Unsatisfactory Some Improvement Needed Proficient / Meets Requirement  Distinguished 
Possible Scores Based on this Rubric 
Competency Ratings 1.00 to 1.75 Ratings 2.00 to 2.75 Ratings 3.00 to 3.75 Rating 4.00
Attendance/Punctuality
CORE (Required of all employees)
Attendance is poor, and has many unexpected tardy instances or absences.  Neglects to telephone office promptly when absent due to illness.  Does not give proper advance notice of expected absence. Attendance is not reliable; is inconsistent, not punctual, and has several unexpected tardy instances or absences.  Frequently neglects to telephone office promptly when absent due to illness.  Sometimes does not give proper advance notice of expected absences. Attendance is reliable, punctual, and consistent, with few unexpected tardy instances or absences.  Always telephones office promptly when absent due to illness.  Gives advance notice of expected absences. Attendance is outstanding and punctual, with no unexpected tardy instances or absences.  Consistently conforms to work hours standards, timely attendance at meetings and other work obligations.  Is always willing to begin the workday earlier than usual and/or end the workday later than usual, if the need occurs.
Dependability
CORE (Required of all employees)
Is not reliable.  Does not handle a fair workload, or accept responsibility for actions.  Does not complete work on time, and is not able to balance more than one deadline at a time.  Requires constant supervision. Does not consistently achieve workload expectations.  Produces marginal or inconsistent work quality.  Completes some but not all tasks on schedule.  Does not readily accept responsibility for actions.  Requires intervention to reprioritize work activities. Can be relied upon to handle a fair workload, meet deadlines and commitments, and accept responsibilities for actions and decisions. Conscientious effort in performing work in a productive and timely manner. High commitment level to work time frames/schedules.  Consistently demonstrates ownership of all assigned work.  Fulfills commitments, and accepts new assignments.  Makes effective use of resources and time management.  Focuses on priority issues, and solves issues.  Exercises good judgment.  Able to accomplish multiple tasks at once, and meets deadlines and standards for quality and quantity of work.  Performs expected follow-up.  Justifies utmost confidence.
Initiative
CORE (Required of all employees)
Does not take initiative, and waits for work to be assigned and for detailed instructions to be given.  Does not independently seek solutions to work problems, or anticipate additional needs.  Not interested in gaining new knowledge.  Requires constant supervision to keep assignments going. Inconsistently demonstrates interest in taking effective action on the job, and sometimes seeks additional tasks without being told, as time permits.  Infrequently demonstrates interest in generating ideas and taking action to solve problems.  Follows through on some assignments without continuous direction, but requires some follow-up to keep assignments progressing. Demonstrates ability to work independently (self-starter) and takes action to improve situations without waiting for explicit instructions. Recognizes and responds to opportunities in order to reach a goal. Seeks new and improved approaches to completing assignments. Encourages and fosters the development of new approaches and methods.  Is exceptionally self-reliant, and consistently follows through on assignments, with no reminder or supervision.  Demonstrates ability to identify situations that can be improved; recognizes potential problems, and looks for creative solutions on a regular basis, often contributing innovative ideas for solving existing problems.  Is able to make appropriate decisions about when to act independently and when to refer to higher decision-makers.
Job Knowledge & Productivity
CORE (Required of all employees)
Demonstrates unsatisfactory limit of knowledge of own job duties and responsibilities, and little or no understanding of related areas.  Takes no responsibility for understanding job.  Minimum job requirements not met.  Quality and quantity of work are unsatisfactory.  Seldom gets work done in required time.  Unable or unwilling to adjust to new methods of duties. Has some knowledge of own job duties and responsibilities.  Requires coaching on routine activities.  Has fair knowledge in some areas, but lacks knowledge of some important aspects of job content.  Experiences difficulty in grasping new ideas.  Volume of work is generally below what is expected in time allotted.  Does just enough to get by.  Sometimes fails to plan and organize well; impairs work group standards.  Adjustment to changes in methods and duties is slow and requires detailed instructions.  Does not produce a high enough volume of quality work even when requested to do so.  Needs improvement to meet expected results in quality and quantity.  Has limited knowledge of department and institution policies, procedures and guidelines.  Has expressed minor interest in new learning to update work skills. Demonstrates appropriate skills and knowledge to perform job competently. Provides the necessary follow through to get things done efficiently. Completes appropriate volume of work and spends appropriate time on tasks to achieve desired results as required by the position. Is able to handle complex responsibilities/projects. Stays current on department and institution policies, procedures, and guidelines.  Exhibits a high degree of quality in responsibilities/projects. Displays an interest in and takes initiative to maintain current skills and continuously upgrades skills to meet changing requirements for position.  Has completely mastered the knowledge and skills to perform all aspects of the job and related functions, and their relationship to other positions.  Sets professional goals, monitors progress, and corrects performance to meet goals and communicates with supervisor.  Understands project management; is very effective in establishing deadlines, and performs tasks accurately with rare errors.  Demonstrates excellent organizational skills that result in highly effective and efficient work.  Is consistently focused on understanding relation of tasks to department goals and the mission of the institution.  Keeps current on the latest concepts, techniques, and methods relative to his/her discipline and areas of responsibility.  Pursues further advancement in overall job-related knowledge.  Produces consistently high volume of excellent work under normal and pressure conditions, in a timely manner.  Anticipates and is able to work more quickly when the workload requires greater productivity.
