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Literature Review: Conducting & Writing

• Sample Literature Reviews
• Steps for Conducting a Lit Review
• Finding "The Literature"
• Organizing/Writing
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How to Write Critical Reviews

When you are asked to write a critical review of a book or article, you will need to identify, summarize, and evaluate the ideas and information the author has presented. In other words, you will be examining another person’s thoughts on a topic from your point of view.

Your stand must go beyond your “gut reaction” to the work and be based on your knowledge (readings, lecture, experience) of the topic as well as on factors such as criteria stated in your assignment or discussed by you and your instructor.

Make your stand clear at the beginning of your review, in your evaluations of specific parts, and in your concluding commentary.

Remember that your goal should be to make a few key points about the book or article, not to discuss everything the author writes.

Understanding the Assignment

To write a good critical review, you will have to engage in the mental processes of analyzing (taking apart) the work–deciding what its major components are and determining how these parts (i.e., paragraphs, sections, or chapters) contribute to the work as a whole.

Analyzing the work will help you focus on how and why the author makes certain points and prevent you from merely summarizing what the author says. Assuming the role of an analytical reader will also help you to determine whether or not the author fulfills the stated purpose of the book or article and enhances your understanding or knowledge of a particular topic.

Be sure to read your assignment thoroughly before you read the article or book. Your instructor may have included specific guidelines for you to follow. Keeping these guidelines in mind as you read the article or book can really help you write your paper!

Also, note where the work connects with what you’ve studied in the course. You can make the most efficient use of your reading and notetaking time if you are an active reader; that is, keep relevant questions in mind and jot down page numbers as well as your responses to ideas that appear to be significant as you read.

Please note: The length of your introduction and overview, the number of points you choose to review, and the length of your conclusion should be proportionate to the page limit stated in your assignment and should reflect the complexity of the material being reviewed as well as the expectations of your reader.

Write the introduction

Below are a few guidelines to help you write the introduction to your critical review.

Introduce your review appropriately

Begin your review with an introduction appropriate to your assignment.

If your assignment asks you to review only one book and not to use outside sources, your introduction will focus on identifying the author, the title, the main topic or issue presented in the book, and the author’s purpose in writing the book.

If your assignment asks you to review the book as it relates to issues or themes discussed in the course, or to review two or more books on the same topic, your introduction must also encompass those expectations.

Explain relationships

For example, before you can review two books on a topic, you must explain to your reader in your introduction how they are related to one another.

Within this shared context (or under this “umbrella”) you can then review comparable aspects of both books, pointing out where the authors agree and differ.

In other words, the more complicated your assignment is, the more your introduction must accomplish.

Finally, the introduction to a book review is always the place for you to establish your position as the reviewer (your thesis about the author’s thesis).

As you write, consider the following questions:

• Is the book a memoir, a treatise, a collection of facts, an extended argument, etc.? Is the article a documentary, a write-up of primary research, a position paper, etc.?
• Who is the author? What does the preface or foreword tell you about the author’s purpose, background, and credentials? What is the author’s approach to the topic (as a journalist? a historian? a researcher?)?
• What is the main topic or problem addressed? How does the work relate to a discipline, to a profession, to a particular audience, or to other works on the topic?
• What is your critical evaluation of the work (your thesis)? Why have you taken that position? What criteria are you basing your position on?

Provide an overview

In your introduction, you will also want to provide an overview. An overview supplies your reader with certain general information not appropriate for including in the introduction but necessary to understanding the body of the review.

Generally, an overview describes your book’s division into chapters, sections, or points of discussion. An overview may also include background information about the topic, about your stand, or about the criteria you will use for evaluation.

The overview and the introduction work together to provide a comprehensive beginning for (a “springboard” into) your review.

• What are the author’s basic premises? What issues are raised, or what themes emerge? What situation (i.e., racism on college campuses) provides a basis for the author’s assertions?
• How informed is my reader? What background information is relevant to the entire book and should be placed here rather than in a body paragraph?

Write the body

The body is the center of your paper, where you draw out your main arguments. Below are some guidelines to help you write it.

Organize using a logical plan

Organize the body of your review according to a logical plan. Here are two options:

• First, summarize, in a series of paragraphs, those major points from the book that you plan to discuss; incorporating each major point into a topic sentence for a paragraph is an effective organizational strategy. Second, discuss and evaluate these points in a following group of paragraphs. (There are two dangers lurking in this pattern–you may allot too many paragraphs to summary and too few to evaluation, or you may re-summarize too many points from the book in your evaluation section.)
• Alternatively, you can summarize and evaluate the major points you have chosen from the book in a point-by-point schema. That means you will discuss and evaluate point one within the same paragraph (or in several if the point is significant and warrants extended discussion) before you summarize and evaluate point two, point three, etc., moving in a logical sequence from point to point to point. Here again, it is effective to use the topic sentence of each paragraph to identify the point from the book that you plan to summarize or evaluate.

Questions to keep in mind as you write

With either organizational pattern, consider the following questions:

• What are the author’s most important points? How do these relate to one another? (Make relationships clear by using transitions: “In contrast,” an equally strong argument,” “moreover,” “a final conclusion,” etc.).
• What types of evidence or information does the author present to support his or her points? Is this evidence convincing, controversial, factual, one-sided, etc.? (Consider the use of primary historical material, case studies, narratives, recent scientific findings, statistics.)
• Where does the author do a good job of conveying factual material as well as personal perspective? Where does the author fail to do so? If solutions to a problem are offered, are they believable, misguided, or promising?
• Which parts of the work (particular arguments, descriptions, chapters, etc.) are most effective and which parts are least effective? Why?
• Where (if at all) does the author convey personal prejudice, support illogical relationships, or present evidence out of its appropriate context?

Keep your opinions distinct and cite your sources

Remember, as you discuss the author’s major points, be sure to distinguish consistently between the author’s opinions and your own.

Keep the summary portions of your discussion concise, remembering that your task as a reviewer is to re-see the author’s work, not to re-tell it.

And, importantly, if you refer to ideas from other books and articles or from lecture and course materials, always document your sources, or else you might wander into the realm of plagiarism.

Include only that material which has relevance for your review and use direct quotations sparingly. The Writing Center has other handouts to help you paraphrase text and introduce quotations.

Write the conclusion

You will want to use the conclusion to state your overall critical evaluation.

You have already discussed the major points the author makes, examined how the author supports arguments, and evaluated the quality or effectiveness of specific aspects of the book or article.

Now you must make an evaluation of the work as a whole, determining such things as whether or not the author achieves the stated or implied purpose and if the work makes a significant contribution to an existing body of knowledge.

Consider the following questions:

• Is the work appropriately subjective or objective according to the author’s purpose?
• How well does the work maintain its stated or implied focus? Does the author present extraneous material? Does the author exclude or ignore relevant information?
• How well has the author achieved the overall purpose of the book or article? What contribution does the work make to an existing body of knowledge or to a specific group of readers? Can you justify the use of this work in a particular course?
• What is the most important final comment you wish to make about the book or article? Do you have any suggestions for the direction of future research in the area? What has reading this work done for you or demonstrated to you?

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How to Review a Journal Article

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For many kinds of assignments, like a  literature review , you may be asked to offer a critique or review of a journal article. This is an opportunity for you as a scholar to offer your  qualified opinion  and  evaluation  of how another scholar has composed their article, argument, and research. That means you will be expected to go beyond a simple  summary  of the article and evaluate it on a deeper level. As a college student, this might sound intimidating. However, as you engage with the research process, you are becoming immersed in a particular topic, and your insights about the way that topic is presented are valuable and can contribute to the overall conversation surrounding your topic.

IMPORTANT NOTE!!

Some disciplines, like Criminal Justice, may only want you to summarize the article without including your opinion or evaluation. If your assignment is to summarize the article only, please see our literature review handout.

Before getting started on the critique, it is important to review the article thoroughly and critically. To do this, we recommend take notes,  annotating , and reading the article several times before critiquing. As you read, be sure to note important items like the thesis, purpose, research questions, hypotheses, methods, evidence, key findings, major conclusions, tone, and publication information. Depending on your writing context, some of these items may not be applicable.

Questions to Consider

To evaluate a source, consider some of the following questions. They are broken down into different categories, but answering these questions will help you consider what areas to examine. With each category, we recommend identifying the strengths and weaknesses in each since that is a critical part of evaluation.

Evaluating Purpose and Argument

• How well is the purpose made clear in the introduction through background/context and thesis?
• How well does the abstract represent and summarize the article’s major points and argument?
• How well does the objective of the experiment or of the observation fill a need for the field?
• How well is the argument/purpose articulated and discussed throughout the body of the text?
• How well does the discussion maintain cohesion?

Evaluating the Presentation/Organization of Information

• How appropriate and clear is the title of the article?
• Where could the author have benefited from expanding, condensing, or omitting ideas?
• How clear are the author’s statements? Challenge ambiguous statements.
• What underlying assumptions does the author have, and how does this affect the credibility or clarity of their article?
• How objective is the author in his or her discussion of the topic?
• How well does the organization fit the article’s purpose and articulate key goals?

Evaluating Methods

• How appropriate are the study design and methods for the purposes of the study?
• How detailed are the methods being described? Is the author leaving out important steps or considerations?
• Have the procedures been presented in enough detail to enable the reader to duplicate them?

Evaluating Data

• Scan and spot-check calculations. Are the statistical methods appropriate?
• Do you find any content repeated or duplicated?
• How many errors of fact and interpretation does the author include? (You can check on this by looking up the references the author cites).
• What pertinent literature has the author cited, and have they used this literature appropriately?

Following, we have an example of a summary and an evaluation of a research article. Note that in most literature review contexts, the summary and evaluation would be much shorter. This extended example shows the different ways a student can critique and write about an article.

Chik, A. (2012). Digital gameplay for autonomous foreign language learning: Gamers’ and language teachers’ perspectives. In H. Reinders (ed.),  Digital games in language learning and teaching  (pp. 95-114). Eastbourne, UK: Palgrave Macmillan.

Be sure to include the full citation either in a reference page or near your evaluation if writing an  annotated bibliography .

In Chik’s article “Digital Gameplay for Autonomous Foreign Language Learning: Gamers’ and Teachers’ Perspectives”, she explores the ways in which “digital gamers manage gaming and gaming-related activities to assume autonomy in their foreign language learning,” (96) which is presented in contrast to how teachers view the “pedagogical potential” of gaming. The research was described as an “umbrella project” consisting of two parts. The first part examined 34 language teachers’ perspectives who had limited experience with gaming (only five stated they played games regularly) (99). Their data was recorded through a survey, class discussion, and a seven-day gaming trial done by six teachers who recorded their reflections through personal blog posts. The second part explored undergraduate gaming habits of ten Hong Kong students who were regular gamers. Their habits were recorded through language learning histories, videotaped gaming sessions, blog entries of gaming practices, group discussion sessions, stimulated recall sessions on gaming videos, interviews with other gamers, and posts from online discussion forums. The research shows that while students recognize the educational potential of games and have seen benefits of it in their lives, the instructors overall do not see the positive impacts of gaming on foreign language learning.

The summary includes the article’s purpose, methods, results, discussion, and citations when necessary.

This article did a good job representing the undergraduate gamers’ voices through extended quotes and stories. Particularly for the data collection of the undergraduate gamers, there were many opportunities for an in-depth examination of their gaming practices and histories. However, the representation of the teachers in this study was very uneven when compared to the students. Not only were teachers labeled as numbers while the students picked out their own pseudonyms, but also when viewing the data collection, the undergraduate students were more closely examined in comparison to the teachers in the study. While the students have fifteen extended quotes describing their experiences in their research section, the teachers only have two of these instances in their section, which shows just how imbalanced the study is when presenting instructor voices.

Some research methods, like the recorded gaming sessions, were only used with students whereas teachers were only asked to blog about their gaming experiences. This creates a richer narrative for the students while also failing to give instructors the chance to have more nuanced perspectives. This lack of nuance also stems from the emphasis of the non-gamer teachers over the gamer teachers. The non-gamer teachers’ perspectives provide a stark contrast to the undergraduate gamer experiences and fits neatly with the narrative of teachers not valuing gaming as an educational tool. However, the study mentioned five teachers that were regular gamers whose perspectives are left to a short section at the end of the presentation of the teachers’ results. This was an opportunity to give the teacher group a more complex story, and the opportunity was entirely missed.

Additionally, the context of this study was not entirely clear. The instructors were recruited through a master’s level course, but the content of the course and the institution’s background is not discussed. Understanding this context helps us understand the course’s purpose(s) and how those purposes may have influenced the ways in which these teachers interpreted and saw games. It was also unclear how Chik was connected to this masters’ class and to the students. Why these particular teachers and students were recruited was not explicitly defined and also has the potential to skew results in a particular direction.

Overall, I was inclined to agree with the idea that students can benefit from language acquisition through gaming while instructors may not see the instructional value, but I believe the way the research was conducted and portrayed in this article made it very difficult to support Chik’s specific findings.

Some professors like you to begin an evaluation with something positive but isn’t always necessary.

The evaluation is clearly organized and uses transitional phrases when moving to a new topic.

This evaluation includes a summative statement that gives the overall impression of the article at the end, but this can also be placed at the beginning of the evaluation.

This evaluation mainly discusses the representation of data and methods. However, other areas, like organization, are open to critique.

How to Write an Article Review: Tips and Examples

Did you know that article reviews are not just academic exercises but also a valuable skill in today's information age? In a world inundated with content, being able to dissect and evaluate articles critically can help you separate the wheat from the chaff. Whether you're a student aiming to excel in your coursework or a professional looking to stay well-informed, mastering the art of writing article reviews is an invaluable skill.

Short Description

In this article, our research paper writing service experts will start by unraveling the concept of article reviews and discussing the various types. You'll also gain insights into the art of formatting your review effectively. To ensure you're well-prepared, we'll take you through the pre-writing process, offering tips on setting the stage for your review. But it doesn't stop there. You'll find a practical example of an article review to help you grasp the concepts in action. To complete your journey, we'll guide you through the post-writing process, equipping you with essential proofreading techniques to ensure your work shines with clarity and precision!

What Is an Article Review: Grasping the Concept 

A review article is a type of professional paper writing that demands a high level of in-depth analysis and a well-structured presentation of arguments. It is a critical, constructive evaluation of literature in a particular field through summary, classification, analysis, and comparison.

If you write a scientific review, you have to use database searches to portray the research. Your primary goal is to summarize everything and present a clear understanding of the topic you've been working on.

Writing Involves:

• Summarization, classification, analysis, critiques, and comparison.
• The analysis, evaluation, and comparison require the use of theories, ideas, and research relevant to the subject area of the article.
• It is also worth nothing if a review does not introduce new information, but instead presents a response to another writer's work.
• Check out other samples to gain a better understanding of how to review the article.

Types of Review

When it comes to article reviews, there's more than one way to approach the task. Understanding the various types of reviews is like having a versatile toolkit at your disposal. In this section, we'll walk you through the different dimensions of review types, each offering a unique perspective and purpose. Whether you're dissecting a scholarly article, critiquing a piece of literature, or evaluating a product, you'll discover the diverse landscape of article reviews and how to navigate it effectively.

Journal Article Review

Just like other types of reviews, a journal article review assesses the merits and shortcomings of a published work. To illustrate, consider a review of an academic paper on climate change, where the writer meticulously analyzes and interprets the article's significance within the context of environmental science.

Research Article Review

Distinguished by its focus on research methodologies, a research article review scrutinizes the techniques used in a study and evaluates them in light of the subsequent analysis and critique. For instance, when reviewing a research article on the effects of a new drug, the reviewer would delve into the methods employed to gather data and assess their reliability.

Science Article Review

In the realm of scientific literature, a science article review encompasses a wide array of subjects. Scientific publications often provide extensive background information, which can be instrumental in conducting a comprehensive analysis. For example, when reviewing an article about the latest breakthroughs in genetics, the reviewer may draw upon the background knowledge provided to facilitate a more in-depth evaluation of the publication.

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Formatting an Article Review

The format of the article should always adhere to the citation style required by your professor. If you're not sure, seek clarification on the preferred format and ask him to clarify several other pointers to complete the formatting of an article review adequately.

How Many Publications Should You Review?

• In what format should you cite your articles (MLA, APA, ASA, Chicago, etc.)?
• What length should your review be?
• Should you include a summary, critique, or personal opinion in your assignment?
• Do you need to call attention to a theme or central idea within the articles?
• Does your instructor require background information?

When you know the answers to these questions, you may start writing your assignment. Below are examples of MLA and APA formats, as those are the two most common citation styles.

Using the APA Format

Articles appear most commonly in academic journals, newspapers, and websites. If you write an article review in the APA format, you will need to write bibliographical entries for the sources you use:

• Web : Author [last name], A.A [first and middle initial]. (Year, Month, Date of Publication). Title. Retrieved from {link}
• Journal : Author [last name], A.A [first and middle initial]. (Publication Year). Publication Title. Periodical Title, Volume(Issue), pp.-pp.
• Newspaper : Author [last name], A.A [first and middle initial]. (Year, Month, Date of Publication). Publication Title. Magazine Title, pp. xx-xx.

Using MLA Format

• Web : Last, First Middle Initial. “Publication Title.” Website Title. Website Publisher, Date Month Year Published. Web. Date Month Year Accessed.
• Newspaper : Last, First M. “Publication Title.” Newspaper Title [City] Date, Month, Year Published: Page(s). Print.
• Journal : Last, First M. “Publication Title.” Journal Title Series Volume. Issue (Year Published): Page(s). Database Name. Web. Date Month Year Accessed.

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The Pre-Writing Process

Facing this task for the first time can really get confusing and can leave you unsure of where to begin. To create a top-notch article review, start with a few preparatory steps. Here are the two main stages from our dissertation services to get you started:

Step 1: Define the right organization for your review. Knowing the future setup of your paper will help you define how you should read the article. Here are the steps to follow:

• Summarize the article — seek out the main points, ideas, claims, and general information presented in the article.
• Define the positive points — identify the strong aspects, ideas, and insightful observations the author has made.
• Find the gaps —- determine whether or not the author has any contradictions, gaps, or inconsistencies in the article and evaluate whether or not he or she used a sufficient amount of arguments and information to support his or her ideas.
• Identify unanswered questions — finally, identify if there are any questions left unanswered after reading the piece.

Step 2: Move on and review the article. Here is a small and simple guide to help you do it right:

• Start off by looking at and assessing the title of the piece, its abstract, introductory part, headings and subheadings, opening sentences in its paragraphs, and its conclusion.
• First, read only the beginning and the ending of the piece (introduction and conclusion). These are the parts where authors include all of their key arguments and points. Therefore, if you start with reading these parts, it will give you a good sense of the author's main points.
• Finally, read the article fully.

These three steps make up most of the prewriting process. After you are done with them, you can move on to writing your own review—and we are going to guide you through the writing process as well.

Outline and Template

As you progress with reading your article, organize your thoughts into coherent sections in an outline. As you read, jot down important facts, contributions, or contradictions. Identify the shortcomings and strengths of your publication. Begin to map your outline accordingly.

If your professor does not want a summary section or a personal critique section, then you must alleviate those parts from your writing. Much like other assignments, an article review must contain an introduction, a body, and a conclusion. Thus, you might consider dividing your outline according to these sections as well as subheadings within the body. If you find yourself troubled with the pre-writing and the brainstorming process for this assignment, seek out a sample outline.

Your custom essay must contain these constituent parts:

• Pre-Title Page - Before diving into your review, start with essential details: article type, publication title, and author names with affiliations (position, department, institution, location, and email). Include corresponding author info if needed.
• Running Head - In APA format, use a concise title (under 40 characters) to ensure consistent formatting.
• Summary Page - Optional but useful. Summarize the article in 800 words, covering background, purpose, results, and methodology, avoiding verbatim text or references.
• Title Page - Include the full title, a 250-word abstract, and 4-6 keywords for discoverability.
• Introduction - Set the stage with an engaging overview of the article.
• Body - Organize your analysis with headings and subheadings.
• Works Cited/References - Properly cite all sources used in your review.
• Optional Suggested Reading Page - If permitted, suggest further readings for in-depth exploration.
• Tables and Figure Legends (if instructed by the professor) - Include visuals when requested by your professor for clarity.

Example of an Article Review

You might wonder why we've dedicated a section of this article to discuss an article review sample. Not everyone may realize it, but examining multiple well-constructed examples of review articles is a crucial step in the writing process. In the following section, our essay writing service experts will explain why.

Looking through relevant article review examples can be beneficial for you in the following ways:

• To get you introduced to the key works of experts in your field.
• To help you identify the key people engaged in a particular field of science.
• To help you define what significant discoveries and advances were made in your field.
• To help you unveil the major gaps within the existing knowledge of your field—which contributes to finding fresh solutions.
• To help you find solid references and arguments for your own review.
• To help you generate some ideas about any further field of research.
• To help you gain a better understanding of the area and become an expert in this specific field.
• To get a clear idea of how to write a good review.

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Steps for Writing an Article Review

Here is a guide with critique paper format on how to write a review paper:

Step 1: Write the Title

First of all, you need to write a title that reflects the main focus of your work. Respectively, the title can be either interrogative, descriptive, or declarative.

Step 2: Cite the Article

Next, create a proper citation for the reviewed article and input it following the title. At this step, the most important thing to keep in mind is the style of citation specified by your instructor in the requirements for the paper. For example, an article citation in the MLA style should look as follows:

Author's last and first name. "The title of the article." Journal's title and issue(publication date): page(s). Print

Abraham John. "The World of Dreams." Virginia Quarterly 60.2(1991): 125-67. Print.

Step 3: Article Identification

After your citation, you need to include the identification of your reviewed article:

• Title of the article
• Title of the journal
• Year of publication

All of this information should be included in the first paragraph of your paper.

The report "Poverty increases school drop-outs" was written by Brian Faith – a Health officer – in 2000.

Step 4: Introduction

Your organization in an assignment like this is of the utmost importance. Before embarking on your writing process, you should outline your assignment or use an article review template to organize your thoughts coherently.

• If you are wondering how to start an article review, begin with an introduction that mentions the article and your thesis for the review.
• Follow up with a summary of the main points of the article.
• Highlight the positive aspects and facts presented in the publication.
• Critique the publication by identifying gaps, contradictions, disparities in the text, and unanswered questions.

Step 5: Summarize the Article

Make a summary of the article by revisiting what the author has written about. Note any relevant facts and findings from the article. Include the author's conclusions in this section.

Step 6: Critique It

Present the strengths and weaknesses you have found in the publication. Highlight the knowledge that the author has contributed to the field. Also, write about any gaps and/or contradictions you have found in the article. Take a standpoint of either supporting or not supporting the author's assertions, but back up your arguments with facts and relevant theories that are pertinent to that area of knowledge. Rubrics and templates can also be used to evaluate and grade the person who wrote the article.

Step 7: Craft a Conclusion

In this section, revisit the critical points of your piece, your findings in the article, and your critique. Also, write about the accuracy, validity, and relevance of the results of the article review. Present a way forward for future research in the field of study. Before submitting your article, keep these pointers in mind:

• As you read the article, highlight the key points. This will help you pinpoint the article's main argument and the evidence that they used to support that argument.
• While you write your review, use evidence from your sources to make a point. This is best done using direct quotations.
• Select quotes and supporting evidence adequately and use direct quotations sparingly. Take time to analyze the article adequately.
• Every time you reference a publication or use a direct quotation, use a parenthetical citation to avoid accidentally plagiarizing your article.
• Re-read your piece a day after you finish writing it. This will help you to spot grammar mistakes and to notice any flaws in your organization.
• Use a spell-checker and get a second opinion on your paper.

The Post-Writing Process: Proofread Your Work

Finally, when all of the parts of your article review are set and ready, you have one last thing to take care of — proofreading. Although students often neglect this step, proofreading is a vital part of the writing process and will help you polish your paper to ensure that there are no mistakes or inconsistencies.

To proofread your paper properly, start by reading it fully and checking the following points:

• Punctuation
• Other mistakes

Afterward, take a moment to check for any unnecessary information in your paper and, if found, consider removing it to streamline your content. Finally, double-check that you've covered at least 3-4 key points in your discussion.

And remember, if you ever need help with proofreading, rewriting your essay, or even want to buy essay , our friendly team is always here to assist you.

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What Is A Review Article?

How to write an article review, how to write an article review in apa format.

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is a seasoned educational writer focusing on scholarship guidance, research papers, and various forms of academic essays including reflective and narrative essays. His expertise also extends to detailed case studies. A scholar with a background in English Literature and Education, Daniel’s work on EssayPro blog aims to support students in achieving academic excellence and securing scholarships. His hobbies include reading classic literature and participating in academic forums.

is an expert in nursing and healthcare, with a strong background in history, law, and literature. Holding advanced degrees in nursing and public health, his analytical approach and comprehensive knowledge help students navigate complex topics. On EssayPro blog, Adam provides insightful articles on everything from historical analysis to the intricacies of healthcare policies. In his downtime, he enjoys historical documentaries and volunteering at local clinics.

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An article review is a critical evaluation of a scholarly or scientific piece, which aims to summarize its main ideas, assess its contributions, and provide constructive feedback. A well-written review not only benefits the author of the article under scrutiny but also serves as a valuable resource for fellow researchers and scholars. Follow these steps to create an effective and informative article review:

1. Understand the purpose: Before diving into the article, it is important to understand the intent of writing a review. This helps in focusing your thoughts, directing your analysis, and ensuring your review adds value to the academic community.

2. Read the article thoroughly: Carefully read the article multiple times to get a complete understanding of its content, arguments, and conclusions. As you read, take notes on key points, supporting evidence, and any areas that require further exploration or clarification.

3. Summarize the main ideas: In your review’s introduction, briefly outline the primary themes and arguments presented by the author(s). Keep it concise but sufficiently informative so that readers can quickly grasp the essence of the article.

4. Evaluate the strengths and weaknesses: In subsequent paragraphs, assess the strengths and limitations of the article based on factors such as methodology, quality of evidence presented, coherence of arguments, and alignment with existing literature in the field. Be fair and objective while providing your critique.

5. Discuss any implications: Deliberate on how this particular piece contributes to or challenges existing knowledge in its discipline. You may also discuss potential improvements for future research or explore real-world applications stemming from this study.

6. Provide recommendations: Finally, offer suggestions for both the author(s) and readers regarding how they can further build on this work or apply its findings in practice.

7. Proofread and revise: Once your initial draft is complete, go through it carefully for clarity, accuracy, and coherence. Revise as necessary, ensuring your review is both informative and engaging for readers.

Sample Review:

A Critical Review of “The Effects of Social Media on Mental Health”

Introduction:

“The Effects of Social Media on Mental Health” is a timely article which investigates the relationship between social media usage and psychological well-being. The authors present compelling evidence to support their argument that excessive use of social media can result in decreased self-esteem, increased anxiety, and a negative impact on interpersonal relationships.

Strengths and weaknesses:

One of the strengths of this article lies in its well-structured methodology utilizing a variety of sources, including quantitative surveys and qualitative interviews. This approach provides a comprehensive view of the topic, allowing for a more nuanced understanding of the effects of social media on mental health. However, it would have been beneficial if the authors included a larger sample size to increase the reliability of their conclusions. Additionally, exploring how different platforms may influence mental health differently could have added depth to the analysis.

Implications:

The findings in this article contribute significantly to ongoing debates surrounding the psychological implications of social media use. It highlights the potential dangers that excessive engagement with online platforms may pose to one’s mental well-being and encourages further research into interventions that could mitigate these risks. The study also offers an opportunity for educators and policy-makers to take note and develop strategies to foster healthier online behavior.

Recommendations:

Future researchers should consider investigating how specific social media platforms impact mental health outcomes, as this could lead to more targeted interventions. For practitioners, implementing educational programs aimed at promoting healthy online habits may be beneficial in mitigating the potential negative consequences associated with excessive social media use.

Conclusion:

Overall, “The Effects of Social Media on Mental Health” is an important and informative piece that raises awareness about a pressing issue in today’s digital age. Given its minor limitations, it provides valuable

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• Critical Reviews

How to Write an Article Review (With Examples)

Last Updated: April 24, 2024 Fact Checked

Preparing to Write Your Review

Writing the article review, sample article reviews, expert q&a.

This article was co-authored by Jake Adams . Jake Adams is an academic tutor and the owner of Simplifi EDU, a Santa Monica, California based online tutoring business offering learning resources and online tutors for academic subjects K-College, SAT & ACT prep, and college admissions applications. With over 14 years of professional tutoring experience, Jake is dedicated to providing his clients the very best online tutoring experience and access to a network of excellent undergraduate and graduate-level tutors from top colleges all over the nation. Jake holds a BS in International Business and Marketing from Pepperdine University. There are 12 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 3,103,716 times.

An article review is both a summary and an evaluation of another writer's article. Teachers often assign article reviews to introduce students to the work of experts in the field. Experts also are often asked to review the work of other professionals. Understanding the main points and arguments of the article is essential for an accurate summation. Logical evaluation of the article's main theme, supporting arguments, and implications for further research is an important element of a review . Here are a few guidelines for writing an article review.

Education specialist Alexander Peterman recommends: "In the case of a review, your objective should be to reflect on the effectiveness of what has already been written, rather than writing to inform your audience about a subject."

Article Review 101

• Read the article very closely, and then take time to reflect on your evaluation. Consider whether the article effectively achieves what it set out to.
• Write out a full article review by completing your intro, summary, evaluation, and conclusion. Don't forget to add a title, too!
• Proofread your review for mistakes (like grammar and usage), while also cutting down on needless information.

• Article reviews present more than just an opinion. You will engage with the text to create a response to the scholarly writer's ideas. You will respond to and use ideas, theories, and research from your studies. Your critique of the article will be based on proof and your own thoughtful reasoning.
• An article review only responds to the author's research. It typically does not provide any new research. However, if you are correcting misleading or otherwise incorrect points, some new data may be presented.
• An article review both summarizes and evaluates the article.

• Summarize the article. Focus on the important points, claims, and information.
• Discuss the positive aspects of the article. Think about what the author does well, good points she makes, and insightful observations.
• Identify contradictions, gaps, and inconsistencies in the text. Determine if there is enough data or research included to support the author's claims. Find any unanswered questions left in the article.

• Make note of words or issues you don't understand and questions you have.
• Look up terms or concepts you are unfamiliar with, so you can fully understand the article. Read about concepts in-depth to make sure you understand their full context.

• Pay careful attention to the meaning of the article. Make sure you fully understand the article. The only way to write a good article review is to understand the article.

• With either method, make an outline of the main points made in the article and the supporting research or arguments. It is strictly a restatement of the main points of the article and does not include your opinions.
• After putting the article in your own words, decide which parts of the article you want to discuss in your review. You can focus on the theoretical approach, the content, the presentation or interpretation of evidence, or the style. You will always discuss the main issues of the article, but you can sometimes also focus on certain aspects. This comes in handy if you want to focus the review towards the content of a course.
• Review the summary outline to eliminate unnecessary items. Erase or cross out the less important arguments or supplemental information. Your revised summary can serve as the basis for the summary you provide at the beginning of your review.

• What does the article set out to do?
• What is the theoretical framework or assumptions?
• Are the central concepts clearly defined?
• How adequate is the evidence?
• How does the article fit into the literature and field?
• Does it advance the knowledge of the subject?
• How clear is the author's writing? Don't: include superficial opinions or your personal reaction. Do: pay attention to your biases, so you can overcome them.

• For example, in MLA , a citation may look like: Duvall, John N. "The (Super)Marketplace of Images: Television as Unmediated Mediation in DeLillo's White Noise ." Arizona Quarterly 50.3 (1994): 127-53. Print. [9] X Trustworthy Source Purdue Online Writing Lab Trusted resource for writing and citation guidelines Go to source

• For example: The article, "Condom use will increase the spread of AIDS," was written by Anthony Zimmerman, a Catholic priest.

• Your introduction should only be 10-25% of your review.
• End the introduction with your thesis. Your thesis should address the above issues. For example: Although the author has some good points, his article is biased and contains some misinterpretation of data from others’ analysis of the effectiveness of the condom.

• Use direct quotes from the author sparingly.
• Review the summary you have written. Read over your summary many times to ensure that your words are an accurate description of the author's article.

• Support your critique with evidence from the article or other texts.
• The summary portion is very important for your critique. You must make the author's argument clear in the summary section for your evaluation to make sense.
• Remember, this is not where you say if you liked the article or not. You are assessing the significance and relevance of the article.
• Use a topic sentence and supportive arguments for each opinion. For example, you might address a particular strength in the first sentence of the opinion section, followed by several sentences elaborating on the significance of the point.

• This should only be about 10% of your overall essay.
• For example: This critical review has evaluated the article "Condom use will increase the spread of AIDS" by Anthony Zimmerman. The arguments in the article show the presence of bias, prejudice, argumentative writing without supporting details, and misinformation. These points weaken the author’s arguments and reduce his credibility.

• Make sure you have identified and discussed the 3-4 key issues in the article.

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• ↑ https://libguides.cmich.edu/writinghelp/articlereview
• ↑ https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4548566/
• ↑ Jake Adams. Academic Tutor & Test Prep Specialist. Expert Interview. 24 July 2020.
• ↑ https://guides.library.queensu.ca/introduction-research/writing/critical
• ↑ https://www.iup.edu/writingcenter/writing-resources/organization-and-structure/creating-an-outline.html
• ↑ https://writing.umn.edu/sws/assets/pdf/quicktips/titles.pdf
• ↑ https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_works_cited_periodicals.html
• ↑ https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4548565/
• ↑ https://writingcenter.uconn.edu/wp-content/uploads/sites/593/2014/06/How_to_Summarize_a_Research_Article1.pdf
• ↑ https://www.uis.edu/learning-hub/writing-resources/handouts/learning-hub/how-to-review-a-journal-article
• ↑ https://writingcenter.unc.edu/tips-and-tools/editing-and-proofreading/

About This Article

If you have to write an article review, read through the original article closely, taking notes and highlighting important sections as you read. Next, rewrite the article in your own words, either in a long paragraph or as an outline. Open your article review by citing the article, then write an introduction which states the article’s thesis. Next, summarize the article, followed by your opinion about whether the article was clear, thorough, and useful. Finish with a paragraph that summarizes the main points of the article and your opinions. To learn more about what to include in your personal critique of the article, keep reading the article! Did this summary help you? Yes No

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So What Do You Think? Writing a Review

• Resources & Preparation
• Instructional Plan
• Related Resources

Teenagers are often outspoken and opinionated. Writing reviews of the literature they read gives them a chance to express their ideas while developing style and voice. This lesson uses discussion of student opinions about yesterday's lunch or a popular TV show serves as an introduction to the genre of reviews. Students then read and analyze conflicting reviews. After examining samples of movie, music, restaurant, and book reviews, students devise guidelines for writing interesting and informative reviews. They then produce their own reviews of the literature they're reading in class. Finally, students compare their ideas and their pieces with published reviews of the same piece of literature. Though this lesson is illustrated with examples from student and professional reviews of Raymond Carver's writing, the techniques can be used with whatever literature students are reading.

Featured Resources

Components of a Review : This handout gives an overview of what is normally included in a critical review.

Review Guidelines : Students can use these guidelines when writing their own critical reviews.

From Theory to Practice

While it's important for students to learn to read and evaluate critical commentary, "Each reader has a right-and even a responsibility-to form his or her own opinions, based on that reader's reading and understanding of a piece of literature, and to be able to support those opinions with solid reasons" (97).

When students express ideas on an author's work that are also noted by critics, "it presents a perfect opportunity to introduce critical commentary naturally into class discussion in order to promote a deeper understanding of the literature" (100).

Further Reading

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
• 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
• 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
• 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
• 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
• 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
• 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
• 9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
• 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Materials and Technology

• Sample reviews of various types (movie, music, restaurant, book, etc.), both print and online
• Specific reviews of the literature students are reading
• Components of a Review
• Creating Classroom Discussion about Reviews
• Student Example of a Book Review
• Review Guidelines
• Writing a Review Checklist
• Student Reflection Sheet

Preparation

• two conflicting reviews of a current movie, television show, or CD with which students are likely familiar.
• reviews specific to the writer(s) who students are reading. The Stauffer Library Reference and  Book Reviews in the Yahoo! Directory may be helpful in finding those reviews.
• Make appropriate number of copies of handouts.
• Test the ReadWriteThink Pinting Press on your computers to familiarize yourself with the tool and ensure that you have the Flash plug-in installed. You can download the plug-in from the technical support page.

Student Objectives

Students will

• read a variety of different kinds of reviews.
• determine the qualities and characteristics of an effective review.
• use critical thinking skills to formulate their own opinions about a writer's work.
• apply their knowledge to write their own reviews.
• compare their ideas and their work to that of professional reviewers.

Session One

• In this first class session, work to generate interest in writing a review-and to convince students that they do have strong and valid opinions.
• If lunch was "gross," what made it so?
• If the show was "really funny," why did it make them laugh?
• Ask students why they go to certain movies, buy specific CDs, or choose to eat in particular restaurants. Encourage them to explore where they get their "recommendations" from.
• Invite students to share both positive and negative experiences they have had as a result of listening to someone else's opinion.
• Lead the discussion to a point where students begin to see that word-of-mouth recommendations and published reviews essentially serve the same purpose: to comment on and evaluate a work or an event.
• Share two conflicting reviews with students.
• the kind of information included in both reviews.
• the specific points the reviewers agree and disagree about.
• any differences in focus between the reviews.
• which review is more entertaining—and why.
• which review is more convincing—and why.
• Ask students to list various kinds of reviews and to suggest where they can find these reviews (newspapers, magazines, journals, and online).
• For homework, ask each student bring one to three reviews to class.

Session Two

• In this second session, focus on helping students determine the qualities and characteristics of a good review.
• the name of what is being reviewed
• a clear statement of the reviewer's opinion (i.e., a thesis)
• specific examples that support the reviewer's opinion
• a particular tone (use of humor, sarcasm, authority, etc.).
• book reviews may include quotations from the work.
• restaurant reviews may discuss atmosphere.
• both music and literary reviews may trace developments in the writer/musician's history.
• Each small group should choose one review to read to the class along with their own short oral analysis.
• As a conclusion to the activity, the class as a whole should compile a list on the board or on chart paper of qualities that contribute to a good review. If desired, share the Components of a Review handout, which reviews the parts of a review.
• The teacher should collect all reviews students brought in for homework for use in future sessions.

