Defining Method of Measurement and Results

The Method of Measurement and Results sections describe the level of performance the employee is expected to achieve and/or the objectives the employee is expected to accomplish. These established performance criteria tell an employee how his or her work will be measured or evaluated.

The Method of Measurement describes “how” the employee’s performance will be measured. The Results describe what the successful performance will look like. Generally, each responsibility, goal, objective and/or project may include several distinct Methods of Measurement and Results (e.g. the time to complete it, the way it is completed, what it looks like when completed, etc.). If criteria can be written with both quantitative and qualitative measures, it will enable a better overall measure of the employee’s performance.

Criteria for Measuring Results

Quality-oriented

How well is the work performed? How complete or effective is the final product? How practical? How original? How accurate? Regulatory compliant? Customer responsive? Consistent with precedent?

When using quality-oriented criteria, specify the factor(s) that describe success, and identify who will evaluate the results (e.g., manager or director, customer satisfaction survey, auditor, regulatory official).  While more difficult to establish, “quality-oriented” criteria are useful.

For example: Professional Performance might be the timely completion of an analysis of student achievement that meets established standards and the scope of the assigned project. Exemplary performance might be the completion of the above analysis meeting established standards and the scope, and application of discretionary initiative that resulted in a major break through in solving barriers to student achievement.

Quantity-oriented

How much or how many? What rate? What volume?

For example, Professional Performance might be accurately completing 90% of all scheduled financial aid reviews each month, and never falling behind more than one month for any scheduled review. Exemplary performance might be accurately completing more than 90% of all scheduled reviews on time.

Time-oriented

By when?  What “turnaround” time? How frequently? Are final products delivered by due date?

For example: Professional Performance might be an average turnaround time of five working days and never exceeding eight working days. Exemplary performance might be an average turnaround time of three working days, and never exceeding six working days.

Cost-oriented

How much?  Within what limits?  What should be conserved?

For example, Professional Performance might be consistently meeting the department’s standard for accounting variances per week. Exemplary performance might be consistently reducing the number of variances each week to significantly below the departmental standard. (in this case below standard is a good thing!)

Responsibilities, Goals, Objectives and Projects are clear when both the manager and employee “see” the same results. A common tool used to create clear and measurable performance expectations is the SMAART acronym. The acronym stands for:

S pecific
M easurable
A ttainable
A greed Upon
R ealistic
T ime Oriented

Specific. They should enable the employee to know what he or she has to do to meet the expectation and should enable the manager to measure the employee’s actual performance against the expectation. Ask, “What does this activity ‘look like’ when it is done?” Visualize the desired result and describe it as clearly as possible.

Measurable. While quantitative measures may not always be possible, they provide a motivation to the employee by identifying a standard to which they can strive. 

Attainable. Performance expectations should be set at the performance level that you expect of a fully trained and competent employee. They should be realistic and attainable, within the ability of the employee to perform with the resources and skills available. Unreasonable performance expectations lead to lack of commitment and frustration.

Agreed Upon. Both the manager and the employee should agree upon the goals and performance expectations. Employees who help establish and agree to goals are more likely to meet the standard.  If performance expectations are “given” to the employee, they are less likely to buy into the goals.

Realistic. It is common sense that performance expectations should be realistic. It is not a good idea to establish a performance expectation without considering other factors that may come into play. For example, if a person is assigned a project to complete by the end of the year, but funding, staff, or time needed have not been approved, the goal will be impossible to meet. Keep in mind that sometimes goals that appear to be reasonable may be affected by unforeseen events and may need to be revised during the year.

Time-Oriented. Whenever an expectation is defined, the timeframe or deadline should also be identified.  This can be expressed as a deadline, or by identifying a frequency such as daily, monthly, etc.

The Performance Excellence Program includes four performance-rating categories.

Exemplary. Performance significantly or consistently exceeds the expectations for performance   established for the “Professional Performance” level; or meets specific criteria that have been established for “exemplary” performance. This rating recognizes an employee’s sustained excellence and accomplishments that are substantially above “Professional Performance” expectations.  Exemplary carries a performance rating of 3.

Professional Performance. Performance consistently meets the expectations of performance   established for the fully competent and performing individual. This is the expected level of performance.  It is defined by regularity, dependability and predictability of getting the job done. An employee at this level meets usual behavioral dimensions of performance  and performs requirements in a timely and acceptable manner. Professional Performance carries a performance rating of 2.

Needs Improvement. Performance inconsistently meets the expectations of performance for the “Professional Performance” level and indicates that significant requirements are not completed in the time or manner expected. Performance is below the “Professional Performance” expectations of performance. A Performance Improvement Plan (obtained from Employee Relations) should include specific activities designed to assist the employee in progressing to “Professional Performance” during the next evaluation cycle. A Performance Improvement Plan must be developed to assist the employee in focusing on the needed area(s). Needs Improvement carries a performance rating of 1.

Unsatisfactory. Performance rarely meets any of the expectations of performance established for the “Professional Performance” level.  Continued unsatisfactory performance results in disciplinary action up to and including recommendation for discharge. Unsatisfactory carries a performance rating of 0.

At the beginning of the performance year, employee and supervisor establish mutually agreed upon performance expectations for what constitutes professional performance.