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An annual review is most effective when the questions help shed light on the actual work being done. The wording chosen by the manager also influences the quality of the discussion. This article provides examples of questions, scenarios, and phrasing for discussing the past year’s performance, goal achievement, skills, workload, and training needs.
These examples are not a substitute for preparing for the meeting or for the approach you take during the discussion. They are meant to help you find the right words when a situation calls for more clarity. To prepare for the meeting in advance, see our guide Preparing for an Effective Annual Performance Review. To work on your management style, check out Conducting an Annual Performance Review.
Questions about the past year’s performance should help the employee describe their experience and contributions. Start by giving them a chance to speak before sharing your own assessment.
This initial discussion provides an opportunity to compare perceptions. It can also bring to light successes or challenges that the manager has not directly observed.
You can ask the following questions:
These questions provide an opportunity to discuss not only the results, but also the practices and skills that made them possible.
To acknowledge a success, start with a specific situation. Explain what you observed and the impact of the employee’s work.
For example, you could say: “Your preparation enabled the team to make a decision more quickly. You had clarified the options and identified the main risks before the meeting.”
This phrasing highlights what was successful and why it matters. The employee gains a better understanding of what they can apply in other situations.
You can then expand on the discussion with a few questions:
The manager, therefore, does not simply acknowledge the result. He or she helps the employee understand the choices and behaviors that contributed to his or her success.
An annual review should also provide an opportunity to discuss any difficulties encountered. The questions should help identify obstacles without turning the conversation into a search for who is to blame.
A challenge may be related to organization, priorities, available resources, workload, or cooperation with other teams. You can ask:
To broach a sensitive topic, start by describing the situation. Then give the employee time to explain what happened.
For example, you could say: “We’ve noticed several delays on recent deadlines. Before we discuss solutions, I’d like to understand the obstacles you’ve encountered.” This phrasing starts with an observable fact without immediately attributing the problem to a lack of commitment. It leaves room for analysis and finding a solution.
When discussing workload, start with examples of specific situations. You can ask:
You can then ask a specific question: “You’ve been working on several projects at the same time this year. Which priorities did you find most difficult to balance?”
This question allows you to discuss the actual workload without making assumptions about the employee’s response. It also opens up a discussion about available resources and relationships with other teams.
The evaluation of objectives must focus not only on the results but also on the circumstances under which they were achieved. Achieving an objective does not fully reflect overall performance. Failing to achieve an objective does not always mean that the work was inadequate.
To assess whether the objectives have been met, you can ask:
These questions provide an opportunity to discuss priorities, available resources, the skills being utilized, and changes in the context.
To acknowledge that a goal has been achieved, you could say, for example: “The goal has been achieved. I’d like to review the practices that led to this result, as they may be useful for future projects.” This phrasing acknowledges the result and seeks to understand which practices were effective.
When a goal has not been met, avoid simply stating the fact. Point out the gap, then start a discussion about its causes. You could say: “The result falls short of expectations. Let’s take a look together at the priorities, resources, and actions we could adjust.”
Discussing a goal that wasn't met should lead to an analysis, not shut down the conversation.
Questions about competencies help link results to work situations. Technical competencies refer to the skills required for the position. Competency development refers to the learning opportunities and responsibilities that the employee wishes to develop.
To explore this topic further, you can ask the following questions:
These questions help identify specific progress and consider the next step. The manager can then work with the employee to determine the best way to continue this progress.
To link progress to a development area, you could say, for example: “You’ve made progress in managing your priorities. You’re better at anticipating urgent tasks and identifying the risk of delays earlier on. The next step could be to prepare your decision-making process when multiple projects are moving forward simultaneously.” This phrasing links observed progress to a skill that needs to be strengthened. It does not directly present training as the only solution.
You can then ask:
A training need must stem from a specific work situation. It can also be addressed through a role-playing exercise, a cross-functional project, or coaching.
