1

DEVELOPMENT GUIDEA Workbook for understanding

The PROFILOR® Feedback Report andformulating a Development Plan

PERSONNEL DECISIONS INTERNATIONAL CORPORATION042203

2

Copyright © 1993, 2001, 2003 Personnel Decisions International Corporation

All Rights Reserved.This material may not be reproducedin whole or in part and in any media

without written permission fromPersonnel Decisions International.

3

Table of Contents

Introduction .............................................................................................................................................................................................. 4

Preparing for Feedback ........................................................................................................................................................................... 5

Understanding YourFeedback Report .......................... Importance Summary ........................................................................................................................ 7

Skills Overview ................................................................................................................................. 9

Patterns, Messages, and Discrepancies .......................................................................................... 11

Perspective Comparisons ................................................................................................................ 13

Specific Question Results ............................................................................................................... 15

Composites ...................................................................................................................................... 17

Highest and Lowest Ratings ........................................................................................................... 21

Focus for Development ................................................................................................................... 23

Development Suggestions ............................................................................................................... 25

Formulating aDevelopment Plan ......................... Strategizing a Plan for Development .............................................................................................. 26

Building a Plan for Development ................................................................................................... 30

Development Plan ......................... Development Plan: Sample............................................................................................................. 32

Development Plan: Worksheet ....................................................................................................... 34

4

Introduction

The PROFILOR is a tool for gathering constructive feedback on your work-related skills orcompetencies from the people with whom you work. It is the beginning of both a specialcommunication process with your colleagues and a developmental process for you.

The PROFILOR is unique in that it focuses on specific, job-related skills required for one’ssuccess on the job, rather than on issues such as style. Its emphasis on skills leads to clearsuggestions about what you can start doing, stop doing, and continue doing to enhance youreffectiveness.

You often may have wished for this honest feedback on your skills without ever really expectingto get it. You may be feeling some anxiety along with your anticipation. That’s a normal reaction.Reviewing the purpose, background, and benefits of The PROFILOR will help you put aside anydoubts you may have and concentrate on getting the most out of this experience. TheDevelopment Guide will help you interpret your Feedback Report and formulate aDevelopment Plan.

The PROFILOR Questionnaire asks your associates to give you frank and specific feedback. Thiskind of feedback is unusual in itself. All too often, bosses do not find the time in a busy scheduleto provide comprehensive feedback. Or, if they manage “by exception,” they may providefeedback only when problems arise. Peers and colleagues may be hesitant to criticize becausethey think a colleague’s performance is none of their business. Others may believe that providingfeedback would hurt professional or personal relationships.

The PROFILOR overcomes these obstacles. Its feedback is:

� Comprehensive, in that it comes from people within and outside your work group, as well asyour boss.

� Anonymous, with the exception of boss ratings, and thus more likely to be frank and honestthan face-to-face feedback from those sources.

� Specific and completely job related, thereby providing a clear understanding of strengths anddevelopment needs.

This kind of feedback can lead to significant, positive change. The PROFILOR providesinformation about how others perceive your skills. The usefulness of this information, however,depends on you. You will probably receive a mixture of high and low ratings. Some will beconsistent with your own perceptions of your skills; some might surprise you. You may believethat, in some areas, others’ perceptions are simply inaccurate.

Regardless of your initial reactions, use the information to understand more fully how yourmanaging is perceived. Work to understand the points of view of others. Remember that peoplebehave according to what they believe is true. Changing perceptions may be just as important asimproving your skills.

5

Preparing for Feedback

Your PROFILOR Feedback Report can be divided into three sections:

Summary Information� Importance Summary� Skills Overview� Perspective Comparisons

Detailed Information� Specific Question Results� Composites (may not appear)� Highest and Lowest Ratings

Developmental Highlights� Focus for Development� Development Suggestions

To prepare yourself for this feedback and to understand the report itself, take a few minutesbefore reviewing your Feedback Report to read The PROFILOR Dimension Definitions (refer tothe Skill Definitions section in your Feedback Report).

6

IMPORTANCE SUMMARYRelative Importance to the Current Position

SKILLS 1 2 3 4 5 6 7

Important Very ImportantCriticallyImportant

Key: Self

Boss A

Boss B

Boss C

THINKINGAnalyze Issues

Use Sound Judgment

ADMINISTRATIVEEstablish Plans

Manage Execution

LEADERSHIPProvide Direction

Lead Courageously

Influence Others

Foster Teamwork

Motivate Others

Coach and Develop

Champion Change

INTERPERSONALBuild Relationships

Display Organizational Savvy

7

Understanding Your Feedback Report

Now you’re ready to interpret the information in your PROFILOR Feedback Report. Read thedirections in this Guide on how to interpret the first section of your Report, the ImportanceSummary, then look at your feedback for that section. Return to this Guide and read the directionsfor interpreting the second section; continue with all sections in this manner.

This section shows the relative importance of each leadership skill in your current position fromyour point of view and from that of your boss(es).

