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State of Kansas Employee Name (Last, First, MI): _____________________________

Performance Management Process Employee ID: _____________________________________________

Identification Information (please print)

Employee Name (Last, First, MI): Person Completing Review:

Employee ID: Agency Name:

Class Title: Position Number: Date of this Review:

Review Type:
To Probationary Reset Review Type
(Month/Day/Year) Timeframe Being Evaluated (Month/Day/Year) Recommend permanent status
Overall Performance Rating: Extend probationary status
Unsatisfactory Reset Rating Not recommended for permanent status
Needs Improvement
Annual
Meets Expectations
Special
Exceeds Expectations Unclassified
Exceptional

Part I: Performance Planning

Instructions: Identify objectives for the employee based on the manager/employee performance planning discussion. Please ensure each
objective is a SMART objective (Specific, Measurable, Attainable, Relevant, Time-Based). In setting the objectives, be as specific as possible using
quantitative (e.g., numbers, data, quotas, dates) and/or qualitative measures or feedback where helpful.

Indicate how progress against the objectives will be observed or measured (tracked). Modify objectives as needed throughout the performance
management cycle. The number of objectives should be based on the outcomes of the performance planning discussion; you may add more lines
below (objectives) as necessary. In the Annual Performance Review, indicate employees overall performance against each objective.

Objectives Measurement
List Objectives in the Table Below A measurement scale and target should be established for each
objective.

Obj Description Tracking Method End of Review

1

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State of Kansas Employee Name (Last, First, MI): _____________________________
Performance Management Process Employee ID: _____________________________________________

Part I: Performance Planning (continued)

Instructions: Considering the employee’s overall strengths and weaknesses, identify the critical competencies (from pages 4-7), for this review
period that the employee should focus on. Consider those competencies that are critical for achievement of responsibilities and objectives for the
coming year in addition to those that are important from a developmental perspective (important for a future position and/or for increased or
changed responsibilities). The competencies chosen should be based on information from manager/employee performance planning discussion(s),
any items identified through the development planning process, and any items from the most recent performance review.

For each competency, provide any project or on-the-job suggestions that the employee can engage in to help in development.

Competency Project or On-the-Job Suggestions End of Review

1.

2.

3.

4.

On-Going Feedback and Coaching Process

Instructions: Identify the process to be used throughout the year to provide feedback and coaching to the employee. Identify any customer input
tools that will be used to provide feedback throughout the year. In addition, identify the timing for the mid-year review and/or any other coaching
sessions. Identify any employee responsibilities in the process. For instance, you may wish to identify when and how on-going feedback will be
delivered, who has responsibility for setting up coaching sessions, when the mid-year review will happen, if current customer input tools will be
used, etc.

On-Going Feedback and Coaching Process

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State of Kansas Employee Name (Last, First, MI): _____________________________
Performance Management Process Employee ID: _____________________________________________

Part II: Mid-Review Discussion

Instructions: Document progress against the Objectives and Competencies as defined in the Performance Planning process. Be as specific as
possible about the employee’s actual performance to date, documenting specific observable results wherever possible, and adding qualitative
information or feedback wherever helpful. Any valid updates to employee’s objectives, which are based on changes in State or K-State needs, may
also be documented in this section.

Mid-Review Discussion and Coaching Progress

Part III: Essential Requirements

Instructions: Considering the level the employee typically or consistently operates at, check () the box which best describes his/her behavior for
the competency below. A behavioral example must be provided for the unsatisfactory rating.

Dependability: Recognizes their responsibilities to K-State and applies effective work habits and attitudes to meet work requirements.
Accomplishes tasks by showing concern for all aspects of the job and manages workload or completes tasks in a timely manner.

• Attends work regularly and on time

• Plans appropriately for absences Meets
• Assumes personal accountability for work Unsatisfactory * Expectations Reset Dependability

Example:

K-State Values: Individuals adhering to K-State values align their actions with high standards of conduct, accept responsibility for behavior and
exhibit personal integrity at all times. Acts as a role model for other employees and does the right thing, even when no one is watching. Individual
does not waste K-State resources (i.e., time, material).

