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•  Review the Position Description: Ensure it鈥檚 accurate, up to date, and understood by both the employee and supervisor.
• Clarify Duties & Responsibilities: Provide a clear framework for success, noting that the same job title may vary across departments.
• Set SMART Goals: Define Specific, Measurable, Achievable, Relevant, and Time-bound objectives to track progress.
• Align with Department & University Priorities: Make sure goals connect to larger strategic objectives.
• Encourage Development Goals: Identify opportunities for employees to build new skills or strengthen existing ones.
• Document & Communicate: Keep notes and share feedback regularly to support ongoing performance conversations.

Keep conversations balanced to address strengths as well as concerns. For example:

• How is the employee doing handling their workload?
• Does the employee need help or motivation?
• Is there something done well that can be recognized?

Provide appreciative feedback and recognize successes. Pay attention between conversations to catch people in the act of doing great work. Thank people in person and attach praise to meaningful results. Instead of just good job, try, the solution you offered helped us to avoid a potential problem and exceeded the client鈥檚 expectation.

Address concerns and solve problems. Be timely and address concerns as the needs arise, but only address a manageable number of concerns at one time. When addressing problems with the employee鈥檚 performance:

• Be specific and give examples
• Focus on observable actions and their impact
• Focus on problem resolution rather than blame
• Collaborate to accurately define the problem and brainstorm solutions
• Present your view of the problem. If the problem is a concern you have about the employee鈥檚 actions, consider the Action- Impact format to present your concern.

The quarterly check-in is a 鈥減rogress check鈥� conversation at least once per quarter to review goals, progress and results. It is time to acknowledge successes and identify improvement opportunities. The following should be considered in the quarterly check-in:

• Is the employee meeting expectations and standards?
• Is the employee achieving performance goals?
• Is the employee achieving developmental goals?

If any areas cause concern, make mid-course adjustments where needed and review or clarify any standards not being met.

• What changes would enhance performance or progress toward the goal?
• Are expectations still clear?

The quarterly check-in should be scheduled ahead of time, allowing both the employee and supervisor time to gather all necessary information. It may be helpful to have the employee complete a self-report before the meeting.

During annual performance reviews, supervisors and employees work together to:

• Review the employee鈥檚 work achievements and challenges over the past year.
• Establish work expectations and performance goals for the coming year.
• Define the employee鈥檚 professional development goals and learning plan for the coming year.

The forms utilized in this process will assist supervisors and employees in preparing for performance review discussions. Although these forms are helpful and necessary tools, the filling out of forms is not the primary goal of a review. Reviews are most effective when forms are used to help prepare for a conversation and document the outcomes, rather than as a substitute for the conversation.

Preparing for the Formal Review

Review the following:

• The employee鈥檚 position description (PD)
• Standards and expectations
• Past year鈥檚 goals and objectives
• Other documentation gathered during the review period

Ask the employee to prepare by reflecting on the following:

• Successes and challenges over the past year
• Additional support he or she would like from you
• Additional skills/knowledge he or she would like to develop or enhance

Complete an Evaluation Form. Be prepared to share your perceptions and feedback about the employee鈥檚 performance over the past year, including:

• Key achievements and successes
• Performance concerns and/or challenges
• Changes and enhancements that you recommend (or require)
• Learning opportunities relevant to the employee鈥檚 job function that would help enhance current skills or develop new ones
• Key employee strengths and contributions over the past review period

Conducting the Review

• Share your feedback about the employee鈥檚 performance, including information about strengths and successes as well as areas needing improvement.
• If assigning ratings, communicate the rating you鈥檝e assigned for each of the performance indicators. Provide rationale for each rating - include behavioral examples whenever a rating is above or below 鈥渁chieves.鈥�
• Invite and listen to the employee鈥檚 assessment of his/her performance. Ask the employee to share his/her feedback for you, including ideas for improvement.
• Re-enter the performance planning phase for the following year.

USF has three types of performance reviews:

1. Annual Performance Review: This is a comprehensive evaluation conducted once a year for all employees. It assesses overall performance, goal attainment, and development needs over the past year. The annual review is crucial for setting new goals and identifying areas for professional growth.

2. Probationary Performance Review: This review is conducted for new employees or those in a probationary period. It typically occurs at the end of the probationary period to evaluate the employee's performance, fit within the organization, and readiness for continued employment. The probationary review helps ensure that new hires meet the expectations and standards of their role.

3. Special Performance Review: A special review is conducted outside the regular review cycle, often triggered by specific circumstances such as performance issues, significant changes in job responsibilities, or after completing a major project. This review provides an opportunity to address and document performance concerns or achievements promptly.

Annual performance reviews for most employees will be conducted using the fiscal year (July 1 鈥� June 30). 

