• If ranking performance, determine what constitutes “exceptional” or “poor” performance, for example, and apply it consistently to all staff. Include definitions on the review of the various levels of performance so that staff members understand what is needed to achieve a certain level.
• Each staff member should be evaluated on their own merit; avoid basing rank on a comparison to another staff member.
• If summarizing performance in written form, be sure to not just focus on the last few months or weeks of the year (also called the “recency effect”), but consider the entire year’s work. Keep a folder for each staff member and, during the year, if you receive an email about that person or want to note a specific event, print out the email or write up a brief (dated) note to yourself and put it in the staff member’s folder.
• Be specific when providing feedback; cite specific examples, noting how well a particular case was handled or an event was planned, for instance. Staff members will appreciate that you recognized a specific accomplishment versus simply saying, “Sally has excellent organizational skills.”
• Don’t surprise someone with significant, critical feedback on their job performance that they have never heard before. Note that this is different from “areas for further development.” Even top performers have areas that they could develop further, but continued poor job performance could, if not corrected, lead to probation or dismissal.
• Unacceptable or poor performance issues should be addressed immediately and are best managed outside of the annual review process. However, if poor job performance has been discussed before and has not been corrected, definitely include it in the review but cite specific examples and note previous discussions and/or documentation.

• The best discussions can occur when there is psychological safety within the organization. This allows feedback to be discussed openly and a level of disagreement to safely occur.
• Allow for the staff member to do most of the talking; use open-ended questions to keep the discussion going. Sometimes staff members can be shy when discussing their interests or determining next steps as far as professional development.
• If you are open to suggestions, also ask for feedback on what you and/or the organization can do to support the staff member. Supervisors who model receiving feedback well help establish a mutually supportive work environment.
• While delivering the review, if the conversation becomes contentious because the staff member doesn’t agree with the feedback, stop the meeting and reschedule as soon as possible on another day. (Depending on the level of disagreement, you may suggest that an HR rep—if you have one—sit in on the next meeting to act as a potential mediator.)
• Finally, be sure to come away with measurable, realistic goals for the coming year that reflect both the needs of the organization and the interests and strengths of the staff member.

• Re-visit the MDT model and explore the role of Team Facilitator as an integral component of a healthy team
• Learn practical approaches to team facilitation and techniques for cultivating a positive team climate
• Discuss strategies for enhancing team collaboration, improved communication and sustaining an effective MDT
• Examine opportunities for team development through cross training, relationship building, and re-thinking case review