusting to change.
Adjusts to change with minimal
guidance.
guidance.
Supervisor
1
2
3
4
5
Not observed
7.Ethical Behavior & Accountability. The extent to which the student employee’s behavior
demonstrates integrity and ethics in work and relationships. The extent to which student employee
accepts responsibility for one’s performance.
Student
1
2
3
4
5
Not observed
Developing Performance
Meeting Expectations
Exemplary Performance
Needs guidance in making
Is able to make the appropriate
Proactively identifies potential
appropriate choices to avoid
choices to avoid questionable
conflicts of interest or
questionable conduct and/or a
conduct and/or a conflict of
questionable conduct and acts to
conflict of personal and
personal and professional
avoid or mitigate these
professional interests. Shows
interests. Accepts responsibility
issues. Does not repeat past
little or no responsibility for
for actions. Does not make
mistakes. Shares lessons learned
actions.
excuses and corrects behavior
with co-workers for the benefit
accordingly.
of the department.
Supervisor
1
2
3
4
5
Not observed
8.Department-Specific Attribute.
Student
1
2
3
4
5
Not observed
Developing Performance
Meeting Expectations
Exemplary Performance
Supervisor
1
2
3
4
5
Not observed
Goal Setting . In this section identify goals for the upcoming term. The student employee and supervisor
should develop these goals together. Goal should be reasonable, develop mentally focused, and
measurable.
Overall Performance Rating
Outstanding Performance (5)
• The student employee has significantly exceeded all behavioral and developmental
performance expectations in respect to output, quality standards, delivery of goals and
assignments.
• This rating is reserved for only those few student employees who have distinguished
themselves by their unique contribution or exceptional performance.
Very Good Performance (4)
• The student employee has met all and exceeded some performance expectations in respect to
output, quality standards, delivery of goals and assignments.
Satisfactory Performance (3)
• The student employee has not fully met the performance expectations in respect to output,
quality standards, delivery of goals and assignments.
Marginal Performance (2)
• Overall performance requires improvement and/or certain key aspects of performance require
improvement while other aspects may be satisfactory.
Unsatisfactory Performance (1)
• The student employee did not meet performance requirements.
Supervisor’s Comments- Please comment on the student employee’s overall job performance: