Assignment 4.docx

Assessment Task 1. Appendix 1. Operation Plan. Operational Goals Goals Improve profitabili ty by 20%by 30june 201X

Focus

KPI

Reduc e Cost

Departme ntal Cost

Reason/Barri ers Waiting times are too long. Customer issues are not being resolved.

Department Goals Departme nt Roadside Service

Sales

Call Center Increa se Sales

Annual Sales

Sales techniques are poor. Leads are not followed up.

Progress Delivera ble Automati c tools

Marketin g Strategie s Operatio nal Items

Roadside Service

Annually sales 60% increase.

Sales

Sale Techniqu es Leads follow up

Call Center

KPI

Du e -

1

2

3

4

5

6

10%

35 %

5%

10 %

30 %

10 %

Action to take

-

6%

34 %

23 %

5%

38 %

9%

Gross Revenu e Labor cost per employ ee

-

10%

30 %

10 %

5%

35 %

20 %

-

9%

14 %

53 %

25 %

8%

6%

Gross Profit %

-

9%

34 %

20 %

15 %

38 %

27 %

Net Income

-

6%

14 %

21 %

15 %

39 %

19 %

Revenu e per Hour

Appendix 2. Performance Management Plan. Name/Positio n Reference from Operation Plan Quality Check Optimum Resource Utilization Process Improvement Manager’s Comments Staff member’s comments

Manager Key Result Area Customer Satisfaction Product Management Operational Cost Control

Indicator of success/Performa nce Management Contribution Labors efforts Successfully accomplished Signature Date Signature Date

By When

Review Period Status Report

-

Active

-

On Process

-

Complete

Appendix 3. Coaching Session – Coach’s Reflection Sheet Coach’s Name

Signature

Assessor’s Name

Signature

Assessment Site Coaching Date/s

Time/s

Employee’s Name

Signature

Answer 1: As a coach, you help athletes improve their performance through repeated evaluation. They rely on your skill, training, experience, and observation to unlock hidden potential and achieve new goals. You are their strongest evaluation tool and it’s your responsibility to provide the most accurate, relevant feedback possible. Whether you are a seasoned coach or a first-year one, your evaluation process is based on personal experiences, knowledge, and observational skills. The diverse perspectives reveal different performance aspects, and successful coaches combine multiple perspectives through training and education to form comprehensive analytical skills. They know that their process, like other evaluation tools such as microscopes and binoculars, occasionally needs an adjustment to maintain and improve clarity. Answer 2:        

Enthusiasm. Trustworthiness. Creativity. Discipline. Patience. Respectfulness. Determination. Dedication.

Answer 3:  Time Management

         

Organization Interpersonal Communication Customer Service Cooperation Conflict Resolution Listening Learning New Skills Goal Setting Focus & Engagement Written Communication

Answer 4:      

Ask good questions. Take a positive approach. Listen and empower. Know how to guide conversations. Commit to continuous learning. Coach in the moment.

Answer 5:  Three people-side ROI factors - faster speed of adoption, higher ultimate utilization and higher proficiency; change management drives project ROI.  Cost avoidance - poorly managing change is costly to the project and the organization; change management is a cost avoidance tactic.  Risk mitigation - individuals, the project and the organization are all put at risk when change is poorly managed; change management is a tool to mitigate risks.  Benefits realization insurance - consider how much of the value of the project ultimately depends on people doing their jobs differently; change management provides benefits realization insurance.  Probability of meeting objectives - data shows that projects with effective change management in place are more likely to meet objectives, stay on schedule and stay on budget; change management increases the probability of meeting objectives.

Answer 6:       

An Understanding of Budget and Financials Delegation Prioritization Basic Technology Communication Emotional Intelligence Project Management

 In-the-Trenches Experience  Backbone

Appendix 4. Performance Development Plan. Name/Positio n Skill to be developed Active Listening Analytical.

Adaptability. Articulating Clearly. Assertiveness Attention to Detail. Manager’s Comments

Manager How skills are to be developed Negotiation Skills Project Management Skills

Priority (H, M,L)

Review Period By When ?

