Performance Evaluation Model UMECIT
A clear and fair way to recognize our contribution, grow and improve together the quality of our educational service.
“Evaluation is a tool to improve the quality of educational services.”
Learn about the model, discover how it works, and get your questions answered. This space is for you.
Why was the model created?
The Performance management is one of the pillars of good talent management,Because without clear evaluation processes it is difficult to recognize strengths, detect in time what can be improved and make well-founded development decisions.
UMECIT It is moving forward with a model designed for its reality as a higher education institution. This model does not seek to establish a control mechanism; rather, it seeks to create the conditions for each person to understand what is expected of their role, receive timely feedback, and have the necessary support to grow within the organization.
The model was designed to:
Clarify
Performance expectations at all levels of the administrative organization.
Strengthen
Decision-making based on objective evidence.
Promote
The development of cross-cutting institutional and leadership skills.
Ensure
That the contribution of each collaborator is aligned with the institutional strategic objectives.
The meaning of the word Evaluation
Evaluation is a tool to improve the quality of educational services.
The six complementary principles
It contributes to development
Its purpose is not to punish, but to accompany people's growth.
We evaluate to grow and improve
Each cycle is an opportunity for continuous improvement, both individually and collectively.
Recognize strengths and opportunities
Balanced perspective: highlights achievements and also what can be strengthened.
Individual contributions add up to the whole
The performance of each person contributes to the growth of the university.
Strengthens teamwork
Collaborating, communicating, and fulfilling agreements are also part of performance.
Respect, honesty, and trust
All assessments are based on evidence and constructive conversations.
How it works: the two dimensions
The model looks at two complementary aspects that, together, offer a complete view of performance: the results that you achieve (what you accomplish) and the skills How you achieve them (how you work).
Evaluation of results
Measure the level of compliance with the objectives defined for your role, through indicators formulated under SMART methodology, with clear goals and explicit measurement criteria, linked to the strategic objectives of your area.
Competency assessment
Evaluate the behaviors and skills you demonstrate in your role, in accordance with the institution's values. Competencies are defined based on observable behaviors and vary according to the level of responsibility.
How much does each dimension weigh?
Contributors
No team in charge
- Results / KPIs Fulfillment of objectives, goals and indicators defined for the role. 60%
- Cross-cutting skills Level of development of common institutional competencies. 40%
Leaders
With team in charge
- Results / KPIs Fulfillment of objectives, goals, projects and responsibilities of the area. 50%
- Cross-cutting skills Institutional behaviors common to all employees. 20%
- Leadership skills Practices of close leadership, transparency, recognition and team well-being. 30%
Institutional competencies
Competencies are the behavioral foundation of the model: they describe how we work and interact at UMECIT. They are assessed based on observable behaviors, using common criteria across the entire institution.
They apply to all employees
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Collaborate with others in a responsible, respectful, and goal-oriented manner, contributing to a positive work environment.
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To assume the functions, goals, rules and agreements of the role responsibly, demonstrating consistency and a sense of responsibility.
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Perform duties with a focus on the quality of educational service, understanding that administrative work impacts the experience of students, teachers, and staff.
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Respond flexibly, positively, and responsibly to new institutional needs, processes, tools, or priorities.
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Incorporate digital tools into daily work with sound judgment, efficiency, and a willingness to learn continuously.
They apply to roles with a team in charge
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Establish bonds of trust with the team through open communication, active presence, listening, and a willingness to support.
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Manage the professional growth of the team with clear, communicated and equitable criteria.
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Identify, value and make visible in a timely and equitable manner the individual and collective contributions of the team.
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Identify, address, and prevent situations that affect the well-being, workload, and sustainability of team performance.
How are skills assessed?
Each competency is assessed on a five-level behavioral scale, according to the consistency, autonomy, and impact with which it is evidenced in the role:
SMART performance indicators and methodology
Key performance indicators (KPIs) translate institutional objectives, departmental priorities, and job responsibilities into observable and measurable results. Their purpose is to establish clear expectations and generate objective information to support your professional development.
An activity No It is an indicator. An indicator measures a result, not a task.
Specific
Clearly defined and linked to a specific objective.
Measurable
Quantifiable through verifiable metrics.
Reachable
Realistic in relation to the context and available resources.
Relevant
Aligned with the objectives of the area and the institution.
Temporary
Defined within a specific and limited time period.
From an activity to an indicator
Illustrative example · adjust it to a real case in your area.
""Send the monthly reports.""
""Submit the 100% monthly reports within the first 3 business days of each month, throughout the entire cycle.""
How are your indicators defined?
The performance indicators are agreed upon between you and your immediate supervisor at the beginning of the cycle, taking into account the strategic objectives of the area and the specific functions of your position. The Human Resources Department provides methodological support throughout the process to ensure its consistency and quality.
Between 3 and 5 indicators
Each employee has between 3 and 5 indicators to maintain focus and make monitoring feasible.
Anatomy of an indicator
Each indicator has:
Verifiable source
Whenever possible, the source of information is verifiable and objective.
The evaluation cycle
Evaluation is not an end-of-year event: it is a continuous support cycle that unfolds in six stages. Each stage serves a specific purpose, ensuring that the evaluation is a genuine management tool and not merely an administrative formality.