Session Three

• In this third session, work to get students to focus on the particular attributes of a book review in preparation for writing their own reviews of the literature they're reading.
• Ideally, the teacher should have a selection of book reviews from those collected from students the previous day. In case students have not brought in book reviews, the teacher should have such reviews available. These reviews should be carefully chosen so that their content is accessible to students. It's best if some reviews focus on works students may have read while others are of work unfamiliar to students.)
• In small groups of three or four, have students examine a book review and break it down into its components to determine how the introduction, the body, and the conclusion allow the writer to make his/her points.
• Next, students should examine the particular style of their group's review and determine how the writer achieves a unique voice. Each group should try to determine the tone of their review (i.e., pompous and authoritative, humorous, enthusiastic, analytical, etc.) by noting such things as word choice, sentence structure, and use of detail. If students have collected reviews written by the same reviewer, these "elusive" qualities may be easier to spot.
• Invite a class discussion about how a review combines the informative aspects of straight journalism with the "pizzazz" of personal narrative.
• Where did your review appear?
• What do you know about this publication?
• Who do you think the audience for this publication would be?
• What would a reader who had read the book take from the review?
• What would a reader unfamiliar with the book take from the review?
• By the end of the session, ask students to compile a class list of broad, basic guidelines for writing a review. Example guidelines are also available.
• Invite students to begin writing the first draft of a review based on the particular piece(s) of literature the class is studying.
• If students are reading one book, that one work would be the focus of the review.
• If students are reading more than one work (i.e., a number of short stories, poems, or essays) by an author, the review can cover any or all of this material.
• Ask students to design a rating system to include with the written review. The system can be as traditional as 1-5 stars or something more creative.

NOTE: Older students tend to get the style and tone of a review quite quickly, while younger students often produce something more like a book report in the early drafts. Writing instruction should be geared to the ability of each class.

• Use the Writing a Review Checklist as a guide to help students draft and edit their reviews.

Session Four

• In this fourth session, introduce critical commentary into class discussion.
• When the students have completed their reviews, invite them to publish their reviews using one of the options on the ReadWriteThink Printing Press . Print them when they are complete.
• With their final drafts complete, have students read professionally written reviews on the same text and compare their ideas as well as their writing to these reviews. Depending on the accessibility of these reviews, you can collect all published material or students can be assigned this task. (It's for this reason that this aspect of the assignment works best if the writers reviewed are contemporary.)
• When comparing their reviews with the published pieces, students should find points that are raised in both. This process demystifies critical commentary and allows students to feel comfortable discussing the work of reviewers. For example, one of my students writes of his appreciation of Carver's "deadpan humor."
• Teachers can use such excerpts to generate lively classroom discussion. If desired, use the this suggestion for creating a classroom discussion.
• After all students have reacted to each excerpt, invite the class to break into pairs or small groups, with each group responsible for sifting through the material on one of the papers.
• Finally, have students present conclusions based on their peers' responses to the critical commentary.
• a classroom bulletin board displaying reviews, accompanied by artwork and photographs of the authors.
• a class compilation of reviews. Students can use the ReadWriteThink Printing Press to compile their reviews in a reader-friendly format.
• a class publication with all reviews collected in a booklet, brochure, or binder and saved for future classes who will be studying the same author. This collection can be added to over the years to create an "historical perspective" on a particular works/authors.
• submissions to print and online publications that seek reviews. (Note: Teen Ink seeks student written reviews on all topics.)
• writing an individual response to a review to then share with the class.
• revising and rewriting their own original reviews to address points raised by the professional reviewer.
• working with a partner and each taking a side in response to a review, with one student proving the reviewer is "right" and the other proving him/her "wrong."
• When students are comparing different types of reviews, invite them to use the Venn Diagram interactive.

Student Assessment / Reflections

• Grade the review as a complete writing assignment.
• As students write and revise their reviews, guide their work with the Review Checklist , a worksheet that outlines the vital features of a good review and asks students to verify that their final review includes these specific features. This checklist can be used by the teacher in evaluating the review.
• Students can assess their own work and learning by completing a Reflection Sheet that is handed in with the review. As with all reflection sheets, the form should include 4–5 questions that make writers really think about their pieces and the process that led to their creation.
• Publish student reviews using one of the options listed above to provide further feedback and assessment for students.
• Calendar Activities
• Professional Library
• Student Interactives
• Lesson Plans

The interactive Printing Press is designed to assist students in creating newspapers, brochures, and flyers.

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Common Assignments: Review and Revise

Review and revise.

After writing your jounal enty, review your ideas by asking yourself:

• Is my main idea clear and relevant to the assigned topic?
• Does my journal entry demonstrate evidence that I have read and thought critically about required readings, experiences, events, or issues?
• Have I proposed a unique perspective that is supported well?
• Do I support my claim with required readings or other credible outside sources?
• Have I used a scholarly tone, complete sentences, and adhered to other specific assignment requirements?
• Have I self-edited and proofread my response for grammar, style, and structure?

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Blog – Posted on Friday, Mar 29

17 book review examples to help you write the perfect review.

It’s an exciting time to be a book reviewer. Once confined to print newspapers and journals, reviews now dot many corridors of the Internet — forever helping others discover their next great read. That said, every book reviewer will face a familiar panic: how can you do justice to a great book in just a thousand words?

As you know, the best way to learn how to do something is by immersing yourself in it. Luckily, the Internet (i.e. Goodreads and other review sites , in particular) has made book reviews more accessible than ever — which means that there are a lot of book reviews examples out there for you to view!

In this post, we compiled 17 prototypical book review examples in multiple genres to help you figure out how to write the perfect review . If you want to jump straight to the examples, you can skip the next section. Otherwise, let’s first check out what makes up a good review.

Are you interested in becoming a book reviewer? We recommend you check out Reedsy Discovery , where you can earn money for writing reviews — and are guaranteed people will read your reviews! To register as a book reviewer, sign up here.

Pro-tip : But wait! How are you sure if you should become a book reviewer in the first place? If you're on the fence, or curious about your match with a book reviewing career, take our quick quiz:

Should you become a book reviewer?

Find out the answer. Takes 30 seconds!

What must a book review contain?

Like all works of art, no two book reviews will be identical. But fear not: there are a few guidelines for any aspiring book reviewer to follow. Most book reviews, for instance, are less than 1,500 words long, with the sweet spot hitting somewhere around the 1,000-word mark. (However, this may vary depending on the platform on which you’re writing, as we’ll see later.)

In addition, all reviews share some universal elements, as shown in our book review templates . These include:

• A review will offer a concise plot summary of the book. 
• A book review will offer an evaluation of the work. 
• A book review will offer a recommendation for the audience. 

If these are the basic ingredients that make up a book review, it’s the tone and style with which the book reviewer writes that brings the extra panache. This will differ from platform to platform, of course. A book review on Goodreads, for instance, will be much more informal and personal than a book review on Kirkus Reviews, as it is catering to a different audience. However, at the end of the day, the goal of all book reviews is to give the audience the tools to determine whether or not they’d like to read the book themselves.

Keeping that in mind, let’s proceed to some book review examples to put all of this in action.

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Book review examples for fiction books

Since story is king in the world of fiction, it probably won’t come as any surprise to learn that a book review for a novel will concentrate on how well the story was told .

That said, book reviews in all genres follow the same basic formula that we discussed earlier. In these examples, you’ll be able to see how book reviewers on different platforms expertly intertwine the plot summary and their personal opinions of the book to produce a clear, informative, and concise review.

Note: Some of the book review examples run very long. If a book review is truncated in this post, we’ve indicated by including a […] at the end, but you can always read the entire review if you click on the link provided.

Examples of literary fiction book reviews

Kirkus Reviews reviews Ralph Ellison’s The Invisible Man :

An extremely powerful story of a young Southern Negro, from his late high school days through three years of college to his life in Harlem.

His early training prepared him for a life of humility before white men, but through injustices- large and small, he came to realize that he was an "invisible man". People saw in him only a reflection of their preconceived ideas of what he was, denied his individuality, and ultimately did not see him at all. This theme, which has implications far beyond the obvious racial parallel, is skillfully handled. The incidents of the story are wholly absorbing. The boy's dismissal from college because of an innocent mistake, his shocked reaction to the anonymity of the North and to Harlem, his nightmare experiences on a one-day job in a paint factory and in the hospital, his lightning success as the Harlem leader of a communistic organization known as the Brotherhood, his involvement in black versus white and black versus black clashes and his disillusion and understanding of his invisibility- all climax naturally in scenes of violence and riot, followed by a retreat which is both literal and figurative. Parts of this experience may have been told before, but never with such freshness, intensity and power.

This is Ellison's first novel, but he has complete control of his story and his style. Watch it.

Lyndsey reviews George Orwell’s 1984 on Goodreads:

YOU. ARE. THE. DEAD. Oh my God. I got the chills so many times toward the end of this book. It completely blew my mind. It managed to surpass my high expectations AND be nothing at all like I expected. Or in Newspeak "Double Plus Good." Let me preface this with an apology. If I sound stunningly inarticulate at times in this review, I can't help it. My mind is completely fried.

This book is like the dystopian Lord of the Rings, with its richly developed culture and economics, not to mention a fully developed language called Newspeak, or rather more of the anti-language, whose purpose is to limit speech and understanding instead of to enhance and expand it. The world-building is so fully fleshed out and spine-tinglingly terrifying that it's almost as if George travelled to such a place, escaped from it, and then just wrote it all down.

I read Fahrenheit 451 over ten years ago in my early teens. At the time, I remember really wanting to read 1984, although I never managed to get my hands on it. I'm almost glad I didn't. Though I would not have admitted it at the time, it would have gone over my head. Or at the very least, I wouldn't have been able to appreciate it fully. […]

The New York Times reviews Lisa Halliday’s Asymmetry :

Three-quarters of the way through Lisa Halliday’s debut novel, “Asymmetry,” a British foreign correspondent named Alistair is spending Christmas on a compound outside of Baghdad. His fellow revelers include cameramen, defense contractors, United Nations employees and aid workers. Someone’s mother has FedExed a HoneyBaked ham from Maine; people are smoking by the swimming pool. It is 2003, just days after Saddam Hussein’s capture, and though the mood is optimistic, Alistair is worrying aloud about the ethics of his chosen profession, wondering if reporting on violence doesn’t indirectly abet violence and questioning why he’d rather be in a combat zone than reading a picture book to his son. But every time he returns to London, he begins to “spin out.” He can’t go home. “You observe what people do with their freedom — what they don’t do — and it’s impossible not to judge them for it,” he says.

The line, embedded unceremoniously in the middle of a page-long paragraph, doubles, like so many others in “Asymmetry,” as literary criticism. Halliday’s novel is so strange and startlingly smart that its mere existence seems like commentary on the state of fiction. One finishes “Asymmetry” for the first or second (or like this reader, third) time and is left wondering what other writers are not doing with their freedom — and, like Alistair, judging them for it.

Despite its title, “Asymmetry” comprises two seemingly unrelated sections of equal length, appended by a slim and quietly shocking coda. Halliday’s prose is clean and lean, almost reportorial in the style of W. G. Sebald, and like the murmurings of a shy person at a cocktail party, often comic only in single clauses. It’s a first novel that reads like the work of an author who has published many books over many years. […]

Emily W. Thompson reviews Michael Doane's The Crossing on Reedsy Discovery :

In Doane’s debut novel, a young man embarks on a journey of self-discovery with surprising results.

An unnamed protagonist (The Narrator) is dealing with heartbreak. His love, determined to see the world, sets out for Portland, Oregon. But he’s a small-town boy who hasn’t traveled much. So, the Narrator mourns her loss and hides from life, throwing himself into rehabbing an old motorcycle. Until one day, he takes a leap; he packs his bike and a few belongings and heads out to find the Girl.

Following in the footsteps of Jack Kerouac and William Least Heat-Moon, Doane offers a coming of age story about a man finding himself on the backroads of America. Doane’s a gifted writer with fluid prose and insightful observations, using The Narrator’s personal interactions to illuminate the diversity of the United States.

The Narrator initially sticks to the highways, trying to make it to the West Coast as quickly as possible. But a hitchhiker named Duke convinces him to get off the beaten path and enjoy the ride. “There’s not a place that’s like any other,” [39] Dukes contends, and The Narrator realizes he’s right. Suddenly, the trip is about the journey, not just the destination. The Narrator ditches his truck and traverses the deserts and mountains on his bike. He destroys his phone, cutting off ties with his past and living only in the moment.

As he crosses the country, The Narrator connects with several unique personalities whose experiences and views deeply impact his own. Duke, the complicated cowboy and drifter, who opens The Narrator’s eyes to a larger world. Zooey, the waitress in Colorado who opens his heart and reminds him that love can be found in this big world. And Rosie, The Narrator’s sweet landlady in Portland, who helps piece him back together both physically and emotionally.

This supporting cast of characters is excellent. Duke, in particular, is wonderfully nuanced and complicated. He’s a throwback to another time, a man without a cell phone who reads Sartre and sleeps under the stars. Yet he’s also a grifter with a “love ‘em and leave ‘em” attitude that harms those around him. It’s fascinating to watch The Narrator wrestle with Duke’s behavior, trying to determine which to model and which to discard.

Doane creates a relatable protagonist in The Narrator, whose personal growth doesn’t erase his faults. His willingness to hit the road with few resources is admirable, and he’s prescient enough to recognize the jealousy of those who cannot or will not take the leap. His encounters with new foods, places, and people broaden his horizons. Yet his immaturity and selfishness persist. He tells Rosie she’s been a good mother to him but chooses to ignore the continuing concern from his own parents as he effectively disappears from his old life.

Despite his flaws, it’s a pleasure to accompany The Narrator on his physical and emotional journey. The unexpected ending is a fitting denouement to an epic and memorable road trip.

The Book Smugglers review Anissa Gray’s The Care and Feeding of Ravenously Hungry Girls :

I am still dipping my toes into the literally fiction pool, finding what works for me and what doesn’t. Books like The Care and Feeding of Ravenously Hungry Girls by Anissa Gray are definitely my cup of tea.

Althea and Proctor Cochran had been pillars of their economically disadvantaged community for years – with their local restaurant/small market and their charity drives. Until they are found guilty of fraud for stealing and keeping most of the money they raised and sent to jail. Now disgraced, their entire family is suffering the consequences, specially their twin teenage daughters Baby Vi and Kim.  To complicate matters even more: Kim was actually the one to call the police on her parents after yet another fight with her mother. […]

Examples of children’s and YA fiction book reviews

The Book Hookup reviews Angie Thomas’ The Hate U Give :

♥ Quick Thoughts and Rating: 5 stars! I can’t imagine how challenging it would be to tackle the voice of a movement like Black Lives Matter, but I do know that Thomas did it with a finesse only a talented author like herself possibly could. With an unapologetically realistic delivery packed with emotion, The Hate U Give is a crucially important portrayal of the difficulties minorities face in our country every single day. I have no doubt that this book will be met with resistance by some (possibly many) and slapped with a “controversial” label, but if you’ve ever wondered what it was like to walk in a POC’s shoes, then I feel like this is an unflinchingly honest place to start.

In Angie Thomas’s debut novel, Starr Carter bursts on to the YA scene with both heart-wrecking and heartwarming sincerity. This author is definitely one to watch.

♥ Review: The hype around this book has been unquestionable and, admittedly, that made me both eager to get my hands on it and terrified to read it. I mean, what if I was to be the one person that didn’t love it as much as others? (That seems silly now because of how truly mesmerizing THUG was in the most heartbreakingly realistic way.) However, with the relevancy of its summary in regards to the unjust predicaments POC currently face in the US, I knew this one was a must-read, so I was ready to set my fears aside and dive in. That said, I had an altogether more personal, ulterior motive for wanting to read this book. […]

The New York Times reviews Melissa Albert’s The Hazel Wood :

Alice Crewe (a last name she’s chosen for herself) is a fairy tale legacy: the granddaughter of Althea Proserpine, author of a collection of dark-as-night fairy tales called “Tales From the Hinterland.” The book has a cult following, and though Alice has never met her grandmother, she’s learned a little about her through internet research. She hasn’t read the stories, because her mother, Ella Proserpine, forbids it.

Alice and Ella have moved from place to place in an attempt to avoid the “bad luck” that seems to follow them. Weird things have happened. As a child, Alice was kidnapped by a man who took her on a road trip to find her grandmother; he was stopped by the police before they did so. When at 17 she sees that man again, unchanged despite the years, Alice panics. Then Ella goes missing, and Alice turns to Ellery Finch, a schoolmate who’s an Althea Proserpine superfan, for help in tracking down her mother. Not only has Finch read every fairy tale in the collection, but handily, he remembers them, sharing them with Alice as they journey to the mysterious Hazel Wood, the estate of her now-dead grandmother, where they hope to find Ella.

“The Hazel Wood” starts out strange and gets stranger, in the best way possible. (The fairy stories Finch relays, which Albert includes as their own chapters, are as creepy and evocative as you’d hope.) Albert seamlessly combines contemporary realism with fantasy, blurring the edges in a way that highlights that place where stories and real life convene, where magic contains truth and the world as it appears is false, where just about anything can happen, particularly in the pages of a very good book. It’s a captivating debut. […]

James reviews Margaret Wise Brown’s Goodnight, Moon on Goodreads:

Goodnight Moon by Margaret Wise Brown is one of the books that followers of my blog voted as a must-read for our Children's Book August 2018 Readathon. Come check it out and join the next few weeks!

This picture book was such a delight. I hadn't remembered reading it when I was a child, but it might have been read to me... either way, it was like a whole new experience! It's always so difficult to convince a child to fall asleep at night. I don't have kids, but I do have a 5-month-old puppy who whines for 5 minutes every night when he goes in his cage/crate (hopefully he'll be fully housebroken soon so he can roam around when he wants). I can only imagine! I babysat a lot as a teenager and I have tons of younger cousins, nieces, and nephews, so I've been through it before, too. This was a believable experience, and it really helps show kids how to relax and just let go when it's time to sleep.

The bunny's are adorable. The rhymes are exquisite. I found it pretty fun, but possibly a little dated given many of those things aren't normal routines anymore. But the lessons to take from it are still powerful. Loved it! I want to sample some more books by this fine author and her illustrators.

Publishers Weekly reviews Elizabeth Lilly’s Geraldine :

This funny, thoroughly accomplished debut opens with two words: “I’m moving.” They’re spoken by the title character while she swoons across her family’s ottoman, and because Geraldine is a giraffe, her full-on melancholy mode is quite a spectacle. But while Geraldine may be a drama queen (even her mother says so), it won’t take readers long to warm up to her. The move takes Geraldine from Giraffe City, where everyone is like her, to a new school, where everyone else is human. Suddenly, the former extrovert becomes “That Giraffe Girl,” and all she wants to do is hide, which is pretty much impossible. “Even my voice tries to hide,” she says, in the book’s most poignant moment. “It’s gotten quiet and whispery.” Then she meets Cassie, who, though human, is also an outlier (“I’m that girl who wears glasses and likes MATH and always organizes her food”), and things begin to look up.

Lilly’s watercolor-and-ink drawings are as vividly comic and emotionally astute as her writing; just when readers think there are no more ways for Geraldine to contort her long neck, this highly promising talent comes up with something new.

Examples of genre fiction book reviews

Karlyn P reviews Nora Roberts’ Dark Witch , a paranormal romance novel , on Goodreads:

4 stars. Great world-building, weak romance, but still worth the read.

I hesitate to describe this book as a 'romance' novel simply because the book spent little time actually exploring the romance between Iona and Boyle. Sure, there IS a romance in this novel. Sprinkled throughout the book are a few scenes where Iona and Boyle meet, chat, wink at each, flirt some more, sleep together, have a misunderstanding, make up, and then profess their undying love. Very formulaic stuff, and all woven around the more important parts of this book.

The meat of this book is far more focused on the story of the Dark witch and her magically-gifted descendants living in Ireland. Despite being weak on the romance, I really enjoyed it. I think the book is probably better for it, because the romance itself was pretty lackluster stuff.