High

-

Yes

Medium

-

Yes

Strategic Skills Communication and Collaboration Skills Business Intelligence

High Low

-

Yes Yes

High

-

Yes

Signature Date

-

Skills Gained (Y/N)

Appendix 5. Performance Appraisal Meeting Notes

CONDUCTING A PERFORMANCE APPRAISAL MEETING Applying a consistent approach across the company when delivering performance feedback will help to avoid bias and/or human error within the management team when dealing with performance and ensure that the process is fair and effective. A consistent approach also lends itself to the fair and equitable treatment of all employees and ensures that all employees equally receive recognition for a job well done, and constructive feedback in areas that can be improved. Throughout this process, a good practice is to relate performance objectives to company goals. Think about: •

What is the company’s mission?

•

What are the goals of the company?

•

How does each job contribute to company goals?

•

Why is each job within the company important?

Managers need to understand the answers to these questions adequately in order for them to be able to explain it to their employees. Taking key words from your mission statement and using them in your discussions with employees will help them to understand the importance of their job and how it connects to the overall success of the company. Following the steps outlined below will provide you with an effective process for carrying out a Performance Appraisal Meeting. Step 1 – Prepare: Ensure that you have the current performance appraisal, which you have recently written, as well as all documentation regarding the employee’s performance since their last appraisal. This should include information on their achievements, quotas, absences, written warnings, awards/bonuses and copies of their previous performance appraisals. Before you have a discussion with the employee, put your thoughts about the employee on paper. Step 2 – Select Meeting Time and Location: Set aside appropriate time in your schedule to meet with the employee – you do not want the meeting to be rushed or interrupted. Performance Appraisal meeting should last between 30 and 90

minutes. Schedule adequate time (at least 30 minutes) between performance appraisal meetings in case they run overtime. This extra time will ensure that meetings are not rushed, and all material is discussed. It is better to schedule fewer performance appraisal meetings in one day as to avoid a “rapid fire” feeling. Step 3 – The Meeting: Put the employee at ease. Begin the meeting with positive general friendly conversation / small talk. Describe the purpose of the meeting. For example, Good Morning, Employee’s Name, how was your weekend? Thank you so much for meeting with me today. As you know, the purpose of this meeting is to discuss your performance appraisal. What I’d like to do is to review your progress and achievements, examine opportunities to further enhance your skills, and go over any questions or concerns that you might have. Let’s get started! Unless the employee is receiving a very negative performance appraisal, try to begin on a positive note with an acknowledgement of a contribution or effort and wherever possible, relate it to company objectives. For example: I was particularly impressed with your work on the Colburn Project – you did an excellent job. The client noticed the extra effort that you put in and really appreciated your efficiency in meeting every timeline and deadline that was set. He informed me that he was 100% satisfied and even spoke about working with us again on a similar project in the future. You’ve successfully created a “happy, returning, and referring customer” – one of our company goals!

When starting to review the ‘meat’ of the performance appraisal, it is good to begin with a summary of the strengths that the employee has demonstrated and the areas that require strengthening. Next, you will want to review and discuss each area of the performance appraisal. Depending on the method used by your organization, this may focus on tasks and responsibilities as outlined in the employee’s job description, specific competencies or objectives identified through previous performance reviews. Do not focus on the ratings themselves, but on the performance and behaviors. Remember to use examples when discussing each area to better illustrate your comments and to help ensure the employee understands how they can improve performance or continue to do things that are viewed as very positive. Remember, the performance appraisal meeting is not the time to bring up serious issues for the first time – they should be addressed through regular communication with employees. A good approach to follow is that there should be no surprises for the employee in this meeting. When discussing ways in which the employee can improve his or her performance, focus on behaviors and avoid offensive or personal comments. For example, if an employee does not know how to use all the equipment that they are supposed to

use, you’ll want to address this issue. Remember, the point of this discussion is to get to the root of any problems, identify solutions and create an environment for the employee to succeed and excel. Give the employee a chance to raise any issues themselves. Step 4 – Documentation Once the meeting has been completed, document all key points that were gone over including employee questions, input, the date of the meeting, etc. Make a note of any further effort required for the training/development of the employee. Ensure that the employee adds any comments they wish to the performance appraisal document, signs and returns it. Keep a copy for you to refer to in your regular communications with the employee and place the original in the employee file.