Professionalism
CORE (Required of all employees)
Does not display a respectful and positive relationship with others, including supervisors, subordinates, peers,  and the public.  Generally displays negative attitude toward job.  Criticizes without offering suggestions.  Does not demonstrate professional and courteous communication skills when communicating in person, by telephone or email.  Does not use tact, discretion, and diplomacy.  Does not show good interpersonal skills with others of diverse backgrounds. Occasionally demonstrates effective interpersonal skills.  Works adequately with others from diverse backgrounds.  Tries to maintain a positive working relationship with staff, students and the public.  Maintains a good attitude the majority of the time, though some improvement should be  made.  Adapts self to others and to most situations; seeks guidance when needed.  Inconsistently demonstrates good communication skills when communicating in person, by telephone or email. Maintains professional demeanor. Interacts in a cordial, positive, and proactive manner when dealing with students and constituents, and demonstrates good telephone and email etiquette. Recognizes the need for discretion and behaves appropriately. Treats others in a respectful and considerate manner. Maintains a pleasant and supportive work environment. Demonstrates good people skills and sensitivity to different cultures.  Consistently demonstrates excellent interpersonal kills.  Works well and cooperatively with others from diverse backgrounds.  Consistently maintains an open, positive working relationship with staff, students and the public.  Shows respect for all people and policies.  Effectively handles difficult interpersonal relations.  Consistently demonstrates excellent communication with everyone in person, by telephone and email.  Consistently maintains professional self-improvement training.  Highly dedicated and enthusiastic; strongly supportive of the institution's goals for a pleasant and supportive work environment.  Goes out of way to promote positive and encouraging attitudes, and makes a positive contribution to morale.
Quality of Work
CORE (Required of all employees)
Fails to meet basic productivity requirements in most areas.  Makes frequent and recurrent errors.  Work is constantly rejected because of inaccuracies and mistakes.  Has unsatisfactory output level.  Misses deadlines.  Requires very close supervision and monitoring of all work. Is below basic productivity requirements in some areas.  Makes above average number of errors; final product often needs revision or correction.  Work is often unacceptable because of errors.  Has marginal output level.  Occasionally misses deadlines.  Requires regular checking to be certain that work will be done on time and is accurate. Maintains established standards and takes steps to improve work performance and achieve expected outcomes. Attends to detail and presentation. Demonstrates ability to be thorough, follow assignments through to completion, and achieve a high level of quality as evidenced in the finished product.  Exceeds productivity requirements.  Consistently completes work products ahead of schedule, and seeks additional tasks.  Has highest level of quality and quantity output.  Consistently serves as an excellent problem solver by weighing available information and making very sound decisions and recommendations on how problems can be eliminated, and always involving appropriate others in the decision-making process when required.  Always maintains and displays pride and professionalism in job performance.  Always demonstrates excellent organizational skills, and is effective in establishing job priorities and requirements to ensure that work product is in compliance with institution policies, and is cost effective.
Teamwork
CORE (Required of all employees)
Does not have team member skills.  Has difficulty in relating to others.  Not readily cooperative.  Behaviors create interpersonal problems and poor relationships.  Fails to contribute to team effectiveness.  Refuses to cooperate with others; operates in isolation. Team member skills are limited, and participation is sporadic.  Rarely contributes to group efforts, and rarely assists others to get jobs completed as needed.   Relates to others fairly well, but not always cooperative.  Lacks tact and diplomacy.  Participates sometimes, but does not provide required support.  Does not consistently act as a team player, and is not appropriately inclusive of others. Works effectively in group projects and supports the priorities, objectives, and methodologies of the unit. Interacts effectively and positively in collaborative projects and tasks. Cooperates with manager and co-workers in achieving established goals and objectives.  Always exhibits excellent team member skills that creates an environment that results in the highest level of team achievement.  Works extremely well with subordinates, peers and supervisors, in and out of work unit; and is a role model for teamwork that inspires and encourages others to collaborate more effectively in their work to support the mission and vision of the team.  Takes on additional work to assist the team when needed.
Customer Service
CORE (Required of all employees)
Does not display sensitivity to the needs of internal and/or external customers such as students, administrators, faculty, other staff, visitors, guests and the public.  Does not demonstrate consideration, cooperation and kindness in providing customer services.  Fails to be attentive to customers.  Does not consistently greet customers in a professional manner, and has little respect for diversity.  Fails to meet customer needs.  Does not maintain a positive relationship with all internal and external customers. Sometimes greets customers in an unprofessional manner.  Does not always maintain a positive relationship with all internal and/or external customers.  Does not consistently give full attention to customers' requests when assistance is needed.  Is not always respectful and courteous to customers.  Frequently fails to meet the needs of the customers. Responds to customer requests and tends to customer-related duties in a timely manner. Anticipates, listens to, understands, and responds to customer needs (internal and external). Reacts to questions and issues with an attitude of support and problem-solving. Delivers work product and services to customers in a pleasant manner, which reflects positively on the department and the institution.  Consistently provides excellent, prompt, friendly customer services, and maintains a positive relationship with all internal and external customers.  Creates a work climate that promotes excellent customer service, and always seeks opportunities to improve the quality of the service, while encouraging the participation of other employees in the improvement.  Identifies changing priorities and resource constraints, and proactively engages appropriate parties to develop solutions.  Is a role model on how to treat customers.
