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This Report is a product of PDA International. PDA

International is the leading provider of applied

behavioral assessments for the selection,

management and development of talent.

PDA 360°

FEEDBACK

PDA International ®

Brittany Test

Phone +1 902 444 9301

[email protected]

www.pdainternational.net

PDA 360° Feedback Report of Brittany Test

The PDA 360° Feedback is a quantitative-qualitative assessment of the competencies

—skills, behaviours and attitudes— required for a particular position. This assessment

included input from the assessee (you) and a group of assessors (co-workers,

collaborators, supervisors, etc.), who were specially selected to provide their opinions

and comments on your demonstration of the competencies assessed.

This report provides access to different views of the results (graphs, tables, gap

analysis) from the assessment process carried out to help you identify your strengths

and opportunity aresas in the competencies analysed.

The quantitative data is based on the numerical scores provided by the assessee and by

third parties with regard to each competency. The scores, in turn, are based on the

Likert scale, which consists of a series of statements and allows the assessor to

indicate to what extent they agree or disagree with the statements. The PDA 360°

Feedback outlines the competencies required and makes it possible to assess whether

that competency represents an opportunity for improvement, requires a little or a lot of

effort, or is a strength.

The PDA 360° Feedback Report does not identify individual numeric responses. This is

because anonymity and confidentiality encourage assessors to provide sincere

feedback.

The qualitative data corresponds to the comments and observations that each

assessor made about the competencies analysed in the PDA 360° Feedback. This

allows the assessors to share their views with you freely, in order to help you with your

development. The constructive comments shared by the assessors are intended to

expand on the numeric scores by providing specific feedback about each competency.

Although this section of the PDA 360° Feedback Report is comprised of texts that

describe other people's perspectives, reading them with an open mind will help you

take advantage of all the content provided by your assessors. Therefore, try to read and

interpret the information with an open mind and a positive attitude, remembering that

the comments have been made to help you with your performance and growth.

We invite you to read your PDA 360° Feedback Report and reflect on your results using

the guides that are included in each section.

Introduction

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Definition of the competencies

assessed

This section contains a list with the definitions and descriptions of the competencies that the

organisation selected to assess your performance. By competency, we mean the aptitude a person

has to do something. “A competency is an effective work style, in accordance with the criteria and

specifications included in a standard, where the defining characteristics of the quality and value of the

work products or results are defined” (Basoredo, 2013).

Big-Picture View of the Business

The ability to identify business opportunities and the processes that

add value to the business, with a genuine orientation toward

financial results. It implies having the skill to assess the impact that

different options, policies and procedures can have on the

business and being able to identify key issues in complex situations.

1Market-Oriented

The ability to understand the dynamics of the market in which

business is being conducted. It implies understanding competitive

strengths in the market, including the strategies used by the

competition to achieve competitive business positioning and

offering added value to the customer.

2Customer-Oriented

The ability to understand and manage relationships with internal

customers, promoting and maintaining a solid network of

customers and associations. It implies the assurance that the

organization/department will honor its business commitments by

providing high-quality products and services.

3Strategic Thinking

The ability to identify relationships between situations that are not

clearly connected to each other and to build strategies or models;

to maintain a big-picture view and identify key issues in complex

situations. It includes the use of creative or conceptual reasoning.4



Results-Oriented

The concern to establish, accept and achieve challenging goals. It

implies striving to improve/exceed one's own past performance

standards, as well as those of others, or to achieve what nobody

else has, without giving up when faced with difficulties.5Operating Skills

It implies the skill to turn strategy into specific objectives and action

plans, while ensuring the organization/department adheres to

procedures and effectively minimizing risk. Clearly assigns

responsibility and authority.6Innovation

It implies creating something different or ground-breaking. Doing

something new that improves one's own performance or that of

others.7Initiative

This is the inclination to act in a proactive manner; it implies

pursuing new opportunities and better ways to do things or solve

problems.8Inclination toward Quality of Products and Projects

It is acting to ensure the highest quality standards around. It is

reflected in the constant assessment of information reflecting how

the work is being done. It implies insistence that roles and duties be

impeccably coordinated.9



Political Sensitivity

The skill to understand, interpret and participate in the power

relationships of the company or other organizations. Understands

and manages relationships with internal customers to identify key

people who could solve problems during a certain time or in a

certain situation. Has the ability to communicate and ensure that

actions and procedures are understood internally.

