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Types of Goals for Performance Planning
What are Goals?
Goals are the foundation of performance planning, providing clear direction, purpose and focus for employees and ensuring that their efforts align with the University’s strategic plan. Goals enable employees to be successful in their roles and help to prioritize tasks, track progress and create a sense of accomplishment when achieved.
As part of performance planning during the annual performance season process, managers and employees collaborate on goal-setting for the next performance cycle and document those goals on the employee’s annual performance plan.
The three types of performance goals central to the annual performance season process are:
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Individual goals focus on what is most important for the upcoming the year in an employee’s job role.
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Development goals encourage overall professional development.
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Institutional goals are established by the UNC System to identify the competencies expected of all UNC System employees.
Managers and employees work together to create individual and development goals that describe what each employee is to accomplish within a defined time period. The UNC System has established institutional goals to outline how employees conduct their work.
Performance Planning Requirements for Goals
For performance planning as part of the annual performance season process, the following requirements look ahead to the next performance cycle:
- Employees must have 3–5 individual goals for their performance plan.
- Employees must have at least one development goal outlined on the development plan portion of their performance plan.
Frequently Asked Questions
Each employee must have 3–5 individual goals per performance cycle. Managers rate the employee’s individual goals as part of the annual appraisal. These goals focus on an employee’s job duties and may encompass various aspects of those duties, such as individual tasks, projects, key performance indicators (KPIs) or personal development objectives.
Development Goals
Each employee must have at least one development goal per performance cycle. Development goals are not rated. Development goals focus on an employee’s growth areas, skill development and knowledge expansion as relates to their overall professional development. Development goals may include learning activities, training programs, mentorship opportunities or experiences that facilitate growth and development.
See more about development goals.
Individuals do not write institutional goals; the UNC System sets institutional goals.
Individual Goals
During each annual performance season process, managers and employees together define 3-5 individual goals for the employee to focus on what is most important for the upcoming the year. Each goal must clearly outline how the employee can meet and/or exceed the expectations for the goal. These goals are documented on an employee’s performance plan. At the end of the performance cycle, managers rate employee progress toward these individual goals as part of the annual appraisal.
Individual goals may focus on:
- Scope | Goals may be shared across employees or unique to individual employees. For example, some divisions may choose to set one division-wide goal, one work-unit goal and one employee-specific goal.
- Function | Goals may be based on current/ongoing work, short-term projects or strategic initiatives.
Individual goals represent the performance expectations of your role and may include specific improvements and actions to achieve the desired outcomes. Performance goals for employees should be aligned to team goals and the University’s overall strategy.
- Individual goals focus on 3–5 key deliverables for the current performance cycle and reflect current priorities and strategic goals.
- Limiting performance goals to 3-5 in number is a best practice and policy requirement.
- Individual goals allow employees to focus on what is most important throughout the year.
- During the performance conversation, manager and employee discuss future plans and create the specific goals for the next performance cycle.
- The discussion should include details about how the employee can meet and/or exceed the expectations for each goal. These details should be outlined with each goal when entered into Carolina Talent Performance.
- Ideally, at least one individual goal each performance cycle would clearly feed into the University’s strategic initiatives. For example, any position could have a goal regarding efficiency, which would contribute to the University’s plan. Certain work units already have established key deliverables that are aligned with the strategic plan.
- Employees enter their goals into Carolina Talent Performance.
- Although both managers and employees can enter goals into the system, we recommend employees enter their goals since managers must approve them in the system to complete the performance plan task.
- Managers approve the goals in Carolina Talent Performance.
See the How to write an individual goal section below.
For more information:
- Ratings, Feedback & Rating Scale on the Annual Appraisal webpage
- Ratings & Feedback section of the Guidance for Managers webpage
Any of the below approaches is acceptable. There is no requirement about which kinds of goals must be used.
Division-wide | Generally ties to broader strategic goals or initiatives.
- For example, when school/division implements a software/system, all employees may have had a goal to achieve proficiency in the system by a certain date.
- The language of this kind of goal is usually consistent across employee types, but there may be small variations based on specific employee roles.
