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):

EXPECTATIONS4 EXCEEDS
NEEDED2 DEVELOPMENT
1 BELOW EXPECTATIONS (Describe) 3 MEETS EXPECTATIONS (Describe) 5 FAR EXCEEDS EXPECTATIONS
(Describe)

COMMENTS
Enter rating:

FUNCTION (Describe):

EXPECTATIONS4 EXCEEDS
NEEDED2 DEVELOPMENT

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

(Describe)

COMMENTS
Enter rating:  

2. FUNCTION (Describe):
EXPECTATIONS4 EXCEEDS
NEEDED2 DEVELOPMENT

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

(Describe)

COMMENTS
Enter rating:       

3. FUNCTION (Describe):
EXPECTATIONS4 EXCEEDS
NEEDED2 DEVELOPMENT

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

(Describe)

COMMENTS
Enter rating:  

APPRAISAL FORM: TEAM LEADER | page 2

 4. FUNCTION (Describe):

EXPECTATIONS4 EXCEEDS
NEEDED2 DEVELOPMENT
1 BELOW EXPECTATIONS (Describe) 3 MEETS EXPECTATIONS (Describe) 5 FAR EXCEEDS EXPECTATIONS
(Describe)

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:  

GOAL #3 Tie it to a strategic priority

APPRAISAL FORM: TEAM LEADER | page 3

 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.

EXPECTATIONS4 EXCEEDS
NEEDED2 DEVELOPMENT
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
with the Y’s values and may even others. Cultivates trust in others values and mission and encourages
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
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.
DEVELOPMEN2

EXPECTATIO4 EXCEEDS
1 BELOW EXPECTATIONS 3 MEETS EXPECTATIONS 5 FAR EXCEEDS EXPECTATIONS
Creates barriers to providing Eliminates system/bureaucratic Advocates passionately for resources
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
COMMENTS—COMMUNITY
Enter rating:   Enter comments here:      

VOLUNTEERISM
Definition: Advances the legacy of volunteer engagement and leadership. EXPECTATIONS4 EXCEEDS
2 DEVELOPMENT NEEDED

1 BELOW EXPECTATIONS 3 MEETS EXPECTATIONS 5 FAR EXCEEDS EXPECTATIONS

Sees little value in volunteers and Seeks out and listens to volunteers to Probes to find knowledge of each and
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
COMMENTS—VOLUNTEERISM
Enter rating:   Enter comments here:      

PHILANTHROPY
Definition: Values and supports the many facets of philanthropy as an essential component in achieving the Y’s mission.
DEVELOPMEN2

EXPECTATIO4 EXCEEDS

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
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
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,

APPRAISAL FORM: TEAM LEADER | page 5

and cultural competence.

DEVELOPMEN2

EXPECTATIO4 EXCEEDS
1 BELOW EXPECTATIONS 3 MEETS EXPECTATIONS 5 FAR EXCEEDS EXPECTATIONS
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.
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
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.
DEVELOPMEN2

EXPECTATIO4 EXCEEDS
1 BELOW EXPECTATIONS 3 MEETS EXPECTATIONS 5 FAR EXCEEDS EXPECTATIONS
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
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
COMMENTS—RELATIONSHIPS
Enter rating:   Enter comments here:      

INFLUENCE
Definition: Employs influence strategies that engage, motivate, and build commitment to the cause and overall Y goals.
DEVELOPMEN2

EXPECTATIO4 EXCEEDS
1 BELOW EXPECTATIONS 3 MEETS EXPECTATIONS 5 FAR EXCEEDS EXPECTATIONS
Jumps to action before assessing the Plans for and adapts influence Evaluates complex situations quickly
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
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.
DEVELOPMEN2

EXPECTATIO4 EXCEEDS

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,
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
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.
DEVELOPMEN2

EXPECTATIO4 EXCEEDS

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
development plans but struggles with implementing their development plans. implement development plans that
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
COMMENTS—DEVELOPING OTHERS
Enter rating:        

DECISION MAKING
Definition: Integrates logic, intuition, and sound judgment to analyze information to identify greatest opportunities, make sound
decisions, and solve problems.