10

Impact and Influence

It implies the intent to persuade, convince or influence others in

support of one's own plans. It implies the desire to produce a

certain impact on people who might affect plans, to create a

certain impression on them or ensure that they do things as

desired.

11Developing Others

It implies a genuine effort to support the development,

involvement and training of others, backed by an appropriate

analysis of their needs with the organizational context in mind. It is

not about routinely having people attend training classes or

programs, but rather a systematic effort to develop others

according to those needs.

12

Leadership

The capacity to lead work groups or teams toward the attainment

of common objectives. It implies the ability to lead others.13



People Management

This implies the appropriate and effective use of authority

conferred through a position to gain the commitment of others in

order to make them do what is needed to benefit the organization.

It implies providing adequate direction in some cases and holding

people accountable for their performance within the organization,

as well as confrontation, when necessary.

14

Interpersonal Sensitivity

The capacity to interpret and understand the thoughts, behaviors,

feelings and concerns of people (peers, direct subordinates or

supervisors) expressed verbally and non-verbally. It implies having

empathy and observation skills.15Teamwork and Cooperation

It implies working in cooperation with others, being part of a team,

working together and having a genuine interest in others, as

opposed to working individually or competitively. It is the desire to

participate and make others participate in a shared vision.

Someone with this competency will be able to assemble

high-performance work teams and help others through trust,

delegation, participation and coaching.

16

Flexibility

The capacity to adapt and work effectively with diverse groups in

different situations. The person who has this competency will be

able to understand and value different positions or opposing points

of view, will adapt his/her own focus as demanded by changing

situations and will promote changes imposed by the organization

or the responsibilities of the position.

17



Business Skills

The capacity to close difficult deals, establish long-term and

mutually beneficial alliances and business partnerships. It implies

identifying with the other side's interests, knowing how to

communicate in a timely manner and identifying common areas to

produce win-win agreements. It requires the capacity to control

emotions in favor of negotiations.

18

Pursuit of Information

The desire and curiosity to know more about issues, matters or

people related to the function, recognizing and respecting

confidentiality of some data which might be of interest. It implies

going beyond asking purely routine or normal workday questions. It

equally implies searching in depth or pressing for more precise

information, in order to resolve variances by questioning and

looking around for opportunities or information that may be useful

in the future.

19

Self-Control

The capacity to stay calm and in control when facing difficult

situations in order to achieve personal or organizational objectives.

It implies the ability to handle constant stress with energy and

motivation.20Self-Confidence

The assurance/knowledge that one is capable of doing a good job,

completing the assigned mission with the appropriate focus – for

the role and the organization – in order to overcome problems.

This includes tackling new and growing challenges with an attitude

of confidence in one's own skills, decisions and points of view.

21Communication

The capacity to generate and share assertive, timely and two-way

communication, adapting verbal and non-verbal language for

different audiences, in order to attain established objectives.22......................................................................................................www.pdainternational.net 8


Problem-Solving

The ability to identify and analyze relevant information, reach

conclusions, assess the impact and make subsequent decisions

based on the established alternatives.23Planning

The ability to define objectives, establish the most appropriate

actions and resources to assist in achieving them, with follow-up

and control of results, as well as the enforcement of appropriate

corrective measures when needed. // The capacity to determine

business goals and priorities, dictating action, deadlines and

required resources.

24



Key competencies for success

At the beginning of the assessment, each assessor was asked to indicate the three competencies that,

in their judgement, are the most important for the successful performance of your role. The

competencies that received the highest scores are those that are considered key.

