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31 examples of problem solving performance review phrases

Jump to section

You're doing great

You should think of improving

Tips to improve

Use these practical examples of phrases, sample comments, and templates for your performance review , 360-degree feedback survey, or manager appraisal.

The following examples not only relate to problem-solving but also conflict management , effective solutions, selecting the best alternatives, decision making , problem identification, analyzing effectively, and generally becoming an effective problem-solving strategist. Start using effective performance review questions to help better guide your workforce's development. 

Problem solving appraisal comments: you're doing great

• You always maintain an effective dialogue with clients when they have technical problems. Being clear and articulate makes sure our customers' faults are attended to promptly.
• You constantly make sure to look beyond the obvious you never stop at the first answer. You’re really good at exploring alternatives. Well done!
• Keeping the supervisors and managers informed of status changes and requests is important. You’re really good at communicating the changes to the projects at all times. Keep it up!
• You stay cool and collected even when things aren’t going according to plan or up in the air. This is a great trait to possess. Well done!
• You’re excellent at giving an honest and logical analysis. Keep it up! Effectively diagnosing complex problems and reaching sustainable solutions is one of your strong points.
• Your ability to ability to make complex systems into simple ones is truly a unique skill to possess. Well done!
• You often identify practical solutions to every roadblock. You’re a real asset to the team! Great job.
• You always listen actively and attentively to make sure you understand what the exact problem is and you come up with solutions in an effective manner.
• You have an amazing ability to clearly explain options and solutions effectively and efficiently. Well done!
• When driving projects, you can shift to other areas comfortably and easily. making sure the project runs smoothly. Great job!

Problem solving performance review phrases: you should think of improving

• You always seem too overwhelmed when faced with multiple problems. Try to think of ways to make problems more manageable so that they can be solved in a timely and effective manner.
• Avoiding conflicts constantly with people is not a good idea as you will only build up personal frustration and nothing will be done to remedy the situation. Try to face people when there are problems and rectify problems when they occur.
• Don’t allow demanding customers to rattle your cage too much. If they become too demanding, take a step back, regulate your emotions , and try to make use of online support tools to help you rectify problems these tools can help a lot!
• It’s necessary that you learn from your past mistakes . You cannot keep making the same mistakes , as this is not beneficial to the company.
• You tend to ask the same questions over and over again. Try to listen more attentively or take notes when colleagues are answering!
• Providing multiple solutions in an indirect and creative approach will allow you to be more effective at problem-solving . if you struggle with this typically through viewing the problem in a new and unusual light.
• You fail to provide staff with the appropriate amount of structure and direction. They must know the direction you wish them to go in to achieve their goals .
• You need to be able to recognize repetitive trends to solve problems promptly.
• You tend to have problems troubleshooting even the most basic of questions. As a problem solver and customer support person, it’s imperative that you can answer these questions easily.
• Read through your training manual and make sure you fully understand it before attempting questions again.

Performance review tips to improve problem solving

• Try to complain less about problems and come up with solutions to the problems more often. Complaining is not beneficial to progression and innovation.
• As a problem solver, it’s important to be able to handle multiple priorities under short deadlines.
• You need to be able to effectively distinguish between the cause and the symptoms of problems to solve them in an efficient and timely manner.
• Try to anticipate problems in advance before they become major roadblocks down the road.
• Try to view obstacles as opportunities to learn and thrive at the challenge of solving the problem.
• Remember to prioritize problems according to their degree of urgency. It's important that you spend the majority of your time on urgent tasks over menial ones.
• When putting plans into place, stick to them and make sure they are completed.
• When solving problems, try to allocate appropriate levels of resources when undertaking new projects. It is important to become as efficient and as effective as possible.
• Try to learn to pace yourself when solving problems to avoid burnout . You’re a great asset to the team and we cannot afford to lose at this point.
• Meeting regularly with your staff to review results is vital to the problem-solving process.
• Staff that has regular check-ins understand what it is that is required of them, what they are currently achieving, and areas they may need to improve. Try to hold one-on-one meetings every week.

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Madeline Miles

Madeline is a writer, communicator, and storyteller who is passionate about using words to help drive positive change. She holds a bachelor's in English Creative Writing and Communication Studies and lives in Denver, Colorado. In her spare time, she's usually somewhere outside (preferably in the mountains) — and enjoys poetry and fiction.

25 performance review questions (and how to use them)

How a performance review template improves the feedback process, 10 performance review tips to drastically move the needle, 53 performance review examples to boost growth, 5 tactics for managing managers effectively — and why it matters, agile performance management: how to improve an agile team, 37 innovation and creativity appraisal comments, how to manage poor performance in 5 steps, how stanford executive education embraces vulnerability as a form of resilience, 10 problem-solving strategies to turn challenges on their head, teamwork skills self-appraisal comments: 40 example phrases, your complete guide to self-assessments (with examples), 30 communication feedback examples, 30 customer service review examples to develop your team, 15 tips for your end-of-year reviews, 8 creative solutions to your most challenging problems, stay connected with betterup, get our newsletter, event invites, plus product insights and research..

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Self-evaluation examples: 60 of the best sample answers for employees and managers

Self-evaluations are essential for employee, and organisational development and help employees reflect on their performance, identify strengths and weaknesses, and set goals for improvement.

Self-evaluations provide several benefits, including improved self-awareness, increased ownership, better communication, trust, and development planning.

To aid in the self-evaluation process, it's helpful to have a set of examples to draw inspiration from. This article provides 60 of the best sample answers for employees and managers preparing for a self-evaluation.

How teams benefit from self-evaluations

Self-evaluations can provide valuable insight and help create a more positive and productive performance review process. Let’s look the some of the top benefits.

Improved self-awareness

Self-evaluations help employees reflect on their performance and identify their strengths and weaknesses. This can lead to improved self-awareness and personal growth.

Increased Ownership

When employees are involved in the evaluation process, they take more ownership of their work and are more committed to meeting their goals and objectives.

Better Communication

Self-evaluations allow employees to communicate their accomplishments, goals, and concerns to their managers. This helps to establish open and honest lines of communication, which can improve the team's overall performance.

Objectivity

Self-evaluations can help reduce the subjective bias that can sometimes occur during performance evaluations solely by managers. This can lead to a more objective and fair assessment of an employee's performance.

Development Planning

Self-evaluations can help employees identify areas where they need to improve and then work with their managers to develop a plan to address those areas.

Increased Trust

Employees who feel their contributions and efforts are recognised and valued are more likely to trust their managers and the organisation. This can increase engagement and commitment to the company's goals and objectives.

What is typically covered in a self-evaluation?

Self-evaluations typically cover a range of topics that assess an employee's performance, contributions, and development over a given period. Some common topics that are covered in self-evaluations include:

Accomplishments

This includes reviewing significant projects, tasks, and achievements the employee has accomplished over the review period.

Goals and Objectives

This includes an assessment of the employee's progress towards their individual goals and objectives and any changes or updates to their goals for the upcoming period.

Contributions to the Team and Organisation

This includes evaluating the employee's contributions to the team and organisation, such as collaboration, communication, and leadership.

Skills and Competencies

This includes a self-assessment of the employee's current skills and competencies and any areas where they need further development.

Professional Development

This includes an evaluation of the employee's efforts to further their professional development and growth, such as taking on new responsibilities, seeking additional training and development opportunities, and seeking feedback from others.

These are some of the most common topics covered in self-evaluations, but the exact content can vary depending on the organisation and the individual employee's role and responsibilities.

Understanding your strengths and weaknesses is crucial for personal growth, which can be greatly facilitated by structured self-evaluations. Roslin's self-evaluation tools allow you to reflect accurately on your performance, using tailored feedback that aligns with your career aspirations. Dive deeper into your professional journey and discover how Roslin can transform your self-assessment process.

Leadership examples

Positive comments.

• "I am proud of my ability to lead by example and consistently demonstrate a positive attitude and strong work ethic. I have inspired my team to work towards common goals, increasing productivity and morale."
• "I have successfully led multiple projects this year, ensuring they were completed on time and within budget. My strong organisational skills and attention to detail have allowed me to manage complex projects and delegate tasks effectively to my team."
• "I have made a conscious effort to foster a positive and inclusive work environment by promoting open communication and encouraging collaboration. This has resulted in a more cohesive and motivated team better equipped to meet our organisational goals."

Areas for improvement

• "I must improve my public speaking skills and become more confident in presenting to large groups. I plan to attend a public speaking course and seek opportunities to practice my skills."
• "I have sometimes struggled with delegating tasks effectively, leading to feelings of burnout and overwork for myself and my team. I plan to improve my delegation skills by setting clear expectations, providing ongoing support, and allowing team members to take ownership of their responsibilities."
• "I recognise that I can be too focused on the big picture and neglect to provide regular feedback and recognition to my team. I plan to make a more conscious effort to provide regular feedback, both positive and constructive, and to recognise the contributions and achievements of my team members."

Collaboration and teamwork examples

• "I have demonstrated strong teamwork skills by actively seeking out opportunities to collaborate with others and build positive relationships with my colleagues. I have consistently been able to find common ground and work towards shared goals, resulting in more efficient and effective work processes."
• "I have effectively supported my team members by sharing my knowledge and expertise and providing guidance and mentorship. This has resulted in a more cohesive and supportive work environment and has allowed my team to achieve better outcomes."
• "I have shown strong conflict resolution skills by navigating and resolving disagreements and challenges professionally and respectfully. This has helped to maintain positive and productive relationships within my team and across departments."
• "I recognise that I can sometimes be too focused on my own goals and tasks, neglecting to consider the needs and perspectives of others fully. I plan to be a more active listener and seek input and feedback from my colleagues to ensure everyone's needs and priorities are considered."
• "I have sometimes struggled to effectively communicate and coordinate with team members, leading to misunderstandings and delays. I plan to improve my communication skills by being clearer and more concise in my messaging and by making a greater effort to involve all team members in decision-making processes."
• "I recognise that I need to improve my time management skills, as this can impact my ability to collaborate with others effectively. I plan to prioritise my tasks, set clear deadlines, and seek support from my team when needed to ensure that all collaborative projects are completed on time and to the best of my ability."

Communication examples

• "I have consistently demonstrated strong communication skills in person and in writing. I have effectively conveyed my ideas and messages to many audiences and received positive feedback on my clear and concise writing style."
• "I have made a concerted effort to be an active listener, seeking out the perspectives and opinions of others and providing empathy and understanding. This has helped to build positive relationships with my colleagues and has allowed me to understand and respond to their needs more effectively."
• "I have effectively used various communication tools and platforms to reach and engage with my audience, including email, video conferencing, and social media. This has allowed me to reach a wider audience and to more effectively convey important information and updates."
• "I sometimes struggle to articulate my ideas and thoughts clearly, especially in high-pressure situations. I plan to improve my public speaking skills by attending workshops and seeking opportunities to practice my skills."
• "I have sometimes struggled to effectively communicate with people from diverse backgrounds and cultures, leading to misunderstandings and miscommunications. I plan to seek training and development opportunities to improve my cultural competency and better understand and communicate with people from diverse backgrounds."
• "I recognise that I can sometimes be too direct or blunt in my communication style, leading to negative perceptions and misinterpretations. I plan to improve my interpersonal skills by being more mindful of the tone and delivery of my messages and by seeking feedback from others on my communication style."

Job Knowledge examples

• "I have demonstrated a strong understanding of my role and responsibilities and a deep knowledge of industry best practices and emerging trends. This has allowed me to perform my job effectively and to make informed decisions that benefit my team and the organisation."
• "I have shown a commitment to continuous learning and professional development, regularly seeking opportunities to expand my knowledge and skills. This has kept me at the forefront of my field and has allowed me to bring new and innovative ideas to my role."
• "I have effectively applied my job knowledge to solve complex problems and to complete challenging projects. My strong analytical skills and attention to detail have allowed me to identify and resolve issues quickly and effectively, improving my work's overall efficiency and quality."
• "I recognise that I need to improve my technical skills in a specific area, as this will enhance my ability to perform my job and to provide value to the organisation. I plan to seek training and development opportunities to build my skills in this area."
• "I have sometimes struggled to keep up with new developments and changes in my field, leading to a lack of awareness of best practices and emerging trends. I plan to make a more conscious effort to stay informed and seek new learning opportunities regularly."
• "I recognise that I need to improve my project management skills, as this will enhance my ability to plan and execute projects effectively. I plan to seek out training and development opportunities to build my skills in this area and to apply my newfound knowledge to my current role."

Job performance examples

• "I have consistently exceeded expectations in the performance of my job duties, consistently meeting or exceeding project deadlines and delivering high-quality work."
• "I have taken the initiative to identify and address areas of improvement in my work and the work of my team, leading to increased efficiency and improved outcomes."
• "I have effectively collaborated with my colleagues and cross-functional teams, demonstrating strong teamwork skills and a positive attitude towards achieving common goals."
• "I must improve my time management skills to be more efficient and better prioritise my workload. I plan to seek training and development opportunities to build my skills in this area."
• "I have sometimes struggled to manage my workload effectively and to balance competing priorities, leading to stress and burnout. I plan to work on better prioritising my tasks and to seek out additional support when needed."

"I recognise that I need to improve my delegation skills to manage my workload effectively and to empower my team members. I plan to seek out training and development opportunities to build my skills in this area and to apply my newfound knowledge to my current role."

Time management examples

• "I have consistently demonstrated strong time management skills, effectively balancing my workload and meeting deadlines on time."
• "I have effectively prioritised my tasks and responsibilities, ensuring that high-priority items receive the attention they deserve."
• "I have implemented various time management techniques and tools, such as creating to-do lists and scheduling regular review sessions, which have greatly improved my efficiency and productivity."

"I recognise that I sometimes struggle with distractions and procrastination, leading to decreased efficiency and longer completion times for tasks. I plan to work on maintaining focus and reducing distractions to improve my time management skills."

Problem-solving examples

• "I have consistently demonstrated strong problem-solving skills, effectively identifying and addressing issues in a timely and efficient manner."
• "I have a curious and analytical mindset, which allows me to think outside the box and come up with creative solutions to complex problems."

"I recognise that I need to improve my decision-making skills, as this will enhance my ability to solve problems and make informed decisions effectively. I plan to seek training and development opportunities to build my skills in this area."

"I have sometimes struggled to manage my emotions and biases effectively when solving problems, leading to suboptimal solutions. I plan to develop emotional intelligence and objectivity when approaching problems."

"I recognise that I need to improve my research and data analysis skills, as this will enhance my ability to gather and interpret information needed to solve problems. I plan to seek training and development opportunities to build my skills in this area."

Company values examples

• "I have consistently demonstrated a strong commitment to the company's values, aligning my actions and decisions with the company's mission and goals."
• "I have been a role model for the company's values, inspiring my colleagues and team members to embody them in their work."
• "I have sought out opportunities to promote and reinforce the company's values, both within my work and interactions with others."
• "I must improve my understanding of the company's values and how they align with its mission and goals. I plan to seek training and development opportunities to build my knowledge in this area."
• "I have sometimes struggled to balance my workload and personal values effectively with the company's values, leading to conflicts. I plan to align my actions and decisions better with the company's values."
• "I recognise that I need to improve my communication skills. This will enhance my ability to effectively convey the company's values to others and promote a culture of values-driven decision-making. I plan to seek training and development opportunities to build my skills in this area."

