Optimizing the Performance Evaluation Process for Non-Academic Staff

If conducted poorly and without support from all employee levels, performance management programs at institutions may devolve into annual evaluations that represent a staff burden rather than an ongoing career development opportunity. This brief analyzes the key components of successful performance evaluation systems for non-academic staff, incorporating insights from employers outside of the higher education sector as well. It examines the importance of midyear check-in meetings; employee goal-setting; simplified rating scales on evaluation forms; and core staff competencies that reflect institutional priorities. It also describes how institutions communicate modifications to the evaluation system and offers recommendations for the implementation of process change.

Christine South Gee Papers - Accession 10

The Christine South Gee Papers include family histories; biographical data; annual reports of home demonstration work in South Carolina (1920-1922) compiled by Mrs. Gee; speeches; magazine articles (1935-1963); newspaper clippings (1934-1968); photographs (1903-1954) and certificates of awards. The collection primarily pertains to Mrs. Gee’s work as South Carolina State Home Demonstration Agent (1918-1923); her role in the formation of the South Carolina Extension Homemakers’ Council (1921), formerly the South Carolina Council of Farm Women; her activities as president of the South Carolina Council for the Common Good (1943-1945); her study of development in programs for adult education and rural women; and her historical interest in South Carolina statesmen and political leaders. Family histories include information on the Puckett, Smith, Martin, Hudgens, McNeese, Rodgers, and Saxon families.

Creating High-Impact Workforce Development Programs

As communities across the nation continue to face persistent unemployment, many states are turning to community college workforce development programs to combat joblessness. However, state governments and community colleges alike are often unable to devote significant resources to building new workforce initiatives. This brief examines how community colleges in four states have worked with state governments and other partners to overcome budget constraints and create effective workforce development programs, highlighting funding models and innovative practices to make efficient use of limited resources.