You rated importance according to the following scale:

1, 2 = Important3, 4, 5 = Very Important6, 7 = Critically Important

As you look at your Importance Summary, concentrate first on the areas of agreement betweenyou and your boss. As long as the importance ratings differ by no more than two points, considerthem similar. Note the similarities below.

The similarities between my ratings and those of my boss are:

____________________________________ ______________________________________

____________________________________ ______________________________________

____________________________________ ______________________________________

____________________________________ ______________________________________

____________________________________ ______________________________________

For those skills in which you and your boss differ by three or more points (ratings of 4 and 7, forexample; or 2 and 5), you will want to talk with your boss to understand his or her point of view.Note the differences you want to discuss with your boss below.

The differences I want to discuss with my boss are:

____________________________________ ______________________________________

____________________________________ ______________________________________

____________________________________ ______________________________________

____________________________________ ______________________________________

Importance Summary

8

SKILLS OVERVIEW

SKILLS 1 2 3 4 5Extent to Which Behaviors are Demonstrated DISC IMP

Not at all Little Some Great Very Great

Self

Self/All Other Respondents DiscrepancyKey: All Other

Self

PDI Norms

Respondents: Self = 1Boss A = 1Boss B = 1Boss C = 1Dir Rpts = 4

Peer/Coll = 5Other = 4 Symbol indicates Critically Important

Boss A Boss B Boss C

THINKINGAnalyze Issues

Use Sound Judgment

ADMINISTRATIVEEstablish Plans

Manage Execution

LEADERSHIPProvide Direction

Lead Courageously

Influence Others

Foster Teamwork

Motivate Others

Coach and Develop

Champion Change

INTERPERSONALBuild Relationships

Display Organizational Savvy

9

Skills Overview The Skills Overview allows you to compare how you see yourself with how others view you. Inthis and all other sections of the Feedback Report, you will receive information from two or moreperspectives. Examples of perspectives include Self, Boss(es), Direct Reports, Peers/Colleagues,Group A, Group B. The perspective groups vary depending upon the specific questionnaire youanswered.

The PROFILOR Questionnaire items were rated on the 5-point scale shown below. The averageslisted in your report are based on this 5-point scale. Respondents were asked to evaluate theextent to which you perform each behavior, as follows:

1 = Not at all2 = To a little extent3 = To some extent4 = To a great extent5 = To a very great extent

NA = Does not apply

Your Self ratings are represented by the filled-in circle (�). The average of the ratings youreceive from all your respondents is represented by the square ( ). Each perspective included inyour PROFILOR report was given equal weight in this computed average; for example, oneboss’s rating would be given the same weight as the combined ratings of all your direct reports.The degree of difference between the self ratings and the ratings of others is represented by theline connecting the circle and the square (���� ).

The norm bar ( ) represents the middle 50% of the range of scores of the norm group. Thisrange helps you to see how your ratings compare with those received by others who have takenThe PROFILOR. If the square ( ) is to the right of the norm bar, you ranked among the top25% of the people who have taken the profile; if the square ( ) is to the left of the norm bar,you ranked among the bottom 25%.

If no shaded bar appears, no norms were available at the time you completed your PROFILOR oryour company has elected not to compare ratings against the norm group.

The Discrepancies column (DISC) on the right of the graph allows you to identify majordiscrepancy areas easily. For skills in which your self-ratings were much lower than those ofothers, the symbol ( ) appears. For skills in which your self ratings were much higher thanthose of others, the symbol ( ) appears.

The Importance column (IMP) shows the most critical skills you and your boss selected ascritically important for your job. These are noted for your Self ratings and for the ratings of yourboss(es).

The number of respondents from each perspective is indicated at the bottom of the page. If onlyone feedback provider within a group responds, his or her ratings will be combined with anothergroup.

10

To interpret this section, follow these steps:

1. Note your highest and your lowest rated skills areas.

2. Determine how closely your self-perceptions match the perceptions of others.

� The Discrepancy column will indicate those areas in which the discrepancy is significant(a difference of greater than .5 between you and others).

� If your self rating on a skill is much lower than the rating of others, your expectationsmay be higher than those of others, or you may be underestimating your skill, or theothers may be “easy” evaluators.

� If your self rating for a skill is much higher than the rating of others, you may beoverestimating your effectiveness. You may have skills which others do not see or youmay have “blind spots” in relation to your skills. You may not have or take theopportunity to demonstrate the skills.

� When analyzing discrepancies, keep in mind that the square ( ) represents an average.Your boss’s perspective may differ from the perspectives of your other feedbackproviders. In the third section, Perspective Comparisons, you will see these distinctions.

3. Determine if the ratings of others indicate a pattern of high or low ratings across allskill categories.

� Consistently high ratings suggest your high overall effectiveness in the position.

� Consistently low ratings suggest a number of possibilities you should consider, including:the need for concentrated development; a strong message from others for change; a lackof preparation or experience in your job; gross misperceptions on the part of others,which should be changed if possible; or a poor match between the position’srequirements and your interests, skills, and abilities.

� You should also check the information provided in the Perspective Comparisons sectionof your Feedback Report to determine if one perspective is exceedingly low compared toothers, resulting in a low average.

4. If no overall pattern exists, look for patterns within PROFILOR factors. Again, high orlow ratings within these categories can help you identify major strengths as well as areaswhich require improvement.

Make notes on your own Feedback Report or on the next page.

11

Patterns, Messages, andDiscrepancies

Patterns:

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Messages:

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Discrepancies:

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

12

PERSPECTIVE COMPARISONS

SKILLS 1 2 3 4 5Extent to Which Behaviors are Demonstrated Perspective

Not at all Little Some Great Very Great

Key:

Average Rating, each perspective

PDI Norms

Respondents:Self = 1Boss A = 1Boss B = 1Boss C = 1Direct Reports = 4

Peers/Colleagues = 5Other = 4

THINKINGAnalyze Issues

Self Boss A Boss B Boss C Dir Rpts Peer/CollOther

Use Sound Judgment

Self Boss A Boss B Boss C Dir Rpts Peer/CollOther

ADMINISTRATIVEEstablish Plans

Self Boss A Boss B Boss C Dir Rpts Peer/CollOther

Manage Execution

Self Boss A Boss B Boss C Dir Rpts Peer/CollOther

LEADERSHIPProvide Direction

Self Boss A Boss B Boss C Dir Rpts Peer/CollOther

13

This part of the report compares your self ratings with each of the other perspectives. Thecomparison allows you to see the consensus and differences by perspective.

The skills and composites (if used) are listed. The average of each perspective is indicated by anarrow vertical bar ( ). It is shown in relation to the norm of each perspective. The norm bar foreach perspective represents the middle 50% of the range of scores of that perspective’s normgroup. Thus, you can see how your ratings compare with the group norm on each perspective.Since the “other” category can be used for a wide variety of relationships, this perspective doesnot have norms. If no shaded bar appears, no norms were available at the time you completedyour PROFILOR or your company has elected not to compare ratings against the norm group.

To interpret these results:

1. Determine if there is a pattern across skill areas or factors in which one perspective isconsistently higher or lower than the others. If there is, try to determine why. Forexample, if your boss’s ratings are consistently much higher than those of your peers/colleagues, perhaps your boss knows you better, or is an “easy grader,” or perhaps you spendmore time and effort ensuring that your boss is satisfied with your work.

2. For individual skills, determine whether you want to weigh one perspective moreheavily than another. For example, in some skills you may decide to place more emphasison the perspective of a particular group than on other groups because they are more directlyaffected by your skill in these areas. On the other hand, your boss’s perceptions in the otherskill areas may be more important to you than those of others.

Make notes on your own Feedback Report or add more comments to the worksheet on page 11 ofthis Development Guide.

Perspective Comparisons

14

SPECIFIC QUESTION RESULTS

*Successful Manager's Handbook - 2000 edition Key: [ ] 1 or 2 highest rated items in each skill for eachperspective( ) 1 or 2 lowest rated items in each skill for eachperspectiveIf 3 or more ratings are equally high or low, none aremarked

S = SelfBA = Boss ABB = Boss BBC = Boss CDR = Dir RptsP = Peer/Coll

O = OtherAVG = Average

*** Item or skill not scored due to insufficient data

S BA BB BC DR P O AVG*SMHpage #

THINKING4.25 3.60 3.80 3.00 3.80 4.40 4.75 4.11Analyze Issues

Learns new information quickly [5.00] 4.00 4.00 3.00 [5.00] [4.80] 5.00 [4.62] 613

Understands complex conceptsand relationships * * * (3.00) 4.00 [4.00] 4.25 4.40 5.00 4.33 99

Focuses on important informationwithout getting bogged down inunnecessary detail (3.00) (3.00) (3.00) 3.00 (2.75) (3.80) (4.25) (3.45) 103

Analyzes problems from differentpoints of view [5.00] 4.00 4.00 (2.00) 3.00 4.40 4.50 3.81 100

Applies accurate logic in solvingproblems 4.00 4.00 4.00 3.00 4.00 4.60 5.00 4.32 106

5.00 4.25 4.00 3.75 3.88 4.35 4.94 4.29Use Sound Judgment

Considers alternative solutionsbefore making decisions 5.00 4.00 4.00 (3.00) (3.50) [4.60] (4.75) (4.13) 115

Makes timely decisions 5.00 4.00 4.00 4.00 3.75 4.40 5.00 4.29 123

Makes sound decisions based onadequate information 5.00 4.00 4.00 4.00 [4.25] (4.20) 5.00 4.36 116

Makes decisions in the face ofuncertainty 5.00 [5.00] 4.00 4.00 4.00 (4.20) 5.00 [4.38] 121

ADMINISTRATIVE4.20 4.20 3.40 3.40 4.05 4.16 4.73 4.15Establish Plans

Translates business strategiesinto clear objectives and tactics [5.00] 4.00 [4.00] 3.00 (3.75) (4.00) (4.50) (3.98) 214

Identifies specific action stepsand accountabilities 4.00 4.00 3.00 3.00 [4.50] 4.20 4.75 4.20 219

Prepares realistic estimates ofbudget, staff, and otherresources 4.00 4.00 3.00 [4.00] 4.00 4.20 [5.00] 4.22 216