Productivity examples

• "I have consistently demonstrated a strong work ethic and a commitment to productivity, consistently delivering high-quality work on time and exceeding expectations."
• "I have implemented various productivity techniques and tools, such as time tracking and task management software, which have greatly improved my efficiency and productivity."
• "I recognise that I sometimes struggle with distractions and procrastination, leading to decreased efficiency and longer completion times for tasks. I plan to work on maintaining focus and reducing distractions to improve my productivity."
• "I recognise that I need to improve my time management skills, as this will enhance my ability to balance my workload effectively and to meet deadlines. I plan to seek training and development opportunities to build my skills in this area."

Customer experience examples

• "I have consistently demonstrated a strong commitment to providing excellent customer service, always going above and beyond to meet the needs of our customers."
• "I have effectively communicated with customers, building strong relationships and gaining their trust and loyalty."
• "I deeply understand our customers' needs and preferences and have effectively used this knowledge to enhance the customer experience."
• "I sometimes struggle managing customer complaints and conflicts, leading to dissatisfaction and negative experiences. I plan to develop my conflict resolution skills and seek additional training in this area."
• "I have sometimes struggled to effectively manage my workload and balance competing priorities, leading to longer response times and reduced customer availability. I plan to work on better prioritising my tasks and to seek out additional support when needed."
• "I recognise that I need to improve my empathy and emotional intelligence skills, as this will enhance my ability to understand and respond to the needs of our customers effectively. I plan to seek training and development opportunities to build my skills in this area."

As you plan your professional development, consider how a comprehensive evaluation tool can streamline this process. With Roslin's performance review software , you can not only track your progress but also set actionable goals based on insightful analytics. Empower your career development with Roslin and make your next self-evaluation your stepping stone to success.

Don't miss these great articles

Discover the connection between Employee Experience and Employee Engagement. Learn how to enhance your employees' experience to drive engagement, productivity and overall business success.

Here we explore How to Run a Performance Review effectively, along with some great tips, examples, and templates.

Running a survey is one the best ways to quickly measure the engagement levels of your people and diagnose potential areas for improvement in your employee experience.

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• Performance Management , Personal Development

Self-Evaluation Examples: Empower Your Workforce for Success

• October 27, 2023

Fuel success with 90+ examples of self evaluation to unleash your team’s potential!

Self-evaluation is a crucial cornerstone of a successful 360-degree performance review process. It’s not just a mere checkbox on the to-do list; it’s a critical element that can make or break the effectiveness of the entire evaluation process. It’s the moment when employees have the chance to tell their story, showcasing their achievements and areas of career growth. But here’s the catch: if they don’t fill it out correctly, it can leave HR professionals in the dark, struggling to gauge an accurate picture of an employee’s performance . 

This is why aiding employees in crafting an effective self-evaluation is important.

In this blog, we aim to provide you with a practical solution. We’ll share over 90 self-evaluation examples that your employees can easily utilize to gain a better understanding of how to construct their self-appraisals.

Before diving in, make sure to set clear goals and communicate expectations to your team based on their KPIs. This ensures that employees understand what’s expected of them and allows them to assess their work performance, backed by data for a comprehensive evaluation. With Peoplebox, aligning self-appraisal with performance goals becomes a seamless process for you and your team.

What Criteria Does the Self-evaluation Form Include?

Before your employees begin writing their self-appraisals, it’s essential that they have a clear understanding of the key criteria on which they should evaluate their own performance. Here are the fundamental criteria that make up an effective self-evaluation form, share it with your employees to assist them in crafting more insightful and impactful self-appraisals.

Accomplishments

In any performance evaluation, aligning accomplishments with organizational goals is paramount. Encourage employees to detail their achievements that directly contribute to the company’s mission and objectives. For instance, if an employee played a pivotal role in increasing sales by 20% or completed a project ahead of schedule, these are noteworthy accomplishments that should be highlighted.

Areas of Improvement

The ability to recognize and acknowledge areas for improvement is a crucial trait in professional growth. Employees should candidly discuss areas where they believe they can enhance their performance. Whether it’s a need for additional training or a particular skill set, this self-evaluation criterion fosters a proactive approach to self-improvement.

On job competencies

Understanding one’s strengths is as important as recognizing weaknesses. Employees should list their core competencies and strengths, emphasizing how these attributes contribute to their team and the organization as a whole. This encourages employees to take pride in their skills and boosts their confidence.

Things you value in the company

Incorporating this element into the self-evaluation process demonstrates an employee’s commitment to the organization’s values and culture. Encourage employees to share what they value most about the company, whether it’s the collaborative work environment, the opportunities for growth, or the company’s commitment to social responsibility. This not only reinforces the alignment between the employee and the company’s values but also helps in understanding organizational culture from an employee perspective.

Goals for next quarter

The forward-looking aspect of self-evaluation is often underestimated. Employees should set goals for the upcoming quarter or evaluation period. Whether it’s setting specific performance targets, acquiring new skills, or taking on additional responsibilities, this criterion reflects an employee’s commitment to personal and professional development.

Performance management platforms like Peoplebox make goal-setting and tracking easy. With options to assign owners, choose goal cycles, and track progress every step of the way, goal setting becomes a streamlined and collaborative process.

Social and Soft Skills

In today’s interconnected workplace, social and soft skills are invaluable. During self-appraisal, employees should reflect on how their communication, teamwork, leadership, and adaptability skills have contributed to their effectiveness within the organization. Encouraging employees to provide concrete examples of situations where their soft skills made a difference adds depth to their self-assessment.

With a performance management software like Peoplebox, you can seamlessly integrate self-evaluation into your feedback process. This fosters a proactive approach to personal growth by encouraging employees to candidly discuss areas for improvement and recognize their core competencies. Try it out yourself!

Now that we have covered the key criteria to consider, let us dive into 90+ self-evaluation examples to empower your workforce for success.

But before that, it’s crucial to recognize that the quality of the answers is directly linked to the quality of the questions posed. Unsure about the right questions for a performance review? We’ve got you covered! Download our FREE ebook, filled with a curated list of impactful questions designed to enhance your performance review process. 

90+ Employee Self-evaluation Examples

To make the self-evaluation process more effective, we’ve compiled an extensive list of specific examples of self-evaluation. These employee self-evaluation examples are categorized into achievements and areas for growth, covering a wide range of job-related skills and personal development aspects.

Self-evaluation Examples for Work To Assess Teamwork And Collaboration Skills

Effective teamwork and collaboration are at the heart of a thriving workplace. To evaluate these essential skills, employees should be prepared to reflect on their ability to work cohesively with others during self-appraisals.

Here are some key questions to consider:

How well do you work with your team? Can you share an example where your contribution to the team helped the company reach or near its business goal?

Example 1: “I consistently fostered a positive team environment by actively participating in group discussions and encouraging open communication. This led to our team consistently meeting project deadlines.”

Example 2: “I played a key role in resolving a team conflict by mediating between two conflicting parties, which resulted in improved collaboration and better productivity.”

Areas for Improvement

Example 1: “While I work well within my immediate team, I need to actively seek cross-functional collaboration to leverage diverse perspectives and insights.” Example 2: “I sometimes struggle to express my new ideas clearly in group settings, which occasionally leads to misunderstandings. I aim to enhance my communication skills in team meetings.”

Self Assessment Examples For Assessing Job Performance

Evaluating job performance is pivotal in any organization. Employees should critically assess their contributions to the company’s goals.

Here are some guiding questions for this self-evaluation:

What are your major accomplishments in your current role? How have you contributed to the organization’s success?

Example 1: “I consistently exceeded my quarterly sales targets by implementing innovative sales strategies and maintaining strong client relationships.”

Example 2: “I played a pivotal role in optimizing our project management system, which resulted in a 20% reduction in project completion time.”

Example 1: “I occasionally struggle with time management, which leads to minor delays in project completion. I plan to improve my time management skills to meet deadlines more consistently.”

Example 2: “While my technical skills are strong, I want to enhance my soft skills to improve client interactions and public speaking, and maintain better relationships.”

Self evaluation To Assess Job Performance And Future Goals

Self-assessment for job performance isn’t just about the present; it’s also an opportunity to envision and plan for the future with clear expectations.

Consider these questions:

Have you achieved your previous job performance goals? What are your future career goals and how are you working towards them?

Self appraisal examples highlighting accomplishments

Example 1: “I achieved all the goals set in my last performance review, and I’m on track to meet my long-term career objectives, which include securing a leadership role within the next two years.”

Example 2: “I consistently seek opportunities for professional growth and have completed four online courses in the last year to enhance my skills and knowledge.”

Self appraisal examples highlighting areas for Improvement

Example 1: “I sometimes find it challenging to align my daily tasks with my long-term goals. I plan to create a more structured career development plan to bridge this gap.”

Example 2: “While I excel in my current role, I lack experience in a few critical areas required for future leadership. I intend to seek mentorship and training in those specific areas.”

Self-evaluation Focused On KPIs

Key Performance Indicators (KPIs) provide clear benchmarks for success. Self-evaluation in this context involves analyzing one’s alignment with these metrics.

Reflect on these questions during your self-assessment process:

How have you performed against your KPIs? Have you contributed to improving the KPIs within your department or team?

Example 1: “I consistently met or exceeded all my Key Performance Indicators (KPIs) for the year, leading to a 15% increase in departmental efficiency.”

Example 2: “I successfully streamlined our KPI tracking process, reducing manual work and allowing for real-time updates on progress.”

Example 1: “While I perform well on established KPIs, I need to work on setting more challenging KPIs to continue driving growth in our department.”

Example 2: “I sometimes struggle to adapt to new KPIs introduced mid-year. I plan to become more flexible in my approach to ensure better performance.”

Work Environment And Company Culture Self-evaluation

Company culture is essential to employee satisfaction and productivity. To evaluate one’s impact on the work environment and culture , consider these questions:

How have you contributed to fostering a positive work environment and company culture? Have you actively addressed workplace issues or conflicts?

Self appraisal comments highlighting accomplishments

Example 1: “I actively contributed to our company’s culture of diversity and inclusion by organizing a cultural awareness workshop, which received positive feedback from colleagues.”

Example 2: “I played a key role in maintaining a positive work environment by consistently addressing workplace issues and fostering a sense of belonging among my team members.”

Self assessment comments covering areas for Improvement

Example 1: “While I am an advocate for workplace culture, I sometimes struggle to balance my commitments in this area with my core job responsibilities.”

Example 2: “I aim to improve my conflict resolution skills to help address any arising tensions within the team effectively .”

Leadership Skills Self-evaluation Examples

Leadership skills are key for personal growth and team success. To assess these skills, think about your actions as a leader and how they influence your team.

What leadership accomplishments can you highlight? How have you mentored or inspired your team members?

Example 1: “I successfully led a cross-functional team through a challenging project, resulting in a 30% increase in project efficiency and a 15% cost reduction.”

Example 2: “I actively mentor team members, and my team’s overall performance improved by 20% this year, thanks to my leadership and guidance.”

Example 1: “While I excel in day-to-day leadership, I need to enhance my long-term strategic planning abilities to guide the team towards broader objectives.”

Example 2: “I aim to improve my delegation skills to empower team members more effectively and reduce the pressure on myself.”

Self-evaluation To Assess Communication And Interpersonal Skills

Effective communication is the cornerstone of workplace relationships. To evaluate your communication and interpersonal skills, reflect on these questions:

How well do you communicate with your colleagues, superiors, and clients? Have you actively sought and incorporated feedback from others?

Example 1: “I am proficient in delivering clear and concise presentations, and I received positive feedback from clients for my effective communication.”

Example 2: “I actively seek feedback from team members and colleagues, which has led to better collaboration and more open communication within our department.”

Example 1: “I occasionally struggle with written communication, so I am working to improve my written correspondence skills to ensure clarity and professionalism.”

Example 2: “I need to work on my active listening skills to ensure that I fully understand the perspectives of others in meetings and discussions.”

Self Assessment Examples To Evaluate Emotional Intelligence

Emotional intelligence is increasingly recognized as a vital skill. To assess your emotional intelligence, ask yourself:

How do you handle workplace conflicts and challenging emotional situations? Are you aware of your own emotions and their impact on your decision-making and interactions?

Example 1: “I consistently handle workplace conflicts with empathy and understanding, fostering a more harmonious work environment.”

Example 2: “I have developed a high degree of emotional resilience, which has allowed me to manage stressful situations effectively and ensure a positive impact on others.”

Example 1: “While I am emotionally intelligent, I sometimes struggle with recognizing and addressing emotions in others. I aim to enhance my empathy skills further.”

Example 2: “I need to work on my self-awareness to better understand how my emotions can impact my decision-making and interactions with others.”

Self-evaluation Examples for Work To Assess Problem Solving And Decision Making Skills

Problem solving and decision making are integral to professional growth. To evaluate these skills, consider the following:

How have you tackled complex problems and challenges in your role? Do you make well-informed decisions and analyze data effectively?

Example 1: “I consistently resolve complex problems by breaking them down into manageable steps and collaborating with team members, leading to a XX% reduction in project delays.”

Example 2: “I have a track record of making well-informed decisions by thoroughly analyzing data and considering potential risks, resulting in successful project outcomes.”

Example 1: “While I excel in routine problem-solving, I aim to improve my ability to think ‘outside the box’ and explore more creative solutions.”

Example 2: “I sometimes hesitate in decision-making, which can cause minor delays. I plan to enhance my confidence in making quick, effective decisions.”

Self-evaluation Examples for Work To Evaluate Time Management And Productivity

Time management and productivity are crucial in any job. For self-assessment, ponder these questions:

How well do you manage your time to meet deadlines and prioritize tasks? Have you adopted effective time management techniques to boost productivity?

Example 1: “I consistently meet deadlines and prioritize tasks effectively, resulting in a 10% increase in my daily productivity .”

Example 2: “I actively use time management techniques, like the Pomodoro method, to stay focused and achieve my daily tasks efficiently.”

Example 1: “I sometimes struggle with multitasking, which can impact my efficiency. I plan to work on improving my ability to juggle multiple tasks effectively.”

Example 2: “I aim to minimize distractions during work hours to further enhance my time management skills and boost my overall productivity.”

Self-evaluation To Assess Ethical Conduct

Maintaining ethical conduct and work ethics is essential for personal and organizational integrity. To assess your adherence to these values, ask yourself:

How consistently do you uphold your company’s ethical standards? Have you actively promoted ethical practices within your team or department?

Self appraisal comments highlighting strength 

Example 1: “I adhere to our company’s code of ethics without exception and consistently model ethical behavior for my team, resulting in a culture of integrity.”

Example 2: “I have actively promoted ethical practices by reporting any unethical behavior or violations, thereby upholding our organization’s values.”

Self appraisal comments highlighting areas for Improvement

Example 1: “I need to work on my ability to handle ethical dilemmas more effectively, seeking guidance when necessary to make the right decisions.”

Example 2: “I aim to enhance my ethical decision-making by further understanding our company’s specific ethical guidelines and their implications.”

If you want to know more about the ethics in performance management , check out our blog post!