I absolutely plan to stick with this series as I enjoyed the world building, loved the Ireland setting, and was intrigued by all of the secondary characters. However, If you read Nora Roberts strictly for the romance scenes, this one might disappoint. But if you enjoy a solid background story with some dark magic and prophesies, you might enjoy it as much as I did.

I listened to this one on audio, and felt the narration was excellent.

Emily May reviews R.F. Kuang’s The Poppy Wars , an epic fantasy novel , on Goodreads:

“But I warn you, little warrior. The price of power is pain.”

Holy hell, what did I just read??

➽ A fantasy military school

➽ A rich world based on modern Chinese history

➽ Shamans and gods

➽ Detailed characterization leading to unforgettable characters

➽ Adorable, opium-smoking mentors

That's a basic list, but this book is all of that and SO MUCH MORE. I know 100% that The Poppy War will be one of my best reads of 2018.

Isn't it just so great when you find one of those books that completely drags you in, makes you fall in love with the characters, and demands that you sit on the edge of your seat for every horrific, nail-biting moment of it? This is one of those books for me. And I must issue a serious content warning: this book explores some very dark themes. Proceed with caution (or not at all) if you are particularly sensitive to scenes of war, drug use and addiction, genocide, racism, sexism, ableism, self-harm, torture, and rape (off-page but extremely horrific).

Because, despite the fairly innocuous first 200 pages, the title speaks the truth: this is a book about war. All of its horrors and atrocities. It is not sugar-coated, and it is often graphic. The "poppy" aspect refers to opium, which is a big part of this book. It is a fantasy, but the book draws inspiration from the Second Sino-Japanese War and the Rape of Nanking.

Crime Fiction Lover reviews Jessica Barry’s Freefall , a crime novel:

In some crime novels, the wrongdoing hits you between the eyes from page one. With others it’s a more subtle process, and that’s OK too. So where does Freefall fit into the sliding scale?

In truth, it’s not clear. This is a novel with a thrilling concept at its core. A woman survives plane crash, then runs for her life. However, it is the subtleties at play that will draw you in like a spider beckoning to an unwitting fly.

Like the heroine in Sharon Bolton’s Dead Woman Walking, Allison is lucky to be alive. She was the only passenger in a private plane, belonging to her fiancé, Ben, who was piloting the expensive aircraft, when it came down in woodlands in the Colorado Rockies. Ally is also the only survivor, but rather than sitting back and waiting for rescue, she is soon pulling together items that may help her survive a little longer – first aid kit, energy bars, warm clothes, trainers – before fleeing the scene. If you’re hearing the faint sound of alarm bells ringing, get used to it. There’s much, much more to learn about Ally before this tale is over.

Kirkus Reviews reviews Ernest Cline’s Ready Player One , a science-fiction novel :

Video-game players embrace the quest of a lifetime in a virtual world; screenwriter Cline’s first novel is old wine in new bottles.

The real world, in 2045, is the usual dystopian horror story. So who can blame Wade, our narrator, if he spends most of his time in a virtual world? The 18-year-old, orphaned at 11, has no friends in his vertical trailer park in Oklahoma City, while the OASIS has captivating bells and whistles, and it’s free. Its creator, the legendary billionaire James Halliday, left a curious will. He had devised an elaborate online game, a hunt for a hidden Easter egg. The finder would inherit his estate. Old-fashioned riddles lead to three keys and three gates. Wade, or rather his avatar Parzival, is the first gunter (egg-hunter) to win the Copper Key, first of three.

Halliday was obsessed with the pop culture of the 1980s, primarily the arcade games, so the novel is as much retro as futurist. Parzival’s great strength is that he has absorbed all Halliday’s obsessions; he knows by heart three essential movies, crossing the line from geek to freak. His most formidable competitors are the Sixers, contract gunters working for the evil conglomerate IOI, whose goal is to acquire the OASIS. Cline’s narrative is straightforward but loaded with exposition. It takes a while to reach a scene that crackles with excitement: the meeting between Parzival (now world famous as the lead contender) and Sorrento, the head of IOI. The latter tries to recruit Parzival; when he fails, he issues and executes a death threat. Wade’s trailer is demolished, his relatives killed; luckily Wade was not at home. Too bad this is the dramatic high point. Parzival threads his way between more ’80s games and movies to gain the other keys; it’s clever but not exciting. Even a romance with another avatar and the ultimate “epic throwdown” fail to stir the blood.

Too much puzzle-solving, not enough suspense.

Book review examples for non-fiction books

Nonfiction books are generally written to inform readers about a certain topic. As such, the focus of a nonfiction book review will be on the clarity and effectiveness of this communication . In carrying this out, a book review may analyze the author’s source materials and assess the thesis in order to determine whether or not the book meets expectations.

Again, we’ve included abbreviated versions of long reviews here, so feel free to click on the link to read the entire piece!

The Washington Post reviews David Grann’s Killers of the Flower Moon :

The arc of David Grann’s career reminds one of a software whiz-kid or a latest-thing talk-show host — certainly not an investigative reporter, even if he is one of the best in the business. The newly released movie of his first book, “The Lost City of Z,” is generating all kinds of Oscar talk, and now comes the release of his second book, “Killers of the Flower Moon: The Osage Murders and the Birth of the FBI,” the film rights to which have already been sold for $5 million in what one industry journal called the “biggest and wildest book rights auction in memory.”

Grann deserves the attention. He’s canny about the stories he chases, he’s willing to go anywhere to chase them, and he’s a maestro in his ability to parcel out information at just the right clip: a hint here, a shading of meaning there, a smartly paced buildup of multiple possibilities followed by an inevitable reversal of readerly expectations or, in some cases, by a thrilling and dislocating pull of the entire narrative rug.

All of these strengths are on display in “Killers of the Flower Moon.” Around the turn of the 20th century, oil was discovered underneath Osage lands in the Oklahoma Territory, lands that were soon to become part of the state of Oklahoma. Through foresight and legal maneuvering, the Osage found a way to permanently attach that oil to themselves and shield it from the prying hands of white interlopers; this mechanism was known as “headrights,” which forbade the outright sale of oil rights and granted each full member of the tribe — and, supposedly, no one else — a share in the proceeds from any lease arrangement. For a while, the fail-safes did their job, and the Osage got rich — diamond-ring and chauffeured-car and imported-French-fashion rich — following which quite a large group of white men started to work like devils to separate the Osage from their money. And soon enough, and predictably enough, this work involved murder. Here in Jazz Age America’s most isolated of locales, dozens or even hundreds of Osage in possession of great fortunes — and of the potential for even greater fortunes in the future — were dispatched by poison, by gunshot and by dynamite. […]

Stacked Books reviews Malcolm Gladwell’s Outliers :

I’ve heard a lot of great things about Malcolm Gladwell’s writing. Friends and co-workers tell me that his subjects are interesting and his writing style is easy to follow without talking down to the reader. I wasn’t disappointed with Outliers. In it, Gladwell tackles the subject of success – how people obtain it and what contributes to extraordinary success as opposed to everyday success.

The thesis – that our success depends much more on circumstances out of our control than any effort we put forth – isn’t exactly revolutionary. Most of us know it to be true. However, I don’t think I’m lying when I say that most of us also believe that we if we just try that much harder and develop our talent that much further, it will be enough to become wildly successful, despite bad or just mediocre beginnings. Not so, says Gladwell.

Most of the evidence Gladwell gives us is anecdotal, which is my favorite kind to read. I can’t really speak to how scientifically valid it is, but it sure makes for engrossing listening. For example, did you know that successful hockey players are almost all born in January, February, or March? Kids born during these months are older than the others kids when they start playing in the youth leagues, which means they’re already better at the game (because they’re bigger). Thus, they get more play time, which means their skill increases at a faster rate, and it compounds as time goes by. Within a few years, they’re much, much better than the kids born just a few months later in the year. Basically, these kids’ birthdates are a huge factor in their success as adults – and it’s nothing they can do anything about. If anyone could make hockey interesting to a Texan who only grudgingly admits the sport even exists, it’s Gladwell. […]

Quill and Quire reviews Rick Prashaw’s Soar, Adam, Soar :

Ten years ago, I read a book called Almost Perfect. The young-adult novel by Brian Katcher won some awards and was held up as a powerful, nuanced portrayal of a young trans person. But the reality did not live up to the book’s billing. Instead, it turned out to be a one-dimensional and highly fetishized portrait of a trans person’s life, one that was nevertheless repeatedly dubbed “realistic” and “affecting” by non-transgender readers possessing only a vague, mass-market understanding of trans experiences.

In the intervening decade, trans narratives have emerged further into the literary spotlight, but those authored by trans people ourselves – and by trans men in particular – have seemed to fall under the shadow of cisgender sensationalized imaginings. Two current Canadian releases – Soar, Adam, Soar and This One Looks Like a Boy – provide a pointed object lesson into why trans-authored work about transgender experiences remains critical.

To be fair, Soar, Adam, Soar isn’t just a story about a trans man. It’s also a story about epilepsy, the medical establishment, and coming of age as seen through a grieving father’s eyes. Adam, Prashaw’s trans son, died unexpectedly at age 22. Woven through the elder Prashaw’s narrative are excerpts from Adam’s social media posts, giving us glimpses into the young man’s interior life as he traverses his late teens and early 20s. […]

Book Geeks reviews Elizabeth Gilbert’s Eat, Pray, Love :

WRITING STYLE: 3.5/5

SUBJECT: 4/5

CANDIDNESS: 4.5/5

RELEVANCE: 3.5/5

ENTERTAINMENT QUOTIENT: 3.5/5

“Eat Pray Love” is so popular that it is almost impossible to not read it. Having felt ashamed many times on my not having read this book, I quietly ordered the book (before I saw the movie) from amazon.in and sat down to read it. I don’t remember what I expected it to be – maybe more like a chick lit thing but it turned out quite different. The book is a real story and is a short journal from the time when its writer went travelling to three different countries in pursuit of three different things – Italy (Pleasure), India (Spirituality), Bali (Balance) and this is what corresponds to the book’s name – EAT (in Italy), PRAY (in India) and LOVE (in Bali, Indonesia). These are also the three Is – ITALY, INDIA, INDONESIA.

Though she had everything a middle-aged American woman can aspire for – MONEY, CAREER, FRIENDS, HUSBAND; Elizabeth was not happy in her life, she wasn’t happy in her marriage. Having suffered a terrible divorce and terrible breakup soon after, Elizabeth was shattered. She didn’t know where to go and what to do – all she knew was that she wanted to run away. So she set out on a weird adventure – she will go to three countries in a year and see if she can find out what she was looking for in life. This book is about that life changing journey that she takes for one whole year. […]

Emily May reviews Michelle Obama’s Becoming on Goodreads:

Look, I'm not a happy crier. I might cry at songs about leaving and missing someone; I might cry at books where things don't work out; I might cry at movies where someone dies. I've just never really understood why people get all choked up over happy, inspirational things. But Michelle Obama's kindness and empathy changed that. This book had me in tears for all the right reasons.

This is not really a book about politics, though political experiences obviously do come into it. It's a shame that some will dismiss this book because of a difference in political opinion, when it is really about a woman's life. About growing up poor and black on the South Side of Chicago; about getting married and struggling to maintain that marriage; about motherhood; about being thrown into an amazing and terrifying position.

I hate words like "inspirational" because they've become so overdone and cheesy, but I just have to say it-- Michelle Obama is an inspiration. I had the privilege of seeing her speak at The Forum in Inglewood, and she is one of the warmest, funniest, smartest, down-to-earth people I have ever seen in this world.

And yes, I know we present what we want the world to see, but I truly do think it's genuine. I think she is someone who really cares about people - especially kids - and wants to give them better lives and opportunities.

She's obviously intelligent, but she also doesn't gussy up her words. She talks straight, with an openness and honesty rarely seen. She's been one of the most powerful women in the world, she's been a graduate of Princeton and Harvard Law School, she's had her own successful career, and yet she has remained throughout that same girl - Michelle Robinson - from a working class family in Chicago.

I don't think there's anyone who wouldn't benefit from reading this book.

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2000+ Performance Review Phrases: The Complete List (Performance Feedback Examples)

By Andre Wyatt on January 24, 2021 — 79 minutes to read

• Collaboration and Cooperation Part 1
• Commitment and Professionalism Part 2
• Attendance and Punctuality Part 3
• Quality of Work and Productivity Part 4
• Adaptability Part 5
• Communication and Interpersonal Skills Part 6
• Creativity and Innovation Part 7
• Accountability Part 8
• Customer Focus and Customer Satisfaction Part 9
• Decision-Making and Problem-Solving Part 10
• Dependability and Reliability Part 11
• Ethics and Integrity Part 12
• Flexibility Part 13
• Goal-Setting Part 14
• Initiative Part 15
• Job Knowledge Part 16
• Judgment Part 17
• Listening Skills Part 18
• Leadership and Mentoring Part 19
• Management Style and Supervision Part 20
• Organizing and Planning Part 21
• Teamwork Part 22
• Technical Skills Part 23
• Time Management Part 24
• Training Ability Part 25
• Attitude Part 26
• Critical Thinking Part 27
• General Phrases Part 28

Part 1 Collaboration and Cooperation

Meets or exceeds expectations.

✓ He helps coworkers with their tasks even if they are outside his direct responsibility.

✓ He always assists coworkers that are having difficulty with their tasks.

✓ He promotes cooperation well to ensure staff work as a team to meet deadlines.

✓ He offers assistance willingly.

✓ He accepts constructive criticism positively.

✓ He can be counted on to carry out assignments with careful follow-through and follow-up.

✓ He volunteers to help other teams that need assistance meeting their goals.

✓ He readily shares information and resources with coworkers.

✓ He makes an effort to understand different perspectives and find common ground.

✓ He acknowledges others’ contributions and gives credit where credit is due.

✓ He helps resolve conflicts constructively by listening to all sides.

✓ He treats all coworkers, regardless of role or level, with equal respect.

✓ He keeps others informed of his progress so they can provide input.

✓ He compromises when necessary to reach agreements beneficial to all.

✓ He respects others’ time by communicating delays and being punctual.

✓ He supports team decisions even if they differ from his own viewpoints.

✓ He welcomes new coworkers and helps them learn their roles quickly.

✓ He identifies opportunities for coworkers to collaborate effectively.

✓ He brings people together around shared goals rather than divisions.

✓ He considers multiple viewpoints when evaluating alternatives and solutions.

✓ He facilitates cooperation across departments and organizational boundaries.

✓ He helps orient newcomers to workplace norms, policies and best practices.

✓ He takes initiative to maintain positive working relationships with others.

✓ He takes an active interest in coworkers’ work and helps where needed.

✓ He expresses appreciation for others’ contributions to the team’s success.

✓ He keeps an open mind and is willing to re-evaluate his own assumptions.

✓ He acknowledges his own limitations and involves others as needed.

✓ He makes the needs of the team a priority over his own preferences.

✓ He shares credit liberally and deflects praise onto coworkers.

✓ He makes the effort to connect with coworkers outside of work responsibilities.

✓ He advocates for the team’s interests when interacting with other groups.

✓ He helps foster an environment where people want to cooperate and help each other.

✓ He brings out the best in coworkers through respect, support and positivity.

✓ He makes cooperation and collaboration a regular part of his work approach.

See also: 200+ Performance Review Phrases for Professionalism, Collaboration and Cooperation, Punctuality

Below Expectations

✗ He is not a willing team player and prefers to work individually.

✗ He is unwilling to assist coworkers, even when asked.

✗ He is professional in his work but is unwilling to give advice to others.

✗ He shows himself to be a person who does not want to work with others.

✗ He is the person least likely to offer assistance when needed.

✗ He easily takes on new tasks well but fails to communicate with and train others.

✗ He hoards information and resources rather than sharing them.

✗ He dismisses others’ viewpoints without consideration.

✗ He takes credit for joint work without acknowledging contributions.

✗ He argues his point of view rather than seeking agreement.

✗ He makes no effort to understand perspectives different than his own.

✗ He shows favoritism towards certain coworkers.

✗ He keeps teammates uninformed about his progress and plans.

✗ He is unwilling to compromise on issues important to others.

✗ He misses deadlines without communicating delays appropriately.

✗ He undermines group decisions that don’t align with his preferences.

✗ He does not help new coworkers or ensure they understand their roles.

✗ He fails to identify ways for coworkers to work together effectively.

✗ He allows disagreements to divide the team rather than unite them.

✗ He considers only his perspective rather than many viewpoints.

✗ He does not facilitate cooperation between departments.

✗ He does not help orient newcomers or introduce workplace standards.

✗ He does little to build positive relationships with coworkers.

✗ He is uninterested in others’ work and does not offer assistance.

✗ He fails to acknowledge others’ contributions to success.

✗ He is closed-minded and does not rethink his assumptions.

✗ He takes on too much himself rather than involving others.

✗ He prioritizes his self-interests over the team’s needs.

✗ He takes credit for himself and does not recognize others.

✗ He is detached from coworkers outside of work responsibilities.

✗ He does not represent the team’s interests to other groups.

✗ He fosters an individualistic rather than cooperative culture.

✗ He fails to bring out the best in coworkers.

✗ Cooperation is not a regular part of his work approach.

See also: 200+ Performance Review Phrases for Professionalism, Collaboration and Cooperation, Punctuality Related: 26 Example Paragraphs for Performance Reviews [Positive & Negative Feedback]

Part 2 Commitment and Professionalism

✓ He is self-motivated and strives to complete all his tasks on time.

✓ He is a perfectionist. He does not stop until he has produced excellent results.

✓ He shows significant interest in his job and he constantly generates new ideas.

✓ He has a high level of professional knowledge of his job.

✓ He takes initiative and finds ways to continuously improve his work.

✓ He maintains a positive attitude even during difficult or stressful times.

✓ He takes pride in his work and strives for the highest quality outcomes.

✓ He maintains up-to-date knowledge in his field through ongoing learning.

✓ He approaches problems with care, diligence and a solutions-oriented mindset.

✓ He consistently delivers work that exceeds expectations for his role.

✓ He demonstrates passion for his profession and enthusiasm for his work.

✓ He represents the organization professionally in all interactions.

✓ He pays close attention to details and catches and fixes errors.

✓ He takes responsibility for his work and does not make excuses.

✓ He meets all deadlines through effective time management.

✓ He seeks to continuously improve processes and find efficiencies.

✓ He maintains professional composure even under pressure.

✓ He is dedicated to serving organizational goals and priorities.

✓ He is highly organized and ensures all work is well documented.

✓ He is proactive about anticipating problems and developing solutions.

✓ He takes on extra responsibilities without being asked.

✓ He is willing to work extra hours if needed to complete tasks.

✓ He maintains a high-quality portfolio of work accomplishments.

✓ He seeks feedback to further improve his skills and performance.

✓ He sets an example of excellence that motivates high performance.

✓ He displays leadership and mentors less experienced coworkers.

✓ He demonstrates full commitment to the organization’s success.

✓ He is passionate about his field and continuously expands his expertise.

See also: 200+ Performance Review Phrases for Commitment and Professionalism, Collaboration, Punctuality

✗ He fails to perform his required duties.

✗ He takes excessive breaks and is reluctant to perform his duties.

✗ He often attempts to leave the workplace early.

✗ He fails to show any real interest in his job.

✗ He is rarely on time and his appearance is untidy.

✗ He misses deadlines and does not take responsibility.

✗ His work is sloppy and does not meet quality standards.

✗ He makes excuses when errors occur or problems arise.

✗ He is resistant to feedback and does not take it constructively.

✗ He shows little initiative and relies heavily on supervision.

✗ His knowledge in his field is outdated or insufficient.

✗ He represents the organization unprofessionally to others.

✗ He fails to anticipate issues and leaves problems for others.