Assessment Task 2. Answer 1.  Percentage of Calls Blocked  Average Time in Queue  Average Abandonment Rate  Service Level  Average Speed of Answer  Average Handle Time  Average After Call Work Time  First Call Resolution  Customer Satisfaction  Occupancy Rate  Agent Absenteeism  Agent Turnover Rate

Answer 2.  Profit: This goes without saying, but it is still important to note, as this is one of the most important performance indicators out there. Don’t forget to analyze both gross and net profit margin to better understand how successful your organization is at generating a high return.  LOB Revenue Vs. Target: This is a comparison between your actual revenue and your projected revenue. Charting and analyzing the discrepancies between these two numbers will help you identify how your department is performing.  Cost of Goods Sold: By tallying all production costs for the product your company is selling, you can get a better idea of both what your product markup should look like and your actual profit margin. This information is key in determining how to outsell your competition.

Answer 3. A Performance Management System (PMS) is a systematic process through which an organization can gauge its employees’ performance. Common Elements of an effective performance management system are:  Plan: Individual and team objectives should be communicated to employees in a clear and concise manner. These objectives should be based on “SMART” (Specific, Measurable, Attainable, Relevant, Time bound) criteria, and should be developed by both managers and their team members. Objectives must reflect the company’s mission, vision and values, keeping in mind organizational goals, the methods to be utilized to achieve them and corresponding deadlines.

 Do: Monitor results regularly and consistently by keeping a close eye on employee productivity. Various tools such as critical incident logs can be used to collate accurate information. Make necessary adjustments in performance and behavior to achieve the results you want. If you are not getting the desired results, ‘coach’ your employees by asking them to probe questions, listening to their issues and motivating and guiding them.  Appraise Performance: At the end of the year, conduct performance appraisals, which fulfill two major goals. Firstly, they help identify possible adjustments in subsequent strategies and SMART objectives. Secondly, performance appraisals help develops individual development plans for employees regarding their future salaries, positions and career paths. Remember, performance appraisals cannot be accurate unless the first two steps (“Plan and Do”) are executed meticulously and methodically.

Answer 4. Goal #1: Develop people It seems obvious that the development of employees should be a key outcome of any performance solution. After all, isn’t that what performance reviews and career discussions are all about? Well, yes, they should be. But as we discussed earlier, this objective is often the one that loses out. And things get especially muddled when we get hung up on our rewards and ratings processes. As they say, the road to hell is paved with good intentions. Goal #2: Reward Equitably First, let’s be clear on what the word really means. ‘Equitable’ is defined by the Oxford Dictionary as ‘fair and impartial.’ It’s important to note that ‘equally’ and ‘equitably’ are not the same thing. For example, let’s say you worked for three weeks writing a strategy for a new business unit, and your peer had proofread it and tuned it up for you over the past few days. I’d sure hope you’d want your peer to receive some recognition for her support, but I doubt you’d be happy if her reward and recognition was equal to yours. Instead, you’d want the recognition to be equitable, meaning each of you would get as much credit as you’d deserve. Goal #3: Drive Organizational Performance There’s been plenty of research that has demonstrated the correlation between an employee’s connectedness to the mission and vision of his or her company and the measurable performance of that organization. We now understand how important it is to assure that teams and individuals are fully aligned to the goals of the company. I’m talking about individuals and teams feeling an emotional connection to the purpose of the organization. That means they understand the vision, they believe in it, they want to be a part of it, and they see how their work and roles contribute to the broader goal. Remember, however, that this connection also must translate into a framework that helps each employee make good decisions and focus on the right work, day in and day out.