Self-evaluation To Assess Adaptability And Resilience

In a constantly changing world, adaptability and resilience are invaluable traits. Reflect on these questions for self-assessment:

How well do you adapt to changes in your work environment and projects? Are you resilient in the face of challenges and setbacks?

Example 1: “I effectively adapted to a sudden shift in project priorities, ensuring that our team remained productive and delivered results ahead of schedule.”

Example 2: “I consistently maintain a positive attitude in the face of challenges, which has been recognized by colleagues and has inspired a resilient mindset within the team.”

Example 1: “While I handle most changes well, I occasionally find it challenging to adapt to significant shifts in project scope. I am working on improving my adaptability in such cases.”

Example 2: “I aim to enhance my stress management skills to maintain resilience in high-pressure situations.”

Self-evaluation Examples Evaluating Customer Service Skills

In roles involving customer interactions, customer service skills are vital. To assess these skills, consider the following:

• How well do you handle customer interactions and address their needs?
• Have you built strong relationships with clients to enhance repeat business and referrals?

Example 1: “I consistently receive positive feedback from clients for my responsive communication and problem-solving abilities, resulting in a 20% increase in customer satisfaction.”

Example 2: “I have developed strong relationships with key clients, which has led to increased repeat business and referrals.”

Example 1: “While I excel in customer interactions, I sometimes need to improve my product knowledge to answer more technical questions.”

Example 2: “I occasionally struggle with handling irate customers effectively. I am working on de-escalation techniques to improve in this area.”

Critical Thinking Self-appraisal Examples

Critical thinking is the foundation of effective decision-making. To evaluate your critical thinking skills, ask yourself these questions while self-evaluating:

How do you approach problems and make decisions by considering different perspectives? Have you promoted a culture of critical thinking and innovation within your team?

Example 1: “I consistently approach problems with a critical mindset, analyzing data and considering multiple perspectives to arrive at well-informed decisions.”

Example 2: “I have successfully trained my team to think critically, fostering a culture of innovation and efficiency.”

Example 1: “I aim to enhance my problem-solving creativity to generate more out-of-the-box solutions to complex challenges.”

Example 2: “I sometimes find it challenging to maintain critical thinking under tight deadlines. I plan to improve my ability to think clearly in high-pressure situations.”

 Self-appraisal Examples To Evaluate Negotiation Skills

Negotiation skills are crucial in many roles. To assess your negotiation skills, think about your approach and effectiveness in negotiations. Reflect on these questions:

How well do you negotiate to achieve favorable outcomes? Are you assertive and well-prepared in negotiations, and do you maintain a collaborative approach?

Example 1: “I negotiate advantageous terms in contracts, saving the company XX% on supplier agreements.”

Example 2: “I have successfully mediated between team members in conflict, helping them find common ground and reach mutually beneficial solutions.”

Example 1: “I sometimes struggle with assertiveness during negotiations. I am working on improving my ability to stand firm on key points while maintaining a collaborative approach.”

Example 2: “I aim to enhance my negotiation preparation skills to enter discussions with more information and leverage.”

Self-Evaluation Examples for Creativity and Innovation

Creativity and innovation are essential for driving progress and maintaining a competitive edge. To assess your creativity and innovation skills, reflect on these questions:

How well do you generate new and creative ideas? Are you able to implement innovative solutions effectively? How do your creative efforts contribute to team and organizational success?

Example 1: “I introduced a new project management tool that streamlined our workflow, resulting in a 25% increase in team productivity.”

Example 2: “I developed a creative marketing campaign that increased our social media engagement by 30%.”

Example 1: “I need to push myself to think outside the box more frequently and bring more innovative solutions to the table.”

Example 2 : “While I often have creative ideas, I sometimes struggle to execute them effectively. I plan to improve my project management skills to bring my ideas to fruition.”

Self-Evaluation Examples for Adaptability

Adaptability is crucial in a rapidly changing work environment. To assess your adaptability skills, reflect on these questions:

How well do you adjust to new situations and challenges? Are you flexible and open to change? How do you maintain productivity and effectiveness in different environments?

Example 1 : “I quickly adapted to a new software system and trained my team on its use, reducing downtime during the transition.”

Example 2 : “I successfully navigated the challenges of remote work, maintaining productivity and team communication.”

Example 1: “I sometimes find it difficult to adjust to sudden changes in project scope. I plan to improve my flexibility and adaptability in such situations.”

Example 2: “I need to develop better coping strategies for handling unexpected challenges to maintain my productivity.”

Self-Evaluation Examples for Professional Development

Ongoing professional development is key to career growth. To assess your professional development efforts, reflect on these questions:

How committed are you to continuous learning and improvement? Do you seek out opportunities to enhance your skills and knowledge? How do your professional development activities benefit your role and organization?

Example 1 : “I completed a certification in data analysis, which has enhanced my ability to interpret and utilize data in my role.”

Example 2: “I attended several leadership workshops and have implemented new strategies to improve team morale and productivity.”

Example 1 : “I need to allocate more time for continuous learning and professional development to stay updated with industry trends.”

Example 2 : “While I attend training sessions, I sometimes struggle to apply the new skills effectively. I aim to practice and integrate these skills more consistently.”

Self-Evaluation Examples for Customer Satisfaction

Customer satisfaction is vital for business success. To assess your customer satisfaction skills, reflect on these questions:

How effectively do you meet and exceed customer expectations? Are you proactive in seeking and responding to customer feedback? How do your efforts contribute to overall customer satisfaction and loyalty?

Example 1 : “I received positive feedback from clients for my responsiveness and problem-solving skills, which has led to repeat business.”

Example 2 : “I implemented a customer feedback system that has helped us improve our services and increase customer satisfaction by 15%.”

Example 1 : “I need to enhance my ability to handle difficult customer interactions to ensure all clients feel valued and heard.”

Example 2 : “While I respond promptly to customer inquiries, I plan to improve my follow-up process to ensure complete satisfaction.”

Self-Evaluation Examples for Time Management

Effective time management is crucial for productivity. To assess your time management skills, reflect on these questions:

How well do you prioritize tasks and meet deadlines? Are you able to manage your time effectively to maximize productivity? How do you handle distractions and maintain focus on important tasks?

Example 1: “I consistently meet project deadlines by prioritizing tasks and managing my time effectively.”

Example 2 : “I adopted time-blocking techniques that have significantly increased my productivity and focus.”

Example 1: “I occasionally struggle with procrastination on less enjoyable tasks. I plan to implement better strategies to tackle these tasks promptly.”

Example 2 : “I need to improve my ability to estimate the time required for complex projects to avoid last-minute rushes.”

Self-Evaluation Examples for Technical Skills

Technical skills are fundamental to many roles. To assess your technical skills, reflect on these questions:

How proficient are you with the technical tools and systems required for your role? Are you continuously updating your technical knowledge and skills? How do your technical abilities contribute to your overall performance and team success?

Example 1 : “I developed a new feature for our software that has been well-received by users and has increased user engagement.”

Example 2: “I improved my coding skills by learning a new programming language, which has enabled me to take on more complex projects.”

Example 1 : “I need to stay updated with the latest technological advancements and integrate them into our projects more effectively.”

Example 2 : “While proficient in several technical skills, I plan to broaden my expertise by learning new tools and technologies relevant to our field.”

Self-Evaluation Examples for Interpersonal Skills

Strong interpersonal skills are key to effective teamwork and collaboration. To assess your interpersonal skills, reflect on these questions:

How well do you communicate and collaborate with colleagues? Are you able to resolve conflicts and build positive relationships? How do your interpersonal skills contribute to team and organizational success?

Example 1 : “I built strong relationships with my colleagues, which has improved team collaboration and project outcomes.”

Example 2 : “I effectively resolved conflicts within the team by facilitating open and constructive communication.”

Example 1 : “I need to improve my ability to provide constructive feedback to colleagues to help them grow and develop.”

Example 2 : “While I communicate well with my immediate team, I plan to improve my networking skills to build connections across the organization.”

Self-Evaluation Examples for Goal Setting

Effective goal setting is essential for achieving success. To assess your goal-setting skills, reflect on these questions:

How well do you set and achieve your goals? Are your goals specific, measurable, achievable, relevant, and time-bound? How do your goals align with team and organizational objectives?

Example 1: “I set and achieved ambitious goals for the quarter, including increasing our sales by 20%.”

Example 2 : “I successfully outlined and followed a clear career development plan, resulting in a promotion.”

Example 1 : “I need to set more specific and measurable goals to track my progress more effectively.”

Example 2 : “While I achieve my goals, I sometimes struggle with setting realistic timelines. I plan to improve my goal-setting process to include more achievable deadlines.”

Self-evaluation Examples For Start, Stop, Continue Feedback

The “Start, Stop, Continue” approach is a simple yet effective way to assess your work habits. To use this approach for self-evaluation, ask yourself:

What new habits or actions should you start implementing for personal and professional growth? What existing habits or actions should you stop to improve your performance? What current practices or behaviors should you continue because they contribute positively to your work and development?

Peoplebox simplifies start/stop/continue feedback with its built-in templates, making the process effortless.

Self-evaluation Examples for New Tasks You Must Start

Example 1: “I plan to start actively seeking cross-functional projects to broaden my skills and knowledge within the organization.”

Example 2: “I intend to start providing more constructive feedback to my peers to foster a culture of growth and improvement within the team.”

Self-evaluation Examples for Tasks You Must Stop

Example 1: “I recognize that I need to stop procrastinating on certain tasks and start addressing them promptly to improve productivity.”

Example 2: “I should stop engaging in non-essential tasks during work hours and stay focused on my core responsibilities.”

Self-evaluation Examples for Tasks You Must Continue

Example 1: “I will continue actively participating in team-building activities to maintain a positive work environment.”

Example 2: “I intend to continue my daily routine of reviewing industry news to stay updated on current trends and best practices.”

Align Performance Review with Business Goals Using Peoplebox

Feedback and reviews are the cornerstone of your company’s success. When implemented correctly, it sets a culture of continuous improvement and growth. With advancements in digital technology, performance management tools like Peoplebox can come in handy. 

It seamlessly integrates with your existing collaboration tools like Slack and Team and help you streamline your employee feedback and reviews. 

Integrate Peoplebox seamlessly with your Slack or Microsoft Teams application to unlock a range of benefits. Conduct tailored 360-degree reviews and administer employee engagement and life surveys effortlessly. Send personalized reminders for 1:1 meetings, check-ins, and goal updates, fostering better communication and alignment. Facilitate discussions and alignment on progress towards goals and strategic initiatives, ensuring everyone is on the same page. Run productive 1:1 meetings with structured agendas and talking points.

Streamline the onboarding process for new employees, setting them up for success from day one. With Peoplebox supporting your HR operations, eliminate unnecessary complexity and provide your employees with the exceptional experience they deserve.

Talk to our solutions experts to know how Peoplebox can help.

Frequently Asked Questions

What is self-evaluation, and why is it important in a performance review process.

Self-evaluation is an opportunity for employees to assess their own performance, highlighting achievements, areas for improvement, and future goals. It’s crucial because it provides employees with a voice in the evaluation process, fosters self-awareness, and ensures a well-rounded view of their performance.

What criteria should be included in a self-evaluation form?

A comprehensive self-evaluation form should include criteria such as accomplishments, areas of improvement , on-the-job competencies, values alignment with the company, goals for the future, and assessment of social and soft skills.

How can employees effectively showcase their accomplishments in a self-evaluation?

Employees can effectively showcase their accomplishments by providing specific examples of achievements that align with organizational goals. Quantifiable results, such as meeting sales targets or completing projects ahead of schedule, should be highlighted.

What should employees focus on when identifying areas for improvement in their self-evaluations?

When identifying areas for improvement, employees should focus on acknowledging weaknesses, recognizing the need for additional training or skill development, and demonstrating a proactive approach to self-improvement.

How can HR software like Peoplebox facilitate the self-evaluation process?

HR software like Peoplebox streamlines the self-evaluation process by providing customizable templates, integration with collaboration tools like Slack, goal-setting features, reminders for review deadlines, and facilitating discussions between employees and managers.

How to write a self-appraisal?

Writing a self-appraisal involves a thorough evaluation of your performance, aligning your accomplishments with organizational goals. Begin by carefully reviewing your job description and aligning your accomplishments with its requirements. Use specific self-evaluation examples and metrics to quantify your achievements. Be honest in assessing your strengths and weaknesses, and outline clear goals for development. A well-crafted self-appraisal demonstrates self-awareness and initiative.

What is self-evaluation in simple words?

Self-evaluation is essential for personal and professional growth. It is a reflective process where you assess your performance. Self-evaluation involves critically examining your actions, behaviors, values, and achievements to determine your strengths and weaknesses. This helps you identify areas for improvement and set goals for future development.

How do I evaluate myself?

To effectively evaluate yourself, establish clear performance criteria aligned with your job role. Gather evidence of your work, such as completed projects, client feedback, and process improvements. Compare your performance to these standards, identifying areas of excellence and opportunities for development. This self-assessment process provides valuable insights for career advancement.

How do you write a good self-evaluation example?

A strong self-evaluation is specific, measurable, and impactful. Use concrete examples to illustrate your accomplishments and quantify your results whenever possible. Highlight your contributions to team goals and organizational success. Focus on demonstrating your skills, knowledge, and abilities while showcasing your problem-solving and initiative.

How do you start a self-evaluation sentence?

Start a self-evaluation sentence by being specific about your accomplishments. For instance, instead of saying, ‘I completed my project on time,’ describe the specific steps you took, the challenges you faced, and the outcomes you achieved. This provides a clear picture of your performance and shows your ability to reflect and learn from your experiences.

What went well examples for self-performance review?

When describing your successes, use the STAR method: Situation, Task, Action, Result. Provide a clear context for your achievements, outline the challenges you faced, and detail the steps you took to overcome them. Quantify the impact of your actions and highlight the positive outcomes. By using compelling examples, you can effectively communicate your value to the organization.

Examples of what went well in a self-performance review include achieving set goals, completing projects, or making significant contributions to the team. For instance, ‘Launched a successful marketing campaign, resulting in an 8% increase in leads’. These examples demonstrate your ability to contribute to the organization’s success.

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The best self-evaluation examples for performance reviews

Asking employees to do what's known as a  self-evaluation is a normal part of the performance review process . In other words, we ask them to analyse and reflect on their performance and their contribution to the company throughout a given period and put it in writing. To ensure we receive accurate, complete and honest self-evaluations, especially when doing so for the first time, we recommend looking at other employee self-evaluation examples or use pre-designed templates . The HR team can also provide a script or questionnaire on how to write a performance evaluation self-evaluation as a reference for employees. Below, we take a look at some examples of self-evaluations for performance reviews to clear any doubts:

Self-evaluation examples

Harvey Mudd College proposes a questionnaire that enables the user to choose which questions they want to answer and customise their self-evaluation. The questions are also split into categories to make it easier to understand.

Job description

• How would you describe your main responsibilities?
• Have these responsibilities changed over time
• Do you carry out any other tasks, and if so, which?
• Is there anything in your work you would like to change, and if so, how would you do it?
• What could your line manager do to help you be more successful in your job?
• How do you think your department could improve?