✗ He avoids extra responsibilities and passes off work to others.

✗ He is unwilling to work additional hours when required.

✗ He does not document or organize work effectively.

✗ He shows a lack of dedication to organizational goals.

✗ He is disorganized and loses or misfiles important documents.

✗ He displays a poor attitude that negatively impacts others.

✗ He is not punctual and misses meetings or appointments.

✗ His portfolio lacks substance and accomplishments.

✗ He is closed to feedback and does not seek to improve.

✗ He shows lack of passion for his profession or field.

✗ He fails to set a positive example for others.

See also: 200+ Performance Review Phrases for Commitment and Professionalism, Collaboration, Punctuality Related: 28 Essential Areas of Improvement for Employees [with Examples]

Part 3 Attendance and Punctuality

✓ His performance is always reliable and he follows his work schedule well.

✓ He manages his schedule well. He fully completes all tasks assigned to him for the week.

✓ He sets a standard by his perfect attendance.

✓ He is the ideal employee who arrives to work and leaves on time. He also takes his breaks as per his schedule.

✓ He arrives at work every day fully prepared to tackle his responsibilities.

✓ He is reliable and there are no concerns with his attendance.

✓ He is punctual for work and meetings.

✓ He always arrives to work prepared.

✓ He notifies managers well in advance of any planned time off.

✓ He makes arrangements to ensure coverage of responsibilities during absences.

✓ He is present and engaged during all scheduled working hours.

✓ He arrives early to prepare for the day and stays late to complete work.

✓ He adheres strictly to scheduled start and end times each day.

✓ He is always ready to start work promptly at the scheduled time.

✓ He schedules personal appointments outside of working hours.

✓ He coordinates schedules with coworkers to avoid disruption.

✓ He is an exemplary role model for attendance standards.

✓ He ensures tasks are covered when absent through contingency plans.

✓ He is always on time for scheduled shifts, meetings and deadlines.

✓ His attendance and punctuality are impeccable year after year.

✓ He is committed to being present and productive during work hours.

✓ His schedule is optimized to maximize productivity and availability.

✓ He takes initiative to swap shifts to meet organizational needs.

✓ He is reliable in unpredictable or emergency situations.

✓ His attendance creates a standard that motivates others.

✓ He communicates clearly about his availability and schedule.

✓ His attendance record is exemplary with no issues to address.

See also: 200+ Performance Review Phrases for Professionalism, Collaboration, Attendance and Punctuality

✗ He has an inconsistent attitude that often negatively affects the team.

✗ He follows the appropriate schedule but he is often late returning from off-site activities which negatively impacts his coworkers.

✗ He does not meet the attendance standards for punctuality.

✗ He does not return communications in a timely manner.

✗ He is often late for work and does not follow the attendance policy.

✗ He takes unapproved time off or exceeds allotted paid leave.

✗ He is frequently absent or late with no advance notification.

✗ He leaves early or takes extended breaks without permission.

✗ His schedule is unpredictable and disrupts coworkers’ work.

✗ He does not make arrangements when absent and work piles up.

✗ He misses deadlines and appointments due to poor time management.

✗ He arrives late to meetings and appointments on a regular basis.

✗ His tardiness and absenteeism set a negative example for others.

✗ He is frequently unavailable during scheduled working hours.

✗ He takes unscheduled days off at short notice.

✗ His schedule requires excessive supervision and follow up.

✗ He fails to follow attendance and punctuality policies.

✗ His whereabouts and availability are unpredictable.

✗ He does not respond to communications in a timely manner.

✗ His inconsistent schedule disrupts operations.

✗ His attendance record demonstrates repeated issues.

Part 4 Quality of Work and Productivity

✓ He is a detail minded person and his work is always completed with high quality.

✓ He always maintains a high level of accuracy in his work.

✓ He maintains a good standard of work aligned with a high level of productivity.

✓ He takes on new responsibilities with minimal guidance or direction.

✓ He has a strong grasp and understanding of his job responsibilities.

✓ He always maintains accuracy in his work.

✓ He never neglects any detail of any task given to him.

✓ His good performance level is highly appreciated. His work is high quality and accurate.

✓ He developed a [program/initiative] that delivered [x] results.

✓ He improved output/production by [x]%.

✓ He exceeded start of year goals by [number].

✓ He provides consistent results that clients or customers can always count on.

✓ He efficiently completes tasks well ahead of deadlines.

✓ He takes initiative to improve processes and increase efficiency.

✓ His work requires little to no rework or corrections.

✓ He delivers work that sets a high standard for others.

✓ He maintains meticulous records and documentation.

✓ He finds innovative solutions to complex problems.

✓ His work product exceeds the requirements of his role.

✓ He completes extra tasks above his normal duties.

✓ Customers and clients consistently praise his work.

✓ He achieves results above performance targets.

✓ He delivers work on time and within budget.

✓ His solutions are well thought out and long lasting.

See also: 300+ Performance Review Phrases for Quality of Work and Productivity, Adaptability, Communication

✗ He rarely achieves his monthly performance targets.

✗ He produces a higher defect rate than his peers.

✗ His work does not comply with the required output standards.

✗ He demonstrates a low level of knowledge of the required work procedures.

✗ He is reluctant to take on new responsibilities.

✗ He is unable to concentrate on his work.

✗ He is unaware of his job requirements.

✗ The quality of his work is unreliable.

✗ He fails to spend sufficient time to check his work before submission.

✗ He is unable to perform his job without assistance.

✗ His lack of concentration results in a high level of errors.

✗ His work doesn’t pass inspection by other team members.

✗ He doesn’t pay attention to the details of the tasks he is assigned.

✗ He overlooks key requirements given to him for his tasks.

✗ He fails to meet basic quality standards.

✗ His work requires excessive corrections.

Part 5 Adaptability

✓ He maintains a calm and composed demeanor under stressful situations.

✓ He acknowledges and recognizes any proposal for change.

✓ He promptly tackles changes while completing his assignments.

✓ He welcomes criticism that will help to improve the business.

✓ He is willing to look for more effective methods to conduct business.

✓ He adjusts his approach when facing obstacles.

✓ He considers different perspectives before deciding on a course of action.

✓ He incorporates feedback into improving his work methods.

✓ He remains open-minded towards new ideas and suggestions.

✓ He readily accepts additional responsibilities when needed.

✓ He is flexible enough to take on varied tasks.

✓ He adapts his communication style to different personalities.

✓ He makes necessary adjustments to changing priorities.

✓ He alters his approach based on the situation’s unique demands.

✓ He tailors his solutions according to the target audience.

✓ He reworks procedures in response to shifting business needs.

✓ He modifies plans readily in light of new information.

✓ He fine-tunes methods to optimize performance.

✓ He varies his problem-solving techniques for differing issues.

✓ He adjusts easily to new teams and working environments.

✓ He alters traditional methods when more effective options emerge.

✓ He diversifies his skill set through ongoing training.

✓ He reconsiders solutions in response to changing needs.

✓ He tweaks established processes with new developments.

✓ He modifies deadlines and timelines to accommodate alterations.

✓ He reworks content for various presentation formats.

✓ He streamlines operations by refining ineffective practices.

✓ He upgrades skills continuously to stay ahead of changes.

See also: Performance Review Phrases for Quality of Work, Adaptability, Communication

✗ He is slow to confront any changes.

✗ He is unwilling to accept even minor changes.

✗ He is easily confused about “out of plan” changes.

✗ He is unwilling to accept last-minute changes.

✗ He struggles adjusting to unexpected obstacles.

✗ He resists considering different viewpoints.

✗ He fails to incorporate constructive criticism.

✗ He dismisses new ideas without proper evaluation.

✗ He declines additional responsibilities outside his scope.

✗ He struggles shifting between diverse tasks.

✗ He uses a rigid communication approach.

✗ He has difficulty adjusting to shifting priorities.

✗ He applies a one-size-fits-all solution method.

✗ He struggles tailoring solutions for different audiences.

✗ He is slow to modify procedures in response to changes.

✗ He fails to update plans with new information.

✗ He does not fine-tune methods for better performance.

✗ He uses a standardized problem-solving approach.

✗ He has difficulties adjusting to new teams and environments.

✗ He clings to outdated methods despite better options.

✗ He fails to expand his skillset through ongoing learning.

✗ He is slow to reconsider solutions that no longer fit.

✗ He uses a one-size-fits-all communication style.

✗ He resists tweaking processes for new developments.

✗ He does not refine strategies in line with market changes.

✗ He teaches all learners uniformly regardless of needs.

✗ He is inflexible about deadlines and timelines.

✗ He presents content in a rigid format.

✗ He clings to ineffective practices rather than streamline.

✗ He fails to upgrade skills to adapt to changes. See also: Performance Review Phrases for Quality of Work, Adaptability, Communication

Part 6 Communication and Interpersonal Skills

✓ His communication skills, both verbal and written, are highly effective.

✓ He is a friendly communicator and has built a rapport with every division in the company.

✓ His positive attitude and willingness to listen are highly appreciated by her coworkers.

✓ He regularly gives constructive feedback.

✓ He makes new employees feel welcome.

✓ He provides accurate and timely information, both written and orally.

✓ He actively listens to others.

✓ He involves others in problem solving.

✓ He provides clear instructions and expectations.

✓ He accepts criticism, is open to new ideas, and handles conflict constructively and diplomatically.

✓ He articulates ideas in a clear and organized manner.

✓ He communicates effectively with all levels of staff.

✓ He establishes rapport easily with both internal and external contacts.

✓ He shares credit and recognizes others’ contributions.

✓ He gives and receives feedback professionally and productively.

✓ He builds strong working relationships across departments.

✓ He expresses empathy when listening to others.

✓ He facilitates discussions to reach agreement.

✓ He communicates appropriately for each audience and situation.

✓ He addresses concerns respectfully and seeks mutually agreeable solutions.

✓ He presents information compellingly to different groups.

✓ He encourages open dialogue and the sharing of perspectives.

✓ He mediates disagreements constructively to find common ground.

✓ He maintains an approachable demeanor to foster collaboration.

✓ He keeps others informed proactively through regular updates.

✓ He clarifies expectations to ensure shared understanding.

✓ He negotiates diplomatically to reach mutually agreeable solutions.

✓ He fosters an environment of trust and respect among colleagues.

✓ He expresses disagreement respectfully and proposes alternative options.

✓ He welcomes diverse viewpoints and new ideas from all levels.

✓ He facilitates cooperation across teams to accomplish goals.

✓ He connects people to build new relationships and opportunities.

✓ He keeps an open door to address any staff concerns constructively.

✓ He makes others feel heard by paraphrasing their perspectives.

✓ He brings people together, finds common ground and moves discussion forward productively.

✓ He acknowledges others effectively to build morale and engagement.

✓ He resolves interpersonal issues diplomatically to maintain cohesion.

✓ He keeps an even temper when under pressure or during disagreement.

See also: Performance Review Phrases for Communication and Interpersonal Skills

✗ He fails to communicate with his team members in an effective way.

✗ He must improve his foreign language skills.

✗ He is not adept at documenting verbal communication. He should work on this skill over the next 90 days.

✗ He should communicate project status updates more frequently.

✗ Many of his coworkers see him as unapproachable.

✗ He needs to work on listening to others.

✗ He works well with members of his own team, yet he has an “us” against “them” mentality when it comes to others within the company.

✗ He struggles articulating ideas clearly.

✗ He fails to communicate effectively across levels.

✗ He has difficulty establishing rapport externally.

✗ He takes credit individually rather than recognizing others.

✗ He gives feedback in an unproductive manner.

✗ He lacks strong working relationships across departments.

✗ He does not show empathy when others speak.

✗ He does not facilitate discussions to reach agreement.

✗ He uses an inappropriate communication style.

✗ He fails to address concerns respectfully to find solutions.

✗ He presents information poorly to different groups.

✗ He discourages open dialogue and sharing of perspectives.

✗ He handles disagreements in an unconstructive manner.

✗ He maintains an inapproachable demeanor.

✗ He fails to provide regular updates proactively.

✗ He lacks clarity on expectations.

✗ He negotiates in an adversarial rather than cooperative spirit.

✗ He fosters an environment lacking trust and respect.

✗ He expresses disagreement disrespectfully.

✗ He discourages diverse viewpoints and new ideas.

✗ He fails to facilitate cooperation across teams.

✗ He does not connect people to build opportunities.

✗ He is inaccessible to address staff concerns.

✗ He does not acknowledge others’ perspectives.

✗ He moves discussions in an unproductive direction.

✗ He fails to acknowledge others effectively.

✗ He loses his temper during disagreement or pressure. See also: Performance Review Phrases for Communication and Interpersonal Skills

Part 7 Creativity and Innovation

✓ He shows that he can develop creative solutions to solve problems.

✓ He thinks outside the box to find the best solutions to a particular problem.

✓ He regularly contributes suggestions on how to improve company processes.

✓ He constantly searches for new ideas and ways to improve efficiency.

✓ He has launched creative initiatives such as [specific example].

✓ He creates breakthrough and helpful ideas in meetings.

✓ When we face difficulty, we are sure that we can rely on her for a helpful and creative solution.

✓ He is a creative person. When problems occur, he is often the first person who thinks and finds the most effective solutions to deal with them perfectly.

✓ He develops innovative concepts for new products and services.

✓ He approaches challenges with an imaginative mindset.

✓ He generates fresh perspectives on existing problems.

✓ He encourages his team to think creatively and come up with innovative solutions.

✓ He fosters a culture of creativity and innovation within his team.

✓ He recognizes and rewards creative thinking and innovation within his team.

✓ He provides opportunities for his team to develop their creativity and innovation skills.

✓ He collaborates with his team to generate new and innovative ideas.

✓ He is willing to experiment with new approaches or ideas, which enables the team to innovate.

✓ He seeks out new and innovative solutions to problems.

✓ He is receptive to feedback or suggestions from his team regarding creative solutions.

✓ He prioritizes creativity and innovation in his team’s goals and objectives.

✓ He invests in training or development programs to enhance his team’s creativity and innovation skills.

✓ He provides a safe and supportive environment for his team to take creative risks.

✓ He encourages his team to challenge the status quo and think outside the box.

✓ He recognizes and appreciates the value of creative thinking and innovation in achieving business goals.

✓ He is proactive in seeking out new and innovative opportunities for the team.

✓ He provides the necessary autonomy and freedom for his team to explore creative solutions.

✓ He empowers his team to take ownership of their creativity and innovation efforts.

✓ He recognizes and addresses barriers that may hinder his team’s ability to be creative and innovative.

✓ He provides the necessary support and resources for his team to implement creative solutions.

✓ He fosters a culture of experimentation and learning from failure.

✓ He is able to adapt to changing circumstances and find creative solutions to new challenges.

✓ He consistently comes up with fresh and innovative ideas to improve business operations.

✓ He inspires his team to think creatively and embrace new ideas.

✓ He is able to balance creativity with practicality to find effective solutions.

✓ He is skilled at identifying opportunities for innovation and implementing them successfully.

✓ He encourages a collaborative approach to problem-solving, which leads to creative solutions.

✓ He is able to communicate complex ideas in a clear and creative manner.

✓ He is passionate about exploring new ideas and finding innovative solutions to problems.

See also: 242 Performance Appraisal Examples (Creativity, Accountability, Customer Satisfaction)

✗ He does not care about the creative side of his team and always ignores the innovate employees reporting to him.

✗ He does not encourage his team to find creative solutions.

✗ He demonstrates a lack of interest in contributing creative or innovative ideas.

✗ He has a difficult time thinking “outside of the box” and creating new solutions.

✗ He is creative but he has a tendency to act before thinking. This causes problems when he pushes untested or unexamined ideas forward too quickly.

✗ He discourages creative solutions from his team.

✗ He rarely considers new and innovative ideas from his team.

✗ He shows little interest in exploring creative solutions to problems.

✗ He tends to stick to traditional methods instead of exploring new and innovative approaches.

✗ He is not open to new ideas and tends to shut down creative suggestions from his team.

✗ He lacks the ability to think creatively and come up with innovative solutions.

✗ He does not value creativity and innovation in his team.

✗ He is resistant to change and new ideas, which limits the team’s ability to innovate.

✗ He does not provide the necessary resources or support for his team to be creative and innovative.

✗ He does not foster a culture of creativity and innovation within his team.

✗ He is not willing to take risks or try new things, which hinders the team’s ability to innovate.

✗ He does not encourage his team to think creatively and come up with innovative solutions.

✗ He does not recognize or reward creative thinking and innovation within his team.

✗ He does not provide opportunities for his team to develop their creativity and innovation skills.

✗ He does not collaborate with his team to generate new and innovative ideas.

✗ He is not willing to experiment with new approaches or ideas, which limits the team’s ability to innovate.

✗ He does not seek out new and innovative solutions to problems.

✗ He is not receptive to feedback or suggestions from his team regarding creative solutions.

✗ He does not prioritize creativity and innovation in his team’s goals and objectives.

✗ He does not invest in training or development programs to enhance his team’s creativity and innovation skills.

✗ He does not provide a safe and supportive environment for his team to take creative risks.

✗ He does not encourage his team to challenge the status quo and think outside the box.

✗ He does not recognize or appreciate the value of creative thinking and innovation in achieving business goals.

✗ He is not proactive in seeking out new and innovative opportunities for the team.

✗ He does not provide the necessary autonomy and freedom for his team to explore creative solutions.

✗ He does not empower his team to take ownership of their creativity and innovation efforts.

✗ He does not recognize or address barriers that may hinder his team’s ability to be creative and innovative.

✗ He does not provide the necessary support and resources for his team to implement creative solutions.

Part 8 Accountability

✓ His willingness to assist team mates in completing their tasks demonstrates his sense of responsibility.

✓ His is fully accountable for his actions and never shirks responsibility.

✓ He readily assists coworkers in response to fluctuations in workloads.

✓ He offers assistance to others without needing to be asked.

✓ He readily volunteers assistance even when it would not normally be expected.

✓ He is empathetic to the needs of others.

✓ He strives to create a positive atmosphere in the work place.

✓ He shows awareness of the environment external to the organization and its needs.

✓ He routinely uses his time efficiently.

✓ He is always open to receiving feedback on his work.

✓ He takes ownership of tasks from start to finish without needing reminders or oversight.

✓ He recognizes when additional help is required and finds solutions without compromising quality or deadlines.

✓ He acknowledges mistakes and uses them as an opportunity for personal and professional growth.

✓ He considers the impacts of his actions and decisions on others.

✓ He leads by example with a strong work ethic that motivates those around him.

✓ He maintains integrity and earns trust through consistent demonstration of competence and character.

✓ He respects organizational hierarchy while contributing bold new ideas.

✓ He finds meaning and purpose in his work that extends beyond self-interest.

✓ He considers multiple perspectives on challenges and builds consensus before deciding on solutions.

✓ He gives credit to others and shares praise for team accomplishments.

✓ He meets commitments dependably while adapting plans in response to new information.

✓ He maintains a positive, solution-oriented mindset even in stressful or ambiguous situations.

✓ He advocates for process improvements based on objective data rather than subjective preferences.

✓ He builds cooperative relationships across departments and divisions to enhance coordination.

✓ He leads with compassion and brings out the best in others through mentorship and example.

✓ He remains solutions-focused under pressure without allowing stress to diminish performance.

✓ He readily admits gaps in his own knowledge and seeks guidance to develop expertise.

✓ He approaches others and conflicts with empathy, fairness and good faith.

✓ He holds himself accountable to high standards of excellence with diligence and discipline.

✓ He gives full attention to each task and sees them through to completion before moving to new priorities.

✓ He leads proactively and anticipates challenges before they arise.