Anticipates problems anddevelops contingency plans (3.00) [5.00] 3.00 3.00 (3.75) 4.20 4.75 4.09 225

Integrates planning efforts acrosswork units [5.00] 4.00 [4.00] [4.00] 4.25 4.20 4.67 [4.28] 221

15

The PROFILOR Questionnaire contains specific questions about your management behaviors.You and your respondents were asked to rate the extent to which the behavior is characteristic ofyou on the scale below:

1 = Not at all2 = To a little extent3 = To some extent4 = To a great extent5 = To a very great extentNA = Does not apply

The Specific Question Results section categorizes the questions under the skills they measure. Theseare listed on the left side of each page. Then, in the columns to the right:

� The first column is the rating you gave to each question.

� The next set of columns show the ratings each perspective gave to each question.

� The second to last column shows the average of these other perspectives.

� The last column is a reference to development suggestions for each item in PDI’sSuccessful Manager’s Handbook. (This may not be available for all reports.)

To use this section and avoid getting bogged down in detail:

1. Identify strengths.

� Look for brackets [ ] in each column. These are the questions on which you receive highratings by one or more perspectives.

2. Look for patterns.

� Look for brackets [ ] across all columns. These are questions on which you areconsistently rated high.

� Look for parentheses ( ) across all perspectives. These are questions on which you areconsistently rated low.

� Look for questions where the perspectives disagree by 1.5 to 2 points.

� Observe the consistency or discrepancy from your own ratings and those of others.

3. Look for development needs.

� Identify the questions on which you received lower scores by particular perspectives.

� Highlight strengths and development needs in your Feedback Report.

Specific Question Results

16

*Successful Manager's Handbook - 2000 edition Key: [ ] 1 or 2 highest rated items in each skill for eachperspective( ) 1 or 2 lowest rated items in each skill for eachperspectiveIf 3 or more ratings are equally high or low, none aremarked

S = SelfBA = Boss ABB = Boss BBC = Boss CDR = Dir RptsP = Peer/Coll

O = OtherAVG = Average

*** Item or skill not scored due to insufficient data

S BA BB BC DR P O AVG*SMHpage #

Overall Performance Composite

Overall Performance 4.00 5.00 4.20 4.20 4.38 4.56 5.00 4.60

Gets the job done * * * 5.00 4.00 4.00 [4.75] 4.60 5.00 4.67

Gets work done on time * * * 5.00 [5.00] [5.00] [4.75] [4.80] 5.00 [4.89]

Accomplishes a great deal 4.00 5.00 4.00 4.00 4.00 (4.40) 5.00 4.43

Is an effective manager overall 4.00 5.00 4.00 4.00 (3.75) (4.40) 5.00 (4.37)

Produces high quality work * * * 5.00 4.00 4.00 4.67 4.60 5.00 4.65

17

Special composites are combinations of questions which were already reported as part of otherskill areas. The second type of composite is made up of questions which do not appear anywhereelse in your Feedback Report. Not all Feedback Reports contain composites.

The following is a list of composites that appear in various Feedback Reports. Check yourspecific report to see which composites are applicable.

The Career Issues Composite is based on research that Personnel Decisions International hasconducted. High ratings (above 4) are positive; this indicates that you are demonstrating the skillsand behaviors which our research shows tend to keep people out of difficulty in the organization.

Your boss’s ratings may be particularly important to you. If your ratings are low (below 3) onthese questions, talk with your boss about his or her concerns. Doing so will give you a cleareridea of how to interpret your ratings.

If your ratings from the other perspectives are low, they deserve attention as well. Low ratings byyour direct reports may signal potential difficulties of which your boss may not yet be aware.

The Creates a Results Oriented Environment Composite gives you a view of how much youdemonstrate behaviors that foster an environment where results are constantly achieved.

The Credibility Composite measures the extent to which you are seen as a credible consultant inyour current position. Credibility involves elements of Thinking and Personal Management skills.Consultants who are seen as credible within the organization are viewed as experts who makesound recommendations and can be trusted both to follow through and to maintain confidences.Credible consultants are able to build strong partnerships with their clients by capitalizing on theirexpertise and trustworthiness to achieve strategic benefits for their clients.

Low ratings (below 3) show that the respondents do not see credible behavior from you, eventhough that may be your intent. High ratings (above 4), especially from your clients, indicate thatthey see a credible consultant.

Composites(if used)

Career Issues

Creates a Results OrientedEnvironment

Credibility

18

The Customer Orientation Composite contains elements of Thinking, Administration,Organizational Influence, and Personal Management Skills. Consultants with a customerorientation demonstrate concern for the organization and the client by producing high qualitywork that maximizes return on investment and exceeds expectations.

Your clients’ ratings may be particularly important to you. If your ratings are low (below 3) onthese questions, talk with your clients about their concerns. Doing so will give you a clearer ideaof how to interpret your ratings. If your ratings from the other perspectives are low, they deserveattention as well. High ratings (above 4), indicate that they see you as customer oriented.

