Dental | Dental Articles

by Heather Banks

Sometime, way back 2004, I’ve read an article that the underemployment of hot young women was holding at zero percent in United States for 302nd month in a row. So if you are the boss, will you hire her or not?

Why not? If she is qualified in the desired position, have brains and guts, beauty I think is only the plus factor of it! (These are probably the answer of malicious minded boss and have other intentions…. Just kidding aside!)

But wait a second, before hiring that hot seductive lady as your secretary, you must conduct a background check of her. She might be a spy of your competitors and just tracking down what are your marketing process, or maybe she have any criminal or police records in her past that can crash your company status.

Background check nowadays is just one click away from you. Just get a web connection, go to Google and then type in the keyword online background check services, and whaalaa, there a lot of result offers that kind of service.

The old fashion way of checking applicants background by getting their character reference and contacting the names listed there is not a reliable checking. Obviously, that person you will contact will not share you some bad backgrounds of the applicants but instead, give you the good details of her only, which is bias.

Another old way of checking the professional background of that goddess is going to government offices and agencies that hold public records. Some of them are available in public, but some of them are not.

So why do manual checking when there lot of services offered in the internet? You’ll just waste your time in the old ways.

If that hot chick is clear in any bad background checks and truly qualified in her desired job, you must hire her. I believe she can be one of the assets of your company.

Employee Background Check is available at www.public-background-check.com

About the Author

Heather Banks is a background check writer that wants to help employers check the employment background of the applicants before they hire them.

by Barbara Brown, PhD

You have an employee who does an OK job, but there is room for improvement. The problem is more about “attitude” than “performance.” This employee accomplishes tasks, but only after prodding. And there is always some type of negative comment to contend with, especially with difficult or undesirable assignments. You are planning your next performance discussion. And you want to give this employee some specific examples of behaviors that reflect a more positive attitude. Try these 9:

1. Begins tasks without being told

2. Takes on new assignments without direction

3. When assignments or plans change, makes adjustments willingly

4. Implements workplace changes willingly, even when disagreeing with those changes

5. Works efficiently and effectively to complete assignments, even when disagreeing with assignments

6. Implements new organization initiatives willingly, performing tasks in a way that positively contributes to the achievement of initiatives

7. When receiving input and ideas from others, focuses on “what can work” rather than “what cannot work”

8. Gives new approaches a try, even if skeptical about the possibilities for success

9. Delivers products and services to customers willingly, performing tasks positively and expeditiously

Focus On Attitude Behaviors, Not Attitude Perceptions

When you talk about a performance problem, you want the employee to leave the discussion knowing what to do to fix the problem. If the topic is a poor attitude and you tell the employee that you want her or him to fix it, there are two reasons why you might not get the results you want. One reason is because when you use a term like “attitude” you place the employee in a position of defending his or her attitude. Another reason is because you and your employee could have completely different interpretations of what constitutes a poor attitude. So giving specific examples of performance improvement behaviors keeps the focus on work; and moves the focus away from arguments about perceptions. These attitude behaviors can help you do that.

Oh, and don’t forget to maximize your employee’s performance by explaining the “impact” of a more positive attitude.

About the Author

Barbara Brown, PhD shows managers how to improve employee performance by linking performance to results. Her E-Books contain phrases and examples for discussing performance, reinforcing performance, and writing appraisals.

Click on “FREE STUFF” at her website to download tools to manage performance discussions.

Website: http://www.LinkToResults.net

by Barbara Brown, PhD

You do a great job of directing, coordinating, and controlling (i.e. managing); but are you equally effective at leading? If you are, then you should have a positive influence on the employees you lead. That is, your employees should be contributing because they want to; not because they feel coerced and not because you browbeat them. They should willingly work with you and others; even during difficult situations and tough times.

Use these 10 measures to gauge your leadership effectiveness. Rate your employees’ “willingness” by using a scale of Always, Sometimes, Never.