Performance vs achievements

• What action have you taken to fulfil your responsibilities?
• Do you feel you've been successful during this period?
• Do you think you could have done anything better?
• How do you think you have contributed to our department during this period?
• What are your main strengths?
• In which areas do you feel you could improve?
• What objectives have you reached during this period?
• Which ones did you not manage to achieve, and why?
• What objectives do you propose for the next period?
• Do you think you need help or extra resources to reach these objectives?

Professional development

• What training programmes have you taken part in?
• Are there any areas you would like to train in?
• Do you need extra resources or training to do your job?
• What could your line manager do to help you achieve your professional development goals?

Free Self Evaluation Template

To help you and your employees with their next self evaluation, we've created this self evaluation template that you can download for free. With this template, you and your employees will be able to prepare themselves in no time for their next performance review - with the added benefit that all your future self evaluations will be consistent in style and form. If you do have any additional questions that you would like to add to our template, you are of course more than welcome to modify it. 

Self-evaluation sample answers

Properly preparing the self-evaluation answers is just as important as having a script, as they will be a part of the company's final assessment. Some inspiration for possible answers:

1. Collaboration and teamwork

Positive option: " I believe that my skills and my ability to work in a team have been valuable during this period. I have taken an active role in my department, working with confidence and expressing my ideas and opinions." Negative option: "I realise that I can be too controlling in a project, and I don't give other members of the team enough room to contribute or develop their ideas. I must learn to give others more space and let them take the initiative too."

2. Motivation

Positive option: "I have consistently shown commitment and motivation ever since I joined the company. I meet set deadlines and objectives on time." Negative option: "As I'm a perfectionist, I think that I sometimes spend too much time on one task. I must learn to use resources more efficiently."

3. Leadership

Positive option: " I feel that I lead my team by example. My actions are what defines my work." That's why I spend time thinking about how to solve the problems and challenges that may arise." Negative option: "Maybe I should try harder to promote the company's culture and values within my team. While I regularly hold meetings with this in mind, I should focus on boosting team spirit and collaboration."

4. Problem-solving

Positive option: "I have demonstrated my problem-solving skills several times during my time in the company." I manage to solve difficult situations efficiently, always taking the rest of the team into consideration." Negative option: "I sometimes feel overwhelmed when having to make an important decision, so I ask others for advice. I need to work on my ability to solve complex problems."

5. Decision-making skills

Positive option: "When faced with a difficult decision, I make a rational assessment of the positives and negatives, as well as the possible outcomes." I do research and seek expert advice to make an informed decision." Negative option: "When it comes to making decisions, I tend to fall back on past experiences instead of looking for new solutions. I should spend more time reflecting and avoid making the same mistakes."

6. Working under pressure

Positive option: "I manage my time effectively to meet deadlines, however tight they may be." I have the ability to prioritise the most important tasks, and if I can't do it, I'll delegate to others who have the experience." Negative option: "Time management is one of my weaknesses. I usually leave the more difficult or least appealing tasks until the last minute. My attention to details gets worse as the stress builds."

7. Communication

Positive option: "I value conversation and debate among colleagues. I actively listen to my team and encourage joint decision-making. I try to build positive relationships when communicating with clients." Negative option: "I need to work on my ability to deal with emotions and not let them affect my working relationships. I sometimes find it hard to communicate."

8. Adaptability

Positive option: "I adapt to change and I try to do my bit during transitions." I appreciate feedback when things don't go well, I stay calm and positive." Negative option: "I must work on supporting change and avoid micromanagement. I find it difficult to take on new tasks or those that don't fall under my responsibility."

9. Negotiation and problem-solving

Positive option: "I successfully negotiated (fill in as applicable) during this period which resulted in (add information about gains) for the company. I'm an analytical thinker which enables me to accurately assess situations and steer the conversation towards achieving results." Negative option: "While I feel I have progressed with my negotiation skills, I still think there's room for improvement. I approach meetings appropriately, and I always try to use active listening."

10. Emotional intelligence

Positive option: "I'm aware of my strengths and weaknesses, which enables me to deal with emotions more easily. I try to understand and listen to everyone." Negative option: "I often feel frustrated, and I find it hard to communicate when faced with certain behaviours by other team members. I get distracted and don't take other people's opinions into consideration."

Tips on how to write a performance evaluation self-assessment

As well as taking these self-evaluation examples into consideration, below are some general tips that can be useful when writing the document.

1. Use numbers to your advantage

Include figures that add value to your work, if possible. It's always better if you use numbers to speak for themselves. Also, a self-evaluation should include metrics and KPIs. For example: Wrong: "I achieved great success in 2020." Correct: "I exceeded my sales targets by 135% in 2020."

2. Mention results

Don't take anything for granted or think that numbers speak for themselves. Mention and explain every one of your achievements during the period in question. Don't expect your boss to remember every single one. For example: "In the third quarter, the marketing campaign achieved twice as much visibility than the previous quarter."

3. Take the company's objectives into account

One good way to stand out in your evaluation is to consider the company's objectives and explain how your work has contributed to achieving them. Find specific figures and justify them. For example: "I increased my own sales by 10% as part of the department's general sales strategy."

4. Record your achievements in real-time

Make notes throughout the year in preparation for the self-evaluation. Record them regularly, or even at the time, instead of having to remember everything at the eleventh hour. If we don't think this system is feasible, we can also go back through the schedule to remind ourselves what happened at each stage. This is a good exercise for jolting the memory.

5. Take your time

A well-written self-evaluation takes time. It's not something you can do in 20 minutes, nor in a day. Spend whatever time it takes to ensure that it shows your worth. Try to reserve a few days in your calendar before the deadline to work on the text.  

Blog · Performance Management

February 20, 2020

Employee Self-evaluation Sample Answers for Key Soft Skills

These self-evaluation sample answers will help you to keep the management informed of your work progress and to encourage your personal development.

by Dominika Cechova

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We have previously explored the art of writing a self-assessment review and how to structure it, providing some useful examples for various industries and areas of work . In this article, we provide sample answers for assessing soft skills that are essential for each and every role .

Remember that once you are writing your self-evaluation you should always be critical and reflective but shouldn’t put yourself and your achievements down . Provide facts and figures to illustrate your achievements and make your statements stronger . Be specific and descriptive of both positive and negative attributes of your work.

For each of the areas, you should always consider the positive and negative attributes of your performance. Determine where did you exceed the expectations, where did you meet them and where and how you can continue to improve. Additionally, you might want to connect your self-assessment to the core values of the company.

1. Collaboration and Teamwork

Think about how other team members see you, how effective are you at collaboration and what are your relationships at work like. You might also want to think about your ability to come up with creative solutions as a part of a team.

Positive Sample Answer

“I believe that during the past quarter I have demonstrated strong teamwork skills. I have effectively collaborated with my department and team as well as I have shown my ability to work with external parties. During projects, I have shown confidence to express my creative ideas and opinions that added value to the team discussion.“

Negative Sample Answer

“I am aware I can be overly controlling and take over a project, not allowing others for enough space to contribute and develop their skills. I need to work on my ability to work effectively as a team and give others space to express their opinions and ideas. I need to learn how to take a step back and follow others rather than attempt to take a lead in every project.”

2. Self-motivation

Do you have a positive attitude towards your job and the company you work for? Do you meet the expectations of your role and maintain sufficient levels of productivity? Are you working to improve your knowledge and skills?

“Throughout my time at XX I have demonstrated high levels of self-management and motivation. I continuously manage to meet deadlines and finish my responsibilities in a timely manner.“

“I feel sometimes I get too focused on a task and take much longer than is appropriate due to my perfectionism. I have to learn to effectively dedicate resources to not only get work done well but also efficiently”

3. Leadership

Are you able to effectively manage people and work with others? Can you provide direction to your reports and teammates?

“I reckon I effectively lead by example and take actions and adopt behaviors I expect from my team. I feel I am defined by the actions I take at work rather than by what I say. I dedicate time to spend with my reports to help them resolve their challenges and issues and encourage their personal and professional development.”

“I think I should focus more on promoting the company culture and values around my team. Despite the fact I am effectively developing individual relationships across the team and support them through regular check-ins and one-to-ones, I should focus more on promoting team-spirit and collaboration across the team.”

4. Problem Solving

Are you able to effectively solve problems? Do you come up with creative solutions when a challenge occurs? What methods to solve problems do you use?

“I strongly feel problem-solving skills are one of my strongest characteristics. I usually manage to solve complex problems effectively by taking into consideration different perspectives and breaking down the problem to analyze it. When solving problems as a team I apply active listening to understand the issue thoroughly through the experience and knowledge of others. I seek clarification if the problem is not well understood.”

“I tend to get overwhelmed if an important decision needs to be made, and seek the support of others rather than looking at the facts myself. I need to work on how to prioritize and evaluate complex problems.”

5. Decisiveness

Are you able to make effective and informed decisions that are beneficial for you, your team and the whole business?

“I effectively prioritize the most urgent tasks and decisions. When a difficult decision needs to be made, I evaluate the positives and negatives and possible outcomes to make an informed decision. When analyzing a problem, I research it and request evidence from those who are more familiar with the theme.”

“I tend to rely too much on my past experiences and assumptions rather than putting effort into doing my research before coming to difficult decisions. Additionally, I should dedicate more time to self-reflection when things go wrong to eliminate bad habits and prevent the issue from happening again.”

6. Ability to work under pressure and Time Management

Are you able to work under pressure and manage your tasks? Do you manage your workload and avoid having unfinished commitments?

“I always meet my deadlines and effectively manage my workload. I believe I have a strong ability to prioritize the most important tasks. I am also aware of my lack of experience and thus I leave enough time to review completed tasks before I submit them to my manager.“

“I tend to struggle with time management. I often leave tasks that I find too challenging or boring last minute and then I do not have enough time to finish them to a required quality. If I am under stress, my attention to detail worsens.”

7. Communication

When evaluating your communication skills you should consider your written communication as well as verbal communication skills. Effective communication is key to a happy teamwork.

“I try to cultivate a culture of openness and sharing among the team. I appreciate critical conversations and positive confrontation over ignoring problems and challenges. I actively listen to my team and promote shared decision making. In my communication with clients I engage in professional manner and successfully build a positive rapport.”

“I sometimes get involved in miscommunication. Hence, I often spend too much time clarifying problems and tasks. I need to work on my ability to manage my emotions and not let them affect my professional relationships.”

8. Flexibility

Being flexible and adaptable is a must-have in a modern workplace. You have to be able to respond to change quickly and be able to adjust.

“I handle change with ease and often make improvements to make the transition easier. I also appreciate comments and criticism when adjusting to change to make it smooth. If things go wrong I remain calm and positive and aim to find a solution in a proactive manner.”

“I have to work on my ability to support others through change and avoid micromanagement. I also struggle to adopt new work assignments and tasks that I feel are outside of my job responsibilities.”

9. Negotiation and Conflict Resolution

Do you have a sufficient ability to negotiate deals for yourself and your business? Are you able to effectively resolve conflict?

“During my time at xx I have effectively negotiated xx deals and brought xx to the business. I believe that my analytical character and strong people skills allow me to be in control during the meetings and direct the manner to achieve results.”

“I think I have made great progress in my negotiation skills since I first stared at xx, yet I am aware of the areas of my improvement. I feel I approach the meetings in an appropriate manner and make the other part feel comfortable. However, I struggle to actively listen; I tend to interrupt the others, I also should, seek clarification when needed and thus I often jump into assumptions that are not 100% correct.”

10. Emotional intelligence

To get more examples on your performance read our article on 70 performance reviews phrases examples that will help you evaluate different areas of your job.

“I feel I am very aware of my strengths and weaknesses and thus I am able to manage my emotions and frustrations as well as to recognise the value of my colleagues ideas, opinions and challenges. I am an effective listener and always try to understand and listen to colleagues' objections.”

“I often get frustrated when other members of my team struggle to keep up. I get overly emotional and do not handle frustration, stress or anger well. I struggle to communicate and often engage in conversations that are off-putting to others and am too controlling. Therefore, I often get distracted and do not take others' points into account.”

Writing a self-evaluation can be tricky. To some, it can be difficult to recognize the areas of improvement while others struggle not to be overly critical. The most fundamental thing is be reflective , and to take a step back. Be objective. Highlight your achievements without bribing or giving yourself too little credit and also identify areas of improvement and how they can be reached.

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Critical Thinking: 40 Useful Performance Feedback Phrases

Critical Thinking: Use these sample phrases to craft meaningful performance evaluations, drive change and motivate your workforce.

Critical Thinking is the ability to think clearly and rationally while understanding the logical connection between ideas in a reflective and independent thinking.

Critical Thinking: Exceeds Expectations Phrases

• Highly demonstrates assertive and decisive ability when finding solutions for problems.
• Knows how to communicate ideas and issues easily in a very clear and concise manner.
• Able to piece together elements and come up with proper deductions on issues.
• Knows how to clarify problems and solutions easily so that other people can understand.
• Evaluates ideas and opinions in an unbiased manner without favoritism.
• Thinks through issues in a very logical manner that results in finding the best solution to a problem.
• Demonstrates excellent problem-solving skills by accessing a problem and devising the best possible solution for it.
• Takes in into consideration different and varied perspectives when solving problems.
• Examines the implications and possible consequences to any particular action carefully.
• Solves problems one by one so as not to mix up issues and ideas.

Critical Thinking: Meets Expectations Phrases

• Uses strategic approachability and skill when it comes to solving issues.
• Demonstrates well assertive and decisive ability when it comes to handling problems.
• Tries to always consider all factors at play before deciding on a particular methods or way.
• Gathers all the required facts and figures before starting to solve a particular problem.
• Always seeks to ask questions as a form of finding a sound basis to solving a problem.
• Not afraid to make mistakes and tries to find creative ways to handle any issue.
• Looks at issues in different angles and not in a one-sided way.
• Shows great flexibility when it comes to changing strategies and tact while dealing with different problems.
• Questions regularly to find out if the decision taken will achieve the desired effect.
• Always feels comfortable and confident when seeking help or advice whenever stuck on solving any issue.

Critical Thinking: Needs Improvement Phrases

• Does not take the time to consider all factors available before making a decision carefully.
• Looks at issues in a one-sided manner instead of having different varied ways of looking at it.
• Finds it challenging to arrive at a concrete conclusion after undertaking any evaluation.
• Not willing to do proper research and relies on outdated data and information.
• Does not demonstrate a curious type of attitude to try to find out a little bit more on issues.
• Not willing to accept corrections and take calculated risks when necessary.
• Does not show enough willingness to try to improve the critical thinking skills.
• Does not present ideas and points in a logical order or outline.
• Looks at issues in a biased and unfair way by not evaluating all factors.
• Not willing and inflexible to change tact or strategy when the initial plan fails to achieve the desired effect

Critical Thinking: Self Evaluation Questions

• How well do you research and gather facts and information before solving an issue?
• Give an instance you hurriedly made a decision without thinking it through and what was the result?
• Elaborate on a given occasion that you made the best decision. How did you feel about it?
• How well do you consider all the factors available before making your decision?
• Do you get to appreciate and learn from your mistakes and how do you deal with making wrong decisions?
• Do you always try to inquire further, what could be the missing elements that could achieve a positive outcome?
• How well do you consider having a concrete conclusion when presenting your ideas?
• When expressing your ideas do you deliver them in a logical manner?
• Do you usually look at issues in a one-sided manner or at different angles?
• How flexible are you when it comes to trying different ways of solving problems other than the intended way.