The Empowerment Composite involves elements of the Leadership, Interpersonal,Communication, and Administrative factors. Managers who “empower” their direct reports tendto be effective in all these areas. They build strong teams, develop their people, seek input fromothers, and push decision making to the lowest possible level.

Low ratings (below 3) show that the respondents do not see empowering behavior from you, eventhough that may be your intent. High ratings (above 4), especially from your direct reports,indicate that they see your ways of approaching work and behaving as empowering.

The Relationship Management Composite combines key behaviors related to building andmaintaining effective relationships with your customers.

The Team Leadership Composite gives you a view of how much you use the behaviors associatedwith effective team leadership.

Empowerment

Relationship Management

Team Leadership

Customer Orientation

19

Overall Performance The Overall Performance Composite is a measure of the bottom-line results that you get. Theseratings specifically focus on results rather than the skills you use in achieving the results.

If your ratings on these questions are low, your respondents have concerns about your overallproductivity and effectiveness. Therefore, if any ratings are lower than 3, you should talk withyour boss about his or her concerns before you prepare and/or finalize your Development Plan.

If your ratings on these questions are high (above 4), your respondents generally view you as aneffective employee who gets results. This can be true even if your ratings on some of ThePROFILOR skills were low. The lower skill ratings signal areas of potential difficulty for you.

20

HIGHEST RATINGS

S = SelfBA = Boss ABB = Boss BBC = Boss CDR = Direct ReportsP = Peers/Colleagues

O = OtherAVG = Average

*** Item or skill not scored due to insufficient data

S BA BB BC DR P O AVGRank

Gets work done on time (OverallPerformance Composite) * * * 5.00 5.00 5.00 4.75 4.80 5.00 4.89 1

Readily puts in extra time andeffort (Show Work Commitment) * * * 5.00 5.00 4.00 5.00 4.80 5.00 4.87 2

Knows the job (UseTech./Functional Expertise) 5.00 5.00 5.00 4.00 5.00 4.80 5.00 4.87 3

Sets high personal standards ofperformance (Show WorkCommitment) * * * 5.00 5.00 4.00 4.75 4.60 5.00 4.75 4

Seeks out new work challenges(Show Work Commitment) * * * 5.00 4.00 4.00 5.00 4.60 5.00 4.73 5

Lives up to commitments (CareerIssues Composite) * * * 5.00 4.00 5.00 4.75 4.40 5.00 4.71 6

Gets the job done (OverallPerformance Composite) * * * 5.00 4.00 4.00 4.75 4.60 5.00 4.67 7

Displays a high energy level(Drive for Results) 5.00 5.00 4.00 4.00 4.75 4.60 5.00 4.67 8

Initiates activities without beingasked to do so (Show WorkCommitment) 5.00 5.00 4.00 4.00 5.00 4.60 4.75 4.67 9

Produces high quality work(Overall PerformanceComposite) * * * 5.00 4.00 4.00 4.67 4.60 5.00 4.65 10

21

This section summarizes all of your ratings. The ratings for which you received the highestaverage ratings from the perspectives of others are listed, as are the ratings for which youreceived the lowest average ratings. In addition to the text, each rank is shown.

In the Highest Ratings you can see your strengths through the eyes of others. The Lowest Ratingswill indicate where you have opportunities to improve.

You may find that in some Highest Ratings you rated yourself much lower than others did. Thesemay represent strengths you are not fully aware of.

In some Lowest Ratings you may have rated yourself much higher than others rated you. Thesecould represent blind spots which you may want to investigate further.

Make notes on your own Feedback Report or use the space below.

1. What potential hidden strengths did you find?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

2. What potential blind spots did you identify?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Highest and LowestRatings

22

FOCUS FOR DEVELOPMENT

General Strengths Behaviors

Show Work Commitment Seeks out new work challenges

Initiates activities without being asked to do so

Provide Direction Makes the team mission and strategies clear to others

Fosters the development of a common vision

Lead Courageously Confronts problems early, before they get out of hand

Takes a stand and resolves important issues

NOTE: The above were rated highest by non-self respondents relative to the norm group.

Boss A Perspective

Show Work CommitmentSeeks out new work challenges

Initiates activities without being asked to do so

Motivate OthersAdapts approach to motivate each individual

Rewards people for good performance

Use Tech./Functional ExpertiseIs regarded as an expert

Stays informed about industry practices andnew developments

NOTE: Skills rated most important by 'Boss A' and highest in skillby non-self respondents relative to the norm group.

Self Perspective

Provide DirectionMakes the team mission and strategies clear toothers

Fosters the development of a common vision

Motivate OthersAdapts approach to motivate each individual

Rewards people for good performance

Foster Open CommunicationKeeps people up to date with information

Makes sure that people have no "surprises"

NOTE: Skills rated most important by 'Self' and highest in skill bynon-self respondents relative to the norm group.

23

This section helps you create your Development Plan by identifying your key skill strengths anddevelopment needs as seen by others—the combined perspectives of boss and other feedbackproviders you may have chosen.

This section has two pages, one devoted to strengths, Building on Key Strengths, the other toareas for improvement, Addressing Development Needs.