1. My employees willingly embrace our organization’s vision, mission, and values

2. My employees willingly accept changes in the team, office, or organization

3. My employees willingly “go the extra mile” for me, the leader, or for our organization

4. My employees willingly participate in extracurricular or non-work activities

5. My employees willingly work together to reduce tension or conflicts

6. My employees willingly work together to solve problems and improve processes

7. My employees willingly work together to achieve team, office, or organizational goals

8. My employees willingly work to improve unsatisfactory performance or continue satisfactory performance

9. My employees willingly engage in training and development needed to improve or enhance performance

10. My employees willingly follow rules, practices, and procedures that impact the success of our team, office, or organization

Focus On What You Can Control

Of course, your ideal score is to have an answer of “Always” for all 10 measures. But that’s not always possible for various reasons. Some reasons may have to do with things that are out of your control (i.e. pay, resources, work hours). Fortunately, you do have control over other things that have a positive influence on employees. These include behaviors you exhibit like being a positive role model, giving positive feedback, and treating employees fairly. Focus on what you “can” do, not what you “cannot” do.

Leadership Effectiveness Is About Positive Influence

Whether you are a manager or supervisor, you have to lead. That means you have to do more than just “give” orders. You have to interact with employees in a way that motivates them to do their best. Sure, you may not have a positive influence on every employee, but you can on most. And wile directing, controlling, and coordinating are important, these management behaviors don’t motivate employees to consistently and continuously deliver their Best Performance.

So the next time your employees are not doing what you need them to do; don’t look at how you are managing them, look at how you are leading them.

About the Author

Barbara Brown, PhD publishes handbooks that contain phrases for linking employee performance to workplace results. Managers can use these handbooks to prepare performance discussions, write appraisals, and improve performance.

Website: http://www.LinkToResults.net

by Barbara Brown, PhD

You are getting ready to do one of your least favorite management tasks: have a performance discussion with a poor performer. But before you have this discussion, you want to organize your ideas so you can clearly describe the problems and state your expectations for improvement. You have a standard approach that you use, but your past discussions have not gone particularly well. Consider trying the BID approach:

B-Behavior: Describe specific unsatisfactory behaviors. If the issue is “poor customer service,” describe what the employee does, or does not do, that makes the behavior unsatisfactory. Ask yourself:

1. Is it How the employee does something?

2. Is it When the employee does something?

3. Is it Where the employee does something?

4. Is it about the Quality of the work?

5. Is it about the Timeliness of the work?

I-Impact: Describe who and/or what the employee’s behavior impacts. One employee’s poor performance can have a negative impact on numerous areas. Consider these areas:

1. The employee’s ability to achieve personal, professional, or workload goals

2. The workloads of other coworkers

3. Your workload, as the employee’s manager

4. The delivery of products or services to customers

5. The achievement of team, office, or organizational goals

D-Discuss: Give your own ideas and seek input from the employee on ways to improve. There are several ways to handle the discussion at this point. Consider these four:

1. Discussion Plan One: You ask the employee for suggestions first, you give your suggestions, you both agree on a combination of suggestions, you conclude the discussion with a follow-up plan.

2. Discussion Plan Two: You give your suggestions first, you ask the employee for suggestions, you both agree on some combination of suggestions, you conclude the discussion with a follow-up plan.

3. Discussion Plan Three: Your employee has no suggestions, you give your suggestions, you advise the employee on implementation of those suggestions, you conclude the discussion with a follow-up plan.

4. Discussion Plan Four: Your employee gives you suggestions, you have no additional suggestions, you advise the employee on implementation of those suggestions, you conclude the discussion with a follow-up plan.

Your Approach Determines Your Discussion Success

Talking about performance improvement is never easy. But it has to be done. Your success often depends on your approach. If you use vague terms to describe poor performance, you are unlikely to get the results you want. And you will have a hard time measuring changes in behaviors. So being specific about what you want employees to do, or not do, is important. It’s equally important to describe the impact of unsatisfactory performance. Likewise, involving employees in the discussion about suggestions for improvements is useful.

If the approach you use to talk to employees about unsatisfactory performance isn’t working, or if you are looking for a way to be “just a little more effective” when you talk about performance improvement, give the BID approach a try.

About the Author

Barbara Brown, PhD publishes handbooks that contain phrases for linking employee performance to workplace results. Managers can use these handbooks to prepare performance discussions, write appraisals, and improve performance.

Website: http://www.LinkToResults.net

by Barbara Brown, PhD

When it comes to performance, what one employee does (or does not do) can negatively impact the performance of other employees. Think about the employee who does not submit information on time to a coworker who needs it to complete a critical report. Think about the employee who fails to schedule the training room for a coworker who must conduct a training class. You can probably think of numerous similar situations you have encountered in the past or are encountering now.

So why not use what you know about “how one employee’s performance impacts other employees” to encourage better performance? How? When you talk about performance problems, talk about the impact on the “work” that others do. Here are three ways:

1. Timeliness: Consider how a failure to meet deadlines prevents other employees from completing their assignments in a timely manner. Describe the specific assignments of others and emphasize how important these assignments are. Keep the focus on the “value of the assignment.”

2. Productivity: Think about how a failure to accomplish tasks impacts other employees. Does it impact how fast others are able to process requests from customers? Does it impact how fast others are able to deliver products to customers? During your discussion, explain how the lack of productivity affects the end “product or service” others provide.

3. Quality: When work is incomplete or incorrect, what is the impact on other employees? Quality could impair others ability to give accurate information to customers. Quality could also cause others to have to redo assignments. When you talk about quality, highlight the negative impact on the “jobs” that others do.

Using An “Impact Focus” Is Useful

When you talk to employees about poor performance, you want to explain “why” good performance matters from a “work” perspective. Of course, you can always use the paycheck and performance rating as primary reasons. But these reasons don’t necessarily encourage employees to perform well continuously and consistently. And that’s the kind of performance you want. So you need other ways to discuss performance improvement. Try this one. You may get the performance you want.

About the Author

Barbara Brown, PhD publishes handbooks that contain phrases for linking employee performance to workplace results. Managers can use these handbooks to prepare performance discussions, write appraisals, and improve performance.

Website: http://www.LinkToResults.net

by Barbara Brown, PhD

You have a manager who thinks she (or he) is a great leader. In fact this manager has been pressuring you for a higher performance rating in the area of “leadership qualities.” So far, you have resisted. This manager does a good job of coordinating, controlling, and directing assignments. But she (or he) falls really short when it comes to motivating, developing, and encouraging employees.

Bottom line, this manager is great at getting the job done; but is not so great at creating a positive work environment, demonstrating concern for employees’ personal interests, or highlighting positive achievements. Beyond your “feelings,” about leadership, what specific “leadership qualities” could you use to evaluate and discuss performance with this manager? Here are 10:

1. Reinforcing contributions and achievements; giving timely, positive, and specific feedback

2. Uncovering employees’ interests; encouraging them to develop and pursue personal and professional goals

3. Developing employees; providing opportunities for acquiring or enhancing desirable knowledge, skills, and abilities

4. Encouraging two-way communication; seeking input from employees and acting on that input

5. Acting as a positive role model; talking positively to peers, talking positively about the organization, and talking positively about customers

6. Displaying emotional intelligence; ensuring that physical reactions, body language, and personal statements promote constructive dialogue among subordinates, peers, and superiors

7. Facilitating positive interactions among employees; encouraging a pleasant atmosphere and reducing conflicts

8. Delegating authority effectively; giving employees autonomy while simultaneously establishing check points to monitor performance

9. Maximizing employee performance; matching employee tasks with capabilities, and giving emotional support that matches employee needs

10. Coaching employees; providing advice about performance, goal achievement, and career development

Effective Leaders Care About Work AND About Employees

Your goal in talking to this manager is to emphasize the value of keeping employees feeling committed to doing a great job. Focusing on tasks is important, but “employees” accomplish tasks. So effective leaders pay attention to the needs and concerns of employees. They engage them, involve them, and communicate with them. Tell this to your manager (who professes to be an effective leader) the next time you have a disagreement about leadership qualities. And remember to explain HOW these qualities impact employees: they keep employees doing a great job.

About the Author

Barbara Brown, PhD shows managers how to improve employee performance by linking performance to results. Her E-Books contain phrases and examples for discussing performance, reinforcing performance, and writing appraisals.

Click on “FREE STUFF” at her website to download tools to manage performance discussions.

Website: http://www.LinkToResults.net

by Robyn Pearce

Some years ago we needed a new part-time administrator. As soon as the paper hit the streets an enthusiastic young woman I’ll call Sue was on the phone. My retiring administrator and I were so impressed with her apparent skills, CV and attitude we didn’t even bother to interview any others, and engaged her with no hesitation.

