In July, the manager and employee meet to review and assess the past year’s achievements, what was accomplished and how, and, in some cases, to begin to outline next year’s goals. The purpose of the meeting is to develop a shared understanding of the employee’s performance strengths and areas for development and to discuss the manager’s rating of results against goals and expectations for the year.
Self-Assessment & Client Feedback
The employee’s summary of the year’s accomplishments is an important source of input to the assessment. In March, employees are asked to prepare a self-assessment to share with their manager in April.
By reviewing and documenting how they have used their skills, how their work contributed to the larger organization, and the areas of growth and challenge, the employee prepares to actively engage with their manager in the performance review conversation.
In addition to the self-assessment, the employee is asked for a list of clients and colleagues with whom they’ve worked and whom the manager may contact for performance feedback. The manager contacts those references and collects feedback for a more complete view of the employee’s performance.
The manager uses the client performance feedback, the employee’s self-assessment, and their own observations to support a fair and objective evaluation of the employee’s performance. Performance ratings are assigned by the manager per goal or objective once all information has been gathered and evaluated. The manager also assigns an overall performance rating for the year that reflects what the employee has achieved against their goals and how they accomplished those results.
|Timeline for fy23
|Performance Feedback and Management Process
|3/20 - 4/6
Manager requests self-assessment and list of clients to provide holistic feedback.
Employee sends a list of clients to their manager for performance feedback and then completes their self-assessment and submits it to their manager by April 6.
|3/31 - 4/14
|Lead Administrators and Human Resources Business Partners (HRBP) review the salary planner list and send changes to the ESC.
|4/10 - 4/28
Manager collects feedback from employee’s list of colleagues and clients.
Manager rates employee.
Manager writes initial performance appraisal (continues refining until employee meeting) and rates employee.
|5/1 - 5/30
The staff merit pre- planning tool opens May 1.
Manager works with their supervisor and HRBP to calibrate ratings, merit increases and finalize appraisals.
*there will be one week of overlap of entry and university review
Workday Merit opens May 22. Merit recommendations are entered into Workday. Merit closes on June 16.
Manager begins drafting next fiscal year’s goals for discussion with their own manager and staff.
|6/12 - 6/30
|Ratings and merit are reviewed and approved by Human Resources and University leadership (access to merit tool for HR only 6/19-6/30).
|7/3 - 7/28
|Manager and employee meet to discuss FY23 performance results and merit.
|M&P salary changes and ratings are visible in Workday.
|Manager and employee meet to discuss new fiscal year goals and expectations.
Tools and Resources
Consider the following questions as you complete your assessment:
- What were your high-level objectives (3 –5 broad goals or aims) for last year?
- What groups did you partner with in achieving your goals?
- How far along are you (and your team) on each of these objectives?
- How has your work gone since you set goals?
- What accomplishments are you most proud of?
- What did you achieve? (results)
- How did you accomplish them? (behaviors)
- What were your biggest challenges?
- What would you say is your most important or significant contribution?
As managers prepare to deliver performance ratings, they should consider the following:
- How well did the employee perform based on identified accountabilities? These are the focus areas typically defined in the employee’s job or role description.
- Did the employee meet their goals? Goals were established during the goal setting process and reinforced during ongoing coaching and feedback conversations, as well as at the mid-year review.
- To what extent were objectives achieved? Results should be evaluated based on what was accomplished (including quality, quantity, and time) and how the goal was achieved (observed behavioral skills and effectiveness of those skills).
- How does the self-assessment, feedback from references, and input from past coaching and feedback sessions reflect on employee performance?
Numerical ratings are attached to each category so that each goal area can be valued and counted toward a rating for overall performance during the year.
- Exceptional: Performance noticeably exceeded expectations and made a unique contribution to the University, School or Department objectives. Individuals who achieve this performance rating are recognized by higher levels of management, their peers, and staff that report to them, as “stand out” performers. This rating is typically awarded only to the top 10-20% of all Yale employees and is reserved for the very best performer(s) for the year.
- Met/exceeded Expectations: Performance consistently met or exceeded Yale’s high standards and expectations. All critical annual goals were achieved. Individuals who achieve this performance rating are widely recognized as a strong and valued contributor. Generally, 70% to 80% of Yale employees will fall into this category.
- Needs Improvement: Performance often met, but did not consistently meet, position expectations. One (or more) of the most critical annual objectives was not met. Incumbents who receive this performance rating need further coaching and development to fully meet position expectations or are sometimes new to their position. On average, approximately 10% of Yale employees fall into this category.
- Unsatisfactory: Performance was below expectations in essential areas of responsibility, with key goals and objectives missed. The contribution of individuals who receive this performance rating is typically below that of peers or incumbents in comparable positions. Less than 5% of Yale employees fall into this category.
At Yale, performance is evaluated in terms of results—the “what,” and behaviors—the “how.”
A reference guide is available to support managers and employees in defining the types of behaviors, groups of knowledge, and skills and abilities that are critical in determining how results will be achieved. Included in this guide are the competencies most often identified by schools and units across the University as essential to every employee’s performance and impact. Independent of, or in addition to, any school-or unit-wide competencies that have been identified, managers and employees are encouraged to set goals using the behavioral descriptions.