The General Strengths and General Development Needs identify your highest and lowest ratedskills relative to the norm group. Because your scores are compared with those of the norm group,these represent your competitive strengths and development needs.

The BOSS PERSPECTIVE and SELF PERSPECTIVE identify the skills designated as mostimportant by you and your boss and rated highest and lowest by your respondents relative to thenorm group. If you are receiving feedback from two bosses, there will be a second set of pagesshowing BOSS B PERSPECTIVE, identifying the skills rated most important by Boss B andrated highest and lowest by others.

After each strength is identified, the two behaviors in each skill area which make you effective areshown. For the development areas, the two lowest rated behaviors for each skill are shown. On-the-job development suggestions are included for each development need highlighted.

Key strengths are skills seen as strong by others; development needs can be interpreted in severalways. They may be skill deficits, opportunities for fine-tuning, low priority areas, or behaviorsyou have not demonstrated in the presence of one or more respondent groups.

If, in your Feedback Report, all skills are rated as a 4 or higher, the Focus for Developmentsections specify opportunities for you to fine-tune your skills. If the report contains ratings below4 on skills determined to be important to your job, your improvement in these areas may becritical to your future success.

Since these areas of growth and development are identified relative to the norm group formanagers, they may not be your absolute highest and lowest skills or behaviors. Therefore, it isvery important for you to evaluate the validity of these suggested areas of growth anddevelopment, given what you know about your specific situation and the more complete feedbackyou have received through this process.

The information in this section is the cornerstone of your Development Plan.

Focus for Development

24

DEVELOPMENT SUGGESTIONSAnalyze Issues

DEVELOPMENT OBJECTIVE: Analyzes problems from different points of view

ON-THE-JOB ACTIVITIESIt is critical for you to examine problems and issues from different perspectives. Not only will this improve thequality of your decisions, but it is also likely to increase others’ acceptance of your decisions because you candemonstrate that you have taken their interests and concerns into account.The best approach frequently is to assemble representatives of each point of view (for example, differentfunctions, levels, and so forth) and get their viewpoints firsthand. If that is not possible, try the following:1. List all perspectives/points of view that have a bearing on the issue. Examples may include those ofemployees, customers, managers, suppliers, or the general public. Alternatively, the various perspectives mightbe defined as operations, finance, marketing, legal, and so on.2. Look at the issue from each person’s perspective. Put yourself in their place. How would they define theissue?3. For each alternative you are considering, identify the pros and cons from each perspective. For example, whatwould employees gain and what would they lose? Which alternative would be preferable to them?4. If your ideas appear feasible, present them to a trusted representative of each perspective and ask forfeedback to see if you are on the right track.

25

Individuals often have difficulty thinking of on-the-job developmental activities. To get youstarted, your Feedback Report contains Development Suggestions for addressing your specificobjectives (see sample on facing page).

The suggestions for each development objective includes on-the-job activities. Not all of thesuggestions may be appropriate for your situation. Some may be too fundamental in nature.Others may be inappropriate for your level. If you are like most individuals, however, you willprobably find that several of the suggestions can be incorporated directly into your DevelopmentPlan or included with slight modifications. You may also think of other ideas for developmentwhen reviewing the suggestions, or you may want to refer to the Successful Manager’sHandbook.

To achieve your goal of continued growth and development, target your specific developmentobjectives and formulate concrete action plans to meet them.

Development Suggestions

26

Strategizing a Plan for Development

Now that you have reviewed your Feedback Report, the next step is to formulate your personalstrategy for self-development.

The Development FIRST model gives you five simple steps that can drive your development andestablish a cycle of continuous learning.

Complete the Plan for Development exercises on the following pages to help you decide whatneeds to go in your Development Plan.

27

Setting Goals To understand your goals, think about what is important to you at work and in the rest of yourlife. Write down some of your goals and the skills you will need to reach them.

People succeed because of what they do well. You can enhance your effectiveness by using yourstrengths to greater advantage on your current job. Your feedback has helped you identifystrengths from the perspectives of others in your organization. Select one or two of your mostimportant strengths for greater use. To help make the choice, write a strength you could use ineach of the following areas:

Benefit your organization:

______________________________________________________________________________

Enable you to more readily accomplish your objectives for this year:

______________________________________________________________________________

Increase your satisfaction in your current job:

_______________________________________________________________________________

Prepare you for your next position:

______________________________________________________________________________

Help you develop one of your weaker areas:

______________________________________________________________________________

Using your Strengths

28

Addressing development needs is an obvious way to improve your overall effectiveness. Yourfeedback helped you identify development needs from the perspectives of others in yourorganization. Select one or two of your development needs. To help make the choice, use thespaces below:

To do all aspects of my job well, I need to be better at

_____________________________________________________________________________.

If I were better at ______________________________________________________________,I would excel relative to my peers.

If I improved __________________________________________________________________,I would fix an ongoing problem.