Work-Unit / Job-Class | Applies to a specific work unit (generally, all the employees under one manager or team) or to employees performing a similar role.
- These may target specific initiatives defined for the work unit this performance cycle or target ways to improve/sustain work product or team dynamics.
Employee-Specific | Unique to the duties/role of an employee.
- May include goals designed to provide a development opportunity to broaden/deepen the employee’s skillset along with serving a business need (i.e., “stretch” goals).
- For example, an employee who has not yet served as a project lead could be assigned a project lead role to gain that experience and expertise.
Critical-Function | Relates to ongoing key deliverables essential to successful performance in the position. These goals are often compliance-driven, such as an annual report.
- Preferably, not every individual goal would fall in this category (to avoid goals becoming too static year-to-year).
Project-Oriented | These “big-ticket” goals are time-specific to some ongoing work (e.g., developing and launching a new program or service offering or specific deliverables tied to a certain phase of a grant/research project).
- They may also be short-term projects that are only needed in the current cycle based on a business need (e.g., “clean-up” projects for recordkeeping/storage needs or efficiency gains).
Forward-Focused Designed to move the employee’s skillset and/or the unit’s work product forward in some way.
- These “stretch goals” are often aligned with strategic goals or development goals (i.e., what can this position do this year to get us closer to achieving the larger University strategic goals or to broaden/deepen the employee’s skillset so that they can achieve more in their current position or the next?).
How to Write an Individual Goal
For each performance cycle, managers and employees collaborate to write the employee’s 3–5 individual goals to the “meeting expectations” level of performance. This approach eliminates generalities and guesswork, sets a clear timeline and makes it easier to track progress and identify missed milestones.
- For each performance cycle, managers and employees collaborate to write the employee’s individual goals.
- Each employee must have 3-5 individual goals as part of their performance plan for each annual performance season process.
- Each individual goal must clearly outline for how the employee can meet and/or exceed the expectations for the goal — that is, each individual must be written to the Meetings Expectations level described in the UNC System document.
- See the Recommended structure with example toggle below for more information.
- Ideally, at least one individual goal each performance cycle would clearly feed into the University’s strategic initiatives.
- For example, any position could have a goal regarding efficiency, which would contribute to the University’s plan. Certain work units already have established key deliverables that are aligned with the strategic plan.
- Individual goals do NOT need to cover all aspects of employee work.
Recommended structure
Use the following structure as a guide to write an individual goal to the “meeting expectations” level of performance. Clearly state:
- Key deliverable or desired result
- Effect resulting from achieving that deliverable
- Value that effect has for the unit and/or University
- Action items needed to achieve the deliverable at the Meeting Expectations level (and Exceeding Expectations level, if desired)
Example of an individual goal
This is an example of a project-oriented goal to establish a standard operating procedure for student admissions events.
Note: The example below uses parenthetical explanations to point out the recommended structure in action; goals on the performance plan would not include these parentheticals.
(statement of key deliverable) Create standard operating procedures for duties related to admissions and event planning (effect of achieving deliverable) to provide consistency, efficiency and quality in our administration of these events (value to unit/University) so that we put our best effort in engaging and attracting top students.
(Action items needed at expectations levels)
Meeting expectations may include:
- Meet with stakeholders involved in admissions process for MA program to identify stress points in the efficient operation of events
- Establish follow-up survey for students to gain feedback on the events for future planning (due June 30)
- Develop template emails/itineraries for students interviewing for admission (due July 31)
- Create flowchart of overview of admissions process
Exceeding expectations may include:
- Develop checklists for critical points in student recruitment process
- Implement new procedures by Sept. 1 to collect survey data with event through the fall and spring semesters
Individual Goals in Carolina Talent
See the Carolina Talent Performance Hub for step-by-step instructions on how to view, enter, copy, edit, delete, assign and approve goals in Carolina Talent.
Managers should collaborate with their employees to define individual performance goals in Carolina Talent. Goals that were defined and documented elsewhere need to be created in Carolina Talent. Visit the Performance Hub How to Create Goals for step-by-step guidance.
See the Carolina Talent Performance Hub for more frequently asked questions about individual goals in Carolina Talent Performance.