• Demonstrates personal integrity and ethical behavior Meets

• Displays good stewardship of public resources Unsatisfactory * Expectations Reset Values
• Adapts to changes in processes, procedures or responsibilities

Example:

* An Unsatisfactory rating in Dependability or K-State Values will result in an Overall Performance Rating of Unsatisfactory

3
State of Kansas Employee Name (Last, First, MI): _____________________________
Performance Management Process Employee ID: _____________________________________________

Part IVa: Performance Review - Competencies

Instructions: Considering the level the employee typically or consistently operates at, check () the box which best describes his/her behavior for
the competency below. A behavioral example should be provided for each competency.

CORE COMPETENCIES (FOR ALL EMPLOYEES):

Job Responsibilities: Please rate the individual on execution of their expected day-to-day responsibilities, and specialized knowledge as outlined
in the job description. Specialized Knowledge is the knowledge of and/or skill in a particular field (e.g., marketing, engineering, etc.) or trade (e.g.,
electrician, housekeeping, etc.) and the ability to apply that knowledge and/or skill in a variety of business situations.
(Only one box may be checked – Upper boxes for planning session and lower boxes for end of year)

Learner: Experienced Knowledge: Expert Knowledge: Transferring Knowledge:

 Limited ability to conduct job  Technically experienced and  Can exercise independent  Independently handles the most
responsibilities; needs more competent. judgment regarding all technical difficult aspects of the job.
experience or practice.  Has thorough working issues and responsibilities.  Understands how the area of
 Requires clear and specific knowledge of the area.  Understands how area of knowledge relates to broader
instructions to get the job done.  Handles most routine tasks of responsibility relates to broader departmental or K-State goals.
 Understands enough to the job; needs direction for issues.  Plays a role in transferring skills
independently handle some more difficult tasks.  Requires assistance for the and knowledge to others.
routine tasks of the job.  Supervises others effectively most difficult aspects of the job.  Takes responsibility for projects
 Understands regulations and through proper delegation,  Supervises others with a focus and tasks that have broader
policies; correctly applies them. communication, and follow-up. on coaching for effective departmental or K-State impact.
performance.
Behavioral Example:

Communication: Understands others’ ideas and expresses thoughts and information effectively, utilizing appropriate gestures, tone, organization,
grammar, format and materials. Maximizes performance through effective communication and develops a communication style that optimizes
individual and team performance. It includes expressing ideas, requesting actions, summarizing events, and formulating plans by means of clear
and effective writing, communicating, or presenting.
Employee does not demonstrate any of the levels below; this competency will be included in the employee’s development plan.
(Only one box may be checked – Upper boxes for planning session and lower boxes for end of year)

Shares Information: Facilitates Participation: Tailors Communication: Uses Communication to Promote

 Shares relevant information and  Communicates objective and  Understands audience and K-State Effectiveness:
keeps others informed. purpose and how individual is tailors communication so that it  Uses communication to
 Listens to others’ opinions. critical to team success. is perceived as being clear, promote broad learning,
 Explains reasons for decisions.  Encourages participation from relevant, and even handed. effectiveness and efficiency.
all team members.  Develops a communication  Communicates with different
 Runs effective meetings; uses style to facilitate a positive team people at different levels
agendas, outlines expectations, environment and advance the throughout K-State to ensure
keeps group focused. team’s agenda. the buy-in of others.
 Negotiates for win-win  Adjusts style/approach to build  Communicates broadly to
solutions. partnerships with others and to ensure others understand the
ensure acceptance of ideas. link between the current task
and long-term strategies.

Behavioral Example:

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State of Kansas Employee Name (Last, First, MI): _____________________________
Performance Management Process Employee ID: _____________________________________________

Customer Service: Addresses underlying customer needs that add value, to remove causes of customer’s problems and ensure the long-term
viability of the relationship. It includes demonstrating understanding of the customer’s point of view, delivering on commitments, gaining the
confidence of customers, and maximizing customer satisfaction. Customers include external and internal customers or clients, suppliers, etc.

Employee does not demonstrate any of the levels below; this competency will be included in the employee’s development plan.
(Only one box may be checked – Upper boxes for planning session and lower boxes for end of year)

Maintains Communication: Takes Personal Responsibility: Addresses Underlying Customer Uses Long-Term Perspective:
 Follows through on customer  Takes personal responsibility Needs:  Develops strategies and
inquiries, requests, and for correcting customer-service  Seeks information about the solutions that have long-term
complaints. problems. real, underlying needs of the benefits for the customer.
 Keeps customer up-to-date  Corrects customer-service customer beyond those  Addresses customer problems
about progress of projects. problems promptly and un- expressed initially. with a focus on the long-term
 Gives friendly, cheerful service defensively.  Makes concrete attempts to relationship.
and distributes helpful  Makes self fully available to the add value to the customer, to  Proactively builds customer
information to customers. customer, especially when they make things better for the relationships and maintains
 Maintains clear communication are going through a critical customer in some way. good relationships with the
with customers regarding period.  Gets at the root of a customer customer over the long term.
mutual expectations. problem and removes the
cause of the problem.