My path has taken some interesting turns. First I was a librarian, then a farmer’s wife and mother of six (including an intellectually handicapped foster son). Next I was a solo mother on government benefits. A few long years later I climbed out of the poverty trap (with a dabble in tourism along the way) and become a very successful real estate agent

by Michael Anderson

In my work at www.coaching-coaches.com I commonly coach men who find it difficult to manage women and women who find it difficult to manage men. I don’t pretend to have magic formulas to resolve these issues other than by listening talking, encouraging my clients to talk and trying to understand better. In my research at coaching coaches I have uncovered some interesting material that may help you in trying to deal with similar issues. It is a fact that there are differences in the ways in which men’s and women’s brains work. It is not that one is better than the other – they are just different. Among the most important of these biological differences is that when men were boys the connections from the right to the left hemisphere are far fewer than in their female counterparts. As far as brain physiology goes, male brains develop connections more slowly. Girls are born with more connections and develop them more quickly after they are born. This is what accounts for the view that girls seem to ‘mature’ more quickly than boys. This has some implications for adulthood and for coaching which I’ll mention later. When we become adults, men and women process knowledge in largely the same way. However there are some gender tendencies (rather than gender specifics) which can help us to understand the different ways in which they each communicate.

It is a common but false perception that men’s brains only work to process functional information and that women’s brains function to foster relationships. Both men’s and women’s brains do both. Men tend to process information about visual space better than women but they are less able to do and think about more than one thing at a time. Women are often described as ‘multi-taskers’ but think less intensely about single issues. Both do both but the tendencies are important.

It has been demonstrated that boys are less sensitive to recognizing peoples’ faces than girls are. This could suggest that their skills of remembering are not as keen as girls’. Women tend to use touch more than men to communicate. This could explain why women are far more inclined to be tactile in their communication with other women than men are with men (at least in Western cultures).

It is no surprise that boys’ physical growth is faster than girls and that they grow physically stronger. Because of this physical difference boys express themselves in more physically dramatic ways than girls and for this reason often need more physical space. The obvious example of this is their greater tendency to participate in competitive and contact sports. Girls develop their emotional capacities more quickly than boys. This becomes particularly noticeable in the teenage years. A girl of 14 can communicate at an emotional level which it may take a boy another four of five years to reach.

At the onset of puberty boys experience an 800% increase in testosterone. 800%! Boys often don’t know how to deal with this and neither do their parents! Which is why they can become overly-aggressive and boistrous. But in terms of later career and management of others it can also be related to performance. Feelings of success lead to an increase of testosterone levels. Stress and loneliness lead to lower testosterone levels. In girls, Oestrogen fosters nerve cells to grow more connections between the two hemispheres of the brain and enables women to cope with stress more effectively than men. A female manager should be careful not to mis-interpret a man’s need to succeed, nor should a male manager assume that women under pressure are not better equipped to deal with this than a man in the same position. But all are individuals and for managers and leaders it is more important to get to know the person as an individual rather than as a ‘tendency’ or worse still a stereotype.

Talking and Language

Management is often about talking and listening and women deal with emotional issues better by talking about them. Men tend to deal with them more by internalizing them – so for this reason they are often more difficult to coach – but themselves make very good coaches! This may explain why women are more likely to use management and executive coaches and confidantes and are more likely to become HR professionals than men since the activity is very face-to-face, conversational and interactive. Professions that require conversational skills are more attractive to women than men who tend to prefer ‘internally’ challenging work.

Difficulties arise when each thinks the other deals with emotions in the same ways they do. A man confronted by a woman who is expressing anger will often leave the situation. Emotional expressions by women tend to be misunderstood by men. On the other hand women misunderstand men who won’t talk about how they feel. It is often unhelpful when each tries to convert the other or criticize the other for not communicating in the ways that they expect or prefer. But great steps of understanding can be made if each appreciates their difference from the other. Men are more comfortable with silence and but women can interpret this as being uncommunicative. Women tend to say what they feel almost immediately and men interpret this as being too ‘talkative’. It is important to bear all this in mind in coaching, especially if you are a male manager with female staff or vice versa.

Where men see excessive talking as unnecessary and a waste of time, women see talking as totally necessary and the best possible use of time. This is why they use 60 – 80 % of their brain capacity tends to be given over to the development of their conversational skills. This includes both talking and listening. Women make excellent managers of people because of their social skills. They tend to be less oriented towards goal-achievement and deadlines though. Women are far more people-focussed. They tend to value the emotional aspects of people more than the functional and concern themselves with quality of relationships more than the goal-oriented function of relationships. These along with other confidence boosting facts perhaps explain the recent rapid rise in the number of female managers.

