Performance Appraisals 101:
A Universal Guide for Higher Education and Student Affairs

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Welcome to our guide to performance appraisal for students and professionals in Student Affairs.

Please take a moment to review our process and use the navigation bar above to target your particular areas of interest.

This Performance Appraisal Process is a general guide based around new ideas and grounded in existing research on performance appraisals, which is detailed in the Literature Review. Detailed training is not necessary for this process to be successful. However, we suggest that when developing an appraisal system that all parties be involved in the design and execution. The information on the following pages should serve as an aid to the process and represent only a portion of what is deemed as quality staffing practices in Student Affairs.

If you have questions or concerns about any information on this site please contact us.

The Circular Model Review is based on the 360-degree feedback, in which a person’s boss subordinates and peers have input in the appraisal process (Gibson, Ivancevich, Donnelly & Konopaske 2003). Unlike the 360 model, this model does not require input from a persons peer group, but instead because of the nature of the work, focuses on the feedback for those who work with the person as a supervisor and a supervisee. The model is unique in that it allows the person pre and post reflection time throughout the process. The reason for the circular formation shows that appraisal process is continuous and all levels of employees have the right to a performanace appraisal from those they work with, preformance appraisal, like a circle is fluid, never ending and continuous


This site should serve as a guide to you when designing a performance appraisal process for any level of Student Affairs staff at your institution.

Each page contains a step by step guide for the particular level of interest in addition to forms and worksheets that may be useful.
We believe that the steps will work for any size institution and department. However, the process was designed in the context of a large, public institution. In addition to institution size, other factors such as time at the institution, time in the position, and time in the profession, should not be ignored in this process.

For additional information about the rationale and development of performance appraisals please visit the Literature Review page.




Updated 2008