Before receiving my feedback, I was not aware that I needed to improve

_____________________________________________________________________________.

I have been told more than once that I could improve

________________________________________________________________________________.

Use your feedback to determine gaps between your current capabilities and what you need in thefuture. Think through where you and your organization will be five years from now. Answer thefollowing questions:

In the future, my organization will need people who are good at

____________________________________________________________________________.

In my next likely role, I will need to be good at

_____________________________________________________________________________________.

By improving my ability to _______________________________________________________,I will be better able to meet future demands.

Closing the Gaps

Investing in the Future

29

The feedback interpretation exercises and the plan for development exercises were designed toassist you in identifying the critical things on which you need to focus. Using the insight youhave gained, list the one or two Targeted Strengths and the one or two Targeted DevelopmentNeeds that will go in your Development Plan. In most cases, the specific objectives will be abehavior rated in your Feedback Report. Research shows that improvement happens at thebehavioral level. That’s where your focus should be.

In many cases, you may find that your objectives (or specific behaviors) all come from the sametarget area. For example, your feedback may have shown a number of behaviors under“Understand Customer Needs” that you need to improve. All of your targeted developmentneeds, then, would be “Understand Customer Needs,” while your two objectives might be thebehaviors “Understand the customer's current requirements” and “Anticipate the customer'sfuture needs.”

It is important to focus your development efforts on priority areas where change would be mostbeneficial. Remember, the Development FIRST model is a cycle. Once you have transferredlearning into next steps, cycle back to the beginning to focus on your next priority. Fill in yourTargets and Objectives, then proceed to the next section.

Strengths Targeted: Objectives (specific behaviors):

1. 1.

2. 2.

Development Needs Targeted: Objectives (specific behaviors):

1. 1.

2. 2.

Plan for Development

30

Beginning a Plan for Development

Refer to the sample Development Plan found on pages 32 and 33 in this guide. You may want touse the development plan worksheets found on pages 34 and 35 to capture your preliminary ideas.The following information walks you through completing Steps 1 through 4.

Fill in the priorities you targeted from the previous section for both strengths and developmentneeds. Also write in your specific objectives.

Building on Strengths

Examine each of the objectives you have selected and formulate specific action plans to meetthem. Be creative in the formulation of your plan. Ask yourself:

• What do I need to know to broaden my use of this skill?• What complementary skills would develop the use of

this skill?• What can I do to use this skill differently?

Below are examples of action plans for better use of a strength in a current job. Suppose yourobjective is to promote even greater teamwork among groups. In this case, action plans mightinclude:

• Visit companies known for teamwork and find out whatthey do.

• Teach team members to ask for feedback from othersso they can solve potential problems early.

• Do cross-functional or multi-team building.• Coach team members on ways to work with other teams.

Record your plans for each objective in the Action Plans column of your Development Plan.

Addressing Development Needs

You have determined specific behaviors you want to develop or do more frequently. Thinkingthrough why you need to develop in those areas will help you create an action plan. Is it a needbecause:

• You need to learn a skill?• You need to brush up on a rusty skill?• You only have problems in certain situations or with

certain people?• You aren’t putting a high enough priority on the skill?

Your Development Plan should include a series of smaller steps that lead to each objective.Examine each of the objectives you have selected and determine how you could break each intosmaller action steps. Specific action steps like this are easier to track, and they allow you to feelencouraged when you meet them.

STEP 1:Strengths and DevelopmentNeeds Targeted

STEP 2:Formulate Action Plans

31

Make sure that in formulating your action plans you use the whole range of developmentopportunities available to you.

1. Identify stretch assignments. You can improve your skills by taking on new assignments.These assignments might include:

• Managing new projects.• Representing your boss at organizational functions.• Making presentations to groups.• Taking on special assignments or certain items generated in meetings.• Volunteering to lead a task force or committee.

2. Ask for feedback and ideas from others. You can then get ideas from them for yourDevelopment Plan.

3. “Model” others who are competent in a skill. Watch them in action or ask them how theyhandle certain situations. Try some of these ideas yourself for a while and see if they work foryou.

4. Contact your local Human Resources or Training and Development representative formore information on other developmental opportunities that might be available to you.

Record your action plans in the Action Plans column of your Development Plan.

Your chances of success will be much greater if you involve others actively in your DevelopmentPlan.

Share your Development Plan with your boss. In particular, he or she may be helpful in providingongoing feedback, coaching suggestions, or access to needed developmental opportunities. Toprepare for your discussion, determine the specific ways you think your boss could help you onyour objectives.

Since your internal colleagues and/or direct reports probably see you most frequently, they can doa lot to help. They can provide feedback and ideas. You are encouraged to share some or all ofyour results with them and let them know your specific development goals.

To realize your development objectives, you need support and guidance from others. For each ofyour action plans, determine who could help you make progress.

Record the names of people you have identified and the ways in which they can help you in theInvolvement of Others column of your Development Plan.

Target completion dates for each action plan to make steady progress toward your objectives.Examine each action plan to decide what kind of target date you would like to use; then manageyour action plans toward your objectives within the specified time frame.

Record your target date for completion of each objective in the Target Dates column of yourDevelopment Plan.