Communication (Verbal and Written)
CORE (Required of all employees)
Demonstrates a lack of acceptable communication skills, both written and verbal.  Does not respond to others with tact, diplomacy and composure; and is often rude and/or discourteous when communicating with others in person, by telephone or email.  Does not appear to have a good understanding of the institution's policies, procedures, goals and purposes, as required for his/her job, and therefore cannot provide accurate information in a timely manner when requested by others.  Does not convey information to supervisors, peers, and customers.  Does not ask questions when unclear about assignments or projects.  Does not accept constructive feedback and suggestions from others, and rarely responds positively. Demonstrates written and oral communication skills which need improvement.  Exhibits a marginal level of good listening and comprehensive skills.  Inconsistently responds to others with tact, diplomacy and composure; and occasionally communicates with others in a courteous and helpful manner in person, by telephone and email.  Has a fair understanding of the institution's policies, procedures, goals and purposes, as required for his/her job, and often provides accurate information when requested, after seeking guidance from supervisor or co-workers.  Is sometimes able to express his/her ideas and information clearly and concisely, with some assistance from others.  Provides information to others infrequently.  Occasionally receives constructive feedback and suggestions, and responds positively. Communicates with customers to ensure that they are satisfied and that their needs are being met, incorporating appropriate follow-up when necessary. Interacts in a cordial, positive, and proactive manner when dealing with students and constituents, and demonstrates good telephone and email etiquette. Open, honest, and accurate communication. Expresses ideas and information in writing and verbally in an effective manner that is thorough, clear, concise, and complete. Conveys information to supervisors, peers, and customers in a timely manner. Listens to others and is open to feedback and suggestions from others.  Demonstrates excellent written and oral communication skills, effective listening and comprehensive skills, and successful interpersonal skills when communicating with all customers, students and constituents, whether in person, by telephone, email or other written means.  Fosters an environment of collaboration, teamwork, and mutual respect at the institution through effective communication.  Builds rapport with a variety of people, in and out of the institution, and develops alliances to work together toward common goals.  Effectively handles difficult external relations.  Supports cultural diversity in the workplace.  Has an effective communication style, in writing and verbally, with all levels of people.  Consistently asks for and accepts constructive feedback, and responds positively.  Willingly alters plans and personal work, as needed, to communicate with others on behalf of the institution.
Institutional Compliance
CORE (Required of all employees)
Has a minimum understanding of UHS and internal policies and procedures to reduce risks, and  has not complied with basic safety and compliance training requirements for job.   Does not follow rules for safety and prudent use and care of institutional assets to conserve cost and minimize risk.   Understanding of UHS and internal policies and procedures is somewhat below normal expectations.  Has received some safety and compliance training.  Occasionally complies with appropriate safety policies to reduce risk.  Inconsistently adheres to proper security protection measures standards to ensure no, or minimal, loss of institutional property. Protects university assets (e.g. property/equipment, materials/supplies, financial resources, etc.) and sensitive information to reduce institutional liability.  Demonstrates and promotes compliance with UHS and internal policies and procedures to reduce risk.  Ensures that proper security measures for university assets are followed according to prescribed procedures.  Always adheres to safety rules and regulations, and applies necessary precautions and/or practices in the performance of assigned duties, reporting any existing or potential safety hazards to conserve cost and avoid risk.  Encourages other staff to receive appropriate safety/security training, and to comply with institutional and internal policies, procedures and rules.   
Fiscal Responsibility
MANAGEMENT (Dependent on position)
Does not demonstrate skill and competence in managing financial issues.  Does not exhibit competence in participating in budget preparation and/or compliance for his/her area.  Does not properly manage expenses within budget guidelines. Exhibits marginal success in managing allocated resources and maintaining internal controls.  Has limited awareness of effective system for monitoring expenses and staying within budget. Maintains an awareness of budgets and expenses as appropriate. Controls funds to ensure all expenses are within approved budget. Effectively manages resources, supplies, equipment, overtime and/or other fiscal components. Exhibits excellent ability to manage budget within established guidelines.  Plans in advance for efficient and cost-effective use of resources.  Always uses accurate and reliable data and information.  Consistently ensures that budged adjustments are well documented and justifiable.  Makes wise use of all resources.  Promptly reports any anticipated budgetary problems to the appropriate person.  
Critical Thinking (Problem Solving/Decision- Making)
MANAGEMENT (Dependent on position)
Does not exhibit the ability to recognize or solve routine on-the-job problems, and waits for specific directions from supervisor.  Does not show evidence of the analytical skills needed for the job.  Does not attempt to use common sense and his/her own best judgment with resources at hand for job situations.  Does not appear to know his/her options or recognize consequences of decisions made.  Does not make effective decisions using sound judgment. Is reluctant to make decisions, and some decisions made are often not sound decisions, or are not made in a timely manner.  Occasionally demonstrates ability to identify issues and gather relevant facts, but is rarely able to problem solve without significant assistance from supervisor or other staff in order to make a decision which meets institutional or departmental goals.  Needs improvement in ability to apply critical thinking to job-related issues and formulate good problem-solving and decision-making skills. Uses sound decision-making skills to deal with challenges and issues as they arise. Understands how one's own actions relate to the university's and department's strategic goals. "Weighs and evaluates information, able to prioritize tasks, assesses probable consequences and takes appropriate action. Demonstrates the ability to make sound and timely decisions, and include appropriate people in the decision-making process. Selects decision alternatives that meet the objectives of the department and institution. Demonstrates outstanding problem-solving/decision-making skills, and the ability to handle complex problems creatively on his/her own initiative.  Consistently weighs available information and makes very sound decisions and recommendations.  Promptly recognizes when a decision is necessary.  Identifies alternative solutions to problems, and makes specific recommendations on how problems can be eliminated.  Always involves appropriate others in decision-making process, when required.  Consistently organizes work, utilizing available resources, to meet deadlines, schedules, and commitments through effective planning and prioritizing.  Always strives to meet institutional and departmental goals and objectives.
