• Unlike performance review processes that focus on the past and are subjective, GW's process is designed to accurately measure performance, focus on the future, and support career growth. There are multiple ways our process positions you for an accurate review. For success, review the critical role you play in ensuring the PM process results in an accurate performance review:
  • Your involvement in goal setting is the first opportunity you have to ensure your review is objective. SMART goals help align employees and managers on the top priorities and clarify what will be measured at the end of the cycle.
  • Throughout the year, by initiating and engaging in performance discussions, you ensure expectations are clear – another key to an accurate review at the end of the cycle. Schedule a minimum of one formal performance checkpoint discussion during the year at the mid-point of the performance review period. Use this time to revisit goals, review whether performance is meeting expectations, and discuss progress on professional development plans. This checkpoint is another way you can ensure your review accurately measures performance by uncovering differences in opinion before the end of the cycle.
  • GW's performance review form requires two levels of approval. The role of the next-level approver is to ensure managers have accurately and objectively measured performance.
  • Finally, your ability to submit a thoughtful Self Assessment gives you a voice in the process. Take advantage of the opportunity to clarify information your manager may not be aware of. Use the many resources available to help you create an effective Self Assessment.

Where two or more formal reporting lines exist, it is important to ensure that both reporting lines are aligned and have input around all performance management actions including coaching, counseling, and annual performance review feedback. You'll find detailed guidance and a step-by-step processes to follow on our PM Matrix page.

Each Key Performance Factor references relevant GW Values.

The Performance Review form is used for the 90-day introductory employment period review, 90-day employee transfer period review, and annual employee reviews.

In order to provide an accurate evaluation of performance, the overall rating is based on both the achievement of the agreed upon goals as well as ratings for each of the performance factors. Managers review both "what" was accomplished, including goal achievement and significant accomplishments, and "how" work was accomplished, and reflect this in the key performance factor ratings.

• A check mark in the "Focus Area" box indicates the need to further develop a skill or increase knowledge in a particular area.
• To encourage continuous improvement, a minimum of one Focus Area should be checked for each performance review. Some reviews may have more than one Focus Area checked. However, we do not recommend that a manager check all five Key Performance Factors as Focus Areas.
• Each Key Performance Factor that is rated "Needs Improvement" must have the Focus Area box checked.
• To take full advantage of this feature, the manager should note specific details in the "Comments" section for each key performance factor that is identified as a Focus Area. The comments should distinguish if the Focus Area is due to performance deficiencies during the review period or if the Focus Area represents an opportunity to build on existing skills and strengths to take performance to the next level and/or adjust to priorities in the year ahead.
• The Professional Development Plan (PDP) section of the Performance Review form includes a space to identify actions needed to address all Focus Areas selected.

There may be competencies, critical for success in an employee's position, that are not listed in the Key Performance Factors. If this is the case, managers may add an additional factor at the beginning of a performance period in the Optional box. Employees may suggest factors for their manager's consideration. Employees are rated on an optional factor only if the factor was clearly identified at the beginning of a performance period.

Click here to see a list of all additional optional factors (competencies).

The Statement of Ethical Principles is the University's Code of Conduct, approved by the Board of Trustees. The Statement sets forth standards of ethical conduct to which all persons acting on the University's behalf should aspire. It sets the tone for the University's culture of compliance, and conveys senior management's expectation that we all "do the right thing." It is common practice to ask employees to reaffirm their awareness of the Statement as a part of the annual performance review cycle.

To avoid rating inflation, consider meeting with your peer managers to calibrate your interpretation of what each overall rating means in terms of actual performance. During this discussion, managers who have employees rated as "Unacceptable" or "Role Model" might be asked to justify these ratings to their peer managers. Ask confidential questions of peer managers, such as "Have any of you had experiences with this employee that would help me determine this rating?" If you do not have peer managers, a simple alternative would be to call some of your employee's key customers and/or stakeholders and solicit their confidential feedback regarding specific aspects of the employee's performance.

• Halo Effect - tendency to overrate a favored employee, or an employee who had a prior good rating
• Horn Effect - tendency to rate an employee lower than circumstances warrant
• Recency Effect- tendency to let outstanding work (or unsatisfactory work) immediately prior to the evaluation offset previous performance during the year
• Cookie Cutter Effect - tendency to not focus on individual's specific performance but to rate all your employees, or groups of employees the same

For quality assurance, managers submit completed performance reviews to the "Next Level Approver" for approval and signature prior to discussions with employees. Employees sign the review after they have had a performance review discussion with their manager to indicate that the discussion took place.

The Next Level Approver ensures that the evaluation reflects an accurate and consistent assessment of each employee's performance. To help clarify this critical role, watch the Minute Mentor video explaining the role of the Next Level Approver. Even Next Level Approvers who do not often interact with the employee whose performance is being reviewed can easily follow the steps below to ensure fair and consistent performance reviews.

The Next Level Approver uses this checklist to ensure the following review steps are followed:

• Checks to ensure that comments about goal accomplishment are clear, accurate, and articulate the extent to which the employee achieved the goals. They also make sure that training and development needs are noted in the Professional Development Plan rather than under goals and accomplishments.
• Reviews the factors, focus areas, corresponding comments, and ratings for consistency. Content and ratings should reflect both strengths and opportunities to improve. Comments for each factor should include examples whenever possible, especially when a Needs Improvement rating is assigned. The Next Level Approver ensures that each review identifies a minimum of one focus area.
• Ensures the overall rating aligns with the achievement of goals and Key Performance Factors. The overall rating includes the extent to which the employee achieved goals and the ratings for all Key Performance Factors. For example, strengths in most factor areas will not necessarily yield a high overall rating unless the employee also achieved or exceeded expectations of their goals during the review period.
• Ensures the review is well written. Lanugage needs to be, clear, describe demonstrated performance, and free of subjective phrases such as "I think" or "seems to be." The Next Level Approver also checks for grammatical and spelling errors and identifies any potentially discriminatory language.
• Ensures the review evaluates performance, not attitude. Vague statements about an employee's demeanor, or use of the word "attitude", have been interpreted in legal venues as discriminatory, even when the intent was not present. Performance reviews should focus on the effect that behavior has on the performance of the individual, team, or department. The reviewer will ensure that concrete, job-related examples are used to provide constructive feedback.
• Ensures that concrete, job-related examples are used to provide constructive feedback.
• Reviews the Professional Development Plan (PDP) for quality planning that encourages individual growth and development. Managers are expected to demonstrate a strong commitment to employee development, as reflected in their comments in the PDP. The Next Level Approver is expected to return all reviews that do not address the key elements required in the PDP.
• Ensures consistency across department/division in how overall ratings are interpreted and applied, as well as consistency in the quality of professional development plans.

The Next Level Approver will either approve the review or require revisions prior to approval.

• If no revisions by the manager are necessary, approve the review by signing the form. You may also include your comments to the employee in the appropriate section on the form. We suggest that you comment on the items of greatest importance, including thanking the employee for contributions, reinforcing key accomplishments and/or highlighting endorsement for professional development. Return the approved review to the manager with guidance to complete the performance review discussion with the employee as soon as possible.
• If the review needs revisions, return it to the manager with your comments or schedule a meeting to discuss your concerns. This meeting is an opportunity to lead by example and provide hands-on coaching for your manager. Share your concerns, offer suggestions and support, and create a positive experience. Do not simply correct the document or attach a vague list of issues. Help, rather than discourage, the manager. If you want assistance, please reach out to your HR Client Partner or Employee and Labor Relations representative for support.

• The Professional Development Plan (PDP) focuses on the future not the past. Your PDP is created during the performance review cycle and it is the last section in the form. Obtain a copy of your most recent performance review if you need to access your PDP. Also note that employees who complete self assessments provide input to their managers on what they would like included in their PDP for the year ahead. Focus your PDP on learning on the job.
• Review the PDP section of the self assessment and determine if you support what the employee has proposed. Identify on the review the extent to which you agree and highlight any key priorities.
• Use the PDP to capture what the University supports for each individual and remember the following guidelines:
  • Managers and employees agree on the developmental priorities for each individual, which should be clearly reflected in the PDP.
  • The university will allow time, on the job, for development of knowledge and skills that will enhance an employee's current job performance.
  • As appropriate, the university supports the development of knowledge and skills that will prepare an employee to take on greater responsibility and progress with their career.
  • Talk to your manager about GW support and sponsorship for professional certification. Your manager must approve attendance at any professional certification programs funded by the department. To the extent possible, the University expects employees to participate in programs that meet multiple development requirements.
    

• Address each area listed in the description separately. Provide specific examples and details for each area. As you write, think about these four questions:
  • What development is needed to help the employee work on the Key Performance Factor(s) identified as Focus Areas?
  • What learning or skill building is needed to help the employee successfully reach the goals set for the new performance review cycle?
  • What strengths does the employee have and how can those strengths be leveraged for more success in the next year?
  • What development is needed to support the employee's short and/or long term career goals?
    
• Remember that each person has a different learning style. Consider the employee's learning preferences when you complete the PDP and include items from the list below that are comptible with your employees' styles.

• Focus more on "what" the employee needs to develop rather than on "how" the employee should develop. This creates an opportunity for the employee to work with you during the year to identify the best learning strategies based on individual preferences.
• As you write the PDP, consider solutions such as:
  • Recommending on-the-job learning opportunities
  • Identifying resources from the Self-Guided Learning section of this website
  • Suggesting books, reference guides, and resources available online
  • Promoting GW's tuition assistance program
  • Taking online courses such as those offered for free in Skillport or online through other vendors
  • Purchasing a professional membership which can offer access to a number of online learning resources
  • Appointing a "learning" mentor to support cross training
  • Attending programs offered through GW's Organizational Development & Effectivenes or through LEAD (Leadership Education and Development)

• Goals are work-related priorities. They define "what" must get done. The PDP includes the developmental priorities and "how" to get the work done effectively. If the feedback is related to "what" will be done over the next year, it should be noted in the Goal Agreement. If the feedback is regarding "how" an individual does their job, the actions related to this feedback should be recorded in the PDP. For example, learning something new enables "how" the work gets done, so it would be included in a Professional Development Plan. Taking a class or maintaining a certification falls in this category. The application of a new skill to achieve an end result however, describes "what" work is being done, and could be included as a goal.
  Here's an illustration:
• "Take an Excel SkillPort class to learn advanced skills." This would be included in a Professional Development Plan because the objective is to develop a new skill, but not to apply it to a specific task. Also, the outcome is not measurable.
• "Develop and implement a new format for monthly reporting by March 30." This could be included as a goal because the outcome is specific and measurable. If the employee needs to learn advanced Excel skills to accomplish this goal, learning those Excel skills should appear in their Professional Development Plan.

• Leverage your PDP to include on-the-job learning ideas from the Career Development self-guided resource.
• Your PDP helps you focus on building key skills which are important to your current and future success.
• As appropriate, GW supports the development of knowledge and skills that will prepare you to take on greater responsibility and progress with your career. Use the PDP to indicate future GW career aspirations along with suggestions for learning and experiences that will help you develop your career.
• Use the PDP learning resource tool for ideas on how to incorporate learning on the job for each of the key factors on your perfomance review when creating your PDP.

Organizational Development & Effectiveness
askode@gwu.edu