To phrase this next step, you could say: “You want to strengthen your managerial skills to better lead your team meetings. We can identify the specific area where you’d like to improve, choose an appropriate support program, and then plan your first opportunity to put these skills into practice in your current role.” The development initiative becomes concrete because it addresses an identified need and includes a plan for applying it in real-world work situations.
Questions about goals for the coming year should be based on actual work. They help link the team’s priorities to the employee’s responsibilities.
You can request:
To provide clear direction, you can state an objective as follows: “For the coming year, your priority will be to ensure the project’s launch phases go smoothly. Together, we will identify the necessary coordination points and the decisions that need to be made in advance.”
A goal such as “improving communication” remains too vague. A more useful way to phrase it would be: “Share the necessary information before each project meeting and highlight items that require a decision.” Setting goals provides direction. Follow-up then allows you to assess what is progressing and what needs to be adjusted over the long term.
The report should summarize the decisions made during the annual review. It may include a review of the past year, an assessment of goals, skills to be developed, training needs, and each employee’s commitments.
Stay on topic. Do not include a decision that was not discussed or approved during the meeting. If you have identified several specific actions, you can phrase them as follows: “We have identified three commitments: to clarify priorities at the start of each week, to prepare decisions before meetings, and to review progress together at our next meeting.” ” This wording specifies the expected actions, each person’s role, and the timing of the next follow-up. The meeting minutes then become a working document, rather than a mere administrative record.
The annual performance review should not be confused with the career development interview. The former focuses on work performed, skills, and goals. The latter concerns career progression and training opportunities.
The rules may depend on the policies in place at the company and the applicable collective bargaining agreement. Evaluation criteria must be specific, objective, and verifiable.
This section must be reviewed by a qualified person before publication if the article discusses the employer’s obligations.
Good examples of questions and phrasing make the annual review more practical. They allow you to discuss the past year’s performance, the achievement of goals, technical skills, workload, and training needs. Don’t feel obligated to use all the questions. Select the ones that are relevant to the work performed, the topics to be addressed, and the decisions to be made. For more information, see Conducting an Annual Performance Review.
An annual review is most effective when the questions help shed light on the actual work being done. The wording chosen by the manager also influences the quality of the discussion. This article provides examples of questions, scenarios, and phrasing for discussing the past year’s performance, goal achievement, skills, workload, and training needs.
These examples are not a substitute for preparing for the meeting or for the approach you take during the discussion. They are meant to help you find the right words when a situation calls for more clarity. To prepare for the meeting in advance, see our guide Preparing for an Effective Annual Performance Review. To work on your management style, check out Conducting an Annual Performance Review.
Questions about the past year’s performance should help the employee describe their experience and contributions. Start by giving them a chance to speak before sharing your own assessment.
This initial discussion provides an opportunity to compare perceptions. It can also bring to light successes or challenges that the manager has not directly observed.
You can ask the following questions:
These questions provide an opportunity to discuss not only the results, but also the practices and skills that made them possible.
To acknowledge a success, start with a specific situation. Explain what you observed and the impact of the employee’s work.
For example, you could say: “Your preparation enabled the team to make a decision more quickly. You had clarified the options and identified the main risks before the meeting.”
This phrasing highlights what was successful and why it matters. The employee gains a better understanding of what they can apply in other situations.
You can then expand on the discussion with a few questions:
The manager, therefore, does not simply acknowledge the result. He or she helps the employee understand the choices and behaviors that contributed to his or her success.
An annual review should also provide an opportunity to discuss any difficulties encountered. The questions should help identify obstacles without turning the conversation into a search for who is to blame.
A challenge may be related to organization, priorities, available resources, workload, or cooperation with other teams. You can ask:
To broach a sensitive topic, start by describing the situation. Then give the employee time to explain what happened.
For example, you could say: “We’ve noticed several delays on recent deadlines. Before we discuss solutions, I’d like to understand the obstacles you’ve encountered.” This phrasing starts with an observable fact without immediately attributing the problem to a lack of commitment. It leaves room for analysis and finding a solution.