Answer 5.  Management Involvement. It starts here. Managers are responsible for setting performance expectations, providing feedback and coaching, and recognizing excellent work. That doesn’t happen on the sidelines. Managers need to buy into and be an active part of the performance management process.  Goal Setting. High performing individuals and teams have that drives their performance. And company cultures that place an emphasis on goals align employee performance with that BHAG. The connection creates engagement because employees see how their work helps the company.  Learning and Development. Once goals are set, employees need to have the knowledge and skills to do the work. Companies that want high performance

need to make investments in employee learning and development. It will allow employees to accomplish their goals – both now and in the future.  Feedback and Coaching. Employees want to know how they are performing. Because they want to do a good job. Managers should regularly tell employees about their performance – what’s good, what could be improved, and even more importantly, how to evaluate their own work. When employees can evaluate their own performance well, they can set their own goals and begin to become self-learners.

Answer 6. Put the policies in writing and publicize them To be effective, policies need to be publicized and provided to all existing and new employees. This includes casual, part-time and full-time employees and those on maternity leave or career breaks. Policies should be written in plain English and easily understood by all employees. Consider translating the policies into the appropriate languages for employees whose first language is not English. Ensure all staff understand what the policies mean. Explain how to comply with the policies and the implications of not complying.

Training and regular referral The policies may be explained to staff through information and/or training sessions, at staff meetings and during induction sessions for new staff. They should also be reiterated and discussed with staff regularly at staff meetings to ensure they remain relevant. Copies of policies should be easily accessible. Copies may be kept in folders in a central location or staff areas, in staff manuals and available on the organization’s intranet system.

Answer 7. Award In simple terms, awards set the minimum standards that an employer in your industry is allowed to pay for your kind of work. More technically, it's a legal ruling which grants all employees in one industry or employer the same conditions of employment and wages. Awards are designed to protect employees' wages and conditions.

Australian Workplace Agreement An Australian workplace agreement (AWA) was a type of formalized individual agreement negotiated between an employer and employee in Australia that existed from 1996-2009. Employers could offer a "take it or leave it" AWA as a condition of employment. They were registered by the Employment Advocate and did not require a dispute resolution procedure. These agreements operated only at the federal level. AWAs were individual written agreements on terms and conditions of employment between an employer and employee in Australia, under the Workplace Relations Act 1996. An AWA could override employment conditions in state or territory laws except those relating to occupational health and safety, workers' compensation, or training arrangements. An AWA was required to meet only the most minimal Australian Fair Pay and Conditions Standard. Agreements were not required to include effective dispute resolution procedures and could not include prohibited content. Agreements were for a maximum of five years; approved, promoted and registered by the Workplace Authority; operated to the exclusion of any award; and prohibited industrial action regarding details in the agreement for the life of the agreement. The introduction of AWAs was a very controversial industrial relations issue in Australia.

Answer 8. The GROW coaching model is a tried and tested coaching model to structure coaching sessions. The power of the GROW coaching model is that it leads to a clearly defined end result through four phases. The coaches is personally active in identifying problems and generating ideas for solutions. The means that anything that comes out of the coaching session has a lot of chance to stick. The GROW coaching model stands for learning through experience: reflection, insight, making choices and pursuing them. The success of a coaching trajectory with the GROW coaching model also depends on the time and energy invested into the process by the client. As a leader, one of your most important roles is to coach your people to do their best. By doing this, you'll help them make better decisions, solve problems that are holding them back, learn new skills, and otherwise progress their careers. Some people are fortunate enough to get formal training in coaching. However, many people have to develop this important skill themselves. This may sound daunting but, if your arm yourself with some proven techniques, practice, and trust your instincts, you can become a great coach.

GROW stands for  Goal.  Current Reality.

 Options (or Obstacles).  Will (or Way Forward).

The model was originally developed in the 1980s by business coaches Graham Alexander, Alan Fine, and Sir John Whitmore.