Carolina Talent Performance
Log in to Carolina Talent Self Service to view and complete performance tasks,
and visit the Carolina Talent Performance Hub for step-by-step instructions and FAQs.
Development Goals
As with individual goals, managers and employees together determine an employee’s development goals for the upcoming year. Each employee must have at least one development goal in their development plan for each performance cycle. The development plan is a component of the employee’s performance plan for each annual performance season process. See the Performance Planning webpage for more information.
Compared to individual goals, development goals concentrate on the overall professional development interests and aspirations specific to each employee’s desired growth and less on progress toward unit or institutional outcomes. Development goals (called developmental objectives in Carolina Talent) encourage career growth, skill development or knowledge expansion and may encompass learning activities, training programs, mentorship opportunities or experiences that facilitate growth.
Managers do not rate employees on development goals as part of the annual appraisal process. Rather, employees and managers discuss progress and continuation of these growth goals as part of the performance conversation.
For each performance cycle, managers and employees collaborate to write at least one development goal for the employee.
For each development goal, managers must indicate a recommended action the employee will take to achieve that goal: When entering the development goal/s in Carolina Talent Performance, managers can indicate the recommended action by selecting from two options, Action Steps or Learning Items. See the Development Goals in Carolina Talent section below for more information.
Development goals do NOT need to cover all aspects of employee’s desired professional development aspirations.
See the How to write development goals section below for more information.
How to Write a Development Goal
Development goals are a roadmap to professional growth, helping you enhance skills, expand networks and gain new experiences. Whether leading projects, seeking mentorship or strengthening communication, these goals provide structured opportunities to learn, adapt and make an impact. By setting intentional, actionable goals, you take ownership of your career while driving success for yourself and your organization.
- For each performance cycle, managers and employees collaborate to write the employee’s development goal/s.
- Each employee must have at least one development goal on the development plan section of their performance plan for each annual performance season process.
- Each development goal must indicate a recommended action the employee will take to achieve that goal:
- When entering the development goal/s in Carolina Talent Performance, managers select from two types of actions:
- Action Steps | Managers manually type in the recommended method or action the employee will take to achieve this goal
- Learning Item | Managers can select from pre-populated training courses in Carolina Talent or LinkedIn to assign to their employees in working toward a development objective
- See the Development Goals in Carolina Talent section below for more information.
- Development goals do NOT need to cover all aspects of an employee’s professional development aspirations.
- 70% of learning comes from job-related experiences (stretch assignments, challenging projects, problem-solving)
- 20% from social learning (developmental relationships, communities of practice, professional organizations, mentoring)
- 10% from coursework and training
This framework is based on research that shows that challenging assignments are the primary source of key learning experiences. When coursework and training are selected, managers and employees should be intentional about identifying opportunities for the employee to apply their new learning and include this practical application in the development plan.
- Volunteer to present at meetings, conferences and other events on sustainable practices to expand professional network, share knowledge on sustainability with others and improve presentation skills
- Co-chair a community of practice on sustainability to grow leadership skills, catalyze commitment for sustainable practices, help share the future direction for sustainability and expand influence within the school/division
- Volunteer to lead a cross-functional project to collaborate with colleagues from different departments and teams, gain exposure to different perspectives, learn new approaches and develop a more holistic understanding of the school/division
- Write one article or blog each quarter to strengthen writing skills and share expertise with a wider audience
- Seek mentoring support from an experienced team member or other experienced professional within the field to enhance skills, receive feedback and gain valuable perspectives
- Mentor a less experienced colleague to proactively help them grow their knowledge and skills while developing leadership abilities
- Foster an environment where team members feel comfortable expressing their ideas, concerns and opinions without fear of judgment by initiating open discussions, actively soliciting feedback, modeling vulnerability and gathering the team’s perception of psychological safety
Development Goals in Carolina Talent
To enter an employee’s development goals in Carolina Talent, managers manually enter the employee’s goal (called objective in the system) and then select the recommended action the employee will take to achieve that goal. Managers can select from two types of actions:
- Action Steps | Managers manually type in the recommended method or action the employee will take to achieve this goal
- Learning Item | Managers can select from pre-populated training courses in Carolina Talent or LinkedIn to assign to their employees in working toward a development objective
Something about how employees and/or managers can update and/or reassess development goals throughout the year as needed.