Performance Management
MANAGEMENT (Dependent on position)
Does not demonstrate the management/supervisory skills necessary to identify the performance expectations of subordinates in accordance with their job functions and work assignments.  Does not demonstrate the organizational skills necessary to effectively set goals, establish priorities, utilize available resources and organize work.  Does not communicate with employees regarding their responsibilities or provide constructive feedback.  Has not expressed encouragement for staff growth.  Does not maintain a cohesive, supportive and productive work environment, and does not solicit feedback.  Required formal annual performance appraisals are not conducted in a timely manner. Has difficulty identifying employee performance expectations, and demonstrates inconsistent organizational skills to be an effective manager/supervisor, as required for the job.  Occasionally communicates with employees regarding their roles and responsibilities, and infrequently provides constructive feedback.  Inconsistently encourages the personal and professional growth of staff.  Tries to maintain a cohesive, supportive and productive work environment, but frequently is not successful, and needs additional improvement in this area.  Inconsistently is responsive to feedback and suggestions from employees.  Required formal annual performance appraisals are usually not conducted in a timely manner. Identifies performance expectations, assesses employee performance, gives regular feedback, supports and assesses progress towards growth, and conducts formal performance appraisals in a timely fashion. Develops mutual trust and respect; maintains cohesive, supportive, and productive work environment. Solicits feedback and addresses employee concerns. Defines roles and responsibilities to ensure that all employees understand what is expected. Takes action to realize goals and objectives.  Consistently establishes and communicates performance expectations and program measures to employees at the beginning of the rating period, as changes occur, and provides constructive feedback on meeting those expectations.  Constantly acts as coach and counselor to close performance gaps.  Consistently encourages the personal and professional growth of staff, and is positively responsive to employees' request for additional training, when appropriate.  Always maintains  a healthy, cohesive, supportive and productive work environment for staff.  Equitably recognizes and acknowledges good performances; provides direction and creates an environment that results in the highest level of achievement.  Actively seeks feedback from (and responds to) employees regarding their concerns and/or innovative suggestions.  Consistently conducts meaningful employee performance appraisals by the required date, in accordance with established institutional standards.  Always complies with UHS and UHD policies and procedures  in areas governing employee relations.  Consistently uses strategies to defuse and manage conflicts.
Leadership Skills
MANAGEMENT (Dependent on position)
Does not exhibit a clear knowledge of exactly what the shared purpose is for the department/institution, and cannot effectively  communicate the information to subordinates.  Fails to create an environment of trust among employees and with peers.  Does not set realistic standards or effectively promote productive performance.  Does not promote a fair and positive work environment or relationship with internal and external customers or subordinates.  Does not demonstrate commitment to equity and opportunity for all employees.  Does not communicate with employees regarding their satisfaction on the job. Inconsistently communicates to subordinates a limited level of knowledge of the shared purpose of department/institution.  Substantial improvement is needed in this area.  Has created a marginal level of trust among employees and with peers.  Shows inconsistency in organizing and directing the activities of others.  Displays inadequate commitment to equity and opportunity for all employees.  Has difficulty in motivating employees to develop and enhance operations and services, and difficulty getting employees to focus on customer and customer services.   Inconsistently maintains a positive relationship with internal and external customers and subordinates.  Occasionally communicates effectively with employees regarding their satisfaction on the job. Effectively communicates a shared purpose, builds trust among employees and with peers. Displays fairness toward employees and ensures that they are treated in an equitable manner. Motivates others to develop and enhance operations and services. Encourages employees to focus on the customer and fosters an environment where customer service is a priority. Demonstrates concern for employee satisfaction through communication with employees.  Articulates the mission and a clear vision of the departmental/institutional shared purpose, with a focus on the customer and customer service as a priority; and consistently communicates the shared purpose to employees, encouraging them to support the mission and vision.  Is consistently relied on to provide excellent, prompt, and friendly customer services, and to maintain a positive relationship with internal and external customers and subordinates.  Consistently maintains highest level of trust among employees and with peers.  Demonstrates strong commitment to promoting equity and opportunity to all employees.  Acknowledges and supports the need for diversity.  Constantly promotes exceptional levels of employee morale in achieving high performance goals.  Consistently sets realistic objectives and standards, and encourages efficient, productive performance.  Always sustains high level of sound judgment.  Consistently fosters open communication with employees,  providing pertinent information regarding work priorities and current status, with their feedback.
Accuracy
FISCAL (Dependent on position)
Produces financial documents which contain many inaccuracies.  Does not complete work in a timely manner. Produces financial documents which occasionally contain inaccuracies.  Correction of the errors sometimes causes  work to miss deadlines. Produces accurate work on all financial documents. Ensures all financial work is completed in a timely and accurate manner. Guarantees that all financial documents produced are accurate by using reliable data and information which have been thoroughly researched, and is completed in a timely manner.
