UNC Asheville Student Affairs
Common Outcomes for Student Employees
1. Professionalism = Student demonstrates the qualities, aims, and conduct that marks a professional person.
2. Communication = Student demonstrates the appropriate process for transmitting and conveying information through a common system of symbols, signs or behavior (written, verbal, and non-verbal skills).
3. Critical Thinking = Student is able to distinguish relevant from irrelevant information in order to approach varying situations based on best practice, past experience, or policy and procedures in the organization.
4. Problem Solving = Students demonstrate the ability to synthesize information and understand a problem, develop a solution to the problem, and implement the solution.
Professionalism: Circle the corresponding number (1-5; no decimals) to rate the student’s skill level and provide examples in discussing performance with the student. If students demonstrate transitioning skills, indicate specific skills by writing in examples of the student’s behavior.
Does not meet Expectations / Meets Expectations / Exceeds Expectations
Demonstrates a desire to be anywhere but at work
Is habitually late, unorganized, and does not complete tasks
Is not interested in program goals
Is not interested in learning or gaining new skills
Does not consistently utilize good judgment
Does not take initiative, is inflexible
Is not proactive
Does not take responsibility for actions
Poor attitude / Demonstrates initiative and energy
Is dependable, punctual, organized, and follows through on ideas
Able to identify and act upon opportunities that give back to the organization
Seeks opportunities to expand their role and learn new skills
Takes ownership in program goals and demonstrates pride in their work
Displays healthy work habits and a commitment to their own work and the institution / Demonstrates consistent initiative and a positive attitude
Consistently and effectively completes all tasks on time without prompting
Actively seeks out opportunities for leadership development
Makes independent decisions based on strong knowledge of policies and departmental goals
Recognizes responsibility in tasks and acts accordingly to uphold high standards and expectations
Critical Thinking: Circle the corresponding number (1-5; no decimals) to rate the student’s skill level and provide examples in discussing performance with the student. If students demonstrate transitioning skills, indicate specific skills by writing in examples of the student’s behavior.
1 / 2 / 3 / 4 / 5Does not meet Expectations / Meets Expectations / Exceeds Expectations
Does not understand their connection to the whole and makes no attempt to critically reflect on their performance or role
Does not identify and evaluate information and therefore cannot hold up policies and procedures or discover new information from research
Is unable to recall impact and outcomes from past events and move forward with a plan that will create the desired outcome / With the help of their supervisor, understands their connection to the larger whole and engages in critical conversations to improve performance
Is able to gather information or facts to aid in job responsibilities or conflict resolution with some guidance from supervisor
Is beginning to understand how behavior impacts the larger organization and takes consistent steps to advance the organizational mission / Independently identifies and evaluates information in order to follow and uphold policies
Has full command of the organizational goals and mission and understands how their behavior impacts outcomes
Works with supervisor to discover new connections or missed connections in their work and identify strategies for re-inventing policies and procedures that reach desired outcomes
Demonstrates advanced research capabilities in searching for new information that influences goals
Problem Solving: Circle the corresponding number (1-5; no decimals) to rate the student’s skill level and provide examples in discussing performance with the student. If students demonstrate transitioning skills, indicate specific skills by writing in examples of the student’s behavior.
1 / 2 / 3 / 4 / 5Does not meet Expectations / Meets Expectations / Exceeds Expectations
Is completely unaware of surrounding environment so makes no effort to address problems
Makes no effort to address problems
Consistently passes on problems and issues to peers or supervisors / With the help of a supervisor, is able to collect, synthesize and analyze information from a variety of appropriate sources to solve a problem
With the help of a supervisor, is able to implement a solution to any given problem
With the help of a supervisor, is able to identify a set of criteria and/or standards by which the solution will be aligned / Can independently collect, synthesize and analyze policies, procedures, resources, and individual perspectives to find a solution to a problem
Can independently implement an effective solution to any given problem
Is able to make decisions independently and use sound reasoning to develop alternate solutions when necessary, thinking quickly and holistically until full resolution of the conflict is achieved
Communication: Circle the corresponding number (1-5; no decimals) to rate the student’s skill level and provide examples in discussing performance with the student. If students demonstrate transitioning skills, indicate specific skills by writing in examples of the student’s behavior.
1 / 2 / 3 / 4 / 5Does not meet Expectations / Meets Expectations / Exceeds Expectations
Cannot get the point across and communication
Consistently unaware of audience
Disruptive, Interrupts; Does not listen
Mumbles and makes no eye contact
Failure to recognize when direct communication is necessary
Complains about not receiving information
Uses text shorthand in professional correspondence / Able to express ideas, feelings, and emotions appropriately and coherently in one-on-one situations, in groups, in writing, online and when speaking publicly
Able to articulate and use appropriate lines of communication
Able to use listening skills and proper eye contact to properly respond to questions
Can express questions and concerns in all forms of written communication, while utilizing professional writing etiquette / Always attentive and not distracted when communicating
Fully aware of audience and changes in communication style appropriately
Practices active listening, interrupts with permission, and understands when face to face communication is required
Written communication constantly has a clear beginning, middle, and end with appropriate grammar
Non-verbal cues are respectful and effective
The following recommendations were compiled through feedback from the work group responsible for creating the rubric and from several different representatives in the Division (Directors, front line workers, and students) and the Career Center.
1. Student employees should be evaluated once per semester in order to foster growth and allow students the opportunity to improve and develop in any and all areas for which they have been evaluated on with this rubric.
2. A member of the student employee employability work group will be responsible for asking departments to report student marks once per semester. When that time comes each semester, it will be communicated to Directors through email and Central Staff Meetings.
3. To facilitate this process, the work group has provided departments with a pre-formulated spreadsheet using EXCEL (Document Name: Student Affairs Student Employee Performance Report). Instructions for how to complete the spreadsheet are included in that document.
4. The rubric is intended to be flexible for supervisors so that transitioning skills and open conversations based on the unique relationship of the supervisor and the student are honored. In addition, the individual capability of any given student should be considered when helping students develop and transition through skill sets.
5. For the best result regarding use of the rubric and associated reporting requirements, use of this rubric and these measurements across all divisional units is a necessity for institutional effectiveness. Thank you in advance for utilizing the rubric and adhering to the recommendations as consistently as possible.
6. When reporting scores on the provided reporting tool – do not forget to include the number of hours each employee you are evaluating worked per week as that is an important variable.