Performance Management

Annual Performance Evaluations for Classified and Unclassified Staff

Performance Evaluation Log-in

All Classified and Unclassified staff will be evaluated by an online performance evaluation. The evaluation includes collaborative goal setting using the SMART Goal technique, behavioral categories (competencies), a five-tier rating system, and performance discussions throughout the performance evaluation cycle.

The offices of Human Resources and Academic Personnel will open performance evaluations once annually, generally in July. Managers/supervisors will receive an email that the online performance evaluation is open.

Performance feedback is a regular process in which managers/supervisors provide constructive guidance, encourage efficient and productive fulfillment of job duties, and identify when performance expectations are not met. An important part of performance feedback is thinking about supervision as an ongoing process, in which you:

  • Clearly communicate performance expectations regarding job duties and productivity, including:
    • Acknowledging positive performance, motivating staff, and focusing on employee strengths to enhance performance and productivity
    • Providing specific and timely feedback when performance does not meet expectations
  • Complete annual evaluations for all direct reporting staff members
  • Complete Professional Development Plans using the form provided
  • Encourage your employees to regularly communicate with you regarding challenges/roadblocks to completing job duties, individual performance feedback, and appropriate professional development opportunities

In addition, you may contact Employee and Labor Relations (513-529-0432) for assistance with managing performance.

Goal Setting (with the beginning of the fiscal year (Completed by September 30))

The manager will work with the employee to create goals, once finalized the goals are entered in the online evaluation.

  • Step 1 - Manager begins the goal setting process by reviewing university and divisional goals with their leadership to establish goals for their department or unit.
  • Step 2 - Manager discusses the individual goals with their employee, and seeks their input.
  • Step 3 - Manager and employee completes discussion, finalizing the goals with the Manager entering them in the employee’s performance evaluation.

Ideally, goal setting for the current fiscal year/annual evaluation period should be completed by September.

Mid-Year Check-In (November - January)

At this time managers and employees discuss progress towards goals and performance through the evaluation period to date. If there are adjustments to goals they will be noted as a journal entry in the system. Also, at this time a manager should discuss performance, recording areas of exceptional, acceptable, and/or not acceptable performance as a "journal entry". If needed, the manager should work with the employee in developing a plan for improvement.

  • It is recommended for managers/supervisors to connect at least once approximately half-way through the performance evaluation period to check-in on goal progress and overall performance. Both managers and employees may document utilizing journal entries.

Ideally, Mid-Year Reviews should be completed by February.

Year-End Review (completed by June)

The employee should rate themselves on their performance, both goals, and competencies. The manager will finalize the rating on the employee’s goals and competencies. The manager and the employee should discuss the final assessment of the employee's performance. Two or more "Not Acceptable" ratings on goals or competencies are reflective of overall unacceptable performance, regardless of all of the other ratings on goals and objectives.

  • Step 1 - Employee completes Year-End Self-Assessment.
  • Step 2 - Manager discusses and completes Year-End Assessment.
  • Step 3 - Manager finalizes and concludes discussions with employee regarding ratings of goals and competencies.
  • Step 4 - The employee reviews the final ratings and adds additional comments if necessary and signs off.

Year-End Reviews must be completed by June 30.

All questions regarding the performance evaluation process including system questions should be submitted to


  • SMART Goals are clear statements on results or outcomes that are required to be accomplished within a specified period of time
  • SMART Goals create a common understanding of what is expected in terms of performance and outcomes
  • SMART Goals focus attention and resources on what is most important for individuals to produce
Content Time
Definition of a Goal 00:31
Cascading Goals 00.48
Common Variables Found in Goals 03:18
Tasks vs. Goals 04:56
SMART Goals 09:03
Formula for writing SMART Goals 12:42
SMART Goal Practice 13:55

SMART Goal Definitions

Specific – defines specific results to be achieved

  • Make your goal clear and specific. This keeps the focus on what is important.
  • Ask yourself:
    • What do I want to accomplish?
    • Why is this goal important?
    • Who is involved?
    • Where is it located?
    • Are there resources or limits involved?

Measurable – defines quantity, cost, or quality metrics to determine progress

  • Measure your progress
  • Assessing your progress will help you stay motivated and on track
  • Ask yourself:
    • What is my measure of progress and overall success?
    • How will I know when it is accomplished?

Attainable – allows the goal to be challenging, yet the person can still ensure results

  • Think about what steps you will need to take to reach your goal
  • Beware of constraints
    • Financial or budget factors that may not be available
    • What approvals are necessary or required to move forward
  • Ask yourself:
    • How can I accomplish this goal?
    • How realistic is this goal?
    • What resources will I need to achieve my goal?