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• INTERPERSONAL SKILLS
• Problem Solving and Decision Making

Problem Solving

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Everybody can benefit from having good problem solving skills as we all encounter problems on a daily basis. Some of these problems are obviously more severe or complex than others.

It would be wonderful to have the ability to solve all problems efficiently and in a timely fashion without difficulty, unfortunately though there is no one way in which all problems can be solved.

You will discover, as you read through our pages on problem solving, that the subject is complex.

However well prepared we are for problem solving, there is always an element of the unknown. Although planning and structuring will help make the problem solving process more likely to be successful, good judgement and an element of good luck will ultimately determine whether problem solving was a success.

Interpersonal relationships fail and businesses fail because of poor problem solving.

This is often due to either problems not being recognised or being recognised but not being dealt with appropriately.

Problem solving skills are highly sought after by employers as many companies rely on their employees to identify and solve problems.

A lot of the work in problem solving involves understanding what the underlying issues of the problem really are - not the symptoms. Dealing with a customer complaint may be seen as a problem that needs to be solved, and it's almost certainly a good idea to do so. The employee dealing with the complaint should be asking what has caused the customer to complain in the first place, if the cause of the complaint can be eliminated then the problem is solved.

In order to be effective at problem solving you are likely to need some other key skills, which include:

Creativity. Problems are usually solved either intuitively or systematically. Intuition is used when no new knowledge is needed - you know enough to be able to make a quick decision and solve the problem, or you use common sense or experience to solve the problem. More complex problems or problems that you have not experienced before will likely require a more systematic and logical approach to solve, and for these you will need to use creative thinking. See our page on Creative Thinking for more information.

Researching Skills. Defining and solving problems often requires you to do some research: this may be a simple Google search or a more rigorous research project. See our Research Methods section for ideas on how to conduct effective research.

Team Working. Many problems are best defined and solved with the input of other people. Team working may sound like a 'work thing' but it is just as important at home and school as well as in the workplace. See our Team-Working page for more.

Emotional Intelligence. It is worth considering the impact that a problem and/or its solution has on you and other people. Emotional intelligence, the ability to recognise the emotions of yourself and others, will help guide you to an appropriate solution. See our Emotional Intelligence pages for more.

Risk Management. Solving a problem involves a certain amount of risk - this risk needs to be weighed up against not solving the problem. You may find our Risk Management page useful.

Decision Making . Problem solving and decision making are closely related skills, and making a decision is an important part of the problem solving process as you will often be faced with various options and alternatives. See Decision Making for more.

The measure of success is not whether you have a tough problem to deal with, but whether it is the same problem you had last year.

John Foster Dulles, Former US Secretary of State.

What is a Problem?

The Concise Oxford Dictionary (1995) defines a problem as:

“ A doubtful or difficult matter requiring a solution ”

“ Something hard to understand or accomplish or deal with.”

It is worth also considering our own view of what a problem is.

We are constantly exposed to opportunities in life, at work, at school and at home. However many opportunities are missed or not taken full advantage of. Often we are unsure how to take advantage of an opportunity and create barriers - reasons why we can't take advantage. These barriers can turn a potentially positive situation into a negative one, a problem.

Are we missing the 'big problem'? It is human nature to notice and focus on small, easy to solve problems but much harder to work on the big problems that may be causing some of the smaller ones.

It's useful to consider the following questions when faced with a problem.

Is the problem real or perceived?

Is this problem really an opportunity?

Does the problem need solving?

All problems have two features in common: goals and barriers.

Problems involve setting out to achieve some objective or desired state of affairs and can include avoiding a situation or event.

Goals can be anything that you wish to achieve, or where you want to be. If you are hungry then your goal is probably to eat something. If you are the head of an organisation (CEO), then your main goal may be to maximise profits and this main goal may need to be split into numerous sub-goals in order to fulfil the ultimate aim of increasing profits.

If there were no barriers in the way of achieving a goal, then there would be no problem. Problem solving involves overcoming the barriers or obstacles that prevent the immediate achievement of goals.

Following our examples above, if you feel hungry then your goal is to eat. A barrier to this may be that you have no food available - so you take a trip to the supermarket and buy some food, removing the barrier and thus solving the problem. Of course for the CEO wanting to increase profits there may be many more barriers preventing the goal from being reached. The CEO needs to attempt to recognise these barriers and remove them or find other ways to achieve the goals of the organisation.

Our problem solving pages provide a simple and structured approach to problem solving.

The approach referred to is generally designed for problem solving in an organisation or group context, but can also be easily adapted to work at an individual level at home or in education.

Trying to solve a complex problem alone however can be a mistake. The old adage " A problem shared is a problem halved " is sound advice.

Talking to others about problems is not only therapeutic but can help you see things from a different point of view, opening up more potential solutions.

Stages of Problem Solving

Effective problem solving usually involves working through a number of steps or stages, such as those outlined below.

Problem Identification:

This stage involves: detecting and recognising that there is a problem; identifying the nature of the problem; defining the problem.

The first phase of problem solving may sound obvious but often requires more thought and analysis. Identifying a problem can be a difficult task in itself. Is there a problem at all? What is the nature of the problem, are there in fact numerous problems? How can the problem be best defined? By spending some time defining the problem you will not only understand it more clearly yourself but be able to communicate its nature to others, which leads to the second phase.

Structuring the Problem:

This stage involves: a period of observation, careful inspection, fact-finding and developing a clear picture of the problem.

Following on from problem identification, structuring the problem is all about gaining more information about the problem and increasing understanding. This phase is all about fact finding and analysis, building a more comprehensive picture of both the goal(s) and the barrier(s). This stage may not be necessary for very simple problems but is essential for problems of a more complex nature.

Looking for Possible Solutions:

During this stage you will generate a range of possible courses of action, but with little attempt to evaluate them at this stage.

From the information gathered in the first two phases of the problem solving framework it is now time to start thinking about possible solutions to the identified problem. In a group situation this stage is often carried out as a brain-storming session, letting each person in the group express their views on possible solutions (or part solutions). In organisations different people will have different expertise in different areas and it is useful, therefore, to hear the views of each concerned party.

Making a Decision:

This stage involves careful analysis of the different possible courses of action and then selecting the best solution for implementation.

This is perhaps the most complex part of the problem solving process. Following on from the previous step it is now time to look at each potential solution and carefully analyse it. Some solutions may not be possible, due to other problems like time constraints or budgets. It is important at this stage to also consider what might happen if nothing was done to solve the problem - sometimes trying to solve a problem that leads to many more problems requires some very creative thinking and innovative ideas.

Finally, make a decision on which course of action to take - decision making is an important skill in itself and we recommend that you see our pages on decision making .

Implementation:

This stage involves accepting and carrying out the chosen course of action.

Implementation means acting on the chosen solution. During implementation more problems may arise especially if identification or structuring of the original problem was not carried out fully.

Monitoring/Seeking Feedback:

The last stage is about reviewing the outcomes of problem solving over a period of time, including seeking feedback as to the success of the outcomes of the chosen solution.

The final stage of problem solving is concerned with checking that the process was successful. This can be achieved by monitoring and gaining feedback from people affected by any changes that occurred. It is good practice to keep a record of outcomes and any additional problems that occurred.

Continue to: Identifying and Structuring Problems Social Problem Solving

See also: Project Management Risk Management Effective Decision Making

174 Performance Feedback Examples (Reliability, Integrity, Problem Solving)

• Performance Feedback Phrases for Problem Solving Part 1
• Performance Feedback Phrases for Reliability Part 2
• Performance Feedback Phrases for Ethics Part 3
• Performance Review Examples: Additional Resources Part 4

Performance feedback is a critical part of any organization. It helps managers assess the effectiveness of their employees and identify areas for improvement. The purpose of performance feedback is to help the employee improve their skills and work better in the future.

In this article you will find performance review examples for the following skills:

• Problem Solving and Decision Making The performance review assesses an employee’s ability to analyze complex problems, evaluate options, and make sound decisions within a reasonable timeframe. Looks at how well they troubleshoot issues.
• Reliability and Dependability The performance review evaluates how consistent an employee is in completing responsibilities on time and meeting expectations. Considers aspects like attendance, punctuality, follow-through, and ability to work independently with minimal supervision.
• Integrity and Ethics The performance review evaluates an employee’s character and ethics. Looks at trustworthiness, honesty, respect for company policies/procedures, maintaining confidentiality, treating others fairly, and conducting themselves professionally.

Each section below contains positive (“Meets or Exceeds Expectations”) and negative (“Below Expectations”) examples for the skills listed above. If you are looking for more performance review examples and phrases for different skills, check our main article here (click to open 2000+ Performance Review Phrases: The Complete List)

Part 1 Problem Solving and Decision Making

Meets or exceeds expectations.

✓ He is a person with good decision-making skills and can make sound fact based judgements.

✓ He is able to work out multiple alternative solutions and determine the most suitable choice.

✓ He is objective in considering facts or situations.

✓ He doesn’t allow individual emotions or feelings influence decisions.

✓ He is decisive in difficult situations.

✓ He is supportive and encourages others to work with him.

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

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

✓ He always thinks twice before making his decision.

✓ He consistently updates colleagues on what is going on within the company.

✓ He is prepared to tackle complex situations and always develops suitable solutions to offer to the managers.

✓ He always understands problem thoroughly and tries to find different solutions.

✓ He only makes a decision after considering it carefully.

✓ He provides the latest information relating to his job to everyone.

✓ He does not mind facing complicated situations and always finds appropriate solutions to offer.

✓ He is objective when considering a fact or situation.

✓ He is firm to not let the individual emotion and feeling affect on the made decision.

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

✓ He is able to analyze any problem and find the best solution to any problem.

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

✓ He is ready to deal with complicated consequences. He has ability to find the most suitable solutions to submit to management.

✓ He thinks through potential resolutions to problems before making a rash judgment.

✓ He keeps management apprised of ongoing problems or issues that occur within the department.

✓ He is not afraid to respond to complex issues and provide recommendations to all levels of management.

✓ He is able to successfully analyze a problem and find an appropriate resolution.

✓ He clearly explains the problem and offers the users several different resolution options.

✓ His investigative skills has provided a key resource for a team focused on solving glitches. His ability to quickly assess a problem and identify potential solutions is key to his excellent performance.

✓ He examines a problem and quickly identifies potential solutions. He recommends the most suitable solution.

✓ He understands the testing process and how to discover a solution to a particular problem.

✓ He is one of the more technical employees we have on staff. He can quickly analyze a situation and discover practical solutions.

✓ He is adept at discovering potential solutions for problems.

Below Expectations

✗ He is too hesitant to make a decision.

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

✗ He fails to make short-lists of solutions recommended by direct units.

✗ He is often paralyzed and confused when facing tight deadlines to make decisions.

✗ He makes too many complaints about the content of the job.

✗ He tends to apply a narrow and rushed decision-making approach.

✗ He avoid conflicts at work in relation to the decision making process.

✗ 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 fails to provide managers with the necessary information when a problem arises.

✗ He repeats his mistakes over and over again. He doesn’t know how to learn from failure.

✗ He is unable to find out a solution when facing a complicated situation.

✗ He cannot give managers the requisite information when an issue occurs.

✗ He makes mistakes again and again. John needs to learn the appropriate lessons from failure.

✗ He has difficulty coming up with resolution to difficult problems.

✗ He relies on others in heated situations.

✗ He loses his focus when problems arise.

✗ He is poor at communicating a problem’s status before it becomes a crisis.

✗ He can offer potential solutions to a problem but struggles to identify the best solution.

✗ She lacks the skill to analyze a problem to discuss the core issues.

✗ He resists further training in problem solving. He believes he is proficient, yet he is lacking in many areas.

✗ It is his responsibility, in his role, to solve problems. He seems slow and indecisive when presented with a major issue.

✗ He finds it hard to look for a solution to a difficult situation.

✗ He is impossible to submit needed information to the managers when he faces a complex situation.

Related: Problem Solving Skills: Performance Review Examples (1 – 5)

Part 2 Reliability and Dependability

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

✓ He shows that he is a positive person who is willing to do whatever it takes to help.

✓ He is an important member of our team and will finish the task when it is required.

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

✓ He never fails to impress by performing well each day. We depend on him.

✓ He always finishes the jobs faithfully, He performs at or above all our expectations.

✓ He is loyal and trustworthy.

✓ He is one of our hardest workers. He demonstrates that he cares about his job, his coworkers, and the company.

✓ He consistently impresses us with her willingness to do whatever it takes to get the job done.

✓ He is a very reliable employee.

✓ 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 is willing to get her hands dirty with his employees to ensure the job gets completed on time.

✓ There are many times we have tasks that absolutely must be completed by a given time. He can be relied upon to get the task accomplished on time.

✓ He has been a reliable and valued member of team. His commitment to punctuality and attendance has contributed greatly to our team’s overall success.

✓ He displays exceptional performance day after day.

✓ He keeps his word under all circumstances.

✓ He does everything possible to maintain a strong and steady performance in all circumstances.

✓ He is unfazed by any obstacles, pressures or demands that would justifiably derail others.

✓ He can be counted on to give 100 percent under all circumstances.

✓ He keeps to his commitments and works with fellow employees to help them keep to theirs.

✓ He automatically works extra hours if that’s what it takes to get the job done right.

✓ 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 is an asset to our team. If it needs to to completed, he will finish it.

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

✗ He does not demonstrate a willingness to complete the job.

✗ He is never willing work overtime even if the jobs requires it.

✗ He shows no willingness to do what it takes to get the job done, especially in this economy.

✗ His reliability is in doubt. His work results are often poor and must be checked frequently.

✗ He tends to leave work for others to do; while most of his coworkers are willing to work late to finish the project.

✗ 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 is usually reliable in his work, but there have been a few incidents where this was not the case.

✗ He is very loyal guy, but cannot be depended on.

✗ We need people who are willing to do whatever it takes to get the job done. He is not one of those people.

✗ He does not demonstrate a concern for others perception of him or his job performance.

✗ His results are not as consistent as those of her coworkers.

✗ He is not reliable for his effort and does not demonstrate a willingness to do whatever it takes to get the job accomplished.

✗ He does not show a willingness to help his employees out even when production is behind. Since being promoted to supervisor, he has taken a hands off approach to the detriment of her team.

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

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

✗ He talks about deliverables, but does not consistently deliver.

✗ He disappoints employees who depend on him.

✗ 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.

Related: Reliability: Performance Review Examples (1 – 5) and Dependability: Performance Review Examples (1 – 5)

Part 3 Integrity and Ethics

✓ He is very punctual and values the time of her colleagues and business partners. He has never been late to business meetings.

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

✓ He is highly principled. He is a good manager who treats all employees 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 is well-mannered and never criticizes his colleagues when they do something incorrectly. He helps to remedy the situation instead.

✓ He always complies with the dress code. His conduct is as proper and formal as his appearance.

✓ He is a skilled negotiator who follows corporate rules and studied techniques. His negotiation skills have had a positive impact on his career development.

