In spite of the many teacher evaluation models available and the extensive research on performance appraisal, few community colleges have effectively come to terms with this difficult task. Many administrators prefer to avoid the interpersonal conflict and the possible legal ramifications of performance appraisal. However, in times of limited resources, institutions must seek to make better use of their human resources. Performance appraisal should incorporate both performance enhancement (formative evaluation) and performance management (summative evaluation). Most administrators and supervisors prefer performance enhancement, which involves reinforcing effective behavior, and avoid performance management, which involves identifying unacceptable behaviors among faculty and negotiating change. A supervisor will need highly developed communication skills and training to successfully combine judging and counseling in the same appraisal process. Exhibiting a positive and constructive attitude and effective listening skills, possessing adequate knowledge of the employee's job functions, giving reflective feedback, asking open-ended questions, and engaging in joint goal-setting, will assist the supervisor in negotiating appropriate employee behavior during the appraisal interview. Johnson County Community College in Overland Park, Kansas, utilizes an appraisal process combining student feedback, classroom observation, and faculty self-evaluation. Faculty complete a goal-setting initiative, participate in an individual appraisal conference which combines formative and summative evaluations, and receive follow-up coaching. The process begins and ends with review of the job description. (PAA)