Fiscal Awareness
FISCAL (Dependent on position)
Does not appear to have sufficient knowledge of Federal, State, UHS and/or UHD policies concerning financial matters and accounting principles, appropriate to the position. Frequently shows inability to comply with Federal, State, UHS and/or UD policies concerning financial matters and accounting principles, appropriate to the position. Demonstrates ability to comply with Federal, State, UHS and UHD policies concerning financial matters and accounting principles appropriate to the position.  Constantly provides thorough verification of all work to ensure compliance with Federal, State, UHS and UHD policies.  Consistently ensures that relevant information regarding new Federal and State legislation and UHS/UHD policy changes, and all updates, are disseminated to appropriate staff.  Consistently ensures that skills are always upgraded above what is required, through proper training. 
Equipment Skills
TECHNOLOGY (Dependent on position)
Fails to  meet basic productivity requirements in most areas.  Misses deadlines.  Unsatisfactory output.  Does not use equipment and/or tools in a safe and efficient manner.  Requires constant supervision. Is rarely effective in use of the equipment, tools and/or processes.  Produces marginally acceptable work, and makes more than an average number of errors.  Only occasionally uses equipment and/or tools in a safe and efficient manner Is effective in the use of the equipment, tools, or processes appropriate to the job. Uses equipment and/or tools in a safe and efficient manner.  Is consistently effective in use of equipment, tools and processes appropriate to the job.  Consistently exceeds productivity requirements.  Completes work ahead of schedule, and seeks additional tasks; highest output level.  Consistently uses equipment and tools in a very safe and efficient manner.
Technical Knowledge & Abilities
TECHNOLOGY (Dependent on position)
Has very limited understanding of intent and proper procedures for technology applications, and does not show interest in looking for new ways to accomplish tasks.  Does not participate in learning opportunities, and does not apply technology to accomplish tasks. Has limited understanding of intent and proper procedures for technology applications, and does not look for new ways to accomplish tasks.  Is only somewhat interested in learning new technology skills, but rarely participates in learning opportunities.  Applies technology to accomplish tasks infrequently. Learns new processes and technologies quickly and effectively, and applies them in an appropriate and consistent manner.  Has mastery level knowledge of required technology applications, and consistently utilizes technology for more efficient ways to accomplish tasks.  As new ideas or technologies are introduced, is able to learn and use them appropriately.  Consistently seeks and proposes new ways to utilize technology on the job.
Hardware/Software Knowledge & Implementation
TECHNOLOGY (Dependent on position)
Does not have proficiency in computer hardware or software in area(s) of responsibility.  Is not able to install, update, or troubleshoot hardware and/or software, as appropriate.  Is not able to assist customers with implementation issues.  Needs training. Rarely demonstrates proficiency in computer hardware or software in area(s) of responsibility.  Is not fully able to assist customers with implementation issues.  Needs additional training.   Maintains up-to-date knowledge of all hardware and software in area(s) of responsibility. Able to install, update and troubleshoot hardware and/or software, as appropriate. Assists internal and/or external customers with implementation issues.  Demonstrates excellent proficiency in computer hardware and software in area(s) of responsibility.  Installs, updates, and troubleshoots hardware and software, as appropriate; and assists internal and external customers with implementation issues.  Uses technology to ensure data integrity, and to prevent and solve equipment problems.  Continually stays abreast of new developments in technology that aid or increase job performance.  Identifies and takes advantage of technological options at UHD, in coursework, workshops, conferences and on-line learning.  Eagerly accepts change in job responsibilities that results from changes or advances in technology.
Project Management
TECHNOLOGY (Dependent on position)
Produces work results/products considerably below  quality and/or quantity standards.  Has poor planning skills and end results.  Does not plan ahead, ineffective in establishing priorities, forgets deadlines, and/or tasks are rarely done accurately or on schedule.  Frequently does not exhibit rapport with other employees.    Does not maintain up-to-date training/certification as required. Produces marginal or inconsistent quality and/or quantity of work results/products.  Occasionally plans and achieves objectives appropriately.  Has difficulty in organizing projects/plans/tasks to comply with priorities, rarely anticipates deadlines, and/or has frequent inaccuracies.  Sometimes unreceptive, unresponsive, and/or does not maintain rapport with employees.  Maintains only some level of training/certification as required.  Uses established project management methodology to implement IT projects, including defining, documenting and tracking project tasks and applying effective quality practices. Provides excellent work for the IT Dept. with various institutional constituents in the implementation of IT projects.  Consistently displays excellent understanding and utilization of established project management methodology, and is very effective in establishing and organizing priorities to ensure that work is completed within specific time and quality parameters.  Constantly sets realistic standards, encourages efficient, productive performance; provides in-depth analytical skills, and exercises discretion and independent judgment.  Consistently builds and maintains rapport with internal and external partners.  Maintains proper professional training/certification, and keeps abreast of current developments in the field.
Equipment Skills
TRADES (Dependent on position)
Fails to meet basic productivity requirements in most areas.  Misses deadlines.  Unsatisfactory output.  Does not use equipment and/or tools in a safe and efficient manner.  Requires constant supervision. Is rarely effective in use of the equipment, tools and/or processes.  Produces marginally acceptable work, and makes more than an average number of errors.  Only occasionally uses equipment and/or tools in a safe and efficient manner Is effective in the use of the equipment, tools, or processes appropriate to the job. Uses equipment and/or tools in a safe and efficient manner. Is always effective in use of equipment, tools and processes appropriate to the job.  Consistently exceeds productivity requirements.  Completes work ahead of schedule, and seeks additional tasks; highest output level.  Consistently uses equipment and tools in a very safe and efficient manner.
