Teachers and evaluators use rubrics to set out criteria for grading or scoring their students’ work. It helps keep the grades equal. It helps take the subjective evaluation and make it more objective. It helps the teachers and evaluators know where their students stand.
Around the beginning of the year at work, we go through the process of yearly personnel evaluations. For me, this includes providing constructive criticism for our security technicians.
Over the past couple years, we’ve used a standard scoring system for evaluating the technicians on the more technical aspects of their job, like programming particular system. We grade them on a scale of 1 to 5 for each specific skill. In the process of creating these evaluations, we’ve come up with a rubric for what each of the numbers represents.
- 1 means the technician has never seen or worked on it before. Maybe they’ve heard of it, but that’s about it.
- 2 means the technician has done it with guidance from someone else.
- 3 means the technician has done it on their own and could do it again moving forward.
- 4 means the technician has done it multiple times and could trouble shoot issues that might arise if something didn’t work properly on it.
- 5 means the technician can install it, trouble shoot if any issues come up, and can train others on how to do it properly.
The point in training then is to move everyone through these as quickly and thoroughly as possible so that technicians can replicate their skills to the less experienced technicians.
I bring all this up because we can use the same rubric to evaluate ourselves, with any skill, not just the technical ones.
For instance, where I am at when it comes to washing dishes? Driving a car? Giving a speech? Making friends? Throwing a party? Staying organized? Eating correctly? Building a website?
Where are we at with the skills we have?