✓ He has developed an effective system of encouraging and criticizing of her employees. His people-management is respected by the working community.

✓ He is one of the most moral employees. His firm stand on principles and ethics is to be commended.

✓ He follows all company policies. He abides by both the letter and the spirit of the rules.

✓ He is highly trustworthy. He shows high ideals about how he believes those around him should behave.

✓ He is someone we expect a lot out of and he consistently delivers. His daily work ethic is a standard which others should follow.

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

✓ His high standards of ethics are shown through all of his work on a daily basis.

✓ He maintains the highest standards of personal integrity.

✓ He displays exemplary behavior in every aspect of his work.

✓ He is highly regarded for his integrity both within and outside the company.

✓ He Is a true embodiment of the company’s values regarding integrity.

✓ He sets the standard for integrity.

✓ He Identifies the most worthy steps and then follows them.

✓ He always opts for the reputable route when given a choice.

✓ He finds and implements commendable ways to handle any ethically challenging situation.

✓ His employees emulate the very high personal standards of integrity he sets.

✓ He consistently engages in meritorious behavior.

✓ He can be counted upon to act honorably in all situations.

✓ He fosters a climate of integrity in his department.

✓ He demonstrates the highest levels of integrity in all his dealings with employees.

✓ He always deals with customers with the highest levels of integrity.

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

✓ He shows good intentions in all her workplace behaviors.

✓ He consistently takes the high road.

✓ He suitably counsels employees who engage in inappropriate behaviors.

✓ He has a strong sense of right and wrong. He consistently strives to do what’s right

✓ He maintains high standards of integrity across his department.

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

✓ He quickly dismisses less than exemplary options.

✗ He seems to be too focused on his appearance and following the dress code instead of working skills.

✗ His approach to respecting corporate ethics is too strict. The staff cannot show initiative in climate he has created.

✗ He is too restrained and does not encourage or compliment his personnel when he should.

✗ He fails to reprimand his employees even when they make serious mistakes in business negotiations.

✗ He goes into excessive details during business communications to make sure colleagues understands his point of view. It takes too much working time.

✗ His own high ethical approach and his faith in other people want to work ethically is often not justified.

✗ He values a mutually beneficial cooperation with his partners and maintains good relationships with them. He absolutely forgets about the necessary competitiveness, which is also important in business.

✗ He has created democratic and equal relationships with his employees but he should have been more demanding.

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

✗ He is often lax with regard to ethics in business dealings internationally. He must manage his employees to realize that international ethics must be more carefully considered.

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

✗ He meets the letter of the law but frequently fails to respect the spirit as far as our ethics policy is concerned.

✗ Bending the rules is effectively breaking them in our line of work. He needs to be more cautious about sticking strictly to the rules as defined.

✗ He lets expedience take priority over integrity.

✗ He sets integrity aside when pursuing his goals.

✗ He tries to rationalize his less-than-meritorious behaviors.

✗ 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 put the company at risk with his inappropriate actions.

✗ He engages in underhanded behaviors.

✗ Has taken actions that have caused his employees to question his integrity.

✗ He has generated complaints from customers because of issues with his integrity.

✗ He has been the cause of concern from vendors because of his integrity.

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

✗ He has engaged in questionable behaviors that have led to corporate embarrassment.

Related: Integrity: Performance Review Examples (1 – 5) and Ethics: Performance Review Examples (1 – 5)

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How to Give Performance Feedback? Techniques and Examples (Positive, Negative, STAR Feedback)

How to Identify and Handle Employee Underperformance? 5 Proven Steps

How to Integrate an Effective Performance Management System?

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Problem solving: self-appraisal phrases examples to examine yourself.

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How to Make Great Decisions, Quickly

• Martin G. Moore

It’s a skill that will set you apart.

As a new leader, learning to make good decisions without hesitation and procrastination is a capability that can set you apart from your peers. While others vacillate on tricky choices, your team could be hitting deadlines and producing the type of results that deliver true value. That’s something that will get you — and them — noticed. Here are a few of a great decision:

• Great decisions are shaped by consideration of many different viewpoints. This doesn’t mean you should seek out everyone’s opinion. The right people with the relevant expertise need to clearly articulate their views to help you broaden your perspective and make the best choice.
• Great decisions are made as close as possible to the action. Remember that the most powerful people at your company are rarely on the ground doing the hands-on work. Seek input and guidance from team members who are closest to the action.
• Great decisions address the root cause, not just the symptoms. Although you may need to urgently address the symptoms, once this is done you should always develop a plan to fix the root cause, or else the problem is likely to repeat itself.
• Great decisions balance short-term and long-term value. Finding the right balance between short-term and long-term risks and considerations is key to unlocking true value.
• Great decisions are timely. If you consider all of the elements listed above, then it’s simply a matter of addressing each one with a heightened sense of urgency.

Like many young leaders, early in my career, I thought a great decision was one that attracted widespread approval. When my colleagues smiled and nodded their collective heads, it reinforced (in my mind, at least) that I was an excellent decision maker.

• MM Martin G. Moore is the founder of Your CEO Mentor and author of No Bullsh!t Leadership and host of the No Bullsh!t Leadership podcast. His purpose is to improve the quality of leaders globally through practical, real world leadership content. For more information, please visit, www.martingmoore.com.

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The power of critical thinking: enhancing decision-making and problem-solving.

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Dr. Ron Young, Founder and Board Chair of Trove, Inc . Ron specializes in psychological coaching & transition consulting.

Critical thinking is a fundamental cognitive process that enables individuals to objectively analyze, evaluate and interpret information to make informed decisions and solve complex problems. It involves employing reasoning and logic, questioning assumptions, recognizing biases and considering multiple perspectives. It requires self-monitored, self-directed, self-disciplined and self-corrective thinking. Critical thinking is essential in a world of information and diverse opinions. It helps us see things more clearly and avoid being misled or deceived.

Importance Of Critical Thinking

Critical thinking is crucial in various aspects of life, including education, professional endeavors and personal decision-making. In academic settings, it allows students to comprehend and engage with complex subjects while discerning valid arguments from fallacious ones. In the workplace, critical thinking empowers individuals to analyze problems, devise creative solutions and make informed judgments. In everyday life, it helps individuals navigate an increasingly complex world by making sound choices and avoiding cognitive biases. It is our primary defense against misleading or "spun" information.

Benefits Of Critical Thinking

There are many benefits of critical thinking.

Enhanced Decision-Making

Critical thinking helps us trust our gut feelings and think independently. It enables individuals to make logical and well-reasoned decisions based on evidence and objective analysis. It encourages the consideration of all relevant factors and the evaluation of potential consequences, leading to more informed choices.

Effective Problem-Solving

Critical thinking facilitates the identification of underlying issues, the generation of innovative solutions and the evaluation of their viability. It encourages individuals to approach problems from different angles and consider various perspectives, increasing the likelihood of finding effective resolutions.

Reduction Of Cognitive Biases

Critical thinking supports self-reflection. It helps individuals recognize and challenge cognitive biases that hinder clear judgment. Individuals can better overcome confirmation bias, groupthink and the availability heuristic (judging the likelihood of an event based on recall of similar events) by understanding and questioning their assumptions and beliefs. It requires a commitment to overcoming the tendency to see the world from a narrow, self-centered perspective.

Enhanced Communication Skills

Practicing critical thinking fosters effective communication by enabling individuals to articulate and defend their ideas with logical reasoning and evidence. It encourages active listening, empathy and the ability to evaluate and respond to counterarguments, leading to more constructive and meaningful discussions.

More United Citizens

Using critical thinking enables citizens to see the whole picture by better protecting against biases and propaganda. It reduces partisanship and a “we/they” mentality.

Cultivating Critical Thinking

How can you cultivate critical thinking?

Be curious and inquisitive.

Foster a mindset of curiosity and an eagerness to explore and understand the world. Talk with people from different backgrounds, cultures, political affiliations or religions. Ask probing questions, seek new perspectives and engage in active learning. Learn from people who hold different viewpoints.

Develop analytical skills.

You can do this by learning to break down complex problems into manageable parts, recognize patterns and identify cause-and-effect relationships. Remember, not all opinions are equal, and some are flat-out wrong.

Evaluate information.

Develop skills to evaluate the credibility and reliability of information sources. Be aware of bias, assess evidence and differentiate between fact and opinion. Guard against "swallowing information whole" or believing that "If it's on the internet, it must be true."

Practice reflection.

Engage in reflective thinking by evaluating your thoughts, beliefs and assumptions. Consider alternative viewpoints, and be open to changing your perspective based on new information.

Embrace intellectual humility.

Be humble and aware that you could be wrong. Knowledge is an ongoing process; be open to admitting mistakes or gaps in understanding. Embrace a growth mindset that values continuous learning and improvement.

Develop your sense of belonging.

The third tier in Maslow's hierarchy of needs is a sense of belonging. One aspect of belonging is connection. All humans have this need. Without critical thinking, we are vulnerable to making our group's beliefs our own rather than evaluating which beliefs align with our values.

Align your view and your values.

Rather than defining yourself by a particular view, ask whether a different view aligns with your values. When we identify ourselves by the beliefs of our reference group (religious, political, etc.), we look for ways to justify our ideas. In doing so, we deny ourselves access to critical thinking.

Evidence Of Critical Thinking

When you practice critical thinking, it will be evident in several areas:

Evidence-Based Decision-Making

Rely on facts rather than emotions or personal biases. Follow five distinct steps, called the five A’s : ask, access, appraise, apply and audit. Gather relevant information, evaluate the evidence objectively and consider different perspectives before making decisions. Then reevaluate them as you learn new information.

Problem-Solving

Approach problems systematically by defining the issue, gathering relevant data, brainstorming potential solutions and evaluating feasibility. Engage in collaborative problem-solving to benefit from diverse perspectives. Open-mindedly consider alternative systems of thought. Recognize assumptions, implications and practical consequences, then adjust as needed.

Effective Communication

Solve complex problems by clearly and effectively communicating with others. Utilize critical thinking skills to articulate your thoughts clearly, listen actively and engage in respectful and constructive dialogue. Challenge ideas through logical arguments and evidence rather than resorting to personal attacks. Respecting people with different views does not mean you agree with their opinions. Evaluate, formulate and communicate questions with clarity and precision.

Continuous Learning

Apply critical thinking to ongoing personal and professional development. Seek opportunities for further education, engage in intellectual discourse and actively challenge your beliefs and assumptions.

Using Critical Thinking

Critical thinking is a powerful cognitive tool that empowers individuals to navigate the complexities of the modern world. Critical thinking enhances decision-making, problem-solving and communication abilities by fostering logical reasoning, analytical skills and an open mindset. It enables individuals to overcome cognitive biases, evaluate information effectively and make informed choices. Cultivating and applying critical thinking skills benefits individuals and contributes to a more thoughtful and rational society. Embracing critical thinking is essential for fostering intellectual growth, facilitating progress and addressing the challenges of the 21st century.

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Effects of decision-based learning on student performance in introductory physics: The mediating roles of cognitive load and self-testing

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• Published: 29 August 2024

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• Soojeong Jeong   ORCID: orcid.org/0000-0001-8476-2501 1 ,
• Justin Rague 2 ,
• Kaylee Litson 3 ,
• David F. Feldon 4 ,
• M. Jeannette Lawler 5 &
• Kenneth Plummer 6  

DBL is a novel pedagogical approach intended to improve students’ conditional knowledge and problem-solving skills by exposing them to a sequence of branching learning decisions. The DBL software provided students with ample opportunities to engage in the expert decision-making processes involved in complex problem-solving and to receive just-in-time instruction and scaffolds at each decision point. The purpose of this study was to examine the effects of decision-based learning (DBL) on undergraduate students’ learning performance in introductory physics courses as well as the mediating roles of cognitive load and self-testing for such effects. We used a quasi-experimental posttest design across two sections of an online introductory physics course including a total N  = 390 participants. Contrary to our initial hypothesis, DBL instruction did not have a direct effect on cognitive load and had no indirect effect on student performance through cognitive load. Results also indicated that while DBL did not directly impact students’ physics performance, self-testing positively mediated the relationship between DBL and student performance. Our findings underscore the importance of students’ use of self-testing which plays a crucial role when engaging with DBL as it can influence effort input towards the domain task and thereby optimize learning performance.

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1 Introduction

Students’ experience and performance in introductory STEM (science, technology, engineering, and mathematics) courses have been identified as one of the most influential factors on STEM major attrition in college (Hunter, 2019 ; Seymour & Hewitt, 1997 ; Watkins & Mazur, 2013 ). Many students perceive these introductory courses as a difficult hurdle, because they deal with a variety of complex concepts and quantitative problem-solving skills (Ornek et al., 2008 ), which highlights the need for adequate instruction. However, current instructional practices remain largely lecture-based, thematic approaches and thus are limited in their ability to help students understand the relevance of complex concepts and the abstract relationships between these concepts in various problem-solving situations (Plummer et al., 2020 ).

Decision-based learning (DBL) is a novel pedagogical approach that organizes instruction around the decision-making processes of experts during complex problem-solving (Plummer et al., 2020 ; Sansom et al., 2019 ). In DBL, students are exposed to a sequence of learning decisions in which the result of each decision depends upon the level of prior knowledge and the previous decision, resulting in an observable decision tree. This decision tree allows students to make important connections between salient features of a problem and the conditions under which to execute beneficial schema patterns to solve problems effectively (Plummer et al., 2020 ; Sansom et al., 2019 ). However, few studies have investigated the effects of DBL in college STEM classrooms (e.g., Sansom et al., 2019 ).

To better understand mechanisms underlying the effects of DBL on student learning and performance, it is also imperative to consider other factors that may be associated with the pathway from DBL to student outcomes. For example, cognitive load—defined as the mental resources devoted to completing a task (Sweller, 1988 )—can be hypothesized as a mediating factor for DBL effects since students are exposed to isolated steps intended to increase the proportion of information processing of salient problem-solving features (Plummer et al., 2020 ). Within the DBL framework, students are expected to experience less extraneous cognitive load, which may lead to more effective and efficient learning as discussed in several previous studies on DBL (e.g., Plummer et al., 2020 ). However, this claim has not previously been empirically tested.

In addition, self-testing is a special form of self-monitoring, defined as “deliberate attention to some aspect of one’s behavior” (Schunk, 1983 , p. 89). Self-testing is a well-documented self-regulatory strategy (Boekaerts, 1996 ; Schunk, 1983 ; Zimmerman, 1990 ), which may also play an important role in mediating the relationships of DBL to cognitive load and learning performance. For instance, if DBL reduces cognitive load, this may leave students more cognitive capacity for using effective learning strategies to regulate their own learning process (e.g., self-monitoring through practice quizzes) and thereby increase the likelihood of successful learning (de Jong & Ferguson-Hessler, 1986 ; Seufert, 2018 ). The relationship between self-regulated learning and cognitive load has been receiving much attention recently, but empirical investigations on this issue are just emerging (Seufert, 2018 ).

Using a path analysis mediation framework, the present study examined the effects of DBL instruction on student performance in introductory physics, while considering cognitive load and self-testing as potential mediators.

2 Literature review and hypothesis development

2.1 decision-based learning (dbl).