For a full list of skill descriptions, see the Behavioral Competencies Information Guide.
|Provides the information people need to know to do their jobs and supports their ability to be a contributing member of the team, unit, and/or the organization; provides information timely so that others can make accurate and appropriate decisions.
|Oral & Written Communications
|Effectively expresses information to multiple audiences through clear, convincing oral and written communications; demonstrates logical thinking when describing facts and concepts, and shapes communications to meet the needs of a specific audience; actively listens to others and demonstrates understanding of various comments, questions, and opinions of others.
|Is controlled under pressure and when times are difficult, handles challenging situations with a calm and practical approach. Is seen as someone who can be a settling influence during a crisis. Mitigates challenges and can help others reach equitable agreements with little to no conflict, settling on common ground.
|Consistently demonstrates respect, responsiveness, professionalism and effectiveness while providing superior service for customers. Develops deep understanding of customer needs and advances the University’s reputation for excellence. Assures customers that meeting their needs is a priority and represents the University . Performs duties at a level above and beyond what is expected. Encourages customer feedback and keeps customers informed on matters of interest.
|Peer Relationships & Partnering
|Develops networks and builds alliances; collaborates across boundaries to build strategic relationships and achieve common goals. Can quickly find common ground and solve problems for the good of all; can represent his/her own interests and yet be fair to other groups; can solve problems with peers with a minimum of noise; is seen as a team player and is cooperative; easily gains trust and support of peers; encourages collaboration; can be candid with peers.
|Collaboration & Teamwork
|Interpersonal Skills & Savvy
|Considers and responds appropriately to the needs, feelings, and capabilities of all constituents - peers, subordinates, and leaders. Gains cooperation across the organization to obtain information and accomplish goals, including managing disagreements in a constructive way to bring issues to positive resolve. Works diligently to relate well to all individuals both in and out of the organization, representing Yale positively, building appropriate rapport. Uses diplomacy and tact to further understand situations and people for the benefit of collaboration and teamwork.
|Collaboration & Teamwork
|Listens carefully and displays sensitivity with people and issues, focusing on how best to leverage individual backgrounds as strengths. Makes a point of being inclusive and finds ways to take advantage of people’s different experiences to strengthen the situation, unit, or team. Will challenge bias and intolerance and will hold others to a high standard. Sees diversity as an opportunity, creating an environment where others can thrive and explore the breadth of intellectual curiosity.
|Demonstrate Respect, Integrity and Character
|Demonstration of high ethical standards and behaviors
|Achieve Outstanding Results
|Drive for results by holding oneself and others accountable, persisting in the face of obstacles and doing everything possible to contribute to strategic goals.
|Balances competing priorities to meet all project and commitments in a timely manner and delivers quality results. Spends his/her time and the time of others on what is important and quickly focuses on the critical elements of work that remains important rather than focuses on what may not be adding significant value to a project or objective. Helps to eliminate roadblocks with work and assists with delivering the end result by keeping focused, keeping others around him/her focused, and delivering a work product.
|Planning & Organizing
|Can accurately scope out the length and difficulty of tasks and projects and can set objectives and timelines appropriately. Can properly break down work into process steps and establish schedules and assignments, anticipating and adjusting for problems or roadblocks. Understands the criticality of measuring performance against goals and evaluating results. Allocates the appropriate amount of resources needed to get things done and uses them effectively and efficiently.
|A resourceful self-started that can develop new ideas and methods collaboratively or independently to enhance the department, work unit, or University. Proactively and passionately goes beyond what is expected by taking on new challenges, accomplishing results, and following through on commitments. Volunteers for challenging assignments and is not afraid to step up to situations. Proactively recognizes and takes responsibility for solving problems while accepting accountability.
|Establishes unique and new ideas and can easily make connections amongst unrelated concepts. Is original and is seen as a value-added participant in brainstorming settings.
|Inspire and Develop
|Demonstration of high enthusiasm and motivation while encouraging self and others to stretch, learn and reach ambitious goals.
|Makes an effort to improve based on feedback received from others and actively looks for opportunities to gather feedback to improve themselves. Creates an atmosphere of continual improvement in which they quickly adapt their approach in response to people’s needs or the situation based on feedback given.
|Acquires new knowledge and skills that contribute to individual and organizational growth, and which may also contribute to career development. Knows personal strengths and development opportunities and seeks insights from balanced performance and career conversations to design their own personal develop plans. Practices diligence with executing self-development.
|Recognizes situations where change is needed and is willing to become the champion for it. Open to new and different ways of approaching work to solve problems and create opportunities. Demonstrates courage to make changes for improvement.
|Aligns processes with organizational priorities and can design and implement workflows that move work forward through resources. Can establish appropriate metrics for measurement, creates synergies and integrations where necessary, and can simplify processes and maximize resource allocations.
|Generating and encouraging creative and resourceful ideas and solutions at every position and level.
|Leadership & Strategic Vision
|Analyze information to establish accurate conclusion based on detail. Uses logic and judgement to evaluate to develop solutions.
|Leadership & Strategic Vision
|Formulates effective approaches driving the objectives, vision, and competitive strategy of the organization. Applies knowledge, planning, coordination, and execution of business/ technical functions or resource allocation when examining issues and priorities. Takes a long-term view to recognize opportunities, impact, and to set priorities for a broad organizational perspective.
|Leadership & Strategic Vision
|Demonstrates understanding of objectives, duties, responsibilities and expectations required of the job. Anticipates change and keeps current with informational and technological enhancements to meet new challenges.
|Job Knowledge & Technical Skill