A good way of thinking about the GROW Model is to think about how you'd plan a journey. First, you decide where you are going (the goal) and establish where you currently are (your current reality). You then explore various routes (the options) to your destination. In the final step, establishing the will, you ensure that you're committed to making the journey, and are prepared for the obstacles that you could meet on the way.

Answer 9. Create safety. If you don't have the kind of buddy relationship with a colleague or employee that allows you to say virtually anything to each other, then I suggest you add civility and safety into your feedback approach. Don't be mean-spirited. Your feedback usually won't be productive if it's focused on making the other person feel bad or make them look foolish in front of peers. Instead, create opportunities to build confidence and skills. This is especially effective when people are expecting to be graded. Confined situations in which people know they are being evaluated are good for giving feedback while learning skills. Be positive. Give at least as much positive feedback as you do negative. Positive feedback stimulates the reward centers in the brain, leaving the recipient open to taking new direction. Meanwhile, negative feedback indicates that an adjustment needs to be made and the threat response turns on and defensiveness sets in. You don't need to avoid negative, or corrective, feedback altogether. Just make sure you follow it up with a suggested solution or outcome. Be specific. People generally respond better to specific, positive direction. Avoid saying things like, "You need to be more talkative in meetings." It's too ambiguous and can be interpreted in a lot of personal ways. Say something specific and positive pointed at the task you want accomplished, such as, "You're smart. I want to hear at least one opinion from you in every meeting we're in together going forward." Be immediate. The adult brain learns best by being caught in action. If you wait three months to tell someone that his or her performance is average, he or she usually can't grasp the changes needed in order to change direction. It's far too ambiguous and relies on memory, which can be faulty. Productive feedback requires giving it frequently. That way, performance reviews are just another collegial discussion.

Answer 10. State the constructive purpose of your feedback State your purpose briefly by indicating what you'd like to cover and why it's important. If you are initiating feedback, this focus keeps the other person from having to guess what you want to talk about. If the other person has requested feedback, a focusing statement will make sure that you direct your feedback toward what the person needs. Describe specifically what you have observed Have a certain event or action in mind and be able to say when and where it happened, who was involved, and what the results were. Stick to what you personally observed and don't try to speak for others. Avoid talking vaguely about what the person "always" or "usually" does. Describe your reactions Explain the consequences of the other person's behavior and how you feel about it. Give examples of how you and others are affected. When you describe your reactions or the consequences of the observed behaviors, the other person can better appreciate the impact their actions are having on others and on the organization or team as a whole. Give the other person an opportunity to respond Remain silent and meet the other persons eye, indicating that you are waiting for answer. If the person hesitates to respond, ask an open-ended question. Offer specific suggestions Whenever possible make your suggestions helpful by including practical, feasible examples. Offering suggestions shows that you have thought past your evaluations and moved to how to improve the situation. Even if people are working up to expected standards, they often benefit from ideas that could help them to perform better. If your feedback was offered supportively or neutrally, in the "for your information" mode, or

depending on the situation's circumstances, suggestions may not be appropriate. Use your common sense and offer an idea if you think the other person will find it useful. Don't drum up a suggestion for improvement just for the sake of it. Summarize and express your support Review the major points you discussed. Summarize the Action items, not the negative points of the other person's behavior. If you have given neutral feedback, emphasize the main points you have wanted to convey. For corrective feedback, stress the main things you've discussed that the person could do differently. End on a positive note by communicating confidence in the person's ability to improve the situation.