Decision-based learning (DBL; Plummer et al., 2020 ) is a novel instructional practice focused on developing conditional knowledge (i.e., knowing under which circumstances to deploy a given strategy during problem solving) to help promote student problem-solving skills. DBL posits that instructors, as experts in their domain, often fail to provide adequate instructional explanations to their students, who are novices in the field, due to a phenomenon called ‘the expert blind spot’ (Feldon, 2007 ; Plummer et al., 2020 ; Swan et al., 2020 ). That is, experts acquire automaticity for their skills through extensive practice, which allows them to perform those skills unconsciously and effortlessly (Nathan & Petrosino, 2003 ). As a result, experts often cannot view problem-solving processes from a novice’s perspective and thus omit critical information or procedures when describing their processes, which can hinder student learning (Hinds et al., 2001 ; Zhu et al., 1996 ; Walsh, 2007 ; Gobet, 2005 ). To overcome the expert blind spot, DBL unpacks experts’ decision-making processes during complex problem-solving, also called an expert decision model , and structures instruction around the decision model (Cardenas et al., 2020 ; Plummer et al., 2020 ).

DBL also posits that experts’ automated skills are largely based on their abundant repertoire of conditionalized knowledge (Cardenas et al., 2020 ; Plummer et al., 2020 ; de Jong & Ferguson-Hessler, 1986 ; Frederiksen, 1984 ). Experts process a vast body of conceptual and procedural knowledge, but, more importantly, they know when and under what conditions their conceptual and procedural knowledge applies to solving problems (Amolloh et al., 2018 ; Lorch et al., 1993 ; Swan et al., 2020 ; Swan, 2021 ). However, conventional instruction, which often relies heavily on lectures and assigned readings, tends to focus largely on conceptual and procedural knowledge with less emphasis on conditional knowledge (Swan et al., 2020 ; Swan, 2021 ). In contrast, the primary focus of DBL is to make conditional knowledge explicit in instruction. DBL guides students through experts’ decisions, allowing them to recognize the conditions that dictate when and why such decisions are made (Plummer et al., 2022 ).

One of the teaching methods known to enhance students’ problem-solving skills is problem-based learning (PBL) (Hmelo-Silver, 2004 ). Both DBL and PBL share foundational similarities but differ significantly in their instructional approaches. DBL provides a structured decision model that systematically guides students through the necessary conditions for making informed decisions. In contrast, PBL allows a relatively higher degree of exploration, letting students discover what they need to know to solve problems with less initial guidance. This greater reliance on exploration in PBL can sometimes impose an unnecessary cognitive load on students, resulting in less effective learning outcomes (Kirschner et al., 2006 ). Conversely, the highly structured scaffold in DBL can help students not only understand what decisions to make but also the specific conditions under which various decisions would be appropriate, offering more direct and stepwise guidance compared to PBL’s more open-ended exploration. However, DBL and PBL are not entirely opposite or competing methods; instead, they can complement each other (Plummer et al., 2022 ). Fischer et al. ( 2021 ) argue that the effects of DBL instruction may be enhanced when followed by PBL activities.

While the implementation of DBL is still in its infancy, studies have provided promising initial evidence of the effects of DBL on student learning (e.g., Pixton, 2023 ; Plummer et al., 2020 , 2022 ; Sansom et al., 2019 ; Tesseyman et al., 2023 ; Vogeler et al., 2022 ). Sansom et al. ( 2019 ), for instance, examined whether DBL instruction helped improve undergraduate students’ performance on heat and enthalpy problems in a general chemistry course and found that students who were taught with DBL performed significantly better than their peers who received business-as-usual instruction. Additionally, their survey findings indicated that the majority of students perceived that using DBL helped them analyze a given problem and choose the correct equation to solve the problem, which suggests that DBL was conducive to developing students’ conditional knowledge.

Similarly, Vogeler et al. ( 2022 ) evaluated the implementation of DBL in a graduate-level introductory statistics course by measuring students’ learning gains through pre/post/follow-up assessments. Results indicated that students’ conditional knowledge, related to statistical analysis (i.e., selecting appropriate statistical methods for given research problems), increased significantly between pre- and post-assessments. Significant improvement was also maintained between post and follow-up. More research is needed to determine the effectiveness of DBL on student learning across a variety of disciplines. In this study, we examined whether DBL instruction helped improve undergraduate students’ problem-solving performance in introductory physics. Based on the findings of previous studies, we hypothesized that:

DBL instruction has a positive effect on student performance in introductory physics.

2.2 Cognitive load

Cognitive load is considered an indexed summation of the experienced mental load within a learning environment and the intentional mental resources applied toward a task (Paas, 1992 ; Sweller et al., 1998 ). According to cognitive load theory (CLT; Sweller et al., 2011 ), successful learning and performance require the cognitive load imposed during instruction to remain within the capacity of the learner’s working memory. CLT also posits that unnecessary or ineffective cognitive load is caused largely by inappropriate instruction, which “requires learners to engage in either a search for a problem solution or a search for referents in an explanation” (Paas et al., 2003 , p. 2). Many studies have demonstrated that instructional methods that provide explicit, step-by-step procedural guidance on how to solve a problem or complete a task (e.g., worked examples), yielded better learning and performance, compared to other methods with incomplete explanations or limited guidance (Atkinson et al., 2000 ; Sweller et al., 1998 ; Tofel-Grehl & Feldon, 2013 ).

In DBL, learners engage in a complete sequence of conditional decisions required to solve a problem by focusing on one decision at a time, which can result in a reduction in potential cognitive overload (Sansom et al., 2019 ). At each decision point, learners are also provided with sufficient information or instruction (i.e., just-enough-just-in-time instruction ) necessary to make the current decision, which can also help them manage their cognitive load (Cardenas et al., 2020 ). Furthermore, DBL is designed to help learners understand how parts are related to the whole of solving a problem by structuring a process for accessing information without having to go through the nuanced processes of critical examination (Plummer et al., 2020 ). As such, we argue that DBL instruction can decrease unnecessary cognitive load during learning. While this notion may be theoretically acceptable, no study has explicitly examined the relationship between DBL and cognitive load. Taken together, we hypothesize that students using DBL will experience less cognitive load than those taught with traditional instruction, which will in turn lead to their greater learning performance in physics.

DBL instruction has a negative effect on cognitive load.

Cognitive load has a negative effect on student performance in introductory physics.

Cognitive load mediates the effect of DBL on physics performance.

2.3 Self-testing

Self-testing is a learning technique to assess one’s own knowledge and understanding of instructional materials, such as testing oneself with questions or using practice problems (Carpenter et al., 2017 ; Hartwig & Dunlosky, 2012 ). Practice testing in general, including being tested by others and self-testing, has long proved to be effective in enhancing student learning (Carpenter et al., 2016 , 2017 ; Dunlosky et al., 2013 ; Hartwig & Dunlosky, 2012 ; McDaniel et al., 2007 ). From a self-regulated learning perspective, self-testing is a special form of self-monitoring, which involves students’ ongoing efforts to deliberately observe their own processes and products of learning (Lan, 2005 ; Zimmerman & Paulsen, 1995 ). Zimmerman and Paulsen ( 1995 ) argue that self-monitoring improves learning by allowing learners to obtain more accurate information about their learning progress and thus make better self-regulatory decisions about their subsequent study.

The relationship between DBL and self-testing has not previously been investigated. More broadly, however, Plummer et al. ( 2022 ) found initial evidence that supports the occurrence of self-regulation (i.e., monitoring one’s cognitive activities) during DBL. Their findings indicated that DBL promoted students’ self-regulation by enabling them to see the bigger vision of the content. The authors also state that a decision model helps learners “identify strategies that are conducive to resolving a variety of knowledge gaps” (p. 726). Similarly, Seufert ( 2018 ) argues that instructional approaches that provide explicit guidance and support (e.g., worked examples or process worksheets) can foster students’ regulation by “providing rules of thumb for the decision on adequate strategies depending on crucial factors” (p. 124). As such, we argue that students learning physics through DBL will become more aware of their understanding of the content and will more actively seek and engage in ways to monitor and regulate their own learning, such as self-testing, compared to their peers not using DBL, thereby achieving better performance in physics. Thus, the following are hypothesized:

DBL instruction has a positive effect on self-testing.

Self-testing has a positive effect on student performance in introductory physics.

Self-testing mediates the effect of DBL on physics performance.

While there is limited evidence directly examining the relationship, we expect that students’ perceived cognitive load would be negatively related to their use of self-testing strategy while learning physics with DBL. A possible theoretical account for this argument is that, when learners are cognitively overloaded and lack internal (e.g., working memory capacity) or external resources (e.g., scaffolds), they might not be able to invest additional effort in self-regulatory processes (Seufert, 2018 , 2020 ). In DBL, learners are provided with explicit instruction and sufficient scaffolds, which can help them avoid unnecessary cognitive load and thus can free up their cognitive resources to monitor and regulate their subsequent study more effectively and thereby increase their performance. Thus, we hypothesize as follows:

Cognitive load has a negative effect on self-testing.

Figure 1 depicts the hypothesized relationships among variables used in the study.

Hypothesized path model of DBL, cognitive load, self-testing, and learning performance

3.1 Research design

This study used a quasi-experimental posttest design with nonequivalent groups to examine the effects of DBL on learning performance. Two learning conditions, a DBL condition and a non-DBL condition, were randomly assigned to one of two sections of an online physics course. Although students were allowed to self-select the course in which they were enrolled, making this study quasi-experimental rather than a true experimental design, they were unaware of the specific instructional condition (DBL or non-DBL) to which they would be assigned. This means that while students chose the course section based on their preferences or schedules, they did not know whether they would be experiencing the DBL or the non-DBL condition. This approach helps to control for selection bias to some extent because the students’ choice of section was not influenced by the specific instructional method used. Both condition groups had the same instructor and received identical instruction and assessments, ensuring that any differences in learning outcomes could be attributed to the instructional method rather than to other external factors. The only difference between the groups was the implementation of the DBL approach for two specific lessons (Chap. 2 and 5).

3.2 Participants

Participants included N  = 390 undergraduate students enrolled in an online introductory physics course, called Physical Science 100, at a large private religious university in the western United States. Students were spread across two subsections of the same online course. One section contained n  = 180 students who were taught using DBL instruction while the other section contained n  = 210 students who received standard instruction.

Demographic information was not collected for participating students within the study. However, at the time of the study, university-reported undergraduate demographics suggest approximately 81% of students are white, 7% are Hispanic or Latinx, 4% are two or more races, 3% are Asian or Pacific Islander, and fewer than 1% are either Black or Indigenous Americans. Further, approximately 50% of students at this university are men while 50% are women.

3.3 DBL software

The fundamental principles of DBL do not require a high-tech platform or system to be applied to instruction (Cardenas et al., 2020 ) and earlier implementations, in fact, often utilized simple technologies, such as PowerPoint or handouts (e.g., Plummer et al., 2020 ). Recently, however, software was developed to fully optimize the specific affordances relevant to DBL (Cardenas et al., 2020 ). In this study, we implemented the DBL software in introductory physics courses. The software facilitates the development of expert decision models (see Fig.  2 ), populating a problem bank with conditionally organized problems or scenarios, creating questions to decision paths, adding just-enough-just-in-time instruction for each decision point, and creating interleaved assignments (Cardenas et al., 2020 ).

Example of a decision model developed for the course

Figure  3 presents the first two screens of the DBL software used in our study. The first problem guides students through the process of using the software. Students are given a series of scenario problems (e.g., “A book sitting on a table. Gravity is balanced by the upward force from the table, and no other forces act on it. Describe its motion.”) and in each problem students are asked to choose an answer in each decision point (e.g., “How do the forces compare?”) until the problem is solved.

Screenshots of the DBL software

Students interested in more detailed instruction could click on the “How Do I Decide” link, which took them to a short lesson with multiple slides, including some video and audio clips. Figure  4 presents part of the short lesson (5 out of 17 slides) for the “how do I decide” on identifying balanced and unbalanced forces.

Short lesson example for “How Do I Decide”

3.4 Instructional context

The course was an asynchronous course delivered fully through a learning management system (LMS) over 15 weeks. The course covered introductory physical science topics, such as Newton’s Laws, forces, and motion. It focused on six specific course outcomes related to a conceptual understanding of the fundamental ideas of modern scientific theory, as outlined in the course syllabus:

Apply Physical Principles. Students will be able to recognize and apply the fundamental principles presented in this course to simple physical situations.

Express Scientific Ideas. Students will be able to express their thoughts (in oral, graphical, and written formats) on scientific topics clearly, including appropriate use of basic scientific vocabulary and effective interpretation of quantitative data.

Scientific Observations. Students will be able to explain how scientific observations led to the development of these few principles and the models built on them.

Further Scientific Questions. Students will be able to explain how these principles and models in turn lead to further scientific questions.

Science and Religion. Students will be able to reflect rationally upon the interface between science and religion.

Issues of Public Policy. Students will be able to evaluate scientific data and claims in order to make rational decisions on public policy issues that affect their community.

Course materials included the textbook Physical Science Foundation (edition 5.0) by J. Ward Moody. Students were expected to participate in 34 lessons, 34 homework activities, and 9 article essays throughout the course. Lessons were meant to replace lectures and included a mix of text, video, animations, and practice exams. Homework materials were designed to allow students to practice difficult content. Article essays were designed to provide students with the opportunity to read and write about an assigned article and discuss it with other students. Students were further expected to take four midterm exams and one final exam. Midterm and final exams were open book, timed, and all administered in the LMS. Students’ final grades in the course were based on lessons (15%), homework activities (20%), article essays (10%), midterm exams (30%), and the final exam (25%).

3.5 Implementation process

The DBL software was used in two lessons (Chap. 2 and 5) designed to teach Newton’s laws of motion, were provided to the intervention group during the first week of the class. There were 23 DBL problems in Chap. 2 and 20 problems in Chap. 5. Students were provided with an external link to instructions on using the software, but these instructions were not required. Students in the control group were taught the same three lessons using standard instruction methods. In this traditional approach, they were given the same set of problems as the DBL group, but the learning process differed significantly. Instead of engaging in the DBL software, the control group students learned how to solve the problems through the instructor’s usual explanations and demonstrations. The instructor employed a lecture-based format, providing detailed solutions and theoretical explanations to illustrate the concepts.

At the end of each lesson session, both groups of students were asked to respond to three self-report cognitive load items. After completing the first nine lessons and before taking the first midterm exam, students were required to complete a practice exam consisting of 30 questions. Students were able to take it as many times as they wanted; they were able to redo it until they received full credit, but that meant redoing the entire assignment and answering all the questions again. Students were then given a midterm exam.

3.6 Data collection and measures

Data collection included using self-reported responses of cognitive load items, the number of practice exam attempts, and midterm exam scores. Students’ cognitive load was measured using 3 items adapted from previous cognitive load scales (e.g., Paas, 1992 ). Responses were rated on a 9-point Likert scale. The question items were “How much mental effort did you invest in this chapter?” (1 = very, very low mental effort, 9 = very, very high mental effort), “How easy or difficult did you find this chapter?” (1 = very, very easy, 9 = very, very difficult), and “How complex was the material in this chapter?” (1 = very, very simple, 9 = very, very complicated). The 3 items were averaged to create a composite score for cognitive load, with McDonald’s omega showing high reliability for the present sample (𝜔 = 0.80). Cognitive load was measured during the lesson (Chap. 5) directly preceding the practice and midterm exams.