Appearance
POLICE (Dependent on position)
Habitually fails to wear uniform properly, and dresses shabbily, or has dirty clothes.  Wears improper footwear.  Requires constant reminders that professional demeanor and appearance are lacking, and not in accordance with departmental standards.  Usually unkempt and careless in manner of dress and appearance. Occasionally untidy in dress appearance and grooming, and occasionally  fails to wear uniform properly or have good hygiene.  Frequently requires reminders that professional demeanor, personal hygiene, manner of wearing uniform, and appearance are lacking, and not in accordance with departmental standards. Maintains professional demeanor and appearance at all times. Adheres to departmental standards as it relates to wearing appropriate clothing for assignments (clothes cleaned and pressed and shoes shined), properly groomed hair, and good personal hygiene. Is consistently meticulously dressed and groomed.  Always displays professional demeanor whether in uniform or in civilian attire, while at work or for extra duties and functions off duty.  Takes pride in his/her appearance.  Is a superior role model to others in manner of dress and personal hygiene.  Displays a superior presence, and always adheres to all departmental standards.
Operation, Maintenance, and Care of Equipment
POLICE (Dependent on position)
Shows little or no regard for department-issued equipment or property.  Does not operate vehicles in accordance with State law.  Often displays bad driving habits, and/or does not see that vehicles are cleaned and serviced regularly.  Does not take proper care of department-issued vehicles, clothing, weapons, and/or radio equipment.  Fails to report vehicle or equipment deficiencies.  Fails inspection regularly, and does not remedy indicated deficiencies.  Fails to operate radio appropriately, properly, or notify dispatcher of operational status, and/or frequently misses radio calls due to unacceptable reasons. Sometimes fails to maintain satisfactory level of care of department-issued vehicles, equipment, clothing, and/or weapons.  Vehicles are sometimes not cleaned or not in proper working order.  Does not always report vehicles or equipment deficiencies.  Has low level of concern for vehicles and/or equipment, and needs reminders to properly maintain them.  Occasionally does not operate radio appropriately or notify dispatcher of operational status, and/or sometimes misses radio calls due to unacceptable reasons.  Ensures vehicles are operated in accordance with State law, are not abused through poor driving habits, and are cleaned and serviced regularly; safeguards department-issued equipment and clothing; ensures weapons are cleaned and properly maintained; operates radio equipment appropriately and keeps dispatcher notified of operational status; makes sure radio calls are not missed without valid reason.  Demonstrates excellent maximum regard for all department-issued vehicles, equipment, clothing and weapons.  Always operates vehicles safely and strictly in accordance with State law and institutional policies, and does not abuse vehicles in any manner.  All department-issued equipment, clothing, weapons. and vehicles are  always safeguarded, cleaned and properly maintained in superior working condition.  Consistently properly reports all deficiencies in equipment and vehicles in a timely manner and to the proper personnel.  Consistently properly wears prescribed safety equipment; and inspects specialized equipment to ensure that it is in proper working condition.  Consistently operates radio appropriately, and keeps the dispatcher notified of operational status, and ensures that all radio calls are not missed, unless for valid reasons, pursuant to policies.
Preparation and Presentation of Written Information
POLICE (Dependent on position)
Written communication is very often untimely, incomplete, and/or not understandable.  Grammar, spelling, punctuation, and sentence structure are poor.  Reports often need to be redone.  Never initiates investigations or follow-up reports, and requires constant reminders by supervisor to complete written assignments. Written communication occasionally lacks pertinent information.  Reports sometimes appear to be rushed through, and are incomplete or confusing, often requiring them to be re-written.  Usually does not initiate follow-ups or investigations, unless assigned by a supervisor.  Reports only what is initially required. Prepares clear, concise, legible offense reports and other written documentation using proper grammar, punctuation, and sentence structure; submits reports containing required information in a timely manner.  Prepares written assignments which are always complete, comprehensive, factual, and completed on time.  Follow-up reports and investigations are always done in a timely manner, and are always logical, allowing the reader to fully comprehend the sequence of events.  All reports and other written communications are always written with excellence, and are of superior quality, using proper grammar, spelling, punctuation, and sentence structure.
Safety
POLICE (Dependent on position)
Does not exhibit the ability to clearly recognize potential conditions of danger that may affect safety.  Frequently fails to identify areas and/or activities that need to be addressed; and often does not react appropriately and in a timely manner.  Has difficulty controlling movement of suspects.  Has demonstrated the need for additional training in weapon handling and safety techniques.  Does not appear to adhere to all instructions for police safety and precautions.  Displays some unreliability as a cover for other officers and protection of co-workers, students, and citizens.  Frequently requires additional supervision. Inconsistently recognizes potential conditions of danger that may affect safety, and reacts in an appropriate and timely manner.  Occasionally adapts to new situations and changing conditions, and adjusts for security purposes.  Displays some ability to control movement of suspects.  Recognizes and practices sound weapon safety and handling techniques at a marginal level.  Displays marginal reliability in exercising safety precautions and providing coverage to fellow officers and protection to co-workers, students, and citizens.  Occasionally requires additional supervision. Recognizes and reacts to potential danger; maintains position of advantage and is alert to changing conditions; controls movement of suspects and recognizes and practices sound weapon safety and handling techniques (e.g. does not expose weapon to suspect and keeps weapon hand free during enforcement situations); appropriately covers other officers and exercises safety precautions to protect fellow co-workers and citizens.  Expertly displays excellent recognition of potential safety danger, and reacts immediately, making sound decisions for effective solutions.  Consistently adheres to standard safety rules and regulations; and applies necessary safety precautions and/or practices in the performance of his/her duties to appropriately cover other officers, and protect co-workers, students, and citizens.  Has completely mastered and consistently practices sound weapon safety and handling techniques.  Consistently documents and monitors safety and/or security violations; recommends and/or improves safety and/or security procedures; enforces current safety and security procedures, and leads safety meetings.  Constantly maintains excellent rapport and courteous, friendly relationship with other officers, co-workers, students, and citizens.  Consistently maintains excellent knowledge of all phases of the police department; superior knowledge of Federal, State and local laws and ordinances, as appropriate. 
