Mid-Year Reviews

The performance review cycle requirements include two performance reviews per year, one in the fall, known as the mid-year performance review, and one in the spring, also called the year-end performance review. The performance review with the rating is conducted and completed shortly before the annual merit process launches.

Performance Ratings Breakdown

      • Does not meet expectations — Did not meet most goals and/or often fell short of standards for timeless, quality, and/or resource utilization.
        • For example, failed to meet most goals; was consistently late on meeting them; provided low-quality work product or results; and/or exceeded budgets/allocations for expenditures, time, effort, or people resources.
      • Meets some but not all expectations — Acceptable performance overall, though did not meet some goals or sometimes fell short of standards for timeliness, quality, and/or resource utilization.
        • For example, met most but not all goals; was occasionally late on meeting them; provided inconsistent quality work product or results; and/or exceeded budgets/allocations for expenditures, time, effort, or people resources in a number of instances.
      • Fulfills expectations — Successfully met all goals, consistently meeting standards for timeliness, quality, and/or resource utilization.
        • For example, met all goals; consistently on time with meeting them; provided quality work product or results; worked within budgets/allocations for expenditures, time, effort, or people resources.
      • Exceeds expectations — Successfully met all goals and regularly surpassed standards for timeliness, quality, and/or resource utilization.
        • For example, met all goals; was on time meeting each of them; consistently exceeded quality expectations or notably enhanced quality of work product or results; saved notable expenditures, time, effort, or people resources.

      Goal Categories

      Performance/Operational Goal

      Outline needed performance and/or operational objectives. These may include ongoing, routine, observable requirements such as timeliness, quality, resources applied, and milestones for completion.

      Examples: Maintain a high level of accuracy and attention to detail in data management systems, ensuring that student records, financial transactions, and institutional reports are error-free and comply with relevant regulations and standards.

      Project/Initiative Goal

      List projects or initiatives that are sub-sets of performance/operational goals.  These are a temporary endeavor with a defined beginning and end. They may cover a span of performance cycles, but are separate from routine work.

      Examples: Create a faculty development program focused on integrating experiential learning into the curriculum, with the objective of enhancing students’ practical skills and industry readiness, to be launched by the next academic year.

      Competency/Interpersonal Development Goal

      Describe desired/needed behavioral, qualitative examples of workplace opportunities, activities, or successes. (E.g., collaboration, initiative, receiving feedback, etc.).

      Examples:  For leadership development, actively seek leadership opportunities, such as organizing a professional development workshop, or mentoring junior staff, to develop leadership skills; take courses and training on management/leadership skills and theories.

      Professional Development Goal

      Describe desired/needed professional development opportunities, relevant certifications, trainings, conferences and continuing professional education within or outside of the department or University.

      Examples: To enhance educational technology skills, participate in training programs or workshops focused on leveraging technology tools and systems relevant to program management, such as learning management systems, data analytics software, or project management software, to enhance efficiency and effectiveness in program delivery.

      Competencies as Goals

      Everyone has the same five core Penn competencies：

      Each staff member also has five competencies, specific to the job family/job classification. ​

      Competency descriptions will vary by the level of the position: ​

      • Entry/Support​
      • Individual Contributor​
      • Supervisor/Manager​
      • Director/Executive

      Each competency is rated at the year-end review: ​

      • Needs Improvement​
      • Meets Expectations​
      • Exceeds Expectations​

      Helpful Resources

      For further information about setting goals on Workday, please refer to Effective Performance Management