Relevant – supports the achievement of team or organizational goals

  • Is this goal aligned to individual, department and organization priorities?
  • Ask yourself:
    • What will this goal impact?
    • Why am I the right person to reach this goal?
    • Is this the right time?

Time bound – specifies a due date, time frame, or frequency rate

  • Set a deadline to work towards
    • This helps prevent everyday tasks from taking priority over longer term goals
  • Ask yourself:
    • What is my deadline?
    • What can I do six months from now?
    • What can I do six weeks from now?
    • What can I do today?

Formula for Writing SMART Goals

Writing SMART Goals Formula Table
Start with an action verb such as: Include a measurement such as: Include a due date, time frame, or frequency rate, such as:
  • Increase
  • Complete
  • Attain
  • Achieve
  • Reduce
  • How much
  • How many
  • How much better
  • How much faster
  • Costing how much less
  • Phase 1 by end of second quarter
  • End of fiscal year
  • Daily
  • Weekly
  • As scheduled

Cascading Goals

The process of translating goals from one level of the organization down to the next level to ensure alignment of the organization's strategy with the goals of departments and individuals. Miami University goals are translated down into department goals which are translated down into role specific goals.

Common Variables found in Goals

Goals or Objectives

Goals are strategic and aspirational.  They point to a future desired result or outcome for the individual, department, or organization by a specified time. Goals and Objectives can be a synonymous term.


Larger scale assignments, when carried out individually or collaboratively, that produce a specified outcome or result.  One or more projects can fulfill what is needed to accomplish a goal.

Tasks or Activities

  • Is something you do or would likely do anyway
  • Is required to complete a project
  • Is required to complete a goal
  • Is NOT a result or outcome
  • Provides little to no feedback on whether you're doing the right things

Process for Creating Goals

  • Review University Goals
  • Departmental goals are created to support university goals
  • Employee goals are created to support department goals

SMART Goal Examples

Supervisors and employees should collaborate to create specific, SMART goals for their position.
Below are examples to use as a reference.

Example 1

Department Goal:

During 6-month inspection by local health department, receive 0 critical violations.

Goal translated down to BGA:

In an effort to meet the departmental goal of 0 critical violations during the 6-month local health department inspection, check hand-washing stations 3 times a day to ensure soap, paper towels and trash cans are stocked and available for use.


Example 2

Department Goal:

During 6-month inspection by local health department, receive 5 or less non-critical violations (ongoing/future goal would be to reduce this number).

Goal translated down to FSA and Cook:

In an effort to meet the departmental goal of 5 or less non-critical violations during the 6-month local health department inspection, at the end of every shift, make sure all products used during shift have dates on them before storing in coolers or dry storage areas to ensure health and safety standards.


Example 3

Department Goal:

Increase customer service satisfaction by responding to all service requests in a timely manner.

Goal translated down to HR Generalist or Home Office staff:

In an effort to increase internal staff/student satisfaction, respond to the requestor for all service tickets in Team Dynamix within 24 hours and resolve ticket within standard time per service-level agreement.


Example 4

Department Goal:

Maintain interior of academic buildings, residence halls and recreational spaces to provide clean, safe learning and living environment for the university community.

Goal translated to Building Grounds Assistant in Physical Facilities:

Improve quality of assigned building area by reducing APPA score from 2.5 to 2.38 by the end of the fiscal year.

Specific duties include:

  • Clean restrooms daily, using Kaivac three times a week.
  • Use clear liners for recycle bins, black liners for trash cans. Recycle and trash bins should never be placed in academic classrooms.
  • Clean high touch surfaces daily. Pay particular attention to hard water buildup on fixtures, including water fountains.
  • Dust furniture and fixtures above eye level.


Example 5

Department Goal:

Human Resources will provide accessible services to all staff.

Goal translated down to Staff Development Center:

In an effort to be accessible for all audiences, Staff Development workshops will incorporate accessible materials, closed-captioned videos and alternate video scripts for 100% of their workshops immediately and ongoing.

Goal translated down to HR Website Coordinator:

In an effort to be accessible for all audiences, all content on the HR website must be accessible (videos must be captioned, PDF’s must be remediated) adhering to industry-recommended ADA standards.


Example 6

Department Goal:

Human Resources will provide equal opportunity for vacant positions.

Goal translated down to HR Generalist:

Increase the diversity of the candidate pool by 25% for open employee positions over the next year through efforts including focused recruiting, promoting open positions in diverse publications and job sites, and conducting job fairs.

