Performance Management

Performance Management is a daily feedback process supervisors (referred to as Managers in the online PageUp Performance Management system) use to provide positive reinforcement, encourage efficient and productive fulfillment of job duties, and offer feedback when performance expectations are not met. An important part of performance management 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 using the PageUp online performance evaluation tool
  • 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

To support the performance management process at Miami, Staff Development offers an in person workshop series, the Performance Management Series for Supervisors.

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

Performance Evaluation Forms

To view these forms, download then open with Adobe.

Performance Evaluations for Classified and Unclassified Staff

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

The intention of the online performance management tool is:

  • Create a consistent performance management process at Miami
  • Simplify the evaluation process
  • Encourage collaboration between supervisor and employee
  • Foster skill and career development

Performance evaluations are an institutional requirement (as stated in MUPIM 13.4) and an important element of performance management. All Classified and Unclassified staff must have a current (within 365 days) performance evaluation on file in the Department of Human Resources. For all employees, an evaluation is required to participate in incentive programs (e.g., Job Enrichment Program for classified staff, University P.R.I.D.E. Awards for all staff).

Content Time
Performance Management Overview 00:28
Goal Setting 01:48
Miami Competencies 02:16
Performance Evaluation Ratings 05:03
Considerations for Selecting Ratings 07:55
Commitment to Performance Management 09:46


  • 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 and Examples

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

Performance Evaluation Competencies and Ratings

There are six core competencies for all Classified and Unclassified Staff and one for supervisors. There are five defined rating tiers.

When rating an employee as 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 Expectation as well as Meets Expectations.  The Manager should be able to cite specific examples of consistently Exceeds Expectations or Significantly Exceeds Expectation before these rating should be chosen.

The descriptions of the competencies are examples and do not encompass all possibilities.

PageUp Technical Steps to Completing an Evaluation

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

Preparation and Discussion

Supervisors are expected to have a minimum of three conversations (Goal Setting, Mid-Year Review and Final Review) with their direct reporting staff as well as populate the online evaluation tool.  It is expected that a supervisor will maintain an open line of communication with the employee providing course correcting feedback and praise throughout the year.  This open communication allows the supervisor to address performance in a timely manner.  Issues of poor performance or policy violation should be handled immediately.  Supervisor should refer to the Addressing Unacceptable Performance section on this page.

Discussion 1: Goal Setting

To prepare for employee evaluations, the supervisor will need to start formulating SMART goals that are drawn from the departmental goals. The departmental goals are developed by division leaders and passed down to unit leaders.

The supervisor should work with their direct reports in creating SMART Goals that are connected to the overall departmental goals. Once agreed upon, the supervisor should enter the SMART Goals into the PageUp Performance Management System. The supervisor will receive an email in early May indicating that it is time to start the Performance Management Evaluation Cycle. The goal setting phase ends on June 30.

Discussion 2: Mid-Year Review

The supervisor or should schedule a Mid-Year review in September or October that is completed no later than October 31. This discussion should include progress on goals as well as general performance observations.

Discussion 3: Final Review

The final phase of the performance cycle should take place in early April. The supervisor rates the employee on competencies and goals. This process involves a discussion with the employee who then confirms the conversation in the PageUp system. This step ends on April 30.

Considerations When Selecting Evaluation Ratings

Competency and Goal ratings should include comments and examples explaining specific achievements or challenges. Categories on both the Classified Staff and Unclassified Staff performance evaluations may overlap. When rating an employee Significantly Exceeds Standards or Exceeds Standards the employee should first Meet Expectations and achievements required in their regular duties and assignments.

