I. Introduction

The performance criteria described below are to be used in all evaluations of library faculty, e.g., annual performance reviews, review for 5-year contracts, promotion and post-tenure review. Four performance evaluation areas have been identified to measure librarians' productivity which are described below. The examples of the ways in which contributions may be shown should be taken as indicating the variety of ways in which excellence may be demonstrated rather than as a fixed and exclusive set of common desired activities. Fixed weightings should be avoided in determining the relative importance of these different areas.

Objective evaluation in these areas is difficult. Even within the library, job assignments vary significantly. It is imperative that means for evaluation be operationally defined. Evidence for evaluation will include library annual reports, peer evaluation,supervisors' evaluation, student evaluations (if appropriate,) self-evaluation and public documentation as well as other supporting material deemed relative by the librarian under evaluation. The information used in the evaluation of an individual will be shared with the individual in an open and constructive way. These evaluations should be used to determine the answer to what may be the overriding question, "In what way is this individual of importance to the library and the university?" An important, if elusive, quality that should be spoken to in arriving at performance-related decisions is the extent and manner of the librarian's commitment to furthering the goals of the library and the university.

II. Evaluation Areas

A. Competence and Performance in Librarianship: The fulfillment of the responsibilities of the librarian's primary assignment indicates competence and performance in librarianship. Although no fixed weighting system is used in this evaluation model, effectiveness in this criterion is more important than any other evaluation area. All of the responsibilities on the librarian's individual position description will be considered in the evaluation. General characteristics expected of all librarians regardless of job assignment include: consistency in performance, imagination and skill in solving complex problems, ability to innovate, initiative in improving processes and services, ability to organize work and produce results, ability to apply professional principles and standards to local situations, ability to work effectively in a variety of library functional areas, ability to work effectively in a team environment, flexibility to adapt to new technologies and acquire new skills, accuracy and attention to detail, effective communication skills, effective decision making, supervision (if assigned) and leadership. Examples of competence and performance in librarianship are (but are not limited to):

• A willingness and ability to take on new or more complex responsibilities.
• Meaningful participation in departmental or library-wide decision making.
• Initiating, implementing or improving projects, procedures or services.
• Attending conferences, workshops, in-house or campus development sessions, or other professional development.

B. Professional Contributions: Involvement in professional and scholarly organizations provides professional growth and enhances the reputation of the individual and the university. Librarians are strongly encouraged to hold memberships in professional and scholarly organizations and to become active participants through committee work, leadership, presentations, and other service to the organizations. Other examples of professional contributions include:

• consulting on professional topics,

• beta testing of library-related technology,

• obtaining grants,

• writing newsletter articles,

• writing brief book reviews,

• participating on panel discussions,

• organizing and managing professional meetings, workshops, seminars, etc.

• obtaining fellowships or internships,

• participating in exchange programs, institutes or "summer seminars,"

C. Scholarship, Research, Academic Achievement and Creative Contributions: Library faculty members are expected to continue their education and intellectual development throughout their professional lives. Examples of these activities include, but are not limited to:

• Publication of books, book chapters, journal articles, conference proceedings, research reports, exhibition catalogs or scholarly book reviews.

• Presentation of programs at professional conferences.

• Editorship or editorial contributions for scholarly publications.

• Development and implementation of courses in librarianship or a scholarly topic on which the individual has expertise.

• Advanced study, such as credit courses, additional degrees, certification in a specialization.

• Self-education toward a specific goal agreed upon with the individual's supervisor. These contracted goals should develop proficiencies that enhance library services.

D. Library, University, and Community Service Contributions: Library faculty members are expected to make significant contributions to the university's mission through participation on library and university committees, task forces and civic organizations. By virtue of the library's openness to the general public, community service contributions are made on a daily basis by librarians as part of the library's routine services. Other community service contributions by individual librarians include both those related to librarianship and other voluntary efforts that enhance the quality of life in the community. Examples of appropriate activities to fulfill this criteria include, but are not limited to:

• Service on library committees, task forces and search committees.

• Service on university committees, task forces and search committees.

• Service in civic organizations and community agencies.

• Collaboration with regional cultural organizations.

• Presentations to community groups or civic organizations.

• Participation in campus activities.

III. Balance in Evaluation

When individual librarians are evaluated by the Librarians' Personnel Committee, an appropriate balance of the four factors should be considered. Special circumstances may affect the balance of achievements. When such special circumstances occur, they should be fully explained in the individual's dossier and confirmed by the librarian's supervisor. The individual's accomplishments within each area of evaluation should also be considered for their intellectual rigor and their contribution to the library's and the university's mission.

Policy Effective: July 1, 2001

Last Update: December 12, 2005