Women tend to be better at both their own and foreign language learning. They develop a greater subtlety to sounds and the tones with which words are delivered and therefore to the moods within which they are delivered. Language is a lot more than just remembering and using sounds. The early better flow of connections between the two hemispheres in women’s brains means there is a greater ‘dialogue’ of movement between the ‘logical’ and ‘creative’ aspects of the brain. Because women tend to be more people-oriented than goal-oriented they tend to be more skilled at social judgements and co-operation than men. This is why they tend to make good people managers.

Men are less interested than women in conversation. The more trivial it seems to them the less they are interested. But then what is trivial to a woman may be important to a man (football for example!). Consequently, men dedicate less energy to it on the whole. Notice how men who don’t know each other well struggle to make small talk. Because men are less interested in the details of a process they are more keenly focussed on its end. As a consequence, as managers they tend to be focused on targets and deadlines than processes of achieving them.

Because men recognise distinctions in fewer tones than women they are less sensitive to the nuances and subtleties in the sounds of words. In the ordinary use of English language (other languages can differ) women will recognise a tonal difference (which alters the meaning of a phrase or sentence) where men tend not to be so sensitive to this. Although men tend to do better on mathematical reasoning tests, women are better at calculation. This means, women tend to add up and take away better than men. But men can follow through a logical sequence more effectively than a woman. This perhaps explains why the vast majority of computer programmers are men. And why they have a greater interest in things mechanical.

Men have more graphically capable minds. Their ability to see the different aspects of a three-dimensional object is greater than a woman’s. This may explain why most technical illustrators, engineers and architects are also men. Men show a limited ability to match items and colours. This is why the woman will most often take responsibility for choosing the internal colours and items of their shared home. She will also be the first to notice if there is something out of place. A man will look forever into a fridge before he realises what he’s looking for is not there! Women do this too but are less prone to it.

Stereotyping

Whether we like or not there are differences between the ways in which men and women communicate. It is unhelpful though to stereotype these differences. This neglects to consider the individuality of people. There is clearly a tendency for men to communicate in a more functional way than women. That is communication is often seen merely as a means to relay information than building relationships – as women tend to. This is why women seem to men to be too emotional about working relationships. It is just that the emotional aspect of communication for women is central to nurturing working relationships.

While it is important to support equal opportunities between the sexes, it is inappropriate to put an ideology before the ability to do a task. True equality can only come about when posts are filled with those who can do a job. Appointing a man because he is a man or a woman because she is a woman is patronizing and superficial approach to equality.

Summary Here are four basic areas to remember when considering the gender differences in management and communication.

1. Male and female brains are different both physiologically and in terms of cognitive and affective process. These in turn are affected by the gendered environments to which boys and girls are exposed from an early age.

2. It is important to understand tendencies in differences between the sexes but not to let these overide the individuality of the person.

3. Individual men and women and the relationships between (and among) them are complex. Accept this and don’t try to reduce complexity to simple generalizations or formulas. This will help you to avoid unhelpful and often abusive stereotyping.

4. Thankfully, most men and women can laugh about their respective differences. Keep your perspective on this and learn to laugh about it. 5. Some of the material offered in my information guide at www.coaching-coaches.com will help to deal with some to the issues encountered as a result of gender difference.

About the Author

Management Consultant, Trainer, Executive Coach, Researcher

by Barbara Brown, PhD

How do you motivate low performers to do a better job? This is a question that keeps many managers up at night. And it’s hard to answer. The answer is hard because different things motivate different employees. For example, one employee may be motivated by a monetary bonus, but another employee may be motivated by less stress. So when it comes to motivating low performers, managers have to apply various strategies, not one cookie-cutter approach.

But how do managers determine what motivational strategies to use? They start by viewing “motivation” from a holistic perspective. Low performers are not ONLY motivated by paychecks, bonuses, or promotions. Those things are important, but so are other things like less stress, greater cooperation, and different tasks.

So when you talk to employees about doing a better job, you want to give a “reason” they can relate to. This means that you have to know how performance improvement will benefit each of your low performers. Here are 24 benefits to consider:

ASK: How might “this employee benefit” from improved performance?

