The University of North Carolina at Chapel Hill
Office of Human Resources
SPA PERFORMANCE MANAGEMENT AND COMPETENCY ASSESSMENT FORM
I. DEMOGRAPHIC DATA
Employee Name:
Sarah Smith
Branch/Role: Educational Consultant
Contributing
PID:
9876-54321
Supervisor Name:
John Harris
Department Name:
Department of Gerontology
Review Period:
Completion Date:
06/01/2010
Position Competency Level:
Journey
Advanced
X
Position#: 98765
to
Dept #: 9999
Initial
Work Plan
05/31/2011
02/27/2011
Purpose:
Updated
Work Plan
Mid-Cycle
Review
Annual
Appraisal
Competency
Assessment
X
II. INSTRUCTIONS
1.
Principal Functions should briefly describe related duties in a manner that is
Specific, Measurable, Attainable, Relevant, and Time-bound (SMART) and reflects
performance at the “Good” level of performance.
2.
Principal Function weights represent the relative value placed upon the Principal
Function as a percentage of the Overall Performance Rating. The sum of the
weights assigned to the Principal Functions is 100%.
3.
Below Good Performance (BG) - Performance may meet some of the job
expectations but does not fully meet the remainder. The employee generally is
doing the job at a minimal level, and improvement is needed to fully meet the
expectations. Performance is less than a good job. Lapses in performance are due
to the employee's lack of effort or skills.
Unsatisfactory Performance (U) - Performance generally fails to meet the defined
expectations or requires frequent, close supervision and/or the redoing of work. The
employee is not doing the job at the level expected for employees in this position.
Unsuccessful job performance is due to the employee's own lack of effort or skills.
The North Carolina Employee Performance Rating Scale is defined as follows:
Outstanding Performance (O) - Performance is far above the defined job
expectations. The employee consistently does outstanding work, regularly going far
beyond what is expected of employees in this job. Performance that exceeds
expectations is due to the effort and skills of the employee. Any performance not
consistently exceeding expectations is minor or due to events not under the control
of the employee.
Very Good Performance (VG) - Performance meets the defined job expectations
and in many instances, exceeds job expectations. The employee generally is doing
a very good job. Performance that exceeds expectations is due to the effort and
skills of the employee.
Good Performance (G) - Performance meets the defined job expectations. The
employee generally performs according to the expectations doing a good job. The
employee is doing the job at the level expected for employees in this position. The
good performance is due to the employee's own effort and skills.
(04-19-2010)
4.
The Career Banding Competency Assessment Scale is defined as follows:
Developing - Required position competency is not yet fully applied by the employee
at the level defined by the manager as necessary to meet stated business needs.
The employee may be lacking in some elements of the required position
competency.
Applied - Required position competency is often demonstrated by the employee at
the level defined by the manager as necessary to meet stated business needs.
Broadly Demonstrated - Required position competency is consistently
demonstrated by the employee at, and occasionally above, the level defined by the
manager as necessary to meet or exceed stated business needs.
Equal Opportunity Employer
Page 1 of 5
The University of North Carolina at Chapel Hill
Office of Human Resources
SPA PERFORMANCE MANAGEMENT AND COMPETENCY ASSESSMENT FORM
VII. COMPETENCY ASSESSMENT
Employees must receive a competency assessment: 90 calendar days after starting in the position or after a reclassification; prior to the end of the
annual performance management cycle; or, at any other time an assessment is appropriate.
Contributing
Date of this Assessment:
02/27/2011
Position Competency Level:
List of Position Competencies
(For detailed descriptions of the competency standards, please see
the Office of Human Resources website
or ask for a printed copy from your supervisor or HR Facilitator)
#
Journey
Advanced
X
Competency Assessment
Weight %
(optional)
Developing
Applied
1.
Consulting and Advising
25%
2.
Professional Knowledge
15%
X
3.
Analytical Thinking
10%
X
4.
Communication
20%
X
5.
Training
30%
6.
Research
Broadly
Demonstrated
X
X
N/A
7.
8.
VIII. OVERALL COMPETENCY ASSESSMENT
DEVELOPING
APPLIED
BROADLY DEMONSTRATED
X
(04-19-2010)
Equal Opportunity Employer
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The University of North Carolina at Chapel Hill
Office of Human Resources
SPA PERFORMANCE MANAGEMENT AND COMPETENCY ASSESSMENT FORM
IX. SUPERVISOR’S COMMENTS ON COMPETENCY ASSESSMENT
Supervisors must address the specific competencies identified in Section VII and justify the employee’s overall competency rating.
Comments may also include any activities designed to develop the employee’s knowledge, skills, and abilities.