At the beginning of the cycle, you and your leader agree on the objectives, the indicators with their goals, and the competencies that will be observed.
During this period, your leader accompanies your progress, anticipates difficulties, and provides timely feedback.
At the end, the results and skills are assessed. This includes two perspectives: your leader's evaluation and your self-evaluation.
Leaders, with support from Human Resources, review the results to ensure consistent and equitable criteria across areas.
In an individual conversation, the results are presented, strengths are recognized, and development actions are agreed upon.
Specific growth actions are defined, which become the starting point of the next cycle.
Results and scale
The final result of the evaluation is expressed on a scale of 0 to 100, common to the entire institution.
The most important thing is not the number: it is the development action that is activated with each level.
Outstanding
Advanced development: new challenges, strategic projects, mentoring, or preparation for roles of greater responsibility.
High performance
Strengthening and specialization: specific training and development of key skills.
Expected performance
Continuous improvement: feedback, general training, and leader support.
In development
Targeted training and regular follow-up to close gaps.
Critical
Individual improvement plan with clear objectives, defined deadlines and continuous support.
All levels activate an institutional action oriented towards development. The evaluation is always based on objective evidence from the period under review, considers the context of each role, and is analyzed holistically. The results are handled with strict confidentiality and used exclusively for talent development and management purposes.
Frequent questions
We've gathered the most common questions about the new performance evaluation model.
Because UMECIT wants a clear, fair, and consistent way to recognize the contributions of each employee. This model will allow everyone to know what is expected of them in their role, receive timely feedback, and have the support they need to grow within the organization. With this new model, we aim to strengthen the quality of our educational service through the development of our people.
The model provides structure and objectivity. Instead of relying on general perceptions, the evaluation is now based on evidence: SMART-defined performance indicators and competencies with observable behaviors. Furthermore, it integrates two complementary perspectives—that of the leader and the employee's self-assessment—and establishes a common scale and interpretation of results for the entire organization.
These indicators are formulated according to five criteria that ensure they are clear and measurable: Specific (well-defined), Measurable (quantifiable with verifiable data), Achievable (realistic within the context), Relevant (aligned with the area's objectives), and Time-bound (limited to a specific period). Their function is to translate objectives into concrete results, avoiding confusion between an activity and an indicator.
You agree on these with your immediate supervisor at the beginning of the cycle, taking into account the department's objectives and your role's responsibilities. These will be essential indicators for your role, developed through conversations specifically designed for this purpose. The Human Resources Department provides methodological support to ensure they are well-formulated. Typically, there are between three and five indicators.
All employees are evaluated on five cross-functional competencies: Teamwork, Commitment, Service Orientation, Adaptability to Change, and Digital Management and Technology Adoption. Those with direct reports are also assessed on four leadership competencies: Approachable and Collaborative Leadership, Transparency and Team Development, Recognition and Impact, and Team Wellbeing Management.
No. Although the formal closing is annual, the model is an ongoing process. Throughout the year, your leader monitors your progress and provides feedback so you can make timely adjustments. The closing evaluation shouldn't bring any surprises: it's a summary of the support you receive throughout the entire cycle.
The result is always analyzed holistically, considering the context of your role, not as a single, isolated piece of data. If gaps are identified, the model activates support actions—training, mentoring, or an improvement plan with clear objectives and deadlines—aimed at helping you strengthen your performance. The focus is on development, not punishment.
Yes, always. Feedback is a formal stage of the process: after the evaluation, you'll have a one-on-one conversation with your manager where your strengths are acknowledged, opportunities for improvement are identified, and development actions are agreed upon. It takes place in a dialogue-based, evidence-based, and learning-oriented environment.
It provides clarity on what is expected of your role, objective recognition of your contributions, useful feedback for growth, and access to development and training opportunities aligned with your needs. At an institutional level, it allows for better talent management decisions and strengthens the quality of service we offer to our community.
Not significantly. It relies on objectives and conversations that are already part of daily management, organizing them with simple tools. Your participation is concentrated at specific moments: agreeing on objectives at the beginning, doing your self-assessment, and participating in the feedback conversation.
Your results are communicated to you directly and personally during a feedback session with your manager, using the assessment tool as a support. This information is handled confidentially and used exclusively for talent development and management purposes.
Resources and downloads
If you want to learn more about the model, you can find the complete institutional documents here:
PDF · MODEL
Performance Evaluation Model
The complete institutional document of the model, in detail.
Download PDFPDF · DICTIONARY
Dictionary of Cross-Cutting Skills
Definitions and observable behaviors of the 5 transversal competencies.
Download PDFPDF · DICTIONARY
Leadership Competency Dictionary
Definitions and observable behaviors of the 4 leadership competencies.
Download PDFContact
Do you have any questions, comments, or suggestions about the Performance Evaluation Model?
Write to us at Human Resources
For questions, comments, or suggestions regarding the Performance Evaluation Model, please email us:
gestionhumana@umecit.edu.paWe built this model together. If you have any questions or suggestions, please write to us: we want to support you every step of the way.