PERFORMANCE APPRAISAL FORM: TEAM LEADER

YMCA Cook County Community YMCA

Employee Name: Title:
Location: Cook County Review Period:
Supervisor’s Name: Title:

INSTRUCTIONS FOR SUPERVISOR

At the beginning of the appraisal period, the supervisor should be prepared to discuss fully the
employee’s responsibilities, including the standards that the employee is expected to meet for
performance of core job functions (section 2), and the key performance objectives for the period
(SMART goals, section 3). Ideally, the supervisor and employee work together to clarify and record
major job functions and performance standards as well as to set SMART goals. The employee also
should be informed which leadership competencies will be rated in section 4. At the end of the
appraisal period, ratings and comments are completed, sections 5 and 6 are completed, and the form
is finalized for the period. Then, the supervisor should begin working with the employee to set
standards and SMART goals for the next appraisal period, as the performance cycle continues.

INSTRUCTIONS FOR EMPLOYEE

Before each meeting with the supervisor, employees are encouraged to think carefully about their
own performance in relation to the standards and goals set at the beginning of the period and in
relationship to YMCA leadership competencies. Employees’ full engagement in the process can make
for more meaningful dialogue and contribute to more accurate and complete appraisal. Below are
some questions to help employees prepare for their performance appraisal meeting.

 How have I personally advanced the mission and cause of the Y in my area of responsibility?
 Did I meet all the standards set for the core functions of my job?
 Did I achieve all of the SMART goals agreed upon at the start of the review period? Were there specific
areas in which I did a truly exceptional job, or where my achievement was more significant because of
unforeseen barriers or challenges that I was able to overcome? Are there objectives where I fell short?
 Did my efforts during this review period help achieve the Y’s strategic and/or operating priorities?
How, specifically?
 Were there any major work-related events or conditions that may have affected my ability to perform
my job during this review period?
 Did I demonstrate critical Y leadership competencies in obtaining any of my key objectives? How?
 Did I implement any improvements or innovations in my area of responsibility that enhanced the
experience for members or others who engage with the Y?
 Is there anything that is likely to be different in the next review period? Will there be any changes in
responsibilities or job focus?

APPRAISAL FORM: TEAM LEADER | page 1

SECTION 2: CORE FUNCTIONS
At the beginning of the appraisal period, describe each core function from the job description and
define performance standards for levels 1, 3, and 5. At the end of the appraisal period, assign
ratings and make comments. Add additional core functions as necessary.

1. FUNCTION (Describe):

1 BELOW EXPECTATIONS (Describe) 3 MEETS EXPECTATIONS (Describe) 5 FAR EXCEEDS EXPECTATIONS

2 DEVELOPMENT

EXPECTATIONS
(Describe)

4 EXCEEDS
NEEDED

COMMENTS
Enter rating:

FUNCTION (Describe):
1 BELOW EXPECTATIONS (Describe) 3 MEETS EXPECTATIONS (Describe) 5 FAR EXCEEDS EXPECTATIONS
2 DEVELOPMENT

EXPECTATIONS
(Describe)

4 EXCEEDS
NEEDED

COMMENTS
Enter rating:

2. FUNCTION (Describe):
1 BELOW EXPECTATIONS (Describe) 3 MEETS EXPECTATIONS (Describe) 5 FAR EXCEEDS EXPECTATIONS
2 DEVELOPMENT

EXPECTATIONS

(Describe)
4 EXCEEDS
NEEDED

COMMENTS
Enter rating:

3. FUNCTION (Describe):
1 BELOW EXPECTATIONS (Describe) 3 MEETS EXPECTATIONS (Describe) 5 FAR EXCEEDS EXPECTATIONS
2 DEVELOPMENT

EXPECTATIONS

(Describe)
4 EXCEEDS
NEEDED

COMMENTS
Enter rating:

APPRAISAL FORM: TEAM LEADER | page 2

4. FUNCTION (Describe):
1 BELOW EXPECTATIONS (Describe) 3 MEETS EXPECTATIONS (Describe) 5 FAR EXCEEDS EXPECTATIONS

2 DEVELOPMENT

EXPECTATIONS
(Describe)