Answer 11. 1. Your personal responsibilities    

Operate the organization according to its rules Act honestly, responsibly and carefully Look after key issues Ensure that you are protected against personal liability

2. Health and safety Identify potential health and safety hazards You can usually identify most risks by inspecting your premises yourself Think about the health and safety risks of all your organization’s activities Take into account the different types of people who might be at risk Take reasonable steps to eliminate risks or at least reduce them to an acceptable level  Keep records and review your assessment regularly  Check for any specific regulations applying to your organization and activities  Get advice if necessary     

3. Your activities      

Minimize your impact on the environment Check what regulations apply to your particular activities Ensure that you do not discriminate in the way you provide services Do not trade unfairly Comply with regulations relating to particular kinds of fundraising Understand your responsibilities for the actions of employees and volunteers

4. Employees  Respect employees' rights

   

Employment disputes can be time-consuming and costly Comply with other employment law Use PAYE to pay employees Do not discriminate

5. Other legal issues  Comply with laws on accounting records, filing accounts and reports and paying taxes  Handle personal information carefully  Get the right insurance for the organization and its assets and activities 6. Getting help  Look for information and help from bodies that support community organizations  Ask your local authority for advice  Check with trade associations and regulatory bodies for your particular activities  If necessary, get professional advice

Answer 12. Part 1: Remember You’re the Boss, Not the Friend I know this sounds harsh—and believe me, it’s probably the hardest part of dealing with an employee in crisis. But, if you blur the line between manager and friend, you could find yourself in a much more difficult situation down the road. Establish a Timeline and Backups In my experience, most people dealing with a crisis just need a little time to regroup without the stress of work hanging over their heads. So, if it’s at all possible to give your employee that time off—do. Check In This is a subtle, yet powerful gesture that will go miles in making your employee feel supported and comfortable at work. I know this from my own personal experience. My house was robbed a few weeks ago, and after the initial shock had worn off, my boss still checked in on me every few days to see how I was holding up

Part 2:

 Lead yourself  Lead a team  Lead a department  Lead an organization

Answer 13. Investigate When an employee is performing below expectations, gathering objective evidence that explains your concerns (namely, that the employee’s performance is below acceptable levels and therefore must improve) is relatively straightforward. If, for instance, a salesperson is underperforming, you’ll need to prove that targets were set, that they were communicated to the employee, and that performance has fallen short of the mark. Notice Notify the employee that there will be a meeting, during which their performance and/or conduct will be discussed. It is also wise for you to inform them that you will have a witness present. Under current laws in Australia, you must not unreasonably refuse the employee’s request for a support person to attend a disciplinary meeting. In a serious case, notify the employee of the meeting in writing. Documenting each step of the process dramatically mitigates risk. Allegations At the meeting you should explain your allegations of poor performance and/or conduct including the supporting evidence you have gathered. To be fair to the employee and to help them learn and grow from the experience, make your allegation as specific as possible. The STAR approach is as helpful here as it is in recruitment interviews or performance feedback sessions:    

The Situation or Task The Actions they took (the bulk of the example) The Result or outcome of the situation and their actions Here’s an example of this kind of approach to a serious performance issue:

Response After you have provided details of the allegation, you must allow the employee an opportunity to present their side of the story. No matter how convinced you are, it is important that you listen to and document the employee’s response. If there are multiple allegations, go through them one at a time, explaining the allegation and allowing the employee to respond to each of them in turn. Ensure you document their responses.

Consider You must genuinely consider the employee’s response to each allegation before deciding on a course of action. You should also consider any other relevant information you have gathered in the process, including policies, witnesses, procedures, position descriptions, legislation, and employment contracts. It’s at this point that you might want to talk to your HR consultant or solicitor about your available options. Outcome Notify the employee of the outcome of the disciplinary process. This should also be documented and copied to the employee’s file. The outcome will probably fit into one of the following:       

No action (allegation unfounded or unproven) Counselling session Further training Performance improvement plan Written warning Demotion Dismissal

Monitor Discipline can quickly become toothless or ineffective if you don’t follow up disciplinary action with monitoring. Schedule a follow-up meeting approximately one month after the disciplinary meeting (timeframes will change depending on the specifics of the situation). Monitor the employee’s progress between the two meetings and, during the follow-up meeting, discuss and assess their performance and conduct against expectations.