Organizational Skills
TRAINING (Dependent on position)
Training materials are frequently not well prepared, if at all; and objectives do not match content taught, or no objectives are provided.  Fails to utilize a variety of instructional resources.  Organized student, course, and program records are either non-existent or in disarray, resulting in errors and confusion. Training materials show little preparation; and objectives occasionally match content taught; some opportunities are missed.  Inconsistently utilizes a variety of instructional resources effectively.  Organized student, course, and program records are rudimentary and only partially effective. Training materials are well prepared and objectives match content taught. Makes efficient use of instructional resources. Maintains organized student, course, and program records. Training materials are consistently well prepared and well organized; and objectives always match content taught.  Consistently excels at effectively utilizing a variety of instructional resources, techniques, and tools that facilitate learning, including, but not limited to, multimedia aids such as PowerPoint, flip charts, handouts, and overheads.  Consistently maintains excellent organized student, course, and program records which are always accurate, efficient and effective. 
Presentation Skills
TRAINING (Dependent on position)
Trainer does not exhibit enthusiasm for training content and for learning.  Trainer uses improper language, tone, and/or manner of speaking.  Directions are unclear and incoherent.  Trainer's style of presentation is not effective. Trainer sometimes exhibits enthusiasm for training content and for learning.  Trainer usually does not express ideas clearly and articulately.  The directions are vague and incomplete, causing confusion among the trainees.  Trainer's style of presentation needs additional improvement. Trainer is enthusiastic, clear, and consistent while teaching. Trainer's style of presentation is effective. Trainer exhibits enthusiasm for training content and for learning.  Trainer is consistently able to express thoughts clearly, articulately, and coherently, avoiding vagueness and ambiguity.  Trainer always includes recent developments in the field in order to keep trainees informed and interested .  Trainer consistently clarifies information, and speaks at a pace that is easy to follow.  Trainer's style of presentation is extremely effective.
Rapport
TRAINING (Dependent on position)
Trainer does not appear to be sensitive to the needs and capabilities of trainees, and does not adapt lessons to meet the level and needs of the trainees.  Trainer is not approachable; does not listen well, and does not treat trainees with respect.  Trainer causes and/or does not intervene in tension or disrespectful behavior among trainees. Sometimes trainer appears to be sensitive to the needs and capabilities of trainees, but does not consistently recognize when to adapt lesson plans to adjust for different learning styles.  Trainer is not consistently approachable; does not always appear to be concerned with trainees' comments, questions or concerns.  Trainer does not modify the atmosphere beyond working together in a neutral manner.  Trainer does not always treat trainees with respect. Is sensitive to the needs and capabilities of audience. Approaches trainees in a non-threatening and pleasant manner, and treats them with respect.  Trainer displays sensitivity to the needs and capabilities of trainees, and adjusts delivery of lessons based on cues and questions from trainees to assure understanding of topics and objectives.  Trainer enthusiastically responds to questions and comments from trainees; exhibits exceptional listening skills, and is always open to new ideas.  Trainer consistently communicates with trainees in a respectful and supportive manner.
Assessing and Providing Feedback to Students
INSTRUCTIONAL STAFF (Non-faculty, dependent on position)
Fails to provide feedback to the student, and/or does so inappropriately.  Assessment is not used in instruction, either through monitoring of progress by the instructor or student, or through feedback to the student.  The student is unaware of the assessment criteria used to evaluate his/her work, and is not motivated to succeed. Occasionally provides feedback to the student.  Assessment is occasionally used in instruction, through some monitoring of progress of learning by instructor and/or student.  Feedback to the student is uneven and the student is aware of only some of the assessment criteria used to evaluate his/her work.  The student is not sufficiently motivated to succeed. Provides feedback that is valuable to the student. Methods of evaluating student work are appropriate and fair. Provides feedback to the student.  Assessment is routinely used in instruction through student involvement in establishing the assessment criteria, self-assessment by the student, monitoring of progress by both student and instructor, and high-quality feedback to the student from a variety of sources.  The assessments provide the student with multiple ways to demonstrate mastery, and multiple opportunities during the unit to demonstrate mastery.  Due to the instructor, the student is greatly motivated to succeed.
Course Organization
INSTRUCTIONAL STAFF (Non-faculty, dependent on position)
Course materials are frequently not well prepared, if prepared at all;  and objectives do not match content taught, or no objectives are provided.  Fails to effectively utilize a variety of instructional resources.  Organized student, course, and program records are non-existent or in disarray, resulting in errors and confusion. Course materials show little preparation; and objectives occasionally match content taught; some opportunities are missed.  Inconsistently utilizes a variety of instructional resources effectively.  Organized student, course, and program records are rudimentary and only partially effective. Course materials are well prepared and course objectives match content taught. Makes efficient use of instructional resources. Course materials are always well prepared and well organized; and objectives consistently match content taught.  Consistently excels at effectively utilizing a variety of efficient instructional resources, techniques, and tools that facilitate learning, including, but not limited to,  multimedia aids such as  PowerPoint, flip charts, handouts and overheads.  Consistently maintains excellent organized student, course, and program records, which are always accurate, efficient, and effective.