When discussing workload, start with examples of specific situations. You can ask:
You can then ask a specific question: “You’ve been working on several projects at the same time this year. Which priorities did you find most difficult to balance?”
This question allows you to discuss the actual workload without making assumptions about the employee’s response. It also opens up a discussion about available resources and relationships with other teams.
The evaluation of objectives must focus not only on the results but also on the circumstances under which they were achieved. Achieving an objective does not fully reflect overall performance. Failing to achieve an objective does not always mean that the work was inadequate.
To assess whether the objectives have been met, you can ask:
These questions provide an opportunity to discuss priorities, available resources, the skills being utilized, and changes in the context.
To acknowledge that a goal has been achieved, you could say, for example: “The goal has been achieved. I’d like to review the practices that led to this result, as they may be useful for future projects.” This phrasing acknowledges the result and seeks to understand which practices were effective.
When a goal has not been met, avoid simply stating the fact. Point out the gap, then start a discussion about its causes. You could say: “The result falls short of expectations. Let’s take a look together at the priorities, resources, and actions we could adjust.”
Discussing a goal that wasn't met should lead to an analysis, not shut down the conversation.
Questions about competencies help link results to work situations. Technical competencies refer to the skills required for the position. Competency development refers to the learning opportunities and responsibilities that the employee wishes to develop.
To explore this topic further, you can ask the following questions:
These questions help identify specific progress and consider the next step. The manager can then work with the employee to determine the best way to continue this progress.
To link progress to a development area, you could say, for example: “You’ve made progress in managing your priorities. You’re better at anticipating urgent tasks and identifying the risk of delays earlier on. The next step could be to prepare your decision-making process when multiple projects are moving forward simultaneously.” This phrasing links observed progress to a skill that needs to be strengthened. It does not directly present training as the only solution.
You can then ask:
A training need must stem from a specific work situation. It can also be addressed through a role-playing exercise, a cross-functional project, or coaching.
To phrase this next step, you could say: “You want to strengthen your managerial skills to better lead your team meetings. We can identify the specific area where you’d like to improve, choose an appropriate support program, and then plan your first opportunity to put these skills into practice in your current role.” The development initiative becomes concrete because it addresses an identified need and includes a plan for applying it in real-world work situations.
Questions about goals for the coming year should be based on actual work. They help link the team’s priorities to the employee’s responsibilities.
You can request:
To provide clear direction, you can state an objective as follows: “For the coming year, your priority will be to ensure the project’s launch phases go smoothly. Together, we will identify the necessary coordination points and the decisions that need to be made in advance.”
A goal such as “improving communication” remains too vague. A more useful way to phrase it would be: “Share the necessary information before each project meeting and highlight items that require a decision.” Setting goals provides direction. Follow-up then allows you to assess what is progressing and what needs to be adjusted over the long term.
The report should summarize the decisions made during the annual review. It may include a review of the past year, an assessment of goals, skills to be developed, training needs, and each employee’s commitments.
Stay on topic. Do not include a decision that was not discussed or approved during the meeting. If you have identified several specific actions, you can phrase them as follows: “We have identified three commitments: to clarify priorities at the start of each week, to prepare decisions before meetings, and to review progress together at our next meeting.” ” This wording specifies the expected actions, each person’s role, and the timing of the next follow-up. The meeting minutes then become a working document, rather than a mere administrative record.
The annual performance review should not be confused with the career development interview. The former focuses on work performed, skills, and goals. The latter concerns career progression and training opportunities.
The rules may depend on the policies in place at the company and the applicable collective bargaining agreement. Evaluation criteria must be specific, objective, and verifiable.
This section must be reviewed by a qualified person before publication if the article discusses the employer’s obligations.
Good examples of questions and phrasing make the annual review more practical. They allow you to discuss the past year’s performance, the achievement of goals, technical skills, workload, and training needs. Don’t feel obligated to use all the questions. Select the ones that are relevant to the work performed, the topics to be addressed, and the decisions to be made. For more information, see Conducting an Annual Performance Review.
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