See the Carolina Talent Performance Hub for more information about development goals and the development plan in Carolina Talent Performance.
Institutional Goals
The UNC System has established 5 institutional goals (plus 1 more for managers) in key areas of employee performance to outline the competencies and behaviors expected of all UNC System employees. Institutional goals are the competencies and behaviors expected of all employees and how we live into our organizational values and create our organizational culture.
At the end of the performance cycle as part of the annual appraisal, managers rate employee performance for the previous year according to these goals. Managers rate an employee’s institutional goals by the standardized three-point rating scale set by the UNC System. See more about ratings on the Annual Appraisal webpage.
The UNC General Administration has established the following five institutional goals that apply to every employee; managers have an additional goal (of Supervision) to address their supervisory responsibilities.
- Precision: Produces work that is accurate, thorough, and demonstrates sufficient analysis and decision-making to meet the requirements of the employee’s position and profession.
- Resourcing: Makes efficient and appropriate use of materials and documents work appropriately. Innovation: Looks for ways to improve efficiency or quality.
- Development: Maintains technical skills and relevant professional credentials.
- Productivity: Completes required volume of work by established deadlines and stays productive throughout workday.
- Autonomy: Generally completes work with few reminders and/or infrequent oversight.
- Prioritizing: Takes sufficient/appropriate plan and organize work, prioritize tasks, and set realistic goals.
- Coordination: Seeks needed information to complete work and timely communicates status with relevant parties.
- Clarity: Listens to determine the most effective way to address customer needs and concerns.
- Awareness: Shows a solid understanding of customer needs, seeks out customer input to better understand needs, and develops ideas to meet those needs.
- Attentiveness: Follows through on commitments, despite time pressures or obstacles, and maintains relevant communication with customers until job is completed.
- Diplomacy: Maintains a professional and respectful tone and exhibits diplomacy when dealing with frustrated individuals or during sensitive or confrontational situations.
- Collegiality: Communicates and engages directly, clearly, and tactfully with colleagues.
- Collaboration: Provides feedback and healthy dialogue on performance and operational issues, as requested, willingly adapts to change, and adheres to decided actions.
- Contribution: Makes decisions with others in mind, and willingly performs additional duties when team members are absent, during times of increased workload, or as otherwise required by management to meet business needs.
- Attendance: Absences are infrequent and do not place an undue burden on supervisor or colleagues.
- Policy: Complies with personnel and equal opportunity policies, including prohibitions on harassment, discrimination, and workplace violence, and all other policies, including appropriate use of university resources.
- Safety: Complies with all safety requirements for the position, including successful completion of training and proper use of personal protective equipment.
- Ethics: Chooses ethical action, even under pressure, avoids situations that are inappropriate or that present a conflict of interest, and holds self and others accountable for ethical decisions.
- Respect: Appreciates individual and cultural differences and treats all people with dignity and respect.
- Oversight: Provides adequate stewardship of assigned resources, including budget, space, equipment, and staffing.
- Goal-Setting: Provides clear objectives that foster work unit development and align with university values and goals.
- Managing Talent: Provides candid, timely, and constructive feedback on performance and behavior, hires individuals with the qualities and skillsets for success, and contributes to meeting University EO and affirmative action goals.
- Leading: Serves as role model and engenders trust, commitment, and civility.
Institutional Goals in Carolina Talent
Institutional goals are set by the UNC System and automatically populate into the Performance Plan task in Carolina Talent Performance. Managers and employees do not create institutional goals, and institutional goals are not manually entered in the system.
For more information:
- Ratings, Feedback & Rating Scale on the Annual Appraisal webpage
- Ratings & Feedback section of the Guidance for Managers webpage
Contact Performance Management
Jessica Procel, Talent Management Program Manager
Kathleen Guerra, Senior Director of Organization & Professional Development
919-843-7752
performance_management@unc.edu