View the Additional information and procedures can be found in the and in the (Employee access is required to view documents in the HR Hub)

For Staff Employees

Employees with a substandard evaluation will be placed on a Performance Improvement Plan (PIP).

For Administration Employees

Administration employees receive an action plan for improving performance and one performance evaluation either at the start or end of the improvement period.

Performance Improvement Plan (PIP)

• The PIP outlines the standards and expectations based on the duties, responsibilities, and requirements of the position that must be met to achieve an overall "Achieves" rating.
• See the . (Employee login required to view document in HR Hub)

UNDERSTANDING THE PROCESS

Collective Bargaining Agreements (CBAs) should be thoroughly considered during the performance management process.

For example, a CBA may make provisions for an employee who does not meet performance standards. Each union has their own agreement; review the most up-to-date agreements online via the Central Human Resources - Collective Bargaining and Labor Relations site.

Employee Relations (ER) provides education, training, mentoring and guidance to individual employees, supervisors, managers and administrators to address questions and workplace issues for non-Faculty employees.

HR Managers work with department administrators and individual employees on effective employee-manager communications and provide individual coaching to improve employee performance and resolve conflicts and problems before the point of formal corrective action and grievance.

HR Managers advise on and interpret University policies, procedures, regulations, labor contracts, key state statutes and federal laws, and oversee the University layoff, progressive discipline, performance improvement plan, and non-reappointment processes.

ER SERVICES

• Performance management
• Complaint resolution and conflict mediation
• Counseling and formal discipline
• Collective bargaining agreement compliance
• Grievance procedures
• Applicable alcohol/drug testing (pre-employment and regulatory)

Reach out to us at: training@usf.edu

Goal setting should be a collaborative process. Leaders are encouraged to work with employees to develop individual goals that support both departmental priorities and the university鈥檚 overall success. This approach ensures alignment, accountability, and shared ownership.
Leaders may also choose to set and cascade goals to their teams based on unit or divisional priorities.
All goals must follow the SMART framework:

• Specific 鈥� Clearly define the objective.
• Measurable 鈥� Include a way to track progress.
• Achievable 鈥� Ensure the goal is realistic.
• Relevant 鈥� Align with departmental objectives and USF鈥檚 mission and strategic initiatives.
• Time-bound 鈥� Set a clear deadline.

By using SMART goals, every employee can see how their work directly supports the university鈥檚 commitment to excellence, innovation, and student success.

 Yes. Employees who are not on probation and have been with the university for more than six months in the evaluation year are expected to complete an annual evaluation. An evaluation is required for employees to be considered for merit increases and is an important part of the performance management process.

Managers should ensure that expectations and goals are set鈥攅ven for new hires鈥攕o performance can be assessed fairly. These expectations can serve as the basis for the current year鈥檚 evaluation. Looking ahead, when the FY goal-setting window opens, managers and employees should work together to create SMART goals using the SMART Goals Worksheet to guide development and feedback.

Goal weights prioritize goals and assign relative importance to each one. A goal鈥檚 weight, represented as a numerical value, indicates its importance compared to other goals. 

Assigning Goal 911爆料网ights

• Consultation: Employees and Line Managers should discuss and agree on the weights for each goal.
• Percentage Allocation: Each goal is assigned a percentage weight, ensuring the total adds up to 100%.
• Reflecting Importance: The weight of each goal should reflect its significance to the employee鈥檚 role, organizational goals, and personal development.

Example: If an employee has three goals鈥攊mproving student satisfaction, increasing university revenue, and completing a certification program鈥攖he manager and employee agree to assign weights of 40%, 40%, and 20%, respectively. This indicates that improving student satisfaction and increasing university revenue are the most critical goals, followed by completing the certification program.

By following these guidelines, employees and managers can effectively prioritize and manage performance goals, ensuring alignment with organizational objectives and personal development needs. 

Yes. In performance evaluations, both employees and supervisors are expected to assess progress on goals and demonstrate how those goals align with USF鈥檚 core values. This ensures performance is measured not only by what is achieved, but also by how it is achieved.

The values incorporated into evaluations are:

• Purveyors of Respect, Honesty, and Consistency 鈥� Act professionally, practice transparency, and deliver accurate, high-quality service.
• Advocates for Community 鈥� Show empathy, value individuals, foster inclusion, and engage in open, respectful communication.
• Agents of Discovery 鈥� Promote learning, embrace feedback and innovation, and partner with others to achieve solutions.
• Creative, Strategic Thinkers 鈥� Explore new ideas, support a culture of growth, and deliver efficient, value-added results.

Yes, the 911爆料网 (USF) continues to conduct probationary evaluations for new staff employees. If you require assistance with probationary evaluations or have questions about the process, please contact USF Employee Relations. They offer guidance on evaluation procedures, performance improvement plans, and related policies. You can reach them through the Employee & Labor Relations page by clicking here.