Performance Evaluation Competencies and Ratings

Core competencies are described with examples of how those competencies may be displayed. There are five defined rating tiers. When rating an employee as with "Significantly Exceeds Standards" or "Exceeds Standards" the employee should first "Meet Expectations" and achievements required by their regular duties and assignments.

For an individual to "Significantly Exceeds Expectations" they would have to first meet criteria in "Exceeds Expectations" as well as "Meets Expectations". The Manager should be able to cite specific examples of consistently "Exceeds Expectations" or "Significantly Exceeds Expectations" before the appropriate rating is selected.

Technical Steps to Completing an Evaluation

These steps are intended to demonstrate the complete process of submitting performance evaluations for Classified and Unclassified Staff.

Frequently Asked Questions

Here are frequently asked questions regarding the University Online Performance Evaluation Process. This section will be updated as new questions are presented.


How do I access the online evaluation?

There are several methods for accessing online evaluations: Email links will be sent out to employees or supervisors at the beginning of each phase of the cycle. Staff can go to PageUp.

How will I know when I need to complete an evaluation for an employee?

The supervisor/manager will receive an email once it is time to begin the evaluation process.

Will 360 Performance Evaluations be available in the online system?

Currently, not at this time. However, the system does support 360 evaluations and we may introduce 360 evaluations in the future.


Why are competencies at Miami?

The competencies are behaviors expected of all employees, regardless of function. The University has determined that the competencies are critical for each employee to be successful in their role in support of Miami's education mission.


Cascading goals at Miami would start with the university goals. The university goals can be found on the President's page.

Division and departmental leaders will determine the goals that identify their department's contribution to reaching overall university goals. Supervisors and managers will work with their staff members to identify appropriate SMART Goals for their direct reports that identify individual or team contribution to meeting the department and university goals.

Why is the university using SMART Goals?

Smart goals can help supervisors/managers and employees a clear direction and measurable steps necessary for accomplishing objectives within individual departments. SMART Goals are specific, measurable, achievable, and timely.

What if a direct report is retiring soon after the review cycle starts?

The supervisor/manager should proceed with the evaluation regardless of when the employee is retiring in the performance evaluation cycle. It is important for all employees to be working towards achieving goals during their tenure at Miami.

How should Diversity, Equity, and Inclusion (DEI) be accounted for in this evaluation process?

Miami University is committed to and fully embraces the philosophy and belief that a diverse academic community is among an institution's greatest strength. During the goal setting portion for the annual review process managers/supervisors will define at least one goal with a diversity and inclusion focus for their direct reports.

The online performance review form is configured to prompt the first goal as diversity, equity, and inclusion goal.

Performance Rating

Is my performance rating connected to whether I get a raise?

While there is not a connection between annual performance evaluations and Classified Staff it is still imperative the employees and managers discuss performance expectations. For Unclassified Staff annual increases are merit based and an annual evaluation must be completed and is utilized when recommending annual increases.

What are the five ratings in the performance management system?

  • Significantly Exceeds Expectations - Five Stars
  • Exceeds Expectations - Four Stars
  • Meets Expectations - Three Stars
  • Developing - Two Stars
  • Not Acceptable - One Star

What does it mean if an employee is rated as "Not Acceptable" on competencies or goals?

If an employee receives two or more "Not Acceptable" ratings for competencies and or goals, they will receive an overall performance review rating of "Not Acceptable", regardless of other scores. An overall rating of "Not Acceptable" would disqualify an employee from receiving incentives in programs such as Job Enrichment, P.R.I.D.E. Award or Senior Lean Leader.

Will employees be disciplined for being rated as "Developing"?

No, as long as that rating moves to "Meets Expectations" or higher by the next review cycle. It is expected that an employee would not remain in the "Developing" category for more than one review cycle.

A rating in the "Developing" category would be acceptable for an employee who has been employed at Miami for less than one year or an employee who takes a new position on campus or new responsibilities as they work to gain competence related to these duties.

It would not be acceptable for an employee to be rated as "Developing" in all competencies or goals as this would be an indicator of severe skill deficiencies. While an employee may be new to the position or responsibility they would have met basic skill requirements to be placed in their current position. The supervisor should consult with Human Resources or Academic Personnel as cases of severe skill deficiencies may be inaccurately rated as developing and must be addressed immediately.

What's the difference between "Exceeds Expectations" and "Significantly Exceeds Expectations"?

"Meets Expectations" is considered a good rating and the employee would be a solid performer, however, there are times when performance is visibly over and above what is expected.

Using a rating of "Exceeds Expectations" or "Significantly Exceeds Expectations" would require significant documentation regarding the manner in which expectations are exceeded. The frequency with which an employee is going above and beyond is the primary differentiate between the two categories.

What if the employee has multiple supervisors?

The two supervisors should collaborate on one performance evaluation with the review only being launched to whoever is designated the "primary" supervisor. The primary supervisor will be responsible for incorporating feedback from the other supervisor. There will be only one evaluation launched for an employee in each performance management cycle.

What if I do not agree with my supervisor or manager’s rating on competencies or goals?

If the employee does not agree with the supervisor or manager rating on competencies or goals they will have the opportunity to comment on the overall competency and goal section.

Employees are asked to electronically acknowledge that the content on the evaluation has been covered. This electronic acknowledgment is not an agreement of the content. It acknowledges that the conversation took place.

If an employee changes positions or gains a promotion during a performance cycle, how will the goals be handled?

There will be a window during the employee status change that will allow for new goals to be added with the supervisor. When the status change takes place, that will determine what that window will look like. Steering Committee needs to decide.

General Questions

If Classified Staff employees get the same increase why complete a performance evaluation?

Performance feedback is an important aspect of employee success. It can be motivating for an employee to learn over the annual performance cycle how they are progressing. A performance evaluation provides a baseline for modifying behavior working to more effective work habits and it can help managers determine training needs for the individual to address or enhance skill gaps.

Performance evaluations of employees could be used as a factor in promotion decisions. Classified Staff employees must have a satisfactory review on file to receive a P.R.I.D.E. Award or Job Enrichment bonus or increase.

I am a new supervisor and I need to evaluate my employees progress on goals and competencies. I do not feel that I have worked with them long enough to understand their skillset. How do I proceed?

If you are new to Miami and recently been assigned to supervise employees which you will be responsible for completing a performance evaluation you should consult with the previous manager if they are still on campus and available. If the previous manager is not available you should consult with your supervisor and review any notes available. This would include personnel files, or possible work notes that are available. There is also a journal entry function within the PageUp system however, the previous supervisor/manager's entries would not be available to the new supervisor/manager unless the previous manager has already linked them to the existing goals or competencies in PageUp. The new manager should work closely with their immediate supervisor to determine the appropriate rating of their employees performance.

How do I complete a performance evaluation for an employee assigned to me as their manager and they were moved within the department or from another department?

If an employee is assigned a new supervisor during the performance management cycle a representative from Human Resources or Academic Personnel will place the employee in their PageUp portal. However, the supervisor will not receive an email notification that this action has taken place. The supervisor will need to check their PageUp portal and verify that the employee's evaluation has been moved.

Addressing Unsatisfactory Performance

If a supervisor observes patterns of employee behavior that are unacceptable (e.g., poor attendance, incomplete assignments, unsatisfactory job performance) and they have provided appropriate performance coaching to correct the behavior but without success, they should take immediate action on these issues and not wait until the annual performance evaluation.

Repeated poor performance issues require the following actions by the supervisor:

  • Consult with the appropriate personnel office (Human Resources or Academic Personnel) to ensure expedient and appropriate correction. These corrections might include clarification of expectations, a performance improvement plan or progressive discipline.
  • Clearly outline the necessary steps required to perform job duties satisfactorily (especially in situations of compliance or safety).
  • Seek employee input to discover challenges in meeting performance expectations.
  • Provide guidance and coaching to the employee regarding how to improve the performance.
  • Note any progress regarding these corrective measures in the employee's performance evaluation under the appropriate competency.
  • Maintain employee privacy and respect when providing performance feedback.

Examples of actions you might take include:

Discipline Letter Templates

Setting and Maintaining Performance Expectations

It is important that all employees maintain a high level of work performance and productivity. The university expects every employee (including supervisors) to do the following:

Supervisors can establish and help maintain these expectation in several ways:

  • Clearly communicate these expectations to employees.
  • Take time to acknowledge positive performance and good work. This can be done informally (e.g., in discussion with the employee) or formally (e.g., annual evaluations). Timely feedback is critical in helping employees understand their value and contribution to the university and their department.
  • Solicit feedback from employees regarding challenges/roadblocks to completing their job duties.
  • Providing training and documentation on skill gap, process, or violation of work rules
  • For Classified Staff employees, ensure that you understand and follow all applicable work rules and principles (e.g., MUPIM, Union Agreements).

Classified Evaluation Form - Probationary Period and New Hires

Classified Performance Report (PDF 198KB)