4 EXCEEDS
NEEDED
COMMENTS
Enter rating:

SECTION 3: SMART GOALS

Goals and measures should be agreed upon and recorded at the beginning of the appraisal period. SMART goals
typically flow from strategic or operating plans. Goals must be SMART (Specific, Measurable, Action-oriented,
Results-focused, and Time-bound) and listed in order of importance. At the end of the appraisal period, ratings
and comments should be recorded. Select one of the following ratings: 1 (Below Expectations); 2 (Development
Needed); 3 (Meets Expectations); 4 (Exceeds Expectations); or 5 (Far Exceeds Expectations). Refer to section
5.C for rating definitions.

Each goal should (in most cases) be linked to a strategic priority:

• Youth Development (YD) • Healthy Living (HL)
• Social Responsibility (SR) • Organizational Capacity (OC)

GOAL #1 Tie it to a strategic priority

Choose from the priority list above:

Describe the goal: Measured by: (For example, a percent, a number, or a deadline)

RESULTS (Complete at the end of the appraisal period)

Enter rating:

GOAL #2 Tie it to a strategic priority

Choose from the priority list above:

Describe the goal: Measured by: (For example, a percent, a number, or a deadline)
.

RESULTS (Complete at the end of the appraisal period)

Enter rating:

APPRAISAL FORM: TEAM LEADER | page 3

GOAL #3 Tie it to a strategic priority
Choose from the priority list above: Capacity

Describe the goal: Measured by: (For example, a percent, a number, or a deadline)

RESULTS (Complete at the end of the appraisal period)

Enter rating:

GOAL #4 Tie it to a strategic priority

Choose from the priority list above:

Describe the goal: Measured by: (For example, a percent, a number, or a deadline)

RESULTS (Complete at the end of the appraisal period)

Enter rating: Enter comments here:

GOAL #5 Tie it to a strategic priority

Choose from the priority list above:

Describe the goal: Measured by: (For example, a percent, a number, or a deadline)

RESULTS (Complete at the end of the appraisal period)

Enter rating: Enter comments here:

APPRAISAL FORM: TEAM LEADER | page 4

SECTION 4: YMCA LEADERSHIP COMPETENCIES FOR TEAM LEADER

VALUES
Definition: Demonstrates in word and action the Y’s core values of caring, honesty, respect, and responsibility and a commitment to
the Y’s mission, in all matters at all times.
1 BELOW EXPECTATIONS 3 MEETS EXPECTATIONS 5 FAR EXCEEDS EXPECTATIONS
Behaves in a manner inconsistent Models and teaches the Y’s values to Speaks passionately about the Y’s

2 DEVELOPMENT

EXPECTATIONS
with the Y’s values and may even others. Cultivates trust in others values and mission and encourages

4 EXCEEDS
NEEDED
challenge them at times. May lack through direct and honest interactions. others to do the same. Honors
integrity and credibility with others. Keeps confidences and earns the trust commitments and shows utmost
Takes credit for the work of others of others. respect for others in all circumstances.
while passing blame. Always accepts responsibility for
setbacks and less successful endeavors
and shares successes.
COMMENTS—VALUES
Enter rating: Enter comments here:

COMMUNITY
Definition: Delivers the benefits of good health, strong connections, greater self-confidence, and a sense of security to all
who seek it.
1 BELOW EXPECTATIONS 3 MEETS EXPECTATIONS 5 FAR EXCEEDS EXPECTATIONS
Creates barriers to providing Eliminates system/bureaucratic Advocates passionately for resources

4 EXCEEDS EXPECTATIONS
2 DEVELOPMENT NEEDED

excellent member service. Overlooks barriers so staff can provide and services on behalf of members and
opportunities to recognize others for exceptional member service. Publicly the community. Makes certain that
contributing to excellence in member recognizes people for outstanding staff and volunteers have the skills and
and community service. Fails to seek member and community service. knowledge needed to provide
out member or community feedback Captures and analyzes member and exceptional member and community
to guide improvements to programs community data to guide service. Capitalizes on member and
and services. improvements. community feedback and data in order
to prioritize resources and maximize
the impact of program and service
improvements.
COMMENTS—COMMUNITY
Enter rating: Enter comments here:

VOLUNTEERISM
Definition: Advances the legacy of volunteer engagement and leadership.
1 BELOW EXPECTATIONS 3 MEETS EXPECTATIONS 5 FAR EXCEEDS EXPECTATIONS
4 EXCEEDS EXPECTATIONS

Sees little value in volunteers and Seeks out and listens to volunteers to Probes to find knowledge of each and
2 DEVELOPMENT NEEDED

under-uses their skills and understand what motivates them to every volunteer’s unique skill sets and
knowledge. Uses volunteers only to serve. Ensures that volunteers are motivations to build engagement and
complete mundane tasks with little provided with meaningful and fulfilling satisfaction. Weaves volunteers seam-
meaningful value. Gives volunteers work. Provides volunteers with lessly into work processes to enhance
tasks without providing adequate appropriate orientation, training, both volunteer and staff motivation.
training or context, and tends to development opportunities, and Constantly improves interactions with
recognize neither their unique skill recognition for their volunteers, including orientation and
sets nor their contributions to the work/contributions. development, to sustain and increase
organization. their involvement with the Y.
COMMENTS—VOLUNTEERISM
Enter rating: Enter comments here:

APPRAISAL FORM: TEAM LEADER | page 5

PHILANTHROPY
Definition: Values and supports the many facets of philanthropy as an essential component in achieving the Y’s mission.
1 BELOW EXPECTATIONS 3 MEETS EXPECTATIONS 5 FAR EXCEEDS EXPECTATIONS
Conducts fact-based training Designs and conducts training Develops a compelling story about Y
programs about the Y, but fails to programs for volunteers, staff, and fundraising programs that engages

4 EXCEEDS EXPECTATIONS
2 DEVELOPMENT NEEDED
build others’ understanding about other groups in order to educate them volunteers, staff, and other groups;
why philanthropy is an essential about the charitable nature of the Y. helps others understand why
component in achieving the Y’s Learns and applies fundraising best philanthropy is an essential component
mission. Learns about fundraising practices. Secures gifts from in achieving the Y’s mission. Reaches
best practices only when they are prospective donors in order to out to other nonprofit leaders to share
brought to him/her; hesitates to generate financial support for the Y’s and learn best practices; continually
apply new approaches to fundraising mission. searches for new ways to expand the
efforts. May gain promises of reach of fundraising efforts. Quickly
donations that are not fulfilled or that earns trust and obtains financial
fail to result in an ongoing donor contributions from others while building
relationship with the Y. long-term loyalty to the Y movement.
COMMENTS—PHILANTHROPY
Enter rating: Enter comments here:

INCLUSION
Definition: Values all people for their unique talents and takes an active role in promoting practices that support diversity, inclusion,
and cultural competence.
1 BELOW EXPECTATIONS 3 MEETS EXPECTATIONS 5 FAR EXCEEDS EXPECTATIONS
2 DEVELOPMENT NEEDED

Makes decisions without seeking out Actively looks for and incorporates Integrates opposing views to improve
or incorporating different points of different points of view when making understanding and decision making.

EXPECTATIONS
4 EXCEEDS
view. Fails or is slow to address decisions. Appropriately addresses and Courageously and assertively addresses
others’ behaviors that are corrects behaviors and practices that disrespectful behaviors, even if doing
inappropriate or not inclusive. Allows don’t support inclusion. Encourages so is difficult. In group discussions,
others to ignore or exclude people of everyone to work well with one emphasizes the value of different
different backgrounds or dimensions another, regardless of dimensions of points of view by highlighting ideas that
of diversity (e.g., gender, race). diversity (e.g., gender, race). have been generated from those with
unique perspectives or experiences.
COMMENTS—INCLUSION
Enter rating: Enter comments here:

RELATIONSHIPS
Definition: Builds authentic relationships in the service of enhancing individual and team performance to support the Y’s work.
1 BELOW EXPECTATIONS 3 MEETS EXPECTATIONS 5 FAR EXCEEDS EXPECTATIONS
2 DEVELOPMENT NEEDED

Struggles with engaging team Builds effective teams and committees Models the Y’s vision and motivates
members and rallying them around a by fostering common vision and plans. team members to serve on teams and
EXPECTATIONS
4 EXCEEDS

common vision. Can identify team Assesses team dynamics and takes committees. Is self-aware: understands
dynamics but does not effectively use appropriate actions to engage team the impact of own behavior on
them to build relationships. members in the task at hand. Manages relationships and easily adjusts to
Inappropriately manages or ignores conflict constructively so that improve team effectiveness.
barriers to relationships. disagreements lead to useful and Immediately addresses unconstructive
productive discussions. and disrespectful behaviors that
undermine relationships.
COMMENTS—RELATIONSHIPS
Enter rating: Enter comments here:

APPRAISAL FORM: TEAM LEADER | page 6

INFLUENCE
Definition: Employs influence strategies that engage, motivate, and build commitment to the cause and overall Y goals.
1 BELOW EXPECTATIONS 3 MEETS EXPECTATIONS 5 FAR EXCEEDS EXPECTATIONS

4 EXCEEDS EXPECTATIONS
Jumps to action before assessing the Plans for and adapts influence Evaluates complex situations quickly

2 DEVELOPMENT NEEDED
situation; may use the same strategies to best fit the audience. and effectively; adapts his/her
influencing strategy regardless of the Asks questions for information and influencing strategy “in the moment,”
interests of the audience. Presses to understanding when negotiating and based on the needs or interests of the
complete negotiations or resolve dealing with conflict. Articulates audience. Finds middle ground with
conflict without full consideration of positions well in oral and written form. others to mitigate or overcome conflict,
others’ concerns. Waivers in his/her resulting in win–win outcomes.
position or struggles to convey a clear Persuasively presents positions orally
point of view to others. and in writing, using clear arguments
and statements that engage others.
COMMENTS—INFLUENCE
Enter rating: Enter comments here:

COMMUNICATION
Definition: Listens and expresses self effectively and in a manner that reflects a true understanding of the needs of the audience.
1 BELOW EXPECTATIONS 3 MEETS EXPECTATIONS 5 FAR EXCEEDS EXPECTATIONS
Chooses inappropriate or ineffective Creates presentations tailored to the Communicates effectively with different
communication vehicles (e.g., phone, needs of the audience. Uses analogies audiences at all levels in the organization,

4 EXCEEDS EXPECTATIONS
2 DEVELOPMENT NEEDED

email, face-to-face) for the situation, and metaphors that engage, enlighten, easily adapting his/her approach and
and as a result, misses opportunities and draw others to the cause. the focus of his/her message to the
to build support for the Y’s goals. Communicates needs and goals audience. Through sharing stories or
Communicates in a dry and effectively to team members and anecdotes, inspires and engages others
uninspiring manner or confuses individuals. Ensures that regular, by painting compelling pictures through
others by providing unclear or consistent communication takes place the use of words. Follows up to ensure
conflicting messages. Fails to clearly within area of responsibility. that team members completely under-
communicate goals and expectations stand goals and expectations. Identifies
to others. Guards information and is and shares with individuals or teams in
reluctant to share information that other areas any ideas, information, or
could benefit others. results that may benefit them.
COMMENTS—COMMUNICATION
Enter rating: Enter comments here:

DEVELOPING OTHERS
Definition: Recognizes and acts on the need to continually develop others’ capabilities to attain the highest level of
performance possible.
1 BELOW EXPECTATIONS 3 MEETS EXPECTATIONS 5 FAR EXCEEDS EXPECTATIONS
Assists others with building Coaches others in creating and Partners with others to create and
4 EXCEEDS EXPECTATIONS

development plans but struggles with implementing their development plans. implement development plans that
2 DEVELOPMENT NEEDED

supporting the implementation of Delegates responsibility and coaches balance current skill gaps and
those plans. Presumes that instructor- others to develop their full capabilities. strengths, their career interests, and
led training is the solution to all Delivers positive and constructive the future needs of the Y. Builds and
development needs, or assumes that feedback to motivate, encourage, and adjusts work flow in order to provide
others will develop skills independently support others in their development. on-the-job development opportunities
and neglects to provide experiences that stretch staff members’ skills.
or feedback to support growth or Serves as a mentor to others beyond
improvement. Provides performance his/her team and provides them with
feedback, yet fails to link the candid, targeted feedback that they
feedback to development. may not receive elsewhere.
COMMENTS—DEVELOPING OTHERS
Enter rating:

APPRAISAL FORM: TEAM LEADER | page 7

DECISION MAKING
Definition: Integrates logic, intuition, and sound judgment to analyze information to identify greatest opportunities, make sound
decisions, and solve problems.
1 BELOW EXPECTATIONS 3 MEETS EXPECTATIONS 5 FAR EXCEEDS EXPECTATIONS

4 EXCEEDS EXPECTATIONS
Typically makes decisions without Thinks several steps ahead to Identifies potential obstacles to the

2 DEVELOPMENT NEEDED
thinking through the consequences. anticipate likely outcomes and decide effectiveness of a solution and
Attempts to analyze data and on the best course of action. Identifies proactively develops contingency plans.
decisions from various points of view, patterns of information and makes Uses patterns of information to grasp
but struggles to build an overall sense of seemingly disparate data. problems and recommend solutions
perspective of the situation or Develops solutions to problems, before others may recognize that there
problem. Develops solutions to balancing the risks and implications is an issue to be solved. Weighs the
problems without a clear across multiple projects. cost and benefits of solutions across
understanding of the implications numerous projects to gain the best
across multiple projects or initiatives. long-term outcome for the Y.
COMMENTS—DECISION MAKING
Enter rating: Enter comments here:

INNOVATION
Definition: Participates in the generation, experimentation, and implementation of new approaches and activities that improve
and expand the Y’s mission and work.
1 BELOW EXPECTATIONS 3 MEETS EXPECTATIONS 5 FAR EXCEEDS EXPECTATIONS
Ignores others’ innovative ideas, or is Teaches others to observe people and Promotes time dedicated to creativity
reluctant to follow up on them, thus situations to discover ideas and and makes others feel that ideas can

4 EXCEEDS EXPECTATIONS
2 DEVELOPMENT NEEDED

decreasing their motivation to offer suggestions for improvement. make a difference. Enables others to
suggestions again. Rarely seeks out Incorporates creative thinking and generate new ideas, approaches, and
new ideas from others; misses oppor- discussion techniques into meetings, activities to improve and expand the
tunities for improvement that could including brainstorming, mind Y’s mission and work by creating
be addressed through engaging mapping, sticky notes, and white opportunities for conversations
others in creative thinking and board visuals. Conducts prototypes to between employees at all levels of the
problem solving. Avoids potential support rapid learning and minimize organization. Shares and applies
risks associated with experimentation the risks of launching programs and learning from both successful and
and innovation by continuing to use activities. unsuccessful ideas to inspire creative
only safe, established processes and thinking.
solutions.
COMMENTS—INNOVATION
Enter rating:

PROJECT MANAGEMENT
Definition: Supports goal attainment by prioritizing activities, assigning responsibilities in accordance with capabilities, monitoring
progress, and evaluating impact.
1 BELOW EXPECTATIONS 3 MEETS EXPECTATIONS 5 FAR EXCEEDS EXPECTATIONS
2 DEVELOPMENT NEEDED

Fails to identify, organize, and Defines tasks and milestones; Consistently achieves goals ahead of
delegate work to achieve project delegates to ensure the optimal use of schedule. Learns from every project
EXPECTATIONS
4 EXCEEDS

objectives. Provides little or no resources to meet those objectives. and creates detailed project
guidance to others to ensure that Assists individuals and teams, as documentation that can be shared and
their goals are realistic; may stifle necessary, in setting realistic goals. incorporated into future project plans.
others’ contributions to project Sets, communicates, and regularly Continually assesses project progress
planning. Focuses on tasks rather assesses priorities so that projects and goals to ensure alignment with
than on long-term project goals. stay on time and on target to meet the changing business needs.
stated goals.
COMMENTS—PROJECT MANAGEMENT
Enter rating:

APPRAISAL FORM: TEAM LEADER | page 8

FINANCE
Definition: Demonstrates and sustains the Y’s nonprofit operational model.
1 BELOW EXPECTATIONS 3 MEETS EXPECTATIONS 5 FAR EXCEEDS EXPECTATIONS
Misses key expenses or incorrectly Analyzes financial data in order to Effectively uses financial data to project

4 EXCEEDS EXPECTATIONS
2 DEVELOPMENT NEEDED
estimates costs when developing make comparisons, draw conclusions, costs, understand the financial impact
budgets or making financial decisions. and make decisions. Identifies of events, and make decisions. Is
Fails to identify financial risks (e.g., significant business, financial, and vigilant in managing budgets and
potential cost overages) in time to operating risks and financial monitoring expenses; takes prompt
take corrective action. Does not take irregularities, and communicates action when financial risks or
advantage of opportunities to educate information to management. Educates irregularities are identified. Continually
staff on the link between program staff on how the success of their challenges staff to improve operational
success and the financial viability of programs increases the financial efficiencies in order to deliver top-
the organization. viability of the organization. quality programs and services while
protecting the organization’s assets.
COMMENTS—FINANCE
Enter rating: Enter comments here:

QUALITY RESULTS
Definition: Demonstrates and fosters a strong commitment to achieving goals in a manner that provides quality experiences.
1 BELOW EXPECTATIONS 3 MEETS EXPECTATIONS 5 FAR EXCEEDS EXPECTATIONS
Fails to provide goals or objectives Defines clear goals, objectives, and Identifies opportunities for continuous
with clearly defined expectations for measurements for each staff member. improvement; creates and communicates
time, quality, or budget. Does not Holds staff accountable for high- stretch goals and high performance

4 EXCEEDS EXPECTATIONS
2 DEVELOPMENT NEEDED

follow up or is slow to follow up when quality, timely, and cost-effective standards; checks to ensure staff
staff members miss deadlines, results. Utilizes a process to measure understand expectations. Establishes
budget, or quality standards. progress against strategic goals and regular status checks and holds others
Typically becomes aware of ensure continuous improvement. accountable for results; adjusts goals as
performance gaps or missed results needed, based on shifting organizational
only after it is too late to easily priorities; provides rewards based on
recover or improve performance. performance and achievement of goals.
Evaluates and improves processes for
measuring progress against strategic goals;
identifies potential shortfalls in achieving
goals early; provides team members with
guidance to help them overcome obstacles.
COMMENTS—QUALITY RESULTS
Enter rating:
SELF DEVELOPMENT
Definition: Is dedicated to the improvement of own capabilities, and demonstrates this through the continual expansion of
knowledge and skills.
1 BELOW EXPECTATIONS 3 MEETS EXPECTATIONS 5 FAR EXCEEDS EXPECTATIONS
2 DEVELOPMENT NEEDED

Participates in managerial and Takes every opportunity to improve Creates opportunities to develop
leadership development opportunities personal management and leadership personal management and leadership
EXPECTATIONS
4 EXCEEDS

only when required. Treats learning as skills. Has a passion for learning that skills and regularly reflects on what
a task; finds excuses that prevent drives the pursuit of new knowledge he/she could do differently next time.
him/her from investing the time and and the discovery of new ideas. Listens Appreciates new ideas and learning and
energy to build and retain new and observes to gain new insight and encourages others to try and build new
knowledge and skills. Rejects the notion continually improve performance. skills. Proactively evaluates own
that he/she has personal development successes and failures to learn from
needs and actively avoids feedback. them.
COMMENTS—SELF DEVELOPMENT
Enter rating: Enter comments here:

APPRAISAL FORM: TEAM LEADER | page 9

CHANGE CAPACITY
Definition: Leads self and others through change by navigating ambiguity appropriately and adapting well to new situations,
obstacles, and opportunities.
1 BELOW EXPECTATIONS 3 MEETS EXPECTATIONS 5 FAR EXCEEDS EXPECTATIONS
Is slow to get others on board with Manages others’ resistance to change Inspires others to be excited about

4 EXCEEDS EXPECTATIONS
change; may seek input from by seeking input from stakeholders, change by identifying and using key

2 DEVELOPMENT NEEDED
stakeholders, but does nothing with communicating clearly, and showing influencers in the organization to move
the information. Avoids interacting enthusiasm for the change. Actively change forward. Helps others adapt to
with others who may look to him/her supports and remains accessible to the change by being highly visible,
for answers or guidance during times others during times of change or speaking about the benefits of change,
of change or stress. Creates barriers stress. Provides resources, removes and helping others understand how the
to change by withholding resources or barriers, and acts as an advocate for change will affect them personally.
speaking negatively about the those initiating change. Regularly seeks opportunities to create
change. or impact change; identifies potential
barriers to change, and brings ideas for
solutions to those leading the change.
COMMENTS—CHANGE CAPACITY
Enter rating:

EMOTIONAL MATURITY
Definition: Demonstrates effective interpersonal skills.
1 BELOW EXPECTATIONS 3 MEETS EXPECTATIONS 5 FAR EXCEEDS EXPECTATIONS
May become flustered and make poor Consistently makes critical and timely Quickly, calmly identifies critical elements

4 EXCEEDS EXPECTATIONS
2 DEVELOPMENT NEEDED

or slow decisions during difficult decisions at difficult times and in of a complex issue to make good decisions
situations or when under stress. challenging situations. Manages in high-stress, high-stakes situations.
Becomes visibly stressed and/or emotions appropriately and avoids Skillfully manages others’ impressions of
overly relies on a command-and- becoming defensive if challenged or self in difficult or contentious situations;
control style when under pressure. asserting inappropriate control when remains composed and helps others do
May be abrupt, rude, or insensitive under pressure. Approaches others the same during stressful situations.
when dealing with tough and addresses sensitive issues, Communicates difficult messages directly
interpersonal situations; focuses inappropriate behavior, or and tactfully to people at all levels in the
more on the message being sent than performance concerns in a organization in order to produce the
on the impact of the message. nonthreatening manner. desired action or behavior change.
COMMENTS—EMOTIONAL MATURITY
Enter rating: Enter comments here:

FUNCTIONAL EXPERTISE
Definition: Has the functional and technical knowledge and skills to do the job at a high level of accomplishment.
1 BELOW EXPECTATIONS 3 MEETS EXPECTATIONS 5 FAR EXCEEDS EXPECTATIONS
4 EXCEEDS EXPECTATIONS

Demonstrates significant gaps in Has the functional and technical Applies extensive functional expertise
2 DEVELOPMENT NEEDED

functional or technical knowledge that knowledge and skills to do the job at a and regularly provides colleagues with
hinder effective job performance. Is high level of accomplishment. Uses sound guidance or advice based on that
unaware of or fails to apply industry best practices, guidelines, and industry expertise. Prioritizes and takes the time
standards. Takes few or no actions to standards as a framework to improve necessary to seek out industry best
maintain up-to-date knowledge and performance. Demonstrates up-to-date practices from outside the Y and shares
skills in functional area. knowledge and skills in the technology them so that others can benefit. Maintains
associated with the job. strong connections with professional
associations and networks to stay up-
to-date within area of expertise.
COMMENTS—FUNCTIONAL EXPERTISE
Enter rating:

APPRAISAL FORM: TEAM LEADER | page 10

SECTION 5: SUMMARY, COMMENTS, OVERALL RATING, AND SIGNATURES

A. ABOVE/BELOW (Optional, complete as necessary)

“ABOVE” — Recognition for going the extra mile or performing significantly above what is required within
this review period.