1. Less stress that comes from having to make corrections

2. Less oversight and monitoring of assignments from you, the manager

3. More autonomy in handling individual assignments

4. Fewer complaints from customers and clients

5. More compliments from customers and clients

6. Less time spent having to offer explanations about incomplete work

7. Less time spent having to offer explanations about incorrect work

8. Fewer requests from coworkers or other employees asking for status reports

9. More opportunities to perform different types of “desirable” tasks

10. More opportunities to work with different or “interesting” employees

11. Increased opportunity for improved performance rating

12. Increased opportunity to receive bonus or some type of monetary recognition

13. Increased opportunity to receive recognition or some type of non-monetary acknowledgement

14. Less mandatory overtime required to complete overdue assignments

15. More opportunities to work overtime that is based on good performance

16. Less time spent redoing and reworking assignments

17. Less time spent having to correct mistakes and errors

18. More time off as a direct reward for good performance

19. Reduction in personal backlogs or workloads

20. Increase in personal accuracy and quality

21. Greater cooperation from managers, coworkers, or other employees

22. More opportunities to participate in different types of “employee development programs”

23. More opportunities to participate in different types of high-profile projects

24. More opportunities to work with people who can positively influence career

Remember, Different Things Motivate Different Employees

Motivation is personal and individual. So it’s not enough to say, “If you do a better job, you will receive a bonus.”  And even if this approach works once, it might not work every time. Or you might not always be able to promise a bonus for performance. You need a variety of ways to keep your low performers motivated. And the approach you choose depends on the employee. You might have to cite several “personal benefits” to motivate some employees, but only one or two for others. This list gives you 24 to choose from. Try a few the next time you have to talk to a low performer.

About the Author

Barbara Brown, PhD publishes handbooks that contain phrases for linking employee performance to workplace results. Managers use these handbooks to prepare performance discussions, write appraisals, and improve performance.

Click on “FREE STUFF” at her website to download tools to manage performance discussions.

Website: http://www.LinkToResults.net

by Barbara Brown, PhD

A lot of changes are happening in your organization. Turnover is high, productivity is low, and morale is mediocre at best. But management has a new attitude, changes are occurring, and things are getting better. However, your organization’s success depends on employees being loyal, dedicated, and devoted. In other words, everyone has to be “committed” to doing a great job. Your task is to tell your employees what it means to be committed.

If this scenario is familiar, you want to give employees specific examples of behaviors that represent commitment. The following eight behaviors can help you do that. If this is not your scenario, consider incorporating these eight behaviors during discussions about overcoming obstacles, achieving results, and pursuing goals. Committed employees, who demonstrate the “right” kind of behaviors, can help you during good times and bad.

8 Commitment Behaviors

1. Makes adjustments in workloads in order to successfully complete assignments.

2. Makes adjustments in work hours in order to successfully complete assignments.

3. Persists in completing assignments; even when difficulties arise.

4. Finds alternative ways to get things done; especially when encountering obstacles to successful performance.

5. Stays focused on tasks; not letting workplace distractions impact successful performance.

6. Perseveres in finding solutions to problems; even when setbacks occur.

7. Supports workplace changes; even when changes are unpopular or unanticipated.

8. Supports team, office, or organizational decisions; even if “personal recommendations” were not part of the final decisions.

Create Your Own “Commitment” Behaviors

If the commitment behaviors you need employees to exhibit are not on this list, create your own. How? First, think about what “commitment” means to you. If the scenario in the opening paragraph doesn’t match your current experiences, write your own scenario. Second, identify WHY you want employees to be committed. Will their behaviors help you increase sales, reduce errors, or eliminate backlogs? Match the behaviors you want employees to exhibit to the positive results you would like to see. This allows you to identify critical behaviors and ensures that those behaviors will lead to desired outcomes.

When You Describe Behaviors, You Reduce Misunderstandings

When you tell employees WHAT you want them to do and WHY, you get better results. This is true whether you are talking about a trait like commitment or a skill like writing. So the next time you are trying to motivate your employees to be more loyal, dedicated, and devoted (i.e. committed), tell them exactly what “commitment” means to you. Give them some specific examples of commitment behaviors. And don’t forget to tell them WHY those behaviors are important. The results you get may even “exceed” your performance expectations.

About the Author

Barbara Brown, PhD publishes handbooks that contain phrases for linking employee performance to workplace results. Managers use these handbooks to prepare performance discussions, write appraisals, and improve performance.

Click on “FREE STUFF” at her website to download tools to manage performance discussions.

Website: http://www.LinkToResults.net