  • "Significantly Exceeds Expectations" (5 Stars)
    • Possible rating, not likely used in all competencies and goals
    • Must include thorough documentation
    • Does not guarantee a merit increase over the projected increment amount within department
  • "Exceeds Expectations" (4 Stars)
    • Possible rating, not likely used in all competencies and goals
    • Must include thorough documentation
    • Does not guarantee a merit increase over the projected increment amount within department
  • "Meets Expectations" (3 Stars)
    • Acceptable rating for a solid employee in good standing
    • Most common employee rating
  • "Developing" (2 stars)
    • Possible rating for an employee who has been employed at Miami for less than one year.
    • Possible rating for an employee who takes a new position on campus or new responsibilities as they work to gain competence related to these duties.
    • This rating would NOT be acceptable for an employee 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 the basic skill requirements to be placed in their current position.  The supervisor should consult with Human Resources or Academic Personnel as cases of extreme skill deficiencies may be inaccurately rates as Developing and must be addressed immediately.
    • It is expected that an employee would NOT remain in the "Developing" category for more than one review cycle.
  • "Not Acceptable" (1 star)
    • Possible rating for an employee who is not demonstrating acceptable performance.
    • Two or more "Not Acceptable" ratings in competencies or goals would translate to an overall Not Acceptable rating regardless of the other ratings within the employee's evaluation.
    • A supervisor or manager should provide guidance and expectations regarding how to improve performance issues.
    • Supervisors or managers may choose to include employee input to discover challenges or outline required steps. Supervisors should consult with the appropriate personnel office for guidance if needed.

Meeting to Discuss the Evaluation

When supervisors meet with employees to discuss their evaluations, they should explain the ratings on the report and provide examples of their performance that reflect the rating. Ratings and comments should never be a surprise to employees; ongoing discussions about performance should occur throughout the year, prior to the year end evaluation.

Meeting logistics matter! Schedule the Performance Evaluation meeting at a time that is mutually convenient for the employee and supervisor.  The meeting should be conducted in a location that is private and comfortable.  The meeting should be scheduled for a minimum of 30 minutes to allow for a thorough discussion of competencies and ratings.

Avoid referring to work accommodations such as ADA, FMLA, or Job Coaches. Accommodations are made due to verifiable documentation through the Department of Human Resources and do not interfere with required job duties and should not be a factor in evaluation an employee's performance.

Although Classified Staff evaluations may not influence salary increases, they do affect the employee's ability to obtain employment throughout the university and participate in incentive programs such as P.R.I.D.E. Awards and Job Enrichment.

Creating a Professional Development Plan

In conjunction with the performance evaluation, review the employee's job duties/position and work with the employee to develop relevant professional development goals that:

  • Enhance the employee's skillset that aids in mastering behavioral competencies within the performance management process
  • Focus on skill development that increases qualifications of the individual that prepares them to more efficiently and effectively provide enhanced services to their department and the University community

Professional Development Plans (PDPs) provide an opportunity for the supervisor and employee to strategically enhance existing skills, grow and develop in job competence and address skill deficits. PDP's may not need to be completed each year as they are a long-term growth tool than can be adjusted over a period of 1-3 years as the needs of the department may change.

Effective PDPs should include a variety of learning opportunity resources for growth and development.  This may include on the job experiences, special projects, employee shadowing and training. Training may be internal (departmental learnings, Staff Development workshops, Job Enrichment learning) or may be external (conferences, vendor trainings, workshops).

PDPs should also include appropriate learning necessary to obtain or maintain professional certifications and licenses. These may be national certifications with professional organizations or licensure by the state or other entities (example Physician, Nursing, Project Management, Chemical or Materials Management, CPR, Forklift, Blood Borne Pathogens, ServSafe and Senior Lean Leader).

Examples of PDP activities include any measurable result, such as:

  • Courses
  • Conferences
  • Shadowing
  • Training
  • Coaching or mentoring
  • Special projects or stretch assignments
  • Research activities
  • Broad participation in relevant activities available on- or off-campus

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.


Why is Miami Moving to an online performance evaluation process?

The intent of the new online PageUp Performance Evaluation is intended to provide consistency in the requirement to complete a performance report. It is the position of leadership at Miami that each employee (Classified Staff or Unclassified Staff) should receive an annual performance evaluation.