Assessment Task 3. Performance reviews are valuable for both employer and employee. Feedback can range from praise to guidance, allowing both the employee and the employer a chance to discuss what's working and what's not. However, giving a review is more complicated than just saying "nice job" or "needs improvement." Sometimes, there are issues that need to be addressed and explored in more depth. If you want to inspire your employees to keep up with their work or do better, you'll need to dive deeper than the traditional review process. Here's how. Provide regular, informal feedback While performance reviews are typically scheduled to happen once or twice a year, feedback should not be limited to that short period of time. You should offering consistent assessments throughout the year so there aren't any surprises. "Don't catch your people off guard in a performance review," said Erika Rasure, assistant

professor of Business and Financial Services at Maryville University. "This should not be the first time that they are hearing from you that they are not performing as expected. Be clear in writing [and] sending calendar invites and setting expectations and the tone for the meetings." Additionally, you might adapt your strategy to only address issues or employees who aren't performing as well as others. You don't want to neglect workers just because they don't need as much guidance. In fact, if you don't express your gratitude, they might lose passion or motivation. "Highly valuable employees who do their job, and do it well are often not the priority of concern in performance review cycles, resulting in missed opportunities to communicate how much the organization values the drive and the results of the top performers," said Rasure. "An unexpected 'keep up the great work' email, a quick phone call or text sends a consistent signal to your employee that you are paying attention and value what they do." Be honest No worker is perfect, and there will always be room for improvement. Decide what is worth addressing and don't hesitate in doing so. If there is an issue that you know is affecting you and your team, you shouldn't avoid it. Tip-toeing around the subject will not get you anywhere. James R. Bailey, professor of leadership at the George Washington University School of Business, said to be truthfully (but not brutally) honest with workers. Deliver feedback in a way that you would want to receive it if you were the employee. The discussion is crucial and unavoidable, so choose an appropriate approach and stick with it. "If someone is a poor performer and you don't squarely address it, know that everyone else in the office knows that the person is a poor performer, and [employees] will brand you as weak or cowardly for not addressing the situation," Bailey said. Do it face-to-face The written review should be a brief but direct overview of discussion points, making for a more nuanced face-to-face conversation. Schedule a meeting in a coffee shop or out-of-office location to provide a comfortable atmosphere. Or if you're reviewing remote workers, schedule a video chat so you're still having a live conversation. This approach leaves room for discussion and feedback on their end and prevents any miscommunications. "The only way to deliver performance reviews is face-to-face, with ample time to present and process, listen and respond," said Bailey. "It's just too important to relegate to email or telephone. Doing so would send a signal that you didn't care enough about the subject to even take the time to meet." After outlining any shortcomings or mistakes, take the time to discuss resolutions to those problems, and push employees to comment on the issues you raised. End on a positive note

Don't leave the review without mutual understanding and respect, and don't let any employee feel like they're in the dark going forward. "Use the review process as an opportunity to set attainable goals specific to addressing the expectations the employee isn't meeting but which also makes the employee feel like they have a clear, reasonable plan of action that can get them back on track," said Rasure. Encouraging your employees and expressing your appreciation gives an added boost to a primarily good review, or it lifts your employee's spirits after a somewhat negative evaluation. Positive reinforcement can go a long way in giving workers the confidence and drive they need to perform even better. Choose your words with care Pay close attention to how you phrase your evaluations. Here are five words and expressions that will help you effectively highlight an employee's contributions, based on James E. Neal's book, "Effective Phrases for Performance Appraisals"  Achievement: Incorporate this into a phrase, such as "achieves optimal levels of performance with/for ... "  Communication skills: Phrases like "effectively communicates expectations," or "excels in facilitating group discussions" go a long way with an employee.  Creativity: Appreciating employees' creative side can make for happier, more motivated staff. In a performance review, try "seeks creative alternatives," followed by specific examples and results.  Improvement: Employees like hearing that they are improving, and that it's being noticed. "Continues to grow and improve," and "is continuously planning for improvement" are two constructive phrases to use in a performance review.  Management ability: Having leadership skills and the ability to manage others is key for employee success. Incorporating phrases such as "provides support during periods of organizational change" can carry a lot of weight with your employee.