STEP 3:Involve Others

STEP 4:Establish Target Dates

32

BUILDING ON STRENGTHS - SAMPLEPlease record the strengths you have chosen for greater utilization, your specific objectives andaction plans, the involvement of others you require, and your target date for completion.

Foster Teamwork

Coach and Develop

Objective� Increase my skill in identifying

strengths and development needs.

Analyze Issues

Objective� Coach others to understand

complex concepts andrelationships.

Objective� Involve others more in

shaping plans.

� Promote teamwork amonggroups

1. Conduct a debriefing with customer focus teamto find if I've missed anyone necessary to thediscussion on new quality standards.

2. Keep a list, based on findings, of interestedpeople to be involved in discussions. (If I don'tunderstand why someone should be included, I'lltalk with them).

3. Each time I meet with my staff, ask aboutproblems in coordination with other groups.

4. Develop and conduct study to determineteamwork issues among groups; feed backinformation to team.

1. Volunteer to be trained as an assessor for in-house development centers.

2. Participate in training for assessment.

3. Serve as an assessor in two centers.

4. Use assessment skills with my own staff forcareer development discussions.

1. Give feedback to staff that this is a developmentneed for them.

2. Agree to work with them on this. If anyone doesnot see the need, have that person track theeffect.

3. Have them present their analysis of issues to me,including factors involved, possibleconsequences, alternative views, and anticipatedside effects.

4. Give positive reinforcement of improvements.

customer focus team

none

staff

H.R. person, staff,team leaders

boss

assessment staff

boss

staff

Sara and James

James and/or Sara

Sara and James

Sara and James

7/15

7/15

ongoing;evaluatequarterly

10/15

7/1

8/15

Sept.-Dec.

Nov.-Dec

7/20

8/1

ongoing;evaluatequarterly

ongoing;evaluatequarterly

STEP 1: STEP 2: STEP 3: STEP 4:

Strengths Targeted Action Plans Involvement of others Targeted dates

STRENGTH:

STRENGTH:

STRENGTH:

33

ADDRESSING DEVELOPMENT NEEDS - SAMPLEPlease record the development needs you have chosen for improvement, your specific objectives andaction plans, the involvement of others you require, and your target date for completion.

Display Organizational Savvy

Objective� Know what battles are worth

fighting

Leverage Networks

Objective� Establish networks with people

in the industry.

Empowerment

Objective� Increase the latitude I give

others to manage their responsi-bilities.

� Empower others with moreauthority.

1. Ask for feedback about when I have misjudgedthis: What did I do? What were theconsequences?

2. Identify when others are telling me (verbally ornon-verbally) that I'm pushing too hard. Stopand check if the issue is that important.

3. Ask my boss or peer to strategize with me todevelop a less alienating way to have my pointheard.

4. Identify issues where I should simply back off.

1. Talk with boss about best industryorganizations.

2. Determine how to get involved in theorganization.

3. Identify ways in which that involvement can beuseful.

4. Use network to bring in information and pointsof view from others outside the company.

1. Shadow managers known for empoweringothers.

2. Based on those observations, ask for additionalfeedback from direct reports.

3. Listen to tape on delegation.

4. Determine three things I can do differently.

5. Ask for feedback after I have begunimplementing changes.

boss, trusted peer

none

boss, peer

none

boss

boss, othermembers

other members

industryorganizations

peers/colleagues

direct reports

none

direct reports

direct reports

8/15

ongoing

ongoing

ongoing;evaluatequarterly

7/1

1/30

1/30

ongoing;evaluatequarterly

8/15

9/15

9/15

9/15

10/15

STEP 1: STEP 2: STEP 3: STEP 4:

Development Needs Targeted Action Plans Involvement of others Targeted dates

DEVELOPMENT NEED:

DEVELOPMENT NEED:

DEVELOPMENT NEED:

34

BUILDING ON STRENGTHSPlease record the strengths you have chosen for greater utilization, your specific objectives andaction plans, the involvement of others you require, and your target date for completion.

Objective

Objective

Objective

STEP 1: STEP 2: STEP 3: STEP 4:

Strengths Targeted Action Plans Involvement of others Targeted dates

STRENGTH:

STRENGTH:

STRENGTH:

35

ADDRESSING DEVELOPMENT NEEDSPlease record the development needs you have chosen for improvement, your specific objectives andaction plans, the involvement of others you require, and your target date for completion.

Objective

Objective

Objective

STEP 1: STEP 2: STEP 3: STEP 4:

Development Needs Targeted Action Plans Involvement of others Targeted dates

DEVELOPMENT NEED:

DEVELOPMENT NEED:

DEVELOPMENT NEED:

36

If you have questions about your PROFILOR Feedback Report, please contact:

Personnel Decisions InternationalProduct Operations2000 Plaza VII Tower45 South Seventh StreetMinneapolis, MN 55402-1608612/339-0927 or 800/400-1121 (U.S. only)

In Europe contact:

Product OperationsPersonnel Decisions International EuropeGulledelle 961200 Brussels, Belgium

TEL: 32.2.777.70.50FAX: 32.2.777.70.55

For more information on other products and services, please call PDI’s Client Relations,800/633-4410 (U.S. only).