Therefore, in this section, you will be able to see the competencies that you and your assessors have

scored as key for the successful performance of your role. The scores are determined by a simple

sum: in other words, if a competency has a 4 in the peer column, this means that 4 peers consider

this competency to be essential to your role.

The following table shows the competencies according to the scores they received (starting with the

highest) and according to the category of the assessor.

Collaborator Peer Self Assessment

Big-Picture View of the Business 0 0 1

Business Skills 0 0 0

Communication 0 1 0

Customer-Oriented 0 0 1

Developing Others 0 0 0

Flexibility 0 0 0

Impact and Influence 1 0 0

Inclination toward Quality of Products and Proje 0 0 0

Initiative 0 0 1

Innovation 0 0 0

Interpersonal Sensitivity 0 0 0

Leadership 1 0 0

Market-Oriented 0 1 0

Operating Skills 0 0 0

People Management 0 0 0

Planning 0 0 0

Political Sensitivity 0 0 0




Problem-Solving 0 0 0

Pursuit of Information 0 0 0

Results-Oriented 1 1 0

Self-Confidence 0 0 0

Self-Control 0 0 0

Strategic Thinking 0 0 0

Teamwork and Cooperation 0 0 0



Question guide

After seeing your results, reflect:

Does my assessment of the key competencies line up with the opinions of my assessors?

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If there are any differences, what do I think accounts for them?

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What are the three key competencies for the successful performance of my role?

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Key competencies for success



During the PDA 360° Feedback Assessment, you scored to what degree you display each one of the

competencies selected by your organisation. In this section, you will find a graph that allows you to

see how you perceive your development in each competency.

The competencies with the highest percentages are those that you consider your strengths, while

those with the lowest percentages represent your opportunities for improvement or attributes to

develop.

Self-assessment



Question guide


What is my interpretation of the graph?

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Do any of the results surprise me?

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Are my lowest scores related in any way to my current work challenges?

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Self-assessment



Average of assessments received

This section contains the average of the results of the assessments received, including all the assessor

categories (collaborator, co-worker, leader, etc.). The average offers a general view of how the

assessors perceive your performance in each one of the observable competencies scored.



Question guide


What are the competencies with the highest and lowest scores?

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Are the results of the others' assessments surprising to me or was I aware of their perceptions?

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Average of assessments received



My scores in relation to the

average of the assessments

This section contains a graph where you can see the self-assessment scores and the average of the

assessments you received. The lines on the graph will allow you to identify the different assessments,

while also making it possible to see the gaps between them.



Question guide


Do the assessments I received differ from my self-assessment? If so, how?

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Where do the greatest differences appear?

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Do I see any significant relationships? For example, do the highest and lowest competencies

coincide?

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average of the assessments




expected values

When indicating which competencies are required for successful performance in your position, your

organisation also indicated to what degree you would have to demonstrate them in order to achieve

that success.

The first part of this section contains a graph that includes the scores of the self-assessment

compared with the scores required by the company. In each competency, you can see the difference

between your self-perception and what is expected by the organisation.



The second part of this section provides a table with the values that the organisation indicated as

required for successful performance in your position compared with your self-assessment. This table

will allow you to quickly identify your status in each competency with regard to what is expected. The

colour shown in the "gap" column indicates whether your self-assessment does not meet, meets or

exceeds what is expected.

Self-assessment Expected Gap

Big-Picture View of the Business 50 75

Market-Oriented 25 75

Customer-Oriented 100 75

Strategic Thinking 75 75

Results-Oriented 50 75

Operating Skills 25 75

Innovation 25 75

Initiative 75 75

Inclination toward Quality of Products and Projects 75 75

Political Sensitivity 50 75

Impact and Influence 75 75

Developing Others 25 75

Leadership 25 75

People Management 25 75

Interpersonal Sensitivity 50 75

Teamwork and Cooperation 50 75

Flexibility 100 75

Business Skills 75 75

Pursuit of Information 75 75

Self-Control 50 75

Self-Confidence 100 75

Communication 75 75

Problem-Solving 75 75

Planning 50 75



The self-assessment exceeds expectations.