In the past there was not consistency regarding the completion of performance evaluations or the measurement criteria in which employees were rated.

It was possible for an employee to receive a performance evaluation and not be aware of their performance standing within the department.

Do I have to use the online performance evaluation system to evaluate my employees?

Yes, the university uses PageUp Performance Management for annual evaluations and goal setting for Classified Staff and Unclassified Staff.

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

The supervisor/manager will receive an email from the PageUp system indicating that it is time to start the evaluation process.

Will 360 Performance Evaluations be available in the PageUp system?

No, there is only one performance evaluation for Classified Staff or Unclassified Staff. This evaluation is housed within the PageUp system.

What is the difference between supervisor and manager?

The PageUp system uses the term manager and one-up manager. The term supervisor and manager are interchangeable. You may have the title of a manger who supervises at least one Classified or Unclassified Staff member.  if you are a manager who evaluates an employee the PageUp system will request the approval of the employee's one-up manager. This would be the manager's boss.


Why are employees measured against competencies?

The competencies are behaviors expected of all employees, regardless of function.  The University has determined that the six competencies (seven if you are a supervisor) are critical for each employee to be successful in their role.


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.

Performance Rating

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

For Classified Staff there is not a connection to the annual increment process. However, performance evaluations could be considered in decisions regarding promotions. For Unclassified Staff increments are merit based and an annual evaluation would be considered in the increment process.

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 is considered a normal rating?

"Meets Expectations" is considered a normal rating.  Most employees will fit under this category.  "Meets Expectations" is a range of behavior or progress that indicates that the employee performs aspects of their job well.  "Meets Expectations" indicates a solid performing employee.

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 punished 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?

Presently the supervisor for the performance management evaluation lies with the supervisor that approves the employee's time. Conversations between the supervisors can be reflected in the evaluation, or two separate evaluations can be issued for that employee. To do this you would need to contact your appropriate representative (Human Resources or Academic Personnel).

The two supervisors should collaborate on one review with the review only being launched to whoever is marked as the "primary" supervisor.

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 manger 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 acknowledgement is not an agreement of the content. It acknowledges that the conversation took place.

Why are Competencies and Goals rated with Stars?

The stars are part of the PageUp System and cannot be changed. Please see the Competencies page for details.

What about an employee who started after the cycle begins?

The supervisor will receive an email from the PageUp system indicating time to start a performance evaluation.

Probationary employees who have been hired on or before 7/31 will receive their probationary reviews and then will be included in the annual review cycle that starts in May of the following year.

Employees hired after 7/31 will be included in the review cycle that starts in May of the following year.

For other new employees that do not have a probationary period, if the employee is hired on or before 11/30, the employee will complete the normal review process for the current fiscal year. Non-probationary employees hired after 11/30 will start the the next review cycle beginning 5/1.

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.

New Employee Probation Evaluations

Although performance evaluations should be completed for all employees at least annually, you should complete a mid-probationary evaluation and an end-of-probation evaluation for a new Classified Staff employee. Supervisors will receive an email notification from the PageUp system notifying them to begin the performance management process for their probationary employee. Performance issues should be addressed immediately especially with probationary employees.

There are different probation periods for different types of Classified Staff employees, as described in MUPIM 20.6 (see Probationary Periods and Probation for Part-Time Workers).

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:

  • Developing performance improvement plans
  • Giving verbal reprimands
  • Beginning the discipline process, following guidelines for progressive discipline in partnership with Employee and Labor Relations
Discipline Letter Templates

Setting and Maintaining Performance Expectations

It is important that all employees maintain a high level of work performance and productivity, even if the employee has received an approved ADA accommodation and accessibility requirement, is on the transitional work program, or on intermittent Family and Medical Leave Act (FMLA).

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).

Reporting Harassment and Discrimination

It is the duty of all supervisors report issues of harassment and discrimination within 24 hours. Issues of harassment and discrimination should not be investigated by the supervisor. Instead, please immediately consult the Office of Equity and Equal Opportunity.