Implementing New Technologies
INSTRUCTIONAL STAFF (Non-faculty, dependent on position)
Demonstrates little or no familiarity with resources and new technology to enhance own knowledge, to use in instruction, or to provide for students who need them; does not seek such knowledge.  Misses all opportunities to include recent developments in the technology field. Demonstrates some familiarity with resources and new technology available to enhance own knowledge, to use in instruction, or to provide for students who need them; does not seek to expand such knowledge.  Has a weak or limited use of recent developments in the technology field, but fails to make connections to the materials being presented. Integrates new technologies into the training process. Constantly seeks out resources and new technologies, as available, in and beyond the institution, in professional organizations, on the internet, and in the community to enhance own knowledge and to use in instruction, in order to keep students well informed.  Consistently creates and capitalizes on opportunities by integrating new technologies and recent developments in the field of technology into his/her instruction process.
Organizational Skills
INSTRUCTIONAL STAFF (Non-faculty, dependent on position)
Instructor's system for maintaining both instructional and non-instructional records are either non-existent or in disarray, resulting in confusion. Instructor's system for maintaining both instructional and non-instructional records are rudimentary, and only partially effective. Maintains organized student, course, and program records.  Consistently maintains excellent organized student, course, and program records which are always accurate, efficient, and extremely effective.
Presentation Skills
INSTRUCTIONAL STAFF (Non-faculty, dependent on position)
Instructor does not exhibit enthusiasm for teaching content and for learning.  Instructor uses improper language, tone, and/or manner of speaking.  Directions are unclear and incoherent.  Instructor's style of presentation is not effective, Instructor sometimes exhibits enthusiasm for teaching content and for learning.  Instructor usually does not express ideas clearly and articulately.  The directions are vague and incomplete, causing confusion among the students.  Instructor's style of presentation needs additional improvement. Instructor is enthusiastic, clear, and consistent while teaching. Instructor's style of presentation is effective.  Instructor exhibits strong enthusiasm for teaching content and for learning.  Instructor is consistently able to verbally express thoughts clearly, articulately, and coherently, avoiding vagueness and ambiguity.  Instructor includes recent developments in the field to his/her instruction in order to keep students informed and interested.  Instructor consistently clarifies information, and speaks at a rate that is easy to follow.  Instructor's style of presentation is extremely effective.
Rapport with Students
INSTRUCTIONAL STAFF (Non-faculty, dependent on position)
Instructor does not appear to be sensitive to the needs and capabilities of students, and does not adapt lessons to meet the level and needs of the students.  Instructor is not approachable; and does not listen well, or treat students with respect.  Instructor causes and/or does not intervene in tension or disrespectful behavior among students.   Instructor is sometimes sensitive to the needs and capabilities of students, but does not consistently recognize when to adapt lesson plans or how to adjust for different learning styles.  Instructor is not consistently approachable; does not always appear to be concerned with students' comments, questions, or concerns.  Instructor does not modify the atmosphere beyond working together in a neutral manner.  Instructor does not always treat students with respect. Is sensitive to the needs and capabilities of students. Approaches students in a non-threatening and pleasant manner, and treats them with respect.  Instructor displays sensitivity to the needs and capabilities of students, and adjusts delivery of lessons based on cues and questions from students to assure understanding of topics and objectives.  Instructor enthusiastically responds to questions and comments from students; exhibits exceptional listening skills, and is always open to new ideas.  Instructor consistently communicates with students in a respectful, friendly, and supportive manner.
Serving as Advisor
INSTRUCTIONAL STAFF (Non-faculty, dependent on position)
Does not display appropriate interest in working with students.  Often avoids requested contact with students, when possible.  Is not effective as student advisor. Exhibits marginal skills in advising students; and lacks sufficient relevant knowledge to provide effective service to students.  Occasionally displays impatience with students.  Needs additional improvement. When required, serves as an advisor to students. Demonstrates ability to provide excellent advising and assistance services to students of the institution.  Consistently shares important relevant knowledge, skills, insight, and encouragement with students to assist them regarding university orientation, selection of course work and curriculum, education/career plans and goals, financial options, social relations counseling, etc.  Eagerly displays ability to motivate students to succeed, and foster high morale; and treats students in a respectful and supportive manner.  Exhibits personal warmth and kindness to students.
Achievement of Previous Year's Goals and Objectives       
LAST YEAR G & O's (Required of all employees)
(NOTE:  This competency is to be completed only for employees who were assigned goals and objectives in last year's performance review.  Select "N/A" if employee was not assigned goals and objectives.)
Did not fulfill the goals and objectives as established by supervisor during the previous appraisal period.  Performance is substandard and incompetent.  Constantly failed to meet the goals and objectives of the position.  (Note:  contact UHD ESO Department for assistance in deciding appropriate action to be taken.) Fulfilled most of the goals and objectives as established by supervisor during the previous appraisal period.  Additional improvement is needed to meet all goals and objectives. Fulfilled the goals and objectives as established by supervisor during the previous appraisal period.  Exceeded fulfillment of the goals and objectives as established by supervisor during previous appraisal period.  Performance is constantly and considerably at the highest level of effectiveness, and characterized by exceptional accomplishments.