Boston College's compensation and performance development programs are designed to attract and retain qualified individuals and to motivate them to perform at a high level. The Compensation Office conducts ongoing assessments of relevant external markets and establishes pay policies and practices that reflect a competitive position in those markets. On an individual basis, salaries reflect employees' qualifications, skills, performance, competitiveness with the appropriate market, and internal equity. Boston College offers competitive salaries combined with best-in-class benefits, generous paid time-off, access to education and professional development, and a dynamic campus experience with abundant cultural and recreational opportunities, forming a highly attractive total rewards package.

The Compensation Office provides the following services: 

  • Design, implementation, and administration of compensation and performance development programs which includes the annual merit review process and the establishment of competitive hiring ranges
  • Competitive market analyses through participation in salary surveys and analyses of external data
  • Job documentation, analysis and classification of staff positions to ensure compliance with the Fair Labor Standards Act (FLSA) and Massachusetts Equal Pay Act
  • Consultation on organizational and job design
Jeremy Brault

Jeremy Brault


Caroline Cullen

Caroline Cullen

Senior Compensation Analyst


Jennifer Parsons

Jennifer Parsons

Compensation & Position Administrator

Josiah Gonzales

Josiah Gonzales

Senior Compensation & HR Data Analyst

Job Classification

The Boston College compensation program utilizes a classification system in which each job is reviewed based on information provided in a role description. The analysis of a job considers requirements such as knowledge of the area, problem-solving, organizational breadth, accountability, and required skills and experience. This information is evaluated in the context of internal equity and competitiveness with the appropriate job market. Based on the results of this analysis, each position is assigned an appropriate market reference point (MRP).

The job classification process is initiated for:

  • the creation of a new position  
  • a significant change (increase or decrease) in the key responsibilities of a position 

Performance Development Program

Please access our new online course offering by clicking the Performance Development Program at Boston College link in Agora.




  • Goals must align with and support University and/or department goals.
  • To have the greatest impact, limit the number of goals for the coming year.
  • Goals should be SMART:
    • Specific
    • Measurable
    • Attainable
    • Relevant
    • Time specific
  • Establish a clear action plan to achieve each goal:
    • Action plans should include specific expected results and a target date for completion.

S.M.A.R.T. Goal Examples

Not-So-SMART GoalsSMART Goals

Improve the effectiveness of my written communication

Read On Writing Well by William Zinsler by January 2012.

Improve the effectiveness of my written communication

Receive progressively fewer manager edits and rewrites to my memos; track progress and review samples with my manager every 6 weeks.

Learn Excel

Find an Excel class and attend. Begin using skills learned in setting up Excel spreadsheets, and follow up with others who have more Excel experience.

This calendar serves only as a suggested time frame. Your department's schedule may require that these activities take place at a different time during the year.

February - March

  • Departmental meeting regarding goals for the year ahead
  • Review of work unit's objectives and activities
  • Review employee's job description
  • Role Description Form

March - April

  • Formal performance appraisal meeting between supervisor and employee
  • Supervisor/Employee agree on work goals and professional development goals
  • Supervisor/Employee agree on which performance attributes/competencies will require focus over the next year
  • Appraisal form completed and signed
  • Approval forms and merit increment recommendations to Department of Human Resources

April - October

  • Ongoing supervisor/employee discussions regarding progress made towards work goals and professional development goals

October - December 

Half-year check point:

  • A scheduled meeting between supervisor/employee
  • Discuss performance
  • Review/revise work goals and professional development goals as needed

November - February

  • Ongoing supervisor/employee discussions regarding progress made towards work goals and professional development goals

The University-wide performance attributes/competencies describe what effective performance looks like at Boston College. They are used throughout the performance development process and apply to all employees. Along with these attributes/competencies, employee performance must support the unique mission of Boston College as reflected in our Ignatian tradition described below. By upholding this tradition, the values of the University are strengthened.

Ignatian Tradition

As reflected in our University mission and in employees' demonstration of the performance attributes/competencies.

  • Demonstrates a professional and personal care for others: colleagues, staff, faculty, students.
  • Demonstrates a willingness to work with others, to promote the common good of the operation and to take responsibility for the services that the department provides.
  • Demonstrates a willingness to develop new skills and to contribute to the development of the entire operation.
  • Demonstrates a social concern for others and accepts that he/she represents the value of the University to the wider community.
  • Demonstrates a willingness to learn more about the founding values of Boston College and how these influence the vision today.

Big-picture Perspective

  • Responds to major issues, challenges, and opportunities facing the University
  • Demonstrates understanding of University mission, structure, culture, and constituencies
  • Demonstrates knowledge of own department's work activities and mission; understands how own job impacts work of department
  • Considers financial impact to the University of own work activities and decisions

Openness to Change

  • Responds positively to changes in the University and the workplace
  • Initiates and/or incorporates new work methods, processes, and technology
  • Demonstrates flexibility in responding to work demands

Valuing Diversity

  • Promotes work environment that values diversity and supports appropriate behaviors in others
  • Demonstrates respect for the opinions and beliefs of others
  • Demonstrates commitment to University's Affirmative Action goals


  • Focuses on work activities that add value to University and department; works to eliminate work activities that do not add value
  • Uses resources (people, time, materials) in cost-effective manner to achieve work objectives
  • Plans and organizes work effectively
  • Accepts accountability for job performance and results

Applying Technology

  • Learns and uses technology applications that improve productivity
  • Acts as coach (as appropriate) to help others learn new technology applications
  • Rethinks work activities to incorporate new technologies
  • Secures data appropriately

Decision Making & Problem Solving

  • Makes and/or facilitates decisions considering impact on others and/or the University
  • Reaches sound decisions and exercises good judgment based on balanced consideration of facts, priorities, and alternatives
  • Makes decisions in agreed-upon time frame; takes initiatives to identify and resolve problems
  • Demonstrates ability to examine existing problems/issues in new ways

Customer Focus

  • Understands role of "customers" in University environment
  • Understands and responds quickly to needs of department and University customers
  • Understands how own work activities impact customers' view of University
  • Addresses customers' concerns with courtesy and respect; works to build a "win-win" relationship


  • Works effectively with others in a variety of University settings
  • Balances own responsibilities with interests of team and/or department; respects group goals
  • Shares knowledge, responsibilities, and expertise with others easily and frequently
  • Demonstrates positive influences within groups/teams in which she/he participates


  • Uses communication tools effectively (e.g., presentation, verbal, writing, relationship building, negotiating, listening) to meet needs of audience and/or situation
  • Recognizes appropriate times to communicate and tailors communication to meet the needs and preferences of others
  • Shares information and accepts feedback easily and in a timely manner
  • Demonstrates awareness and sensitivity to others' needs in communicating and/or making decisions

Continuous Learning

  • Keeps current with new work methods, skills, and technologies to complete work activities
  • Takes ownership for own self-development and continuous learning
  • Applies learning from past experiences to current and future work activities

People Development

  • Helps to create work environment that promotes development of people
  • Participates fully in performance development process
  • Acts as teacher, mentor, and/or coach to others in a work place

 Compensation Forms

General Compensation FAQ


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