Writing Samples Using the 5 Point/Level Employee Performance Rating Scale

(1)

Writing

Samples

Using

the

5

Point/Level

Employee

Performance

Rating

Scale

Definitions:

 Meets Expectation – Performance consistently met expectations in all essential areas of responsibility, at times

possibly exceeding expectations and the quality of work overall was very good. The most critical annual goals were

met.

 Exceeds Expectations – Performance consistently exceeded expectations in all essential areas of responsibility and the quality of work overall was excellent. Annual goals were met.

 Exceptional ‐ Performance consistently far exceeded expectations in the rated competencies and/or job functions and

the quality of work performance was superior.

What follows are sample job duties taken from different positions and possible write ups for the three levels of performance.

This first sample is for an Environmental Health and Safety Technician.

Job Duty (from Position Description) Specific Task/Duty (need for year being assessed)

Performance Expectation/Goal (Designed with input from both supervisor and employee) Provide training for and assist EH&S staff

in identifying and correcting chemical

and other laboratory health and safety

problems

Develop, design and deliver curriculum

to train EH&S staff on new Cal‐OSHA

standard re:lasers

Develop, design and deliver 30 minute

training to 120 staff over a period of two weeks. Due date for roll out is three

weeks from now. Also, create training

manual to pass Cal‐OSHA review once

everyone is trained.

Below is a possible write up for the three levels – Meets Expectations, Exceeds Expectations and Exceptional.

Meets Expectations Exceeds Expectations Exceptional

Developed, Designed and Delivered 30

minute training to 120 staff over a period of two weeks. Met the due date for roll out. Also created training

manual to pass Cal‐OSHA review once

everyone was trained. Did very good

work.

Developed, Designed and Delivered 30

minute training to 120 staff in just one week. Was able to begin the training a

week before expected too. Created

training manual both online and hard

copy versions. Was able to share online

version with UCLA colleague.

Outstanding effort!

Developed, designed and delivered both

an e‐learning and in person version of

the training. Shared with system wide

colleagues so that 1,200 EH&S specialist were able to be trained in one week’s

time. Also, created training manual,

again, in both online and hard copy

version.

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This second sample is a job duty taken from the position of a Safety Services supervisor.

Job Duty Specific Task/Duty Performance Expectation/Goal

Provide effective leadership and

development to team of 8 Safety

Services employees.

Create team environment, where team

members feel engaged and motivated.

Regularly communicate available

opportunities for professional

development, providing time for

interested employees to pursue

professional development activities.

Conduct bi‐weekly staff update

meetings, complete EPAR’s in a timely

manner, identify appropriate training

opportunities to staff. Actively encourages staff to attend staff

development classes.

Support staff by providing continual

performance feedback, chairs weekly

staff meetings with rotating agenda

including current topics, training and

round table. Conducts a midyear

appraisal and Employee Development

Plan identifying growth opportunities for

each staff member. Encourages

employees to identify professional

development opportunities and provides

release time for doing so. Completed

MSAP training.

Everything mentioned previously PLUS

created a SPOT award program that was

custom designed for team’s

achievements with the intent of

engaging and motivating staff.

This third sample is a job duty taken from the Program Representative position description in college of Agriculture and

Environmental Sciences.

Job Duty (from Position Description) Specific Task/Duty (need for year being assessed)

Performance Expectation/Goal (designed with input from both supervisor and employee)

Translate scientific information about

agricultural sustainability for broad

audiences, with the goal of engaging and

educating citizens of California about

their food system, agricultural

sustainability and its role in climate

change.

Targeting high school student

demographics, research potential

partnerships statewide and determine

best delivery of the information re:

California’s agriculture sustainability and

its role in climate change.

Partner with 3 or more, partners and

determine how best to deliver

information on California Agriculture via

these partnerships. Create three

modules to roll out to new partners.

(3)

Partnered with 3 organizations and

developed 3 appropriate learning

modules to target the high school

student demographic.

student demographic. Was also

awarded one of twelve nationwide

$150,000 grants for increasing

awareness on the role of climate change

to agricultural sustainability.

Possible

write

up

for

levels

3

‐

5

or

Meets

through

Exceptional

for

an

employee

in

Office

of

Research

Job Duty (from PD) Specific Task/Duty (need for the

year being assessed)

Performance Expectation /Goal

(designed with input from both

supervisor and employee) Apply knowledge of federal, state and local regulations, policies and guidelines to review and analyze completed research submissions and determine review criteria and pathway. Develop standardized guidelines and a training manual for reviewing research submissions. Finalize guidelines and manual and deliver 30‐minute trainings to new and existing staff over a period of two weeks. Due date for deliverables is three weeks to prevent overlap with accreditation review, which is expected to occur in three weeks. Review impact of trainings at the 3/6/9 month marks and reevaluate trainings as needed.

(4)

Meets Expectations Exceeds Expectations Exceptional

Developed, designed and delivered 30‐minute trainings on Effectively Reviewing Research Submissions to 40 staff in less than three weeks. You created training manual as a reference guide. The information presented was concise and kept the audience engaged. Feedback was positive. The work performed was very good. Developed, designed and delivered 30‐minute trainings on Effectively Reviewing Research Submissions and Protocols to 40 staff in less than two weeks. You created a hardcopy and online training manual for staff to use as reference guides. The information presented during the training was concise and kept the audience engaged. After the accreditation review, you assessed the effectiveness of the training, revised the manual, delivered additional follow‐up trainings and posted the updated manuals to the website. Feedback from staff has been very positive. Staff commented that the addition of the online version allows greater access to resources when out of the office and the additional training has resulted in a significant decrease in errors and expedited the reviews. You took the initiative and shared the online version with colleagues at other UC campuses. Your proactive approach and awareness for process improvement has increased the efficiency of the team and improved productivity. Outstanding work and effort. Developed, designed and delivered 30‐minute trainings on Effectively Reviewing Research Submissions and Protocols to 40 staff in less than two weeks. You completed the training in less than two weeks and created a hardcopy and online training manual for staff to use as reference guides. The information presented during the training was concise and kept the audience engaged. After the accreditation review, you assessed the effectiveness of the training, revised the manual, & delivered additional follow‐up trainings You took a Train the Trainer course then partnered with SD&PS, colleagues from other UCs and the IT programmer to develop and design a comprehensive interactive eLearning training program on Effectively Reviewing Research Submissions and Protocols and arranged to deliver a few in‐person training sessions. The training manual was adopted by other UC campuses and resulted in a more consistent approach to how research submissions and protocols are reviewed system‐wide. Because of your training, staff is able to more effectively identify potential problems with the protocol reviews and reach out to investigators and research teams to proactively address concerns. This significantly improved staff’s ability to work with faculty to complete their protocol reviews and make determinations about exempt and non‐human subjects research (NHSR). This has resulted in a decrease in the backlog of reviews, an increase in response time and improved customer satisfaction, with letters and emails of salutations to the Vice Chancellor and Chancellor. Your resourcefulness, proactive approach and awareness for process improvement have increased the efficiency of the team and campus and improved productivity and generated high quality performance in yourself, the unit and the

organization. Exceptional work performance

and effort.

Opportunity meets initiative.

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Competencies Competencies Competencies

Communication, Service Focus Communication, Service Focus,

Team work, Quality Improvement

Leadership, Strategic Planning,

Communication, Service Focus,

Team work, Quality Improvement