✓ He sets a vision and strategy for success while empowering others to help achieve shared goals.

✓ He builds a culture of growth where all team members feel empowered to contribute.

✓ He maintains a learning mindset and adopts better practices and tools to optimize outcomes.

✓ He fosters collaboration to leverage diverse skills and perspectives for maximum impact.

See also: Performance Review Phrases for Accountability

✗ He often tries to offset responsibility onto others.

✗ He is very reluctant to acknowledge his failures.

✗ He doesn’t accept responsibility well.

✗ He frequently looks for excuses for failure instead of accepting responsibility.

✗ He blames processes and policies for his own shortcomings.

✗ He resists feedback that challenges his assumptions or requires changes in his methods.

✗ He takes credit for team accomplishments while avoiding blame for setbacks.

✗ He focuses on mistakes of others rather than supporting improvement.

✗ He fails to follow through on commitments, leaving others in the lurch.

✗ He makes excuses when deadlines are missed or quality lapses occur.

✗ He acts entitled and resistant when asked to take on additional responsibilities.

✗ He avoids owning up to subpar work and tries to slip mediocre results past supervisors.

✗ He plays the blame game instead of taking initiative to resolve issues constructively.

✗ He lacks self-awareness and is unable to recognize gaps in competencies or performance.

✗ He shows little initiative and needs constant supervision and prompting.

✗ He becomes defensive when standards are enforced or deadlines loom.

✗ He acts entitled and resistant when asked to improve or take on additional responsibilities.

✗ He makes excuses for missed deadlines and deliverables that do not meet expectations.

✗ He lacks ownership over projects and sees tasks as someone else’s responsibility.

✗ He misses obvious problems and does not recognize the need for corrective action.

✗ He acts like a victim of circumstances beyond his control rather than an empowered agent.

✗ He avoids difficult conversations and decisions, passing problems to others.

✗ He fails to acknowledge missteps, limiting opportunities to learn and grow.

✗ He lacks attention to detail and quality, delivering subpar work products repeatedly.

✗ He makes excuses when deadlines are missed or deliverables fall short of requirements.

✗ He acts entitled and resistant when constructive feedback points to areas needing improvement.

✗ He lacks initiative and ownership, avoiding extra tasks outside of basic job duties.

✗ He plays the victim rather than taking responsibility for solving problems he contributed to creating. See also:  Performance Review Phrases for Accountability

Part 9 Customer Focus and Customer Satisfaction

✓ He can find the right approach with any client, even the most critical one.

✓ He is always polite and friendly with his customers. He never interrupts them during a conversation.

✓ He cannot afford to disappoint his client. If he has promised to do something, he will fulfill his promise.

✓ He always cares about the clients’ comfort and convenience.

✓ He always goes above and beyond his job requirements to satisfy his customers.

✓ He works well with clients. His clients never complain about him.

✓ He deals with difficult customers with grace.

✓ He has consistently high marks on his customer satisfaction surveys.

✓ He provides consistent, quality service to all customers.

✓ He follows up with customers in a timely manner.

✓ He makes an extra effort to keep customers accurately informed.

✓ He listens actively to customers and seeks to understand their needs and preferences.

✓ He responds to customer inquiries promptly and professionally.

✓ He takes ownership of customer issues and works diligently to resolve them.

✓ He anticipates customer needs and proactively offers solutions.

✓ He shows empathy and understanding when customers express frustration or dissatisfaction.

✓ He maintains a positive attitude even when dealing with challenging customers.

✓ He takes responsibility for customer outcomes and works to exceed expectations.

✓ He builds rapport and trust with customers through consistent delivery of high-quality service.

✓ He shows flexibility and adaptability in response to changing customer needs or preferences.

✓ He demonstrates a deep understanding of the products or services he provides to customers.

✓ He seeks feedback from customers to improve service and product offerings.

✓ He maintains accurate and up-to-date records of customer interactions and needs.

✓ He responds to customer complaints with a sense of urgency and works to resolve them quickly.

✓ He is proactive in identifying and addressing potential customer issues before they arise.

✓ He is patient and persistent in working with customers to resolve complex issues.

✓ He is knowledgeable about competitors and industry trends, using this information to better serve customers.

See also: Performance Review Phrases for Customer Focus and Customer Satisfaction

✗ He can deal with the everyday customer service situations, but with complex issues, he is not flexible and does not know what action to take.

✗ His average time per call is too high. He needs to reduce the average time per call.

✗ He can deal with customers on the phone very well, but he does not handle face to face customer contact very well.

✗ His customers always give him low marks in the customer satisfaction surveys.

✗ He does not always listen to his customers well.

✗ He has not understood completely why customer service training is important. He is late to class frequently and sometimes does not take part at all.

✗ He consistently passes challenging issues to others instead of tackling them himself.

✗ He appears to become frustrated by clients who ask questions.

✗ He does not understand how to deal with a difficult customer. He passes difficult customers to his supervisor frequently.

✗ He lacks initiative in finding solutions to challenging customer issues.

✗ He shows impatience or irritation when dealing with customers who have complex or nuanced needs.

✗ He does not take ownership of customer issues and frequently passes them to others.

✗ He does not follow up with customers in a timely or effective manner.

✗ He shows a lack of empathy and understanding when customers express frustration or dissatisfaction.

✗ He does not communicate clearly or effectively with customers, leading to misunderstandings.

✗ He does not take responsibility for customer outcomes and often blames external factors.

✗ He does not provide consistent, quality service to all customers.

✗ He does not anticipate customer needs or proactively offer solutions.

✗ He does not seek feedback from customers to improve service and product offerings.

✗ He does not maintain accurate and up-to-date records of customer interactions and needs.

✗ He does not respond to customer complaints with a sense of urgency or work to resolve them quickly.

✗ He is not patient or persistent in working with customers to resolve complex issues.

✗ He does not have a deep understanding of the products or services he provides to customers.

✗ He does not show flexibility or adaptability in response to changing customer needs or preferences.

✗ He does not maintain a professional and courteous demeanor even in high-pressure situations.

✗ He does not understand the importance of customer service and how it impacts the success of the business.

✗ He is not proactive in identifying and addressing potential customer issues before they arise.

✗ He does not take customer feedback seriously or use it to improve service and product offerings.

✗ He does not follow through on commitments made to customers, leading to dissatisfaction and mistrust.

✗ He does not show a willingness to learn and improve in his customer service skills.

See also:  Performance Review Phrases for Customer Focus and Customer Satisfaction

Part 10 Decision Making and Problem Solving

✓ He is skilled at analyzing any situation and working out a solution.

✓ He always defines a problem clearly and seeks out alternative solutions.

✓ He is decisive in difficult situations.

✓ He is able to make sound fact-based judgments.

✓ He always analyzes an issue carefully and then looks for different ways to resolve that issue.

✓ He is creative and innovative in finding solutions to complex problems.

✓ He is able to prioritize competing demands and make tough decisions.

✓ He shows good judgment and critical thinking skills in his decision-making.

✓ He is able to identify root causes of problems and address them effectively.

✓ He considers all factors carefully before determining the best course of action.

✓ He thinks through potential consequences before settling on a plan.

✓ He weighs pros and cons objectively to arrive at well-reasoned conclusions.

✓ He solicits input from others to gain different perspectives.

✓ He remains calm under pressure and makes level-headed choices.

✓ He approaches issues with an open mind and seeks the optimal solution.

✓ He thinks creatively to find new approaches to challenging problems.

✓ He learns from past experiences to improve future decision making.

✓ He breaks large problems down into smaller, more manageable pieces.

✓ He considers the bigger picture while also focusing on important details.

✓ He gathers relevant facts from reliable sources before determining a plan.

✓ He adapts decisions as new information becomes available.

✓ He finds practical, workable solutions within given time or resource constraints.

✓ He evaluates outcomes and makes adjustments as needed.

✓ He thinks ahead to foresee potential obstacles or unintended consequences.

✓ He makes well-informed choices that balance risks and potential benefits.

✓ He draws logical conclusions based on evidence rather than assumptions.

✓ He considers diverse viewpoints to develop the best plan of action.

✓ He prioritizes issues and tackles the most important ones first.

✓ He remains open-minded to new information that could change his perspective.

✓ He re-evaluates solutions against original goals and makes refinements.

✓ He thinks through second and third order effects of any choice.

See also: 174 Performance Feedback Examples (Reliability, Integrity, Problem Solving)

✗ He applies overly complex and impractical approaches to solving problems.

✗ He struggles to work out a solution to any difficult problem.

✗ He is uncomfortable when faced with any awkward problem.

✗ He easily loses focus when facing a complex situation.

✗ He makes decisions hastily without considering important factors.

✗ He refuses to acknowledge flaws in his own reasoning or choices.

✗ He makes inconsistent decisions without logical rationale.

✗ He does not re-evaluate choices to identify needed adjustments.

✗ He fails to consider second and third order implications of decisions.

✗ He fails to gather sufficient information before determining a course of action.

✗ He allows emotions to cloud objective evaluation of options.

✗ He refuses to accept input that contradicts his preconceived notions.

✗ He becomes flustered under pressure and makes careless mistakes.

✗ He approaches issues with a closed mind and defends initial impressions.

✗ He focuses on a single solution rather than exploring alternatives.

✗ He fails to see connections between decisions and broader implications.

✗ He does not learn from past errors and repeats missteps.

✗ He makes excuses when solutions do not work out as intended.

✗ He avoids responsibility when decisions produce unintended consequences.

✗ He jumps to conclusions without establishing objective facts.

✗ He struggles to break problems down into manageable components.

✗ He loses sight of overarching goals amid minor setbacks or details.

✗ He makes choices based on anecdotes rather than reliable data.

✗ He refuses to re-examine assumptions when results do not materialize.

✗ He fails to establish criteria to evaluate different options objectively.

✗ He does not anticipate potential challenges or unintended consequences.

✗ He struggles to prioritize issues and tackles unimportant problems first.

✗ He does not adapt solutions in response to changing circumstances.

✗ He disregards constraints and proposes unrealistic solutions.

✗ He rushes through important decisions to avoid deeper analysis.

Part 11 Dependability and Reliability

✓ He is willing to work overtime until the project is finished.

✓ He is the go-to person if the task absolutely must be completed by a given time.

✓ He is dependable and turns in good performance each day. He never fails to impress.

✓ He shows faithful commitment to getting the job done. He consistently performs at or above expectations.

✓ When we have a task that must be done, we turn to him. He has our trust because he’s proven he can get the job done.

✓ He is known for his dependability and willingness to do what it takes.

✓ He can be counted upon for steady performance.

✓ He consistently demonstrates solid performance in all aspects of his work.

✓ He handles projects conscientiously from start to finish.

✓ He meets deadlines reliably and completes work within expected timeframes.

✓ He follows through consistently and honors commitments.

✓ He accepts responsibility for tasks and sees them through to completion.

✓ He maintains a consistent level of quality and effort in all duties.

✓ His work is thoroughly done right the first time with few errors.

✓ He can be counted on to handle important tasks independently.

✓ He is punctual and dependable in attendance and timekeeping.

✓ He keeps others informed of progress and potential delays.

✓ He maintains focus and follows through to the end of projects.

✓ His colleagues trust that work assigned to him will be done reliably.

✓ He is accountable and takes ownership of responsibilities.

✓ His performance level remains consistent even under pressure.

✓ He maintains composure and continues working steadily.

✓ He is proactive in preventing delays or issues with deadlines.

✓ His work habits demonstrate discipline and dependability.

✓ He is a rock others can lean on in times of heavy workload.

✓ His performance level is unwavering despite distractions.

✓ He delivers on commitments with consistent effort and quality.

See also: Performance Feedback Examples for Reliability and Dependability

✗ We cannot depend on him. If a task must be completed it is better assigned to someone else.

✗ His productivity is not as good as that of his coworkers.

✗ He is very loyal but he cannot be depended on. He is an irresponsible person.

✗ He demands reliability from others, but not from himself.

✗ He has energy, drive, and performance levels that are inconsistent and unpredictable.

✗ He makes promises that he doesn’t keep.

✗ He guarantees that deadlines will be met, but consistently misses them.

✗ He is reliable when it suits him, he constantly needs to be reminded to do tasks he does not enjoy.

✗ His work quality and effort levels vary unpredictably.

✗ He does not demonstrate consistent ownership of responsibilities.

✗ He makes excuses when failing to follow through on commitments.

✗ Others cannot rely on him to independently manage important duties.

✗ His work is error-prone and quality is not maintained.

✗ He becomes distracted or sidetracked from tasks easily.

✗ His productivity decreases significantly under normal pressure.

✗ He is unreliable and inconsistent in following instructions.

✗ He does not take initiative or demonstrate accountability.

✗ He fails to multi-task or manage deadlines effectively.

✗ His colleagues cannot depend on tasks being done right the first time.

✗ He becomes overwhelmed and makes poor choices when busy.

✗ He struggles to maintain focus and follow projects through.

✗ He misses important details and fails to deliver quality work.

✗ He does not keep others informed of progress or delays.

✗ His work cannot be depended on to meet professional standards.

✗ He is easily distracted by unrelated tasks or personal matters.

Part 12 Ethics and Integrity

✓ He is a very honest person. He never abuses any company benefits for personal purposes.

✓ He is a highly principled. He is good employee who treats all coworkers equally, regardless of gender, age or any other factor.

✓ He has the ability to resolve disputes with clients and partners peacefully.

✓ He discourages gossip or other negative discourse at the workplace. He forms a good working climate.

✓ He understands his legal responsibility to the company very well.

✓ He has a strong sense of integrity that underlies all his dealings with vendors.

✓ He makes decisions that consistently reflect his strong commitment to acting reputably.

✓ He never shares confidential company information with outsiders without proper authorization.

✓ He reports any violations of company policies or code of conduct that he witnesses.

✓ He handles all customer complaints with empathy, respect and care.

✓ He takes responsibility for his own mistakes and learns from them.

✓ He gives credit to colleagues for their contributions and does not take sole credit for team work.

✓ He leads by example with high ethical standards in all his dealings.

✓ He is honest and transparent in all communication with management and peers.

✓ He handles conflicts of interest appropriately and does not let personal interests influence professional decisions.

✓ He respects privacy and protects sensitive information of customers, partners and the company.

✓ He makes well considered decisions keeping long term interests of stakeholders in mind.

✓ He takes a principled stand against unfair treatment or discrimination.

✓ He acts with utmost integrity in all internal and external interactions.

✓ He takes responsibility for ensuring his team follows the company code of conduct.

✓ He leads by setting an example of high ethical values in his day to day work.

✓ He is honest and transparent in documenting work progress and results.

✓ He takes initiative to clarify and understand expectations to avoid misunderstandings.

✓ He respects and complies with all applicable laws and regulations.

✓ He handles sensitive information with discretion and does not misuse his authority or access.

✓ He is truthful and factual in preparing any documents and records.

✓ He leads by personal example of ethical and lawful conduct.

See also: Performance Feedback Examples for Ethics and Integrity

✗ He has occasionally made misleading statements that have needed to be corrected.

✗ There are some accusations from customers that he been untruthful.

✗ Integrity does not seem to rank particularly highly on his list of priorities.

✗ He always expects integrity from others, but doesn’t always display it himself.

✗ He demonstrates acceptable levels of integrity only intermittently.

✗ He has show several recent lapses in integrity.

✗ He violates company standards and expectations regarding employee integrity.

✗ He has cost the company customers and money because of his disingenuous behavior.

✗ His integrity seems flexible when it suits his purposes.

✗ Lack of integrity undermines his effectiveness and damages his credibility.

Part 13 Flexibility

✓ He is ready to make a new and carefully considered decision if the situation has changed and the previous actions have become inappropriate.

✓ He is ready to work extra hours if urgent and essential issues must be solved by the end of the day.

✓ He is strong and confident but at the same time open-minded. He is always ready to consider proposals from colleagues.

✓ He is always stays aware of market changes to be able to react immediately. This awareness helps the company develop and flourish.

✓ He shows initiative, and is flexible when approaching new tasks.

✓ He is ready to consider new perspectives and adjust his views if compelling counterarguments are presented.

✓ He is willing to take on additional responsibilities outside his normal role when the team needs support.

✓ He adapts smoothly to changing priorities and demands without becoming frustrated or overwhelmed.

✓ He remains open to alternative solutions even after committing to a particular course of action.

✓ He embraces diverse viewpoints and values the unique perspectives of all team members.

✓ He is receptive to feedback and uses it constructively to strengthen his performance.

✓ He transitions between tasks seamlessly thanks to his ability to stay focused yet flexible.

✓ He brings a versatile skill set to each new challenge and finds innovative ways to add value.

✓ He tailors his approach based on the unique needs of diverse clients and stakeholders.

✓ He readily takes on different roles to ensure all work gets done to a high standard.

✓ He handles unforeseen complications calmly and creatively without compromising quality or deadlines.

✓ He maintains a high level of performance despite unpredictable demands and shifting company priorities.

✓ He embraces change proactively and sees it as an opportunity rather than a disruption.

✓ He finds the upside in difficulties and uses challenges to strengthen his adaptability.

✓ He approaches each new task with an open and inquisitive mindset rather than rigid preconceptions.

See also: Employee Performance Evaluation Examples for Flexibility

✗ He does not excel at activities which require a high degree of flexibility.

✗ He can change his point of view without analyzing or defending it. He should be more certain about his proposals.

✗ He tends to resist activities where the path is unknown.

✗ He becomes uptight when the plan changes.

✗ He is not comfortable when the agenda changes unexpectedly.

✗ He prefers sticking to a set routine and gets uneasy with unexpected deviations.

✗ Adapting to new situations does not come naturally to him and he would benefit from being more open to change.

✗ He gets stuck in rigid thinking and has difficulty considering alternative perspectives.

✗ He shows reluctance to adjust his approach even when presented with a better option.

✗ New information that contradicts his preconceptions can make him defensive rather than open-minded.

✗ Last minute changes can frustrate him as he likes advance preparation and scheduling.

✗ He has a tendency to get stuck in rigid ways of thinking instead of considering different perspectives.

✗ Adjusting to alternative solutions requires more effort for him than sticking to his original idea.

✗ He shows reluctance to modify his strategies even when the circumstances change.

✗ Openness to alternate viewpoints is an area he can further develop for improved flexibility.

✗ He demonstrates rigidity in his thinking patterns and could benefit from strengthening his adaptability skills.

✗ Going outside prescribed processes to get work done can be challenging for him.

Part 14 Goal Setting

✓ One of his strengths is his ability to design achievable goals. He ensures those goals are all met on time.

✓ He is effective at goal-setting and challenging himself.

✓ He clearly communicates goals and objectives to coworkers.

✓ He creates clearly defined goals aligned with the company’s mission.

✓ He proactively shares progress towards goals.

✓ He clearly communicates objectives, and what is expected from them to his team members.

✓ He sets clear and measurable performance expectations.

✓ He regularly reviews goals and makes adjustments when needed to ensure success.

✓ His goals are specific, measurable, attainable, relevant and time-bound which helps drive results.

✓  He holds himself and others accountable to meeting goals through consistent tracking of progress.

✓He establishes goals that are challenging yet realistic given available resources and timelines.

✓ His goals are well thought out and take the organization’s strategic objectives into consideration.

✓ He ensures goals are specific enough that success or lack thereof can be clearly evaluated.

✓ He sets ambitious yet attainable stretch goals to drive continuous improvement.

✓ He effectively partners with direct reports to establish shared understanding around goals and expectations.

✓ He regularly provides feedback to individuals and teams on progress towards achieving their goals.

✓ He thoughtfully considers dependencies and priorities when establishing goals and timelines.