Sarah’s position has recently changed from a Social/Clinical Research Specialist to an Educational Consultant with the position having new duties.
Overall, Sarah demonstrates the competencies required of her new classification title at the applied level. As she has recently taken on
supervisory responsibilities, her competencies in the area of training and advising lower level staff is still developing. Sarah’s professional
knowledge, analytical thinking, and communication skills are all demonstrated at the applied level. We expect these skills to continue to grow as
Sarah takes on more broad and complex training and educational program management responsibilities. Sarah is broadly demonstrated
competencies in the area of training as she directs, organizes, and executes high-quality national training programs.
Consulting and Advising: As team lead for the training program, Sarah has taken over responsibility for the direct supervision of one FTE and one
to two student research assistants. She is now responsible for day-to-day supervision of training responsibilities for other staff members. Sarah
has begun to organize and delegate work, and provide direction and oversight. She is developing exceptional problem solving and organizational
skills, but overall is still developing in this area. We expect this competency will continue to grow and develop as Sarah becomes more
comfortable with her new supervisory responsibilities. Sarah is comfortable seeking out advice appropriately and consulting with others when
sticky situations arise.
Knowledge: Sarah has an excellent understanding of the purpose and objectives of the training program. She applies her knowledge of public
health and health promotion to training activities and appropriately seeks out subject matter experts in nutrition, physical activity, and public health
practice. She has a solid foundation in data collection and analysis and is demonstrates competencies at the applied level as she continues to
provide ongoing trainings and as she works to develop trainings in new areas.
Analytical Thinking: Sarah is able to review and ensure consistency with national standards and recommendations across training programs. This
includes ensuring that training is consistent with CDC guidance to state programs as well as consistent with national nutrition and physical activity
recommendations. She also manages the budget and personnel related to a variety of training activities. Her budget management skills are well
developed in some areas. For example, she uses her analytical skills to estimate budgeting expenses related to in-person national trainings and
web-based trainings. Overall, Sarah demonstrates analytical thinking skills at the applied level in all aspects of her position and constantly
continues to “think outside the box” with creative ideas and new initiatives.
Communication: Sarah has had limited opportunity to refine her presentation skills at national meetings as this is a new addition to the position’s
duties and responsibilities and is still developing in this area. In the coming months, she will have a number of opportunities to present at national
audiences in Atlanta and California. However, her skills in the area of organizing and leading meetings are strong. She has shown great skill and
ability when organizing meetings of national advisory and stakeholder groups, meetings with CDC technical advisors, and training team members.
Overall, Sarah’s communication skills/ability is at the applied level, but her opportunities to expand her presentation skills at the national level will
likely strengthen her abilities in this area of competency.
Training: Sarah oversees an annual national obesity prevention training course that attracts public health practitioners from across the country.
She coordinates planning through a national advisory committee, develops/adjusts course “curriculum” on an annual basis, identifies and coaches
(04-19-2010)
Equal Opportunity Employer
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The University of North Carolina at Chapel Hill
Office of Human Resources
SPA PERFORMANCE MANAGEMENT AND COMPETENCY ASSESSMENT FORM
content experts from multiple sectors, delegates responsibilities and supervises training through consultants internal and external to UNC-CH.
She demonstrates broad competencies as she consistently delivers high-quality training programs.
X. EMPLOYEE COMMENTS (OPTIONAL)
X
I agree with the contents of this form.
I do not agree with the contents of this form.
Employee Comments (optional):
(04-19-2010)
Equal Opportunity Employer
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The University of North Carolina at Chapel Hill
Office of Human Resources
SPA PERFORMANCE MANAGEMENT AND COMPETENCY ASSESSMENT FORM
XI. SIGNATURES
Signatures are required from the employee, the employee’s supervisor, and the employee’s second-level supervisor. The employee’s signature indicates only that
the work planning conference or assessment session was held with the employee. The signature of the employee does not imply agreement with the statements
or ratings contained in the work plan and/or assessment.
Signed
Signed
Signed
Employee’s Signature
Supervisor’s Signature
Second-Level Supervisor’s Signature
Dated
Dated
Dated
Date
Date
Date
XII. APPEALS
1. Performance Management: Employees may appeal their Annual Performance Appraisal as allowed through the Performance Management Appeals
Process within 30 calendar days of receiving an Annual Performance Appraisal.
2. Competency Assessment: Employees may appeal their Competency Assessment as allowed through the Career Banding Dispute Resolution Process
within 30 calendar days of receiving their Employee Competency Assessment.
Policies and forms can be found on the Office of Human Resources web site at http://hr.unc.edu.
(04-19-2010)
Equal Opportunity Employer
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