Behavioral Example:

Initiative: Identifies a problem, obstacle or opportunity and takes action to address current or future problems or opportunities.

Employee does not demonstrate any of the levels below; this competency will be included in the employee’s development plan.
(Only one box may be checked – Upper boxes for planning session and lower boxes for end of year)

Addresses Current Opportunities Is Decisive in a Crisis: Plans Ahead and Takes Action: Anticipates and Prepares for Long-
or Problems:  Acts quickly and decisively in a  Looks for opportunities to make Term Problems:
 Recognizes when a situation crisis situation. improvements.  Anticipates situations 6 months
calls for a different approach  Makes decisions and takes  Looks beyond the facts in order to a year ahead or more and
from the usual. action where the norm is to wait to develop solutions that have acts to create opportunities or
 Pulls together ideas, issues and and hope the problem will currently not been used at K- avoid problems that are not
observations when a new resolve itself. State before. obvious to others.
perspective emerges.  Is prepared to try out different  Generates new and varied  Applies and modifies learned
 Recognizes and acts on current solutions or take a different solutions to problems. concepts, methodologies or
opportunities approach.  Identifies changes that will ideas that have been used in
improve performance at K- other departments or agencies,
State. to develop new solutions to
problems.
Behavioral Example:

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State of Kansas Employee Name (Last, First, MI): _____________________________
Performance Management Process Employee ID: _____________________________________________

Teamwork: Achieves team objectives by developing and sustaining cooperative relationships. Employee works cooperatively with others as part of
the team, as opposed to working separately or competitively. At the highest levels, it includes an ability to ensure the cohesiveness of the team and
to ensure success.

Employee does not demonstrate any of the levels below; this competency will be included in the employee’s development plan.
(Only one box may be checked – Upper boxes for planning session and lower boxes for end of year)

Cooperates: Solicits Input: Encourages Others: Promotes the Team:

 Cooperates willingly with others.  Solicits ideas and opinions from  Takes specific steps to create a  Acts to promote a friendly
 Ensures all group members have others to help form specific team environment and model climate, good morale and
the relevant and needed decisions or plans. desired behavior. cooperation within the team.
information.  Genuinely values others’ input  Encourages all members of the  Protects and promotes the
 Speaks positively of other team and expertise and is willing to group to contribute. team’s reputation with others.
members. learn from others.  Publicly recognizes the  Resolves team conflicts. Brings
contributions of other team conflict within the team into the
members. open and encourages or
facilitates a beneficial resolution.
 Partners with other teams and
promotes collaborative decision
making to solve problems.

Behavioral Example:

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State of Kansas Employee Name (Last, First, MI): _____________________________
Performance Management Process Employee ID: _____________________________________________

LEADERSHIP COMPETENCIES (FOR MANAGERS/SUPERVISORS ONLY):

Performance Management: Promotes employee development opportunities and fosters the long-term learning or development of others. Sets
clear goals and expectations, ensures feedback and addresses performance issues in a timely manner. It includes the ability to apply State of
Kansas regulations and policies, to delegate effectively, to deal with performance issues, and to hold others accountable.

Employee does not demonstrate any of the levels below; this competency will be included in the employee’s development plan.
(Only one box may be checked – Upper boxes for planning session and lower boxes for end of year)

Sets Clear Objectives and Holds People Accountable for Coaches for Effective Performance: Creates Climate for High
Expectations: Performance:  Provides real-time coaching to Performance:
 Gives detailed explanations of  Sets goals or objectives for others to improve performance.  Implements specific tactics to
specific goals and objectives to employees that drive high  Addresses performance create a climate for high
others. performance. problems early to ensure performance.
 Delegates effectively to  Holds employees accountable minimal department or K-state  Interfaces with other leaders to
employees to enable focus on for their performance. impact. develop best-practice people
managerial responsibilities.  Reviews employees’  Utilizes employee recognition to practices for the good of K-
performance against clear reinforce positive outcomes and State.
standards and objectives, and behaviors.  Develops employees for future
rectifies performance issues.  Identifies training or roles.
 Provides timely feedback and development needs for team or
performance evaluations to group of employees.
employees.
Behavioral Example:

Leadership: Outstanding State of Kansas managers view themselves as leaders of people. They recognize that they are responsible for facilitating
the work of their employees, which may mean providing essential information, creating efficient work structures or processes, or securing additional
resources. These leaders inspire confidence in people and create excitement about the work and purpose.