✓ He effectively aligns goals across functions to ensure collaboration around shared objectives.

✓ He establishes metrics and milestones to track progress at an appropriate level of granularity.

✓ He empowers team members to help determine how best to achieve their goals.

✓ He ensures goals remain relevant and adjusts them proactively as circumstances change.

✓ He leads by example in setting and achieving his own ambitious goals.

✓ He celebrates wins and recognizes achievement of goals to promote a culture of success.

✓ He effectively prioritizes competing goals to optimize overall results.

✓ He thoughtfully considers risks and mitigation plans when establishing ambitious goals and objectives.

✓ He seeks continuous feedback to ensure goals continue challenging individuals and driving results.

✓ He effectively balances long term strategic goals with shorter cycle tactical objectives.

✓ He establishes clarity around roles and responsibilities to ensure collaborative goal achievement.

See also: Employee Performance Evaluation Examples for Goal-Setting

✗ He struggles to set goals that align with company objectives.

✗ He is ineffective at pursuing his goals.

✗ He is unwilling to accept responsibility for missed goals.

✗ He gets distracted and doesn’t reach his goals or objectives.

✗ He will blame others for missed deadlines and objectives.

✗ He sets goals that sometimes are not achievable.

✗ He fails to communicate goals clearly to team members.

✗ He struggles to establish goals that are specific and measurable.

✗ He does not hold himself or others accountable for meeting established goals.

✗ He sets goals that are often not realistic given available resources.

✗ His goals lack consideration of organizational priorities and objectives.

✗ He sets goals that are not specific enough to evaluate success or failure.

✗ He lacks ambition and sets goals that do not drive continuous improvement.

✗ He does not engage team members in establishing shared goals.

✗ He provides little to no feedback on progress towards goal achievement.

✗ He fails to establish clear metrics to track progress towards goals.

✗ He does not empower team members in determining how to achieve goals.

✗ He is slow to adjust goals as internal or external circumstances change.

✗ He does not lead by example or hold himself accountable to his goals.

✗ He fails to recognize achievement of goals or celebrate wins.

✗ He struggles to prioritize competing goals effectively.

✗ He neglects to consider risks and mitigation plans for ambitious goals.

✗ He is unwilling to incorporate feedback to improve goal setting.

✗ He fails to establish clear roles and responsibilities for goals.

✗ He lacks perseverance when goals encounter challenges or setbacks.

Part 15 Initiative

✓ He doesn’t wait for instructions. He shows the initiative to find new tasks himself.

✓ He requires minimal supervision. He shows initiative on his own.

✓ He is a goal-oriented person. He sets his own priorities to accomplish his job.

✓ He always takes initiative in overcoming obstacles and finding a resolution that meets everyone’s needs.

✓ He is considered as the best person in the group because of his innovative ideas, critical goals and effective working methods.

✓ He never minds taking on new tasks. He always takes on even the most difficult tasks to develop himself.

✓ He consistently looks for ways to add more value through continuous improvement.

✓ He willingly takes on additional responsibilities outside his core job scope.

✓ He proactively seeks out new challenges and stretches himself continuously.

✓ He takes ownership and drives tasks from start to finish without needing oversight.

✓ He takes the initiative to solve problems independently before escalating issues.

✓ He sees needs and opportunities others may miss and acts quickly to address them.

✓ He leads by example and inspires others through his high levels of self-motivation.

✓ He proactively identifies and implements efficiencies to optimize performance.

✓ He initiates collaborative relationships to complete work of mutual benefit.

✓ He readily takes on additional work during peak periods without needing to be asked.

✓ He approaches challenges with a can-do attitude and finds solutions independently.

✓ He identifies and acts on opportunities for organizational improvement.

✓ He proactively manages his workload and workstreams with little supervision.

✓ He initiates the implementation of best practices to continuously raise performance.

✓ He takes ownership of projects from start to finish, driving them proactively.

✓ He seeks ways to apply his skills to new areas for the benefit of the organization.

✓ He takes the initiative to build strong internal and external working relationships.

✓ He proactively contributes innovative ideas at team meetings and discussions.

✓ He eagerly takes on stretch assignments to accelerate his learning and growth.

✓ He independently drives continuous improvement initiatives from concept to completion.

✓ He initiates the implementation of new processes or systems for enhanced effectiveness.

✓ He readily pitches in to help others complete their work as needed.

✓ He independently takes actions that advance organizational priorities and strategy.

See also: Employee Performance Evaluation Examples for Initiative

✗ It seems too difficult for him to do his job on his own.

✗ He has poor abilities to establish priorities and courses of action for himself. He lacks the skills in planning and following up to achieve results.

✗ He needs close supervision when he is performing his assignments.

✗ He doesn’t seek out opportunities to learn and grow within his role.

✗ He passively waits to be told what to do rather than driving tasks proactively.

✗ He lacks motivation and relies heavily on external direction.

✗ He fails to identify needs and opportunities for improvement.

✗ He does not look for ways to add more value or take on additional responsibilities.

✗ He avoids or is slow to take on new challenges and stretch assignments.

✗ He escalates issues prematurely rather than solving problems independently.

✗ He struggles to work independently and is not self-starting.

✗ He lacks a proactive, solution-oriented approach to tasks and challenges.

✗ He fails to identify opportunities for process improvements.

✗ He relies on others to identify additional work needed during peaks.

✗ He lacks a can-do attitude and depends on others to solve problems.

✗ He is ineffective at independent time management and workload prioritization.

✗ He does not initiate implementation of industry best practices.

✗ He lacks ownership over projects and depends on significant oversight.

✗ He rarely contributes innovative ideas or suggestions proactively.

Part 16 Job Knowledge

✓ He possesses the perfect knowledge and skills that are useful for the his job.

✓ He has a deep knowledge of the products and particular characteristics of the company’s products.

✓ He takes the available opportunities to increase his knowledge of relevant job skills.

✓ He completes his assignments accurately and in a timely and efficient manner.

✓ He maintains an up-to-date level of professional and technical knowledge.

✓ He demonstrates his knowledge of his job on a daily basis.

✓ He always applies new knowledge to his work and keeps up with changes in his field.

✓ He has an excellent grasp of the technical aspects of the role.

✓ He seeks out opportunities for continuous learning and skills development.

✓ He demonstrates expertise when answering questions from others.

✓ He applies specialized skills and knowledge effectively to all tasks.

✓ He troubleshoots issues efficiently using in-depth product understanding.

✓ He keeps well-informed of best practices and emerging standards.

✓ He delivers work to an expert level through extensive learning.

✓ He takes advantage of all training opportunities provided.

✓ He shares knowledge and expertise willingly with others.

✓ He learns quickly and applies new skills independently.

✓ He stays well-informed on industry news and competitor offerings.

✓ He contributes insights based on in-depth knowledge and research.

✓ He provides expert guidance to others regularly.

✓ He enhances knowledge continuously through self-study.

✓ He makes complex topics easily understood for others.

✓ He recommends process improvements based on leading practices.

✓ He mentors less experienced team members effectively.

✓ He incorporates feedback to enhance skills and performance.

See also: Performance Review Phrases for Job Knowledge

✗ He cannot fulfill his duties due to his lack of necessary knowledge of the job.

✗ He is not as knowledgeable about the job and its requirements as we expected.

✗ He doesn’t know even the key fundamentals of the job. He always has to ask for other people’s instruction.

✗ He repeatedly asks the same questions about his job duties. He does not retain the important information required to perform his job well.

✗ His skill set does not meet requirements for the job.

✗ He is not taking advantage of available learning resources to expand his job knowledge.

✗ He relies too heavily on others rather than developing greater self-sufficiency.

✗ A learning plan is needed to strengthen his job knowledge and skills.

✗ He consistently demonstrates a lack of understanding of the job requirements and expectations.

✗ His job knowledge falls short of what is necessary to perform his duties effectively.

✗ He frequently makes mistakes due to his inadequate knowledge of the job.

✗ He struggles to keep up with the demands of the job due to his limited understanding of its complexities.

✗ He has not demonstrated the necessary proficiency in his job duties, despite repeated attempts to improve his performance.

✗ He has not shown any significant improvement in his job knowledge since his hire date.

✗ He frequently requires assistance from colleagues to complete tasks that should be within his job knowledge.

✗ He appears to have a limited understanding of the company’s policies and procedures.

✗ He has not demonstrated the ability to apply his job knowledge to real-world situations.

✗ He lacks the necessary training and experience to perform his job duties effectively.

✗ He has not demonstrated an understanding of the importance of his job duties to the success of the company.

✗ He consistently fails to meet the expectations set for his job performance.

✗ He struggles to keep up with changes in the industry due to his limited job knowledge.

✗ He has not shown any initiative to improve his job knowledge or seek additional training.

Part 17 Judgment

✓ He knows how to apply appropriate knowledge and find information sources to make sound decisions.

✓ He is a fact-based decision maker.

✓ He maintains an objective judgment when determining immediate actions.

✓ He comes to reasonable conclusions based on the information presented to him.

✓ He effectively prioritizes urgent matters over those that can wait.

✓ He evaluates complex situations objectively and thoroughly.

✓ He bases conclusions firmly on factual evidence and logical reasoning.

✓ He makes well-informed decisions even under pressure.

✓ He seeks input from appropriate sources to enhance decision quality.

✓ He prioritizes decisions effectively based on potential impact.

✓ He recognizes when to escalate issues for additional guidance.

✓ He considers unintended consequences before committing to solutions.

✓ He draws logical connections between information to reach valid judgments.

✓ He makes well-calibrated risk assessments based on past experiences.

✓ He demonstrates sound situational awareness in all decisions.

✓ He selects optimal solutions through rigorous comparison of options.

✓ He makes timely decisions to avoid unnecessary delays.

✓ He re-evaluates conclusions as new relevant data emerges.

✓ He considers the bigger picture and longer-term implications.

✓ He selects solutions ensuring compliance with all policies and regulations.

✓ He exercises good judgment consistently in all circumstances.

✓ He maintains composure and clarity of thought in high-pressure situations.

✓ He bases choices on facts rather than assumptions or preconceptions.

✓He makes well-reasoned decisions that others can understand and support.

✓He selects optimal paths responsibly in ambiguous or complex situations.

See also: Performance Review Phrases for Judgment

✗ He fails to make sound judgments.

✗ He approaches decisions with a one-track mindset.

✗ He commonly fails to consider all the facts before making a decision.

✗ He jumps to conclusions without thorough evaluation.

✗ He bases judgments more on assumptions than objective evidence.

✗ He neglects to factor in important considerations.

✗ He struggles to make well-reasoned decisions under pressure.

✗ He does not seek appropriate counsel to enhance decision quality.

✗ He lacks clarity on prioritizing decisions by level of impact.

✗ He fails to recognize when escalation is warranted.

✗ He overlooks potential unintended consequences of choices.

✗ He jumps to incorrect logical connections in analysis.

✗ He allows bias or preconceptions to sway objective weighing.

✗ He delays decisions unnecessarily on some occasions.

✗ He fails to re-examine judgments in light of new information.

✗ He focuses narrowly on immediate rather than longer-term impacts.

✗ He demonstrates inconsistent judgment in different circumstances.

✗ He bases choices on preconceptions rather than objective facts.

✗ He struggles to explain rationale clearly for some choices.

✗ He selects suboptimal paths in complex scenarios too often.

✗ He lacks prudence and care in judgment expected for the role.

Part 18 Listening Skills

✓ He encourages others to voice their own opinions.

✓ He listens to opinions and ensures that staff feel that they are being listened to, and are free to express their opinions.

✓ He is an active and focused listener.

✓ He makes sure the team feels heard.

✓ He asks insightful questions to understand the root cause of an issue.

✓ He empathizes with others who have opposing viewpoints.

✓ He follows instructions with care and attention.

✓ He encourages feedback from his customers. He listens to customers and works to resolve any problems.

✓ He gives his full attention without distraction when others speak.

✓ He comprehends the complete message and underlying feelings.

✓ He seeks clarification respectfully when unsure of meanings.

✓ He maintains eye contact and engaged body language.

✓ He asks thoughtful follow up questions to probe further.

✓ He creates a comfortable space for open sharing of views.

✓ He listens receptively to opposing perspectives.

✓ He ensures all voices have a chance to contribute.

✓ He summarizes discussions accurately to confirm consensus.

✓ He acknowledges different communication styles respectfully.

✓ He tunes into nonverbal cues as well as words.

✓ He listens for needs beneath surface level complaints.

✓ He pays close attention to instructions the first time.

✓ He makes others feel heard through active listening.

✓ He hears all sides before rendering judgments.

✓ He listens supportively without judgment or preconceptions.

✓ He understands nuances to grasp intent fully.

✓ He listens willingly to diverse perspectives.

See also: Performance Review Phrases for Listening Skills

✗ He does not pay attention when others are talking and frequently asks silly questions.

✗ He is easily distracted when listening to others.

✗ He interrupts others while they are speaking.

✗ He loses his temper easily when others give criticism.

✗ He interrupts others and changes their topics if he does not like them.

✗ He asks questions that show he is not actively listening to the conversation at hand.

✗ He struggles to maintain eye contact and engaged posture.

✗ He interrupts or finishes others’ statements prematurely.

✗ He fails to reflect back key details accurately.

✗ He does not create an open space for sharing diverse views.

✗ He rejects opposing perspectives without consideration.

✗ He does not invite contributions from all parties.

✗ He misstates or omits points in discussion summaries.

✗ He struggles to understand different communication styles.

✗ He does not make others feel heard.

✗ He forms judgments before considering all perspectives.

✗ He listens critically with an agenda to dispute.

✗ He becomes distracted or inattentive during conversations.

✗ He shows impatience and fails to understand other perspectives.

✗ He loses focus easily and misses important points discussed.

Part 19 Leadership and Mentoring

✓ He distributes resources in an appropriate manner depending on the priority of assignments.

✓ He establishes a corporate culture of reliability and caring.

✓ He is ready to share information and knowledge for the common development of all staff.

✓ He is very helpful when mentoring entry-level staff getting used to their jobs.

✓ He creates a culture of dialogue.

✓ He recognizes staff for a job well done.

✓ He allocates tasks appropriately based on the prior assignments.

✓ He understands people and the different ways to motivate them to get the job done.

✓ He provides constant coaching and guidance to employees.

✓ He cultivates an atmosphere of teamwork and cooperation.

✓ He leads by example with integrity and strong work ethic.

✓ He empowers staff to take initiative within clear guidelines.

✓ He encourages open communication up and down the chain.

✓ He provides regular constructive feedback and coaching.

✓ He celebrates both individual and team achievements.

✓ He makes himself available as needed for guidance.

✓ He helps staff set and pursue career development goals.

✓ He delegates appropriately based on competencies.

✓ He gives credit to staff for accomplishments.

✓ He removes obstacles to allow staff to excel.

✓ He provides stretch assignments for growth opportunities.

✓ He leads with a vision that inspires commitment.

✓ He empowers staff to find innovative solutions.

✓ He cultivates an inclusive environment of respect.

See also: 169 Performance Review Feedback Phrases for Planning, Leadership, Management Style

✗ He confuses the employees through different directions and guidance.

✗ He rarely shows appreciation for good performance.

✗ He fails to explain procedures to his subordinates clearly. He lacks the qualifications to be an effective mentor.

✗ He gets frustrated easily with new team members and fails to offer any support.

✗ He is often impatient and unhelpful.

✗ He sends mixed signals to his team regarding goals and day-to-day activities.

✗ He rarely shows any recognition to his team.

✗ He sets unreasonably high expectations for his team.

✗ He provides inconsistent direction without clarity.

✗ He does not recognize contributions publicly.

✗ He lacks patience when explaining procedures.

✗ He appears unsupportive of new staff questions.

✗ He shows irritation easily instead of calm guidance.

✗ He sends conflicting cues about priorities.

✗ He sets unrealistic targets without resources.

✗ He does not cultivate an atmosphere of trust.

✗ He delegates poorly without clarity on expectations.

✗ He does not connect staff to learning opportunities.

✗ He lacks vision and fails to inspire commitment.

✗ He plays favorites within the team.

✗ He shows lack of interest in staff development.

✗ He fails to build an inclusive work culture.

✗ He lacks integrity and consistency in leadership.

✗ He is unavailable and unapproachable as needed.

Part 20 Management Style and Supervision

✓ He is very good at managing his team to perform their tasks excellently.

✓ He is a good manager and he leads his team to perform their assignments well.

✓ He designs action plans and deadlines needed for each subordinate to accomplish their tasks.

✓ He is very professional with his employees.

✓ He has received good feedback from both his team and his managers.

✓ He is very adept at managing difficult employees and turning their energies towards higher performances.

✓ He is an excellent manager and he knows how to lead his staff to satisfy his expectations.

✓ He works as an advisor, friend, and boss for his team. He plays these three roles well to manage his team.

✓ His team performs well and all speak highly of him.

✓ He delegates tasks effectively to his team based on their skills and expertise.

✓ He holds regular meetings with his team to review progress, address issues and plan future work.

✓ He provides clear guidance and feedback to help his team improve their performance.

✓ He empowers his team members to take initiatives and make decisions within their scope of work.

✓ He leads by example and earns respect from his team through his dedication and work ethics.

✓ He addresses concerns and conflicts among team members promptly and fairly.

✓ He recognizes and rewards team achievements to boost team morale.

✓ He conducts regular performance reviews and provides training to develop the skills of team members.

✓ He fosters an environment of open communication, collaboration and trust within the team.

✓ He sets clear expectations and holds team members accountable for delivering results.

✓ He understands the strengths and weaknesses of each team member and assigns work accordingly.

✓ He encourages innovation and supports new ideas from team members.

✓ He maintains a healthy work-life balance for the team and addresses overtime requests reasonably.

✓ He resolves conflicts constructively and ensures a harmonious working environment.

✓ He communicates regularly with senior management about team performance and resource needs.

✓ He protects the team from undue interference and supports them in their work.

✓ He treats all team members with respect and fairness regardless of their seniority or position.

✓ He acknowledges contributions from all team members to foster a collaborative culture.

✓ He maintains an open-door policy and is approachable to address any concerns from team members.

✓ He promotes team bonding through various informal engagements and celebrates team achievements.

✓ He mentors high-potential team members to take on greater responsibilities.

✓ He establishes and maintains high standards of excellence and professionalism among the team.

✗ Despite being a good supervisor, he does not know how to lead his staff to achieve a perfect performance.

✗ He fails to resolve conflict among subordinates.

✗ He fails to resolve problems until they becomes conflicts.

✗ He fails to meet schedules.

✗ He does not cope very well with managing employees.

✗ He does not understand how to set team goals and manage his team to achieve them. He does not focus on the goals necessary to move his team forward.

✗ He is a decent manager, but falls short when it comes to setting a vision.

✗ He does not delegate work effectively or provide sufficient guidance to team members.

✗ He fails to provide timely feedback for improvement.

✗ He does not communicate expectations clearly and holds team members accountable inconsistently.

✗ He plays favorites and does not treat all team members fairly and with equal respect.

✗ He is unable to resolve conflicts constructively and allows them to escalate negatively.

✗ He does not acknowledge efforts and contributions of team members adequately.

✗ He is not approachable to address concerns from team members and appears disconnected.

✗ He fails to foster collaboration and trust among team members through open communication.

✗ He does not encourage new ideas or initiatives from team members and resists change.

✗ He is unable to understand the strengths and weaknesses of individual team members.

✗ He does not mentor or develop the skills of team members for career progression.

✗ He lacks empathy and fails to support team members during personal or professional difficulties.

✗ He is unable to lead and motivate the team during challenging periods and crisis situations.

