Leadership Interaction For this discussion, think of an event where you were the leader, or the person being led. 1. Provide a very brief description of the event. Using your Big Five score as a f
Job Performance Appraisal System
Jennifer Bacuylima
St. Thomas University
Psychology of work /INP-4105-OL1
Professor Scott Gillig
September 7, 2025
Job Performance Appraisal System
Regent University's admissions counselor performance evaluation plan must be developed in detail in a manner that satisfies the salient features of a job position. This system serves, among other functions, to hold the targets of enrollment accountable and to invite the enrollment of a counselor who reflects the Christian mission that the institution exercises. The system reviews a vast diversity of performance standards, which are intelligently divided into objective and subjective indicators to ensure a balanced and equitable review of the contribution of every member of the university community.
The objective performance measures apply to the tangible and numerical or measurable results that can be directly linked or attached to the strategic goals of the Enrollment Management Department. They are directly measurable, and an objective index of the latent productivity of the counselor exists. Key metrics would be outbound calls per day and week, and the percentage of answered inbound calls within a set period of time, that is, the number of calls from potential students compared with the number of applications to the institution (Wang & Tian, 2022). The number of students who manage to enroll successfully on a semester-by-semester basis as a direct product of the hard work and advice given by the counselor is the most important objective criterion. In addition, the accuracy and cautiousness with which student records are maintained within the database system at the university is a valued objective outcome measure, because it is correlated with the professional responsibility and integrity through which the counselor handles highly sensitive data.
The subjective performance criteria cover the qualitative side of the position and involve the supervisor making an informed judgment. These indicators are used to measure what kind of relations and contact the counselor has and how it is oriented to the university's values. Supervisors would review how consistently the counselor delivers highly attentive customer service, observing their level of professionalism, patience, and sincere compassion as they speak with potential students (Johnson & Riggio, 2022). The range and degree to which the counselor is knowledgeable about academic classes, financing policy, and assistance open to the military is subjective, as is their potential to rationally match program of study goals to the optimum course of study. The most important subjective factor is the real manifestation of the Christian mission of the university in the persona of the counselor, and that is actually expressed in the spiritual willingness to assist a student to achieve their educational goals and also their personal and Christian growth. Other subjective indicators are the interpersonal skills of the counselor, their skills to cooperate with other workers, and observable motivation to continue learning and improvement through training and coaching (Johnson & Riggio, 2022).
To evaluate all these differing criteria, the methods used to assess them also use a combination of tools in order to provide a multifaceted and comprehensive review process. The official appraisal is pegged on an elaborate rating scale. Each of the subjective performance grading areas, as a set of behavioral standards, is numerically rated by the supervisor as exemplar performance or as competent or unsatisfactory performance (Johnson & Riggio, 2022). Behavioral type observations will be considered one of the most important elements of the assessment, and the supervisor will be able to hear the progress of the conversation with their own ears and see with their own eyes how the counselor manages to cope with stressful situations, how they solve them, and how they manage to apply the knowledge to the problematic situations in life (WeiDa, 2022). Although not utilized in the total score, a simple checklist is utilized to confirm the completion of key administrative functions to ensure that nothing vital is missed.
This performance appraisal system is composed of a rigorous but ongoing process of evaluation. The main assessor will be the immediate supervisor of the counselor in the Enrollment Management department, who knows best what they are doing in their daily work and performance. It is a continuous process and includes periodic, real-time feedback with call monitoring debriefs and weekly one-on-one coaching (Johnson & Riggio, 2022). These informal check-ins allow for immediate course correction and professional development. They are evaluated twice a year without writing and synthesizing all information from the objective measures, and ratings of the supervisor on a subjective scale are done. This formal review meeting is a structured conversation focused on celebrating achievements, establishing personalized goals for growth, and reinforcing the path for continued success in advancing the university's mission of blending academic excellence with spiritual development.
References
Johnson, S. K., & Riggio, R. E. (2022). Introduction to Industrial-Organizational Psychology.
Wang, Z., & Tian, Q. (2022). Performance appraisal and automatic scoring system for college Counselors based on Kmeans clustering. Mathematical Problems in Engineering, 2022(1), 4167842.
WeiDa, Z. H. A. (2022, January). Research on Performance Appraisal Method of Counselors Based on Data Model Analysis. In 2022 3rd International Conference on Education, Knowledge and Information Management (ICEKIM) (pp. 622-626). IEEE.