The self-assessment meets expectations.

The self-assessment does not meet expectations.



Question guide


What are the competencies that I underestimated in terms of their priority for the organisation?

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What are the competencies that I overestimated in terms of their priority for the organisation?

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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

What significant gaps do I see and what do I think they are due to?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


expected values



Average of assessments in relation

to the expected values

When indicating which competencies are required for successful performance in your position, your

organisation also indicated to what degree you would have to demonstrate them in order to achieve

that success.

The first part of this section contains a graph with the values that the organisation indicated as

required for successful performance in your position compared with the scores given by your

assessors.



The second part of this section provides a table with the values that the organisation indicated as

required for successful performance in your position compared with the scores given by your

assessors. This table will allow you to quickly identify your status in each competency with regard to

what is expected. The colour shown in the "gap" column indicates whether your self-assessment

does not meet, meets or exceeds what is expected.

Average of assessments

receivedExpected Gap







Innovation 62 75

Initiative 75 75



Impact and Influence 75 75


Leadership 62 75


Interpersonal Sensitivity 75 75

Teamwork and Cooperation 75 75

Flexibility 100 75


Pursuit of Information 75 75

Self-Control 75 75


Communication 100 75


Planning 50 75



The average of the assessments received exceeds expectations.

The average of the assessments received meets expectations.

The average of the assessments received does not meet expectations.



Question guide


Which of the competencies analysed were assessed by the others as lower than the expectations of

the organisation?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Which of the competencies analysed were assessed by the others as higher than the expectations of

the organisation?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Average of assessments in relation

to the expected values



Detailed analysis by competency

This section contains a detailed analysis —competency by competency— of the self-assessment and

the different assessments received. In each competency, you will find a horizontal bar with the

percentage given by each group of assessors (leader, peer, etc.) and in the self-assessment.

In addition to offering a comparison between self-perception and the perception of the assessors, this

section differentiates between groups of assessors, which provides specific information about where

the assessments came from and, therefore, will allow you to properly analyse and take appropriate

actions, if necessary.

Big-Picture View of the Business................................................................................................................................................

Self Assessment

Collaborator

Peer

Market-Oriented................................................................................................................................................

Self Assessment

Collaborator

Peer

Customer-Oriented................................................................................................................................................

Self Assessment

Collaborator

Peer



Strategic Thinking................................................................................................................................................

Self Assessment

Collaborator

Peer

Results-Oriented................................................................................................................................................

Self Assessment

Collaborator

Peer

Operating Skills................................................................................................................................................

Self Assessment

Collaborator

Peer

Innovation................................................................................................................................................

Self Assessment

Collaborator

Peer

Initiative................................................................................................................................................

Self Assessment

Collaborator

Peer



Inclination toward Quality of Products and Projects................................................................................................................................................

Self Assessment

Collaborator

Peer

Political Sensitivity................................................................................................................................................

Self Assessment

Collaborator

Peer

Impact and Influence................................................................................................................................................

Self Assessment

Collaborator

Peer

Developing Others................................................................................................................................................

Self Assessment

Collaborator

Peer

Leadership................................................................................................................................................

Self Assessment

Collaborator

Peer



People Management................................................................................................................................................

Self Assessment

Collaborator

Peer

Interpersonal Sensitivity................................................................................................................................................

Self Assessment

Collaborator

Peer

Teamwork and Cooperation................................................................................................................................................

Self Assessment

Collaborator

Peer

Flexibility................................................................................................................................................

Self Assessment

Collaborator

Peer

Business Skills................................................................................................................................................

Self Assessment

Collaborator

Peer



Pursuit of Information................................................................................................................................................

Self Assessment

Collaborator

Peer

Self-Control................................................................................................................