✗ He does not recognize or reward achievements and accomplishments of team members.

✗ He fails to establish and uphold standards of excellence expected of the team.

✗ He is unable to prioritize and organize work effectively for timely completion.

✗ He lacks vision and does not inspire or guide the team towards goals.

✗ He lacks commitment and does not lead by positive personal example.

✗ He does not foster team bonding or celebrate accomplishments to boost morale.

✗ He appears disinterested and disengaged from understanding team issues and priorities.

Part 21 Organizing and Planning

✓ He demonstrates good organizational and planning skills.

✓ He adheres to deadlines and meets production benchmarks.

✓ He prioritizes tasks effectively based on importance and urgency.

✓ He allocates sufficient time and resources to complete projects according to deadlines.

✓ He schedules work systematically and maintains detailed work plans.

✓ He anticipates risks and roadblocks in advance to plan contingencies.

✓ He delegates tasks based on skills and workload of team members.

✓ He monitors progress regularly and makes adjustments to plans proactively.

✓ He maintains organized documentation, records and reports on ongoing work.

✓ He schedules important meetings to ensure timely coordination and progress.

✓ He plans budgets effectively and completes projects within allocated cost estimates.

✓ He manages time efficiently and completes tasks as scheduled without delays.

✓ He establishes standard operating procedures for efficient task completion.

✓ He plans for potential emergencies and contingencies in advance.

✓ He schedules work in a manner that prioritizes quality over quantity.

✓ He ensures proper coordination between different teams and departments.

✓ He maintains a calendar of important dates and deadlines to track progress.

✓ He schedules work in a manner that balances multiple ongoing projects.

✓ He plans and schedules work to achieve objectives within given timeframes.

✓ He prioritizes new tasks based on strategic organizational goals and objectives.

✓ He schedules tasks for optimum resource utilization and efficiency.

✗ He finds it difficult to plan an action without instruction.

✗ He fails to resolve problems in a timely manner.

✗ He finds it challenging to determine priorities among competing demands on his time.

✗ He has trouble planning his work schedule around deadlines and commitments.

✗ He requires frequent supervision to stay on track and complete tasks.

✗ He gets easily distracted and has difficulties managing interruptions.

✗ He fails to anticipate resource requirements and bottlenecks in advance.

✗ He struggles to adapt plans when priorities change or issues arise.

✗ He finds it hard to delegate tasks and monitor progress independently.

✗ He does not maintain documentation and records work updates properly.

✗ He has difficulties coordinating with others and sharing status updates.

✗ He lacks attention to detail and often misses important steps in planning.

✗ He is unable to estimate time requirements accurately for projects.

✗ He does not consider quality standards while scheduling work.

✗ He fails to identify and mitigate risks proactively in project plans.

✗ He is unable to adapt to changes in priorities or scope without issues.

✗ He struggles to think ahead and anticipate future planning requirements.

✗ He is unable to allocate budgets effectively for projects and tasks.

✗ He requires reminders to schedule important client or vendor meetings.

Part 22 Teamwork

✓ He shows a high level of team spirit. He readily cooperates with his team members to get the job done.

✓ He respects every team member.

✓ He works well with others.

✓ He always helps out to achieve the goals of the group.

✓ He has a great willingness to help his fellow teammates.

✓ He is a good team member. He is very cooperative and helpful in times of need.

✓ He actively participates in team discussions and shares workload.

✓ He respects different opinions and encourages open dialogue.

✓ He maintains harmonious relationships and resolves conflicts constructively.

✓ He acknowledges contributions of others and praises success of teammates.

✓ He shares knowledge and resources willingly to help teammates succeed.

✓ He maintains transparency and keeps teammates informed of progress and issues.

✓ He respects deadlines of other departments and coordinates effectively.

✓ He respects commitments to teammates and delivers on assigned responsibilities.

✓ He maintains a collaborative approach and shares credit for team achievements.

✓ He seeks feedback to improve and respects feedback from other team members.

✓ He motivates teammates during difficult periods and boosts team morale.

✓ He respects team norms and establishes a cooperative working environment.

✓ He values different skills and backgrounds that teammates bring to projects.

✓ He is flexible and willing to take on additional responsibilities as required.

✓ He respects team boundaries and does not overstep limits of other roles.

✓ He is respectful towards teammates and uses polite, considerate language.

✓ He supports team decisions respectfully.

See also: 150+ Performance Review Phrases for Teamwork, Technical Skills, Time Management

✗ He doesn’t have a good relationship with his team members. He sometimes refuses to accept their opinion.

✗ He is not consistent in supporting his teammates.

✗ He does not understand how to share tasks with others.

✗ He is more suitable to an individual-focused environment than a group-work environment.

✗ He does not know how to cooperate with his colleagues in his team to achieve targets.

✗ He is reluctant to share work and seeks individual recognition over team achievements.

✗ He argues with teammates and does not respect different opinions and views.

✗ He fails to keep teammates informed of progress and roadblocks in a timely manner.

✗ He takes credit for team successes but blames others for failures or mistakes.

✗ He lacks flexibility and is unwilling to help teammates facing workload issues.

✗ He plays politics within the team and fails to establish trust and cooperation.

✗ He does not respect team norms and creates disruptions through unprofessional conduct.

✗ He fails to value different skills and backgrounds of teammates.

✗ He does not acknowledge efforts of others and is reluctant to praise teammates.

✗ He argues with feedback and disrespects suggestions from other team members.

✗ He discusses team matters outside inappropriately and damages confidentiality.

✗ He lacks commitment to team goals and allows personal needs to hamper collaboration.

✗ He is inflexible and unwilling to take on additional responsibilities as required.

✗ He fails to establish rapport with teammates and comes across as arrogant.

✗ He lacks initiative in resolving conflicts constructively and damages team harmony.

Part 23 Technical Skills

✓ He is an excellent employee and he understands our systems and processes thoroughly.

✓ He knows the technical essence of his assignments thoroughly.

✓ He is good at solving complicated issues in his job.

✓ He one of the most technical employees we have.

✓ He is able to grasp complex technical concepts. He explains them in easy to understand ways.

✓ We rely on him when we need to implement new technology.

✓ He is quick to learn new skills and adapt to changes in technology.

✓ He takes initiative to stay updated with industry best practices and trends.

✓ He applies technical knowledge proficiently to complete tasks efficiently.

✓ He troubleshoots complex issues independently and finds optimal solutions.

✓ He transfers technical knowledge by training and guiding teammates effectively.

✓ He identifies areas for self-improvement and enhances skills continuously.

✓ He understands how to configure systems for optimal performance.

✓ He tests solutions thoroughly to avoid defects and ensure quality.

✓ He proposes process improvements leveraging new technologies.

✓ He understands business requirements to implement appropriate solutions.

✓ He uses analytical skills to inspect solutions and optimize performance.

✓ He ensures compliance of solutions with industry standards and regulations.

✓ He mentors and transfers knowledge to less experienced team members.

✓ He takes measured risks to innovate and implement new techniques.

✗ He has good knowledge of business, but he fails to properly communicate with other technical members of his team.

✗ He should attend more training sessions and he should study harder to improve his technical knowledge.

✗ He seems to find it hard when learning new technology.

✗ He is unable to get along with our technology even though our systems have been used for a long time and well documented.

✗ He needs to improve his technical understanding of his job.

✗ He struggles to learn and adapt to changes in tools and platforms quickly.

✗ He relies heavily on others for support and does not troubleshoot issues independently.

✗ He lacks analytical skills to inspect root causes and propose optimal solutions.

✗ He fails to identify gaps in skills and requirements for self-development.

✗ He does not follow standards and best practices, impacting quality and performance.

✗ He fails to document processes, code or designs properly for future reference.

✗ He does not leverage new techniques or tools to automate and streamline work.

✗ He fails to mentor or share technical knowledge with teammates effectively.

✗ He lacks attention to detail and misses important configuration settings.

✗ He fails to comply with industry standards and regulatory guidelines.

Part 24 Time Management

✓ He performs his tasks with heart and always accomplishes them in due time.

✓ He shows his ability to manage various tasks and accomplish them on time.

✓ He uses his time effectively to perform the big and small duties which must be done every week.

✓ He divides his time logically to achieve his goals.

✓ He sets clear priorities and objectives to stay focused on important tasks.

✓ He is able to prioritize tasks and complete them efficiently within the given timeframe.

✓ He prepares detailed schedules and estimates task durations accurately.

✓ He avoids time-wasting distractions to maximize productivity.

✓ He allocates sufficient buffer time for contingencies and reworks.

✓ He multi-tasks effectively without compromising on quality of work.

✓ He re-evaluates schedules periodically and readjusts timelines proactively.

✓ He delegates appropriately to distribute work for optimal utilization.

✓ He monitors progress against schedules and deadlines regularly.

✓ He always completes his tasks on time and manages his time effectively.

✓ He respects time of others and delivers on commitments as promised.

✓ He shares status and challenges to timelines transparently.

✓ He is able to manage his time effectively, even when faced with unexpected challenges.

✓ He is highly organized and manages his time effectively to meet all deadlines.

✗ He does not know how to manage his time and he cannot satisfy deadlines of projects again and again.

✗ He should learn how to manage his time in a more effective way.

✗ He should make a work plan for each week. He spends too much time performing his assignments without a proper plan.

✗ He cannot complete his tasks because he manages his time ineffectively.

✗ He takes too much time to perform his tasks. We advise him to make concrete plan for every week.

✗ He fails to prioritize tasks and loses focus on critical assignments.

✗ He underestimates task durations.

✗ He procrastinates and delays tasks until the last minute.

✗ He gets easily distracted by social media or non-work related activities.

✗ He lacks planning and scheduling skills to manage work effectively.

✗ He fails to delegate tasks effectively.

✗ He does not communicate proactively on delays or missed deadlines.

✗ He does not set clear objectives or priorities for his work.

✗ He fails to estimate realistic timelines for tasks and projects.

✗ He does not monitor progress against schedules and deadlines regularly.

✗ He does not respect time of others and misses commitments frequently.

✗ He does not take ownership of his work and blames external factors for delays.

Part 25 Training Ability

✓ He does not mind taking part in on the job training. He is a valued team member with his enthusiasm.

✓ He encourages all the team members to join in the necessary training sessions.

✓ He is able to learn concepts quickly and adopt them into his performance.

✓ He always finds opportunities to take part in specialized training sessions.

✓ He effectively applies learned skills to his job and improves performance.

✓ He participates actively in training sessions and contributes to discussions.

✓ He identifies gaps in skills and requirements for self-development.

✓ He leverages technology and e-learning to enhance knowledge.

✓ He mentors and trains less experienced team members effectively.

✓ He encourages and motivates others to participate in training opportunities.

✓ He takes initiative to identify training needs and propose solutions.

✓ He applies learned skills to improve processes and productivity.

✓ He shares best practices and lessons learned with others.

✓ He applies feedback from training evaluations to improve future performance.

✓ He takes ownership of his learning and development to enhance skills.

✓ He participates in cross-functional training sessions to broaden knowledge.

✓ He maintains updated documentation of training sessions for reference.

✓ He applies learned skills to improve customer satisfaction and quality of work.

✓ He collaborates with others to apply training concepts to real-world scenarios.

✓ He seeks opportunities to attend external training sessions to enhance knowledge.

See also: 100+ Performance Evaluation Comments for Attitude, Training Ability, Critical Thinking

✗ He should take part in more training opportunities and concentrate on them.

✗ He should prepare before coming to training sessions, This will help him understand all knowledge that trainers are imparting.

✗ He does not know how to apply the knowledge learned in training sessions into his performance.

✗ He shows lack of interest in attending training sessions.

✗ He does not apply learnings from training to improve performance on the job.

✗ He does not seek feedback to enhance skills post training.

✗ He relies solely on on-the-job learning and refuses external training.

✗ He does not share knowledge or mentor less experienced team members.

✗ He lacks openness to new ideas and applies training learnings partially.

✗ He lacks motivation and ownership towards self-development.

✗ He does not apply feedback from training to enhance future performance.

✗ He lacks open communication on training needs and development areas.

✗ He shows resistance to change and fails to unlearn old practices.

Part 26 Attitude

✓ He builds an atmosphere of trust within his team.

✓ His cheerful attitude makes others feel good when he’s around.

✓ He has never complained about his job or his colleagues.

✓ He usually focuses his attention on the positives when dealing with problems.

✓ He is always enthusiastic and helps motivate team other members.

✓ He finds opportunities to praise others for their efforts and accomplishments.

✓ He maintains a positive outlook even during stressful times.

✓ His energy and optimism are contagious.

✓ He makes others feel valued and respected.

✓ He looks for solutions rather than dwelling on problems.

✓ His smile and friendly manner create a pleasant work environment.

✓ He finds the good in every situation.

✓ His positivity raises the morale of those around him.

✓ He makes others feel heard and encourages open communication.

✓ His optimism is contagious and lifts the spirits of colleagues.

✓ He looks for the lessons in failures and mistakes.

✓ His encouragement and support motivate others to do their best.

✓ He brings a sense of fun to work.

✓ He finds ways to acknowledge others for their efforts on a regular basis.

✓ His friendly demeanor puts others at ease.

✓ He expresses appreciation for his colleagues and their contributions.

✓ His enthusiasm is contagious and makes others want to work hard.

✓ He focuses on shared goals and teamwork rather than individual accomplishments.

✓ His positivity makes him a pleasure to work with.

✓ He finds ways to learn from both successes and failures.

✓ His can-do attitude boosts productivity.

✓ He makes others feel that their contributions are valued.

✓ His upbeat manner keeps the team working together harmoniously.

✗ His choice of language can be inappropriate. His level of voice is also inappropriate at times.

✗ He has a tendency to trigger problems between his coworkers.

✗ He has an overly sensitive and pessimistic personality. He is easily upset by problems or difficult situations. He should try to think more positively, focus on the good and avoid being overly concerned with his perceived negatives.

✗ He talks negatively about other team members.

✗ He needs to focus on the positive aspects of his job and his team.

✗ His complaints undermine team morale.

✗ He dwells excessively on problems rather than seeking solutions.

✗ He contributes to tension and friction within the team.

✗ He often has troubles with his coworkers when they work together. He is easily angered and argumentative with his colleagues.

✗ His pessimism saps the energy of colleagues.

✗ He finds fault easily and fails to acknowledge others’ efforts.

✗ He takes criticism too personally and becomes defensive.

✗ He blames others and refuses to accept responsibility for his own mistakes.

✗ He lacks tact and consideration in his interactions with colleagues.

✗ He needs to control his temper and attitude. He needs to learn not to react too strongly towards negative situations.

✗ He fails to acknowledge colleagues’ good work.

✗ His irritability negatively impacts morale and team cohesion.

✗ His criticism of colleagues breeds resentment and mistrust.

✗ He sees setbacks as personal failures rather than learning opportunities.

✗ His complaints and criticisms distract from productive discussions.

✗ He contributes more problems than solutions.

✗ He lacks emotional control and self-awareness in interactions.

✗ He focuses excessively on minor issues rather than larger goals.

Part 27 Critical Thinking

✓ He uses sharp ideas and critical thinking ability to solve issues quickly.

✓ He has strong reasoning and critical-thinking skills that help him handle problems well.

✓ He is careful and always thoroughly considers everything before submitting any idea.

✓ He establishes workable, prioritized, and highly effective problem-solving plans for each problem.

✓ He considers issues from multiple perspectives before arriving at well-reasoned conclusions.

✓ He supports decisions with clear, logically sound rationales.

✓ He recognizes when more information is needed to make an informed judgment.

✓ He breaks down complex problems into manageable components.

✓ He approaches issues with an open and inquiring mindset.

✓ He thinks outside the box to identify innovative solutions.

✓ He backs up opinions with clear and coherent reasoning.

✓ He considers all viable options before deciding on a course of action.

✓ He draws well-reasoned and logical conclusions based on the evidence and facts available to him.

✓ He identifies root causes rather than fixating on symptoms.

✓ He is thoughtful and deliberate in considering the potential implications and consequences of his decisions.

✓ He applies logic and reason even in ambiguous situations.

✓ He is skilled at drawing lessons from past situations and considering relevant precedents in his decision-making.

✓ He identifies assumptions and checks beliefs against facts.

✓ He evaluates strengths and weaknesses of different views objectively.

✓ He thinks analytically and solves problems in a structured, systematic way.

✓ He provides clear and logical rationales to support his recommendations and proposals.

✓ He is pragmatic and realistic in considering the practicality and feasibility of proposed solutions.

✗ He never considers potential changes in circumstances when making decisions.

✗ He rarely thoroughly thinks decisions through.

✗ He employs problem-solving techniques that end up generating even more problems.

✗ He decides on the solution before properly analyzing it.

✗ He jumps to conclusions without considering all relevant factors.

✗ He fails to recognize assumptions and check beliefs against facts.

✗ He neglects to think through long-term implications of actions.

✗ He focuses on symptoms rather than identifying root causes.

✗ His lack of rigor in analyzing issues from all angles leaves him vulnerable to overlooking important perspectives and potential solutions.

✗ He does not adequately consider alternative perspectives.

✗ He arrives at conclusions before gathering all relevant information.

✗ His recommendations ignore practical constraints.

✗ He neglects to learn from precedents and past experiences.

✗ His failure to recognize biases and approach issues objectively is hindering his ability to make informed decisions.

✗ His opinions are not sufficiently backed by logic and evidence.

Part 28 General Phrases

✓ He has remained firmly focused on his team’s goals despite the tremendous pressure recently.

✓ He quickly gets to the heart of the problem identifies the root cause. This allows him to manage multiple projects simultaneously, performing well with each.

✓ He knows how to prioritize short-term and long-term goals.

✓ He is a gem and knows the value of time.

✓ He keeps the faith for the team.

✓ He is a consistent performer, a great task scheduler, and has a no-quitter approach to solving problems.

✓ He is like good software that offers seamless backward compatibility.

✓ His team has performed very well over the past year.

✓ He thinks twice before doing anything that may not be worthwhile.

✓ His team looks up to him as a positive influence.

✓ He never loses sight of his goal.

✓ No technical problem is too difficult to solve for him.

✓ He knows the technology that we employ inside-out, and keeps himself informed about up-to-date changes.

See also: Best Performance Review Examples for 48 Key Skills

✗ His team meetings often overrun the allotted time. He should work to improve his time management skills to ensure meetings begin and end as scheduled.

✗ He is frequently late for work and does not adhere to a proper work schedule.

✗ He needs to work on his ability to accept feedback from coworkers.

✗ He should improve his communication with his management team.

✗ He frequently withholds information from his team.

✗ He has a tendency to make other people feel intimidated when they propose new ideas or ask for assistance.

✗ He should work on approaching his coworkers in a more professional and welcoming manner.

✗ He does not attempt to take creative risks. He creates a stiff environment that is not conducive to innovation.

✗ He does not adhere to the sales script that is proven for success. He attempts to unacceptably modify the script.

✗ He does not work within the company policies that are proven for ultimate success rates.

✗ He does not always ensure his customers are satisfied. He has had complaints filed against him for inappropriate responses to customer feedback.

✗ He frequently misses targets and does not keep up to date with the objectives expected of him.

✗ He does not willingly take on additional responsibility or step forward when new tasks or projects arrive.

✗ He consistently relies on other people.

✗ He should work to improve his interaction with customers and how well he meets their needs.

✗ He rarely shows appreciation to his employees for a job well done.

✗ He should be more open to feedback and apply it to his work to increase his accuracy and productivity.

Related: 26 Example Paragraphs for Performance Reviews [Positive & Negative Feedback]

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• How to Give Performance Feedback? Techniques and Examples (Star Feedback)

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