“BELOW” — Significant performance expectations or goals not met this period:

B. EMPLOYEE COMMENTS (Feedback from employee to supervisor)

Things you do as my supervisor that help me to be successful:

Things you could do that would help me be even MORE successful as an employee, if applicable:

C. OVERALL PERFORMANCE RATING

Rating Scale Definitions (Select one)

Varying degrees of importance should be placed on those factors measuring performance in a given job.
The overall performance rating represents a composite of the supervisor’s observance of this
employee’s performance based on the core functions (job description), identified goals and objectives, and
leadership competencies. Also use the scale below for rating section 3, SMART goals.

Level 1: Results do not meet minimum requirements. Needs improvement. Not

sufficiently competent and/or motivated. Appears to lack required skills for this
position.

Level 2: Performance meets minimum standards. Results were inconsistent, with some
deliverables missed. Skills generally need improvement.

Level 3: Fully successful. Accomplishments are comparable to job needs. Sometimes

exceeds expectations. Consistent performer and leader.

Level 4: Consistently exceeds objectives. Contributions are significantly above what is

expected. Accomplishes more, faster, and better than others in a similar
position. Achieves objectives by overcoming difficult obstacles.

Level 5: Results far exceed job standards. Sets new standards of performance.
Extremely creative, insightful, or remarkable work. Ratings in this category are
reserved for breakthrough results and outstanding accomplishments.

Developing: Results do not consistently meet expectations. May lack experience and/or
skills. Has the capacity to improve overall performance within a reasonable
period of time. Is still acquiring the skills necessary to be fully effective and
achieve the outcomes expected of the job.
Note: This rating is available ONLY when the employee is new to the position.

APPRAISAL FORM: TEAM LEADER | page 11

D. ACKNOWLEDGEMENTS AND SIGNATURES
The employee, the supervisor, and the next-level supervisor should sign below. If the supervisor is the
CEO, a next-level signature is unnecessary.

Appraisal Prepared by: < Type Supervisor/Manager's Name Here >

Date Signature

Next-level Supervisor: < Type Next-level Supervisor/Manager's Name Here >

Date Signature

Employee Acknowledgment:
My signature means my supervisor has discussed this document with me and that I have been given the
opportunity to make comments, but it does not necessarily imply my agreement with its contents.

Date Signature
Employee Comments:

See next page for optional career development section.

APPRAISAL FORM: TEAM LEADER | page 12

SECTION 6: CAREER DEVELOPMENT (OPTIONAL, BUT ENCOURAGED)
This section should be completed by the employee and discussed with the supervisor. It is not
included in the overall performance rating. Refer to the Leadership Competency Development
Guide for suggested experience-based learning assignments, key coaching questions, formal
training, self-study, and valuable tips.

Briefly describe professional goals (e.g., a position you want to work toward, an
experience you want to have, an impact you want to make):

Competency to Be Describe (for example, experience-based Target Who Will Help

Developed assignments, formal study, self-study, Dates and How?
coaching, etc.)
Select a Leadership
Competency to Develop

Select a Leadership
Competency to Develop

Functional Expertise
(Including Technology)

A. Identify Your Leadership Certification Status B. Select Leadership Certification Level

Achieve a new leadership certification Leader

Maintain current leadership certification through earning Team Leader

20 recertification credits
Multi-team or Branch Leader

Organizational Leader

SECTION 7: COMMUNITY INVOLVEMENT AND EDUCATION (Optional, but encouraged)

This section should be completed by the employee and discussed with the supervisor. It is not
included in the overall performance rating.

APPRAISAL FORM: TEAM LEADER | page 13

List any Community Organizations, Trade Groups, Boards, Advisories, or other
community groups that you are involved with (EXCLUDING religious or political
groups):

List any Certifications or Trainings in the last 12 months:

List any Degrees or Diplomas received in the last 12 months:

Identify Your Education Goal (for the next 12 Months)

High School Diploma/GED

Area of Study:
Associate’s Degree

Bachelor’s Degree

Master’s Degree
Expected Date of Completion:
Certificate (University/College level)

Other: YMCA Multi-Team or Branch Leader

*Please submit proof of attendance, copy of degree or certificate, or other documentation to Human
Resources for inclusion in your employee file.

APPRAISAL FORM: TEAM LEADER | page 14