Employee does not demonstrate any of the levels below; this competency will be included in the employee’s development plan.
(Only one box may be checked – Upper boxes for planning session and lower boxes for end of year)

Keeps People Informed: Promotes Team Effectiveness: Takes Care of the Team: Inspires the Team:
 Provides clear, consistent, and  Creates the conditions that  Obtains needed resources and  Generates excitement,
ongoing communication to team enable the team to perform at information that the team needs enthusiasm, and commitment to
members. its best (e.g., setting clear to meet its goals. K-state and/or departmental
 Lets people affected by the direction, delegating  Provides or secures needed goals.
team know what is happening responsibility, getting the right support and development for  Develops a workforce plan that
and the status of decisions. people). individuals or the team as a positions the department or K-
 Makes sure the team has all  Makes team membership whole. State for long-term success.
the information it needs to (including selection and  Holds team members  Inspires confidence in the
make decisions and carry out dismissal) and assignments in accountable for their mission of K-State.
its responsibilities, individually a manner that promotes morale contributions to team success,  Models desired behavior.
and collectively. and productivity of the team. including bringing team
 Explains the reasons behind a  Obtains input from others to resources to their assistance.
decision promptly and candidly. promote the effectiveness of
the team.

Behavioral Example:

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State of Kansas Employee Name (Last, First, MI): _____________________________
Performance Management Process Employee ID: _____________________________________________

Part IVb: End of Review - Summary Discussion Points

Based upon your ratings in the previous sections, identify the employee’s major strengths in this job, and areas for improvement. In addition,
include any additional accomplishments. Comments summarized here will help focus your end of year performance review discussion, and help you
prioritize relevant objectives and development priorities for the coming year.

Additional Accomplishments:

Employee’s Major Strengths in this Job:

Areas Where Improvement Would Benefit Job Performance:

8
State of Kansas Employee Name (Last, First, MI): _____________________________
Performance Management Process Employee ID: _____________________________________________

Part IVc: End of Review Period: Overall Performance Review Rating

Instructions: Indicate which level most appropriately describes the overall performance level of the individual. Add any comments that provide
clarification to the Overall Review (may include unique circumstances, relevant career objectives, or other considerations).
Overall Performance Level: Reset Overall Performance Level
Unsatisfactory Needs Improvement Meets Expectations Exceeds Expectations Exceptional

 Employee is not  Employee is  Employee is making  Employee is making  Employee is

making the inconsistent in meaningful and significant making outstanding
contributions performance. valuable contributions and contributions on a
expected of an  Employee contributions. often exceeds continual basis.
employee in this sometimes meets  Employee has objectives and  Employee’s
role. expectations and shown consistent expectations. achievements are
 Employee may not requirements. and continual  Employee clearly
be appropriately  Continual performance demonstrates a high distinguishable
placed in the job or improvement is throughout the level of competency. from solid
the university. required to fully review period. performers, and are
 Immediate meet expectations. highly valued by
improvement is others.
required.  Employee
consistently
performs at a high
level of
competency.
Manager Comments:

Employee Comments:

Signatures
Performance Planning Discussion
Employee’s Signature*: Date:
Manager’s/Supervisor’s Signature (completed by): Date:

Mid Review Discussion

Employee’s Signature*: Date:
Manager’s/Supervisor’s Signature (completed by): Date:

End of Review Discussion

Employee’s Signature*: Date:
Manager’s/Supervisor’s Signature (completed by): Date:
Reviewer’s Signature (reviewed by): Date:
*Note: Signature does not imply agreement with the content of the review. It only indicates the employee’s awareness of the information contained herein. A
permanent employee, within seven calendar days after being informed of his/her rating, may appeal to KSU Employee Relations & Training, 103 Edwards Hall.