APPRAISAL FORM: TEAM LEADER | page 6

 DEVELOPMEN2

EXPECTATIO4 EXCEEDS
1 BELOW EXPECTATIONS 3 MEETS EXPECTATIONS 5 FAR EXCEEDS EXPECTATIONS
Typically makes decisions without Thinks several steps ahead to Identifies potential obstacles to the
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
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.

DEVELOPMEN2

EXPECTATIO4 EXCEEDS
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
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
COMMENTS—INNOVATION
Enter rating:       

PROJECT MANAGEMENT
Definition: Supports goal attainment by prioritizing activities, assigning responsibilities in accordance with capabilities, monitoring
progress, and evaluating impact.
DEVELOPMEN2

EXPECTATIO4 EXCEEDS
1 BELOW EXPECTATIONS 3 MEETS EXPECTATIONS 5 FAR EXCEEDS EXPECTATIONS
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
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
COMMENTS—PROJECT MANAGEMENT
Enter rating:      

FINANCE
Definition: Demonstrates and sustains the Y’s nonprofit operational model.
1 BELOW EXPECTATIONS 3 MEETS EXPECTATIONS 5 FAR EXCEEDS EXPECTATIONS
4 EXCEEDS EXPECTATIONS
2 DEVELOPMENT NEEDED

Misses key expenses or incorrectly Analyzes financial data in order to Effectively uses financial data to project
estimates costs when developing make comparisons, draw conclusions, costs, understand the financial impact
budgets or making financial and make decisions. Identifies of events, and make decisions. Is
decisions. Fails to identify financial significant business, financial, and vigilant in managing budgets and
risks (e.g., potential cost overages) operating risks and financial monitoring expenses; takes prompt
in time to take corrective action. irregularities, and communicates action when financial risks or
Does not take advantage of information to management. Educates irregularities are identified. Continually
opportunities to educate staff on the staff on how the success of their challenges staff to improve operational
link between program success and programs increases the financial efficiencies in order to deliver top-
the financial viability of the viability of the organization. quality programs and services while
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.
DEVELOPMEN2

EXPECTATIO4 EXCEEDS

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
follow up or is slow to follow up when quality, timely, and cost-effective standards; checks to ensure staff
COMMENTS—QUALITY RESULTS
Enter rating:       

APPRAISAL FORM: TEAM LEADER | page 7

SELF DEVELOPMENT
Definition: Is dedicated to the improvement of own capabilities, and demonstrates this through the continual expansion of
knowledge and skills.

DEVELOPMEN2

EXPECTATIO4 EXCEEDS
1 BELOW EXPECTATIONS 3 MEETS EXPECTATIONS 5 FAR EXCEEDS EXPECTATIONS
Participates in managerial and Takes every opportunity to improve Creates opportunities to develop
leadership development opportunities personal management and leadership personal management and leadership
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.
COMMENTS—SELF DEVELOPMENT
Enter rating:   Enter comments here:      

CHANGE CAPACITY
Definition: Leads self and others through change by navigating ambiguity appropriately and adapting well to new situations,
obstacles, and opportunities.
DEVELOPMEN2

EXPECTATIO4 EXCEEDS
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
change; may seek input from by seeking input from stakeholders, change by identifying and using key
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
COMMENTS—CHANGE CAPACITY
Enter rating:        

EMOTIONAL MATURITY
Definition: Demonstrates effective interpersonal skills.
DEVELOPMEN2

EXPECTATIO4 EXCEEDS
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
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
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.
DEVELOPMEN2

EXPECTATIO4 EXCEEDS

1 BELOW EXPECTATIONS 3 MEETS EXPECTATIONS 5 FAR EXCEEDS EXPECTATIONS

Demonstrates significant gaps in Has the functional and technical Applies extensive functional expertise
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
COMMENTS—FUNCTIONAL EXPERTISE
Enter rating:        

APPRAISAL FORM: TEAM LEADER | page 8

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 9

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 10

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 11

 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 12