Students’ self-testing was defined by summing the number of practice exam attempts per student. These attempts were determined by extracting time stamps recorded through the LMS where the courses mainly took place. The time stamp records were coded to count the number of practice exam attempts for each student, ensuring an accurate reflection of self-testing behavior. These data were collected after the midterm exam had concluded to ensure that all practice attempts were accounted for.

Physics learning performance was measured using their midterm scores (total possible points = 33). The midterm exam scores used are derived from established assessments routinely employed by the instructor and have consistently aligned with course objectives and content. The exams have a history of accurately reflecting students’ understanding of the material and have been used over multiple terms to ensure consistency in assessing learning outcomes.

3.7 Data analysis

To examine the effects and mechanisms of how DBL instruction affects students’ learning performance in physics, we evaluated a path model depicted in Fig.  1 that includes both direct and indirect effects. Path models are useful for examining a series of linear relationships among variables; in the present context, path analysis was used to evaluate the relationship between the DBL intervention and learning performance, through self-reported cognitive load and self-testing. Within this model, multiple direct and indirect relationships among variables were examined. The model included 6 direct relationships among variables (shown in the arrows in Fig.  1 ) as well as 4 indirect relationships: (1) intervention → cognitive load → learning, (2) intervention → self-testing → learning, (3) cognitive load → self-testing → learning, and (4) intervention → cognitive load → self-testing → learning. The indirect effects were computed by multiplying the path coefficients present in the indirect relationship. For example, the indirect effect of intervention → cognitive load → learning was computed by multiplying the direct relationship between intervention and cognitive load with the direct relationships between cognitive load and learning. Multiplying coefficients in this manner leads to asymmetrical standard errors of the estimated indirect coefficient, which must be addressed before examining statistical significance.

Bootstrapping methods are commonly used in mediation analysis to correct asymmetrical standard errors and produce unbiased confidence intervals (MacKinnon, 2008 ). In the present study, we evaluated the statistical significance of indirect effects using 5,000 bias-corrected bootstraps, and reporting 95% confidence intervals. If the confidence interval for the effect did not contain zero, the effect was considered statistically significant and was further interpreted. Analyses were evaluated in Mplus version 8.4. Missingness was handled using full-information maximum likelihood estimation.

Table  1 shows the descriptive statistics of the variables of interest across intervention conditions. The mean scores for cognitive load were slightly above the 5.0 scale midpoint in both DBL and control groups. Students in the DBL group had non-significantly higher mean scores for cognitive load than those in the control group. The means for self-testing and learning performance were non-significantly higher in the DBL group than the control group. Across the entire sample, cognitive load was correlated negatively with self-testing ( r  = − .12, p  = .03) and learning performance ( r  = − .22, p  < .001). Self-testing was positively correlated with learning performance ( r  = .23, p  < .001).

The direct effects are shown in Fig.  5 . Results indicated that there was no statistically significant difference in students’ physics learning performance between the DBL and control groups. In other words, DBL instruction did not directly impact student learning ( β  = 0.04, 95% CI [− 0.06, 0.15]) and thus Hypothesis 1 was rejected. Similarly, DBL did not have a direct effect on cognitive load ( β  = 0.04, 95% CI [− 0.06, 0.14]) and self-testing ( β  = 0.10, 95% CI [− 0.00, 0.19], rejecting Hypotheses 2 and 5, respectively. In contrast, several significant direct effects were observed. Students’ perceived cognitive load had a negative effect on their use of self-testing ( β = − 0.12, 95% CI [− 0.23, − 0.02]) and learning performance ( β = − 0.20, 95% CI [− 0.29, − 0.09]), supporting Hypotheses 3 and 8, respectively. Consistent with Hypothesis 6, self-testing has a positive effect on student performance in physics ( β  = 0.20, 95% CI [0.10, 0.30].

Standardized path coefficients. Solid lines indicate significant paths while dashed lines indicate non-significance

To examine the mediating roles of cognitive load and self-testing, we tested the significance of indirect effects among variables (see Table  2 ). Cognitive load did not mediate the relationship between DBL instruction and physics learning performance (IE = − 0.01, 95% CI [− 0.035, 0.010]) and thus Hypothesis 4 was not supported. Notably, however, self-testing had a significant mediating effect on the relationship between DBL and students’ learning performance (IE = 0.02, 95% CI [0.002, 0.045]), indicating that the intervention impacted student performance through self-testing, as was previously predicted (Hypothesis 7). The other two indirect effects of DBL examined (DBL → Cognitive load → Self-testing, DBL → Cognitive load → Self-testing → Performance) were not statistically significant.

5 Discussion

Few studies have empirically determined the effects of DBL instruction on student learning. Even fewer have explored the underlying mechanisms driving these effects. This study contributes to this limited body of literature by examining both the outcomes and the underlying processes of DBL in an introductory physics course. Our findings offer mixed evidence regarding the effectiveness of DBL as an instructional method for improving students’ problem-solving skills. We will now discuss the main findings of our study, followed by the practical implications and limitations.

Our findings showed no direct impact of DBL on students’ performance in their study of physics, contrary to previous studies that have reported favorable effects of DBL on student learning (e.g., Plummer et al., 2022 ; Sansom et al., 2019 ; Vogeler et al., 2022 ). This discrepancy highlights a crucial point for discussion; while prior research often posits beneficial impacts of DBL, our empirical evidence suggests these effects may not be as straightforward or universally applicable. For example, studies by Sansom et al. ( 2019 ) and Vogeler et al. ( 2022 ) found significant improvements in student performance with DBL, indicating that step-by-step guidance for problem-solving contributes to these improvements. However, our study did not replicate these results, highlighting potential variability in DBL’s effectiveness across different contexts and implementations.

DBL did not directly impact students’ cognitive load, and cognitive load did not mediate the relationship between DBL instruction and physics learning performance, both contrary to our expectations. Descriptive statistics indicated that the DBL group reported higher cognitive load compared to the control group, but this difference was not statistically significant. The absence of a direct connection between DBL and cognitive load in our study suggests that DBL, as implemented, may not have sufficiently reduced extraneous cognitive load to allow students to utilize their cognitive resources effectively for learning. However, it is also important to note that DBL did not increase cognitive load, which is a positive aspect. These findings stand in contrast to existing theoretical assumptions and empirical evidence, which suggest that highly structured instructional methods like DBL should reduce cognitive load and thus improve learning outcomes (Sansom et al., 2019 ; Sweller et al., 1998 ).

One potential explanation for these findings could be associated with the novelty of the DBL model and its software. DBL itself is a novel instructional model that requires students to understand a new method of problem-solving using conditional knowledge. Implemented within a computer-based environment, the DBL software may add to the challenge. The dual task of learning this new pedagogical approach and mastering the accompanying software could present significant challenges for students. Researchers have pointed out that until students gain experience in navigating a new learning environment, the environment itself may incur an additional cognitive load, which may impede learning (Atkinson et al., 2000 ; Choi et al., 2014 ; Carpenter et al., 2016 ). In fact, in Sansom et al. ( 2019 )’s study, which found positive effects of DBL, participants did not use DBL software as it had not been developed. Instead, they applied the DBL model in a traditional classroom setting. Consequently, the dual adaptation process might have diminished the overall effectiveness of the intervention in our study.

Another possible explanation is that presence or absence of certain DBL critical features can impact performance (Vogeler et al., 2022 ). In their study, Vogeler et al. ( 2022 ) found that when students had an equal amount of practice problems within and outside of the decision model that their mastery of the conditional knowledge-related learning outcome increased. In addition, apart from Sansom et al. ( 2019 ), those studies which found an increase in student performance used DBL activities to interleave old and new material on a regular schedule. The DBL intervention for this study was more like Sansom et al. ( 2019 ) study where the DBL activities were sprinkled across a few lessons during an entire semester.

Next, we discuss key findings of our study related to self-testing. The hypothesis that DBL instruction positively predicts self-testing was rejected; no significant difference was found in students’ frequency of use of practice exams between the DBL and control groups. This unexpected result suggests that DBL may not have influenced students’ engagement with self-testing practices as hypothesized. One possible explanation for this finding is related to the diverse motivations and behaviors of students regarding practice exams. It is likely that students who engaged with practice exams fewer times fell into one of two groups: those who were content with their knowledge in the course and felt no need for additional practice, and those who were struggling with the course material and chose to avoid practice due to a lack of confidence or motivation. This dichotomy in student behavior highlights the complexity of predicting educational outcomes based solely on instructional methods.

However, despite the lack of a direct relationship between DBL and the frequency of self-testing, the data revealed that the frequency of students’ self-testing was a significant determinant of their midterm scores. Additionally, DBL had an indirect effect on student performance through self-testing. These findings underscore the critical role of self-testing in academic performance. Self-testing is widely recognized as an effective learning strategy that enhances memory retention and understanding of the material (Hartwig & Dunlosky, 2012 ). When students test themselves, they engage in retrieval practice, which strengthens their ability to recall and apply knowledge, thereby improving their academic performance (Dunlosky et al., 2013 ). These results are also generally in line with previous studies showing significant effects of self-monitoring (e.g., Lan, 1996 ; Chang, 2007 ). Chang ( 2007 ) also demonstrated that self-monitoring techniques, including self-testing, positively affected students’ academic performance by helping them identify areas of weakness and focus their study efforts more effectively. According to theories of self-regulated learning, students regulate subsequent learning behaviors based on their assessment of their current status of learning, possibly leading to better learning performance (Boekaerts, 1996 ; Schunk, 1983 ; Zimmerman, 1990 ). Although DBL did not directly increase the frequency of self-testing, it may have promoted an environment where students felt more empowered to engage in self-regulatory behaviors, which then positively impacts performance.

Lastly, we highlight another key finding of our study: the impact of cognitive load on self-testing. Our findings revealed that cognitive load negatively impacted self-testing, aligning with our initial expectations. High levels of cognitive load may diminish the cognitive resources necessary for engaging in self-regulatory activities (Seufert, 2018 , 2020 ). More importantly, our results showed a structural relationship among cognitive load, self-testing, and learning performance. Specifically, we found that cognitive load impacts learning performance indirectly through self-testing. This mediation effect underscores the pivotal role of self-testing in translating cognitive load into improved academic performance. Given the increasing interest in understanding how cognitive load affects self-regulation (Seufert, 2018 , 2020 ), our findings are particularly encouraging. They suggest that managing cognitive load is crucial for fostering self-regulatory behaviors that ultimately enhance learning outcomes.

Our findings offer important implications for the practice of DBL, emphasizing the crucial role of instructors. The following practical implications primarily focus on providing guidance for instructors who want to implement DBL. First, instructors should encourage self-testing by providing ample opportunities within the course. Instructors can offer various methods for self-testing, such as quizzes, practice exams, and interactive activities, to enhance the effectiveness of DBL. While self-testing is often voluntary, incorporating incentives or rewards can motivate students to engage more frequently in this practice. By fostering a culture of self-assessment and providing diverse opportunities for self-testing, instructors can help students optimize their learning and fully realize the potential benefits of DBL. Second, to manage students’ cognitive load, instructors should provide students with explicit instruction on how the DBL software works as well as substantial practice opportunities in order to become accustomed to the software. Likewise, instructors should consider integrating DBL gradually, starting with simpler tasks and progressively increasing complexity as students become more comfortable with the system. These efforts would help prevent the potential cognitive overload that students might experience while adapting to the new learning environment. Third, continuous support is essential for the successful implementation of DBL. It is crucial to monitor students’ progress and cognitive load regularly to identify and address any issues promptly. By creating a structured and supportive learning environment, instructors can maximize the benefits of DBL and improve overall student performance and engagement. Lastly, as important as emphasizing the role of instructors is the issue of how to support these instructors effectively. Providing comprehensive training on the DBL software and its pedagogical applications is essential for teachers to successfully integrate it into their teaching practices. This training should include both technical aspects of the software and strategies for managing and supporting students’ cognitive load. Ongoing professional development opportunities can help teachers stay updated with the latest DBL advancements and best practices, ensuring sustained success in DBL implementation.

While this study sheds light on our understanding of the mechanisms underlying the effects of DBL, our findings should be interpreted with caution due to several limitations—related to sample homogeneity, instructional contexts, motivational variables, and measurement tools. First, the homogeneity of our sample poses a limitation. Our study was conducted at a single university in the western United States, with a predominantly white student population, which may limit the generalizability of our findings to other educational contexts and populations. The absence of comprehensive demographic data, such as students’ socioeconomic backgrounds and prior educational experiences, further limits our ability to assess how these factors might influence the effectiveness of DBL. Future studies should include more diverse samples and collect detailed demographic information to enhance the generalizability of the results. Second, the focus of our study on introductory physics courses taught by a single instructor may limit the applicability of our findings to other educational settings. By concentrating on a specific course and instructor, we may have overlooked variations in instructional approaches and contexts that could impact the effectiveness of DBL. Expanding research to include different types of courses, instructors, and institutional environments will provide a more comprehensive understanding of DBL’s potential benefits and limitations. Additionally, exploring how DBL integrates with other pedagogical approaches, such as flipped classrooms and collaborative learning, could offer valuable insights into its broader applications. Third, our study did not account for potentially influential motivational variables. Research has shown that motivational beliefs, such as students’ self-efficacy, goal orientation significantly impact their use of self-testing strategies (e.g., Chang, 2007 ) and perceived cognitive load (e.g., Feldon et al., 2018 ). By excluding these variables, we may have missed critical aspects of the psychological processes underlying DBL. Future research should incorporate these motivational and psychological factors to better explain the mechanisms driving the effects of DBL and to identify factors that may enhance or hinder its effectiveness. Lastly, the measurement tools used in this study may not have fully captured the complexity and dynamic nature of cognitive load and self-testing. Future studies should employ advanced tools such as real-time analytics and interactive assessments. Additionally, integrating qualitative methods, such as in-depth interviews and observational studies, could provide deeper insights into students’ subjective experiences and strategies during learning.

Although DBL has great potential for the improvement of student learning, this assertion remains largely theoretical (Cardenas et al., 2020 ). Our findings provide empirical evidence regarding the educational benefits of DBL on self-testing practices, and self-testing’s impact on midterm scores. However, much remains unclear about the impact of DBL on student learning behaviors and ultimately, student learning performance. Overall, the results suggest that DBL can be an effective instructional tool for students to acquire complex, conditional knowledge and develop self-regulatory skills that may transcend beyond learning specific knowledge and instead help students engage differently with the process of learning (Plummer et al., 2020 ). Findings also provide valuable insight into the interactions that can explain DBL effects on student learning, highlighting the importance of considering relevant cognitive processes, such as mental workload and use of self-regulation strategies in research and practice in DBL.

Data availability

All data used in this study will be made available upon request.

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Jeong, S., Rague, J., Litson, K. et al. Effects of decision-based learning on student performance in introductory physics: The mediating roles of cognitive load and self-testing. Educ Inf Technol (2024). https://doi.org/10.1007/s10639-024-12962-y

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