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This year, the University has moved from a five-level numeric scale to a simpler four-level performance rating system with the following ratings: exceptional impact, full/consistent impact, learning/building or needs improvement.  To better understand each rating, please consider the definitions below.  As always, reach out to your department’s HR representative if you have any questions.

Exceptional Impact

  • Contributions have significant and consistently exceptional impact and value to the department and/or the organization.
  • Makes unique, often one-time achievements that measurably advance progress towards organizational goals and/or result in major improvements.
  • Easily recognized as a role model by high-performing peers.
  • Viewed as an excellent resource to provide expertise, guidance, advice, mentorship, or support to others.
  • Demonstrates a range of high-level capabilities and actively takes on higher levels of responsibility.

Full/Consistent Impact

  • Consistently demonstrates meaningful impact through accomplishments and contributions.
  • This level of impact is reflective of a fully qualified, competent and experienced individual in this role.
  • Viewed as someone who gets the job done and effectively prioritizes work and produces strong results.
  • Contributes positively to the overall objectives of the department and /or the larger organization.
  • Achieves valuable accomplishments in several important areas of the job and/or on assigned projects.


  • Needs to gain proficiency and/or productivity in the position to achieve consistent impact.
  • May achieve some, but not all, goals.
  • Stronger or additional knowledge, skills and abilities need to be demonstrated for consistent success in the role.
  • This rating is recommended for use when an employee is still coming up-to-speed with their job responsibilities based on limited tenure in the role.

Needs Improvement

  • The quality of performance is below expectations for the role.
  • Knowledge, skills,abilities and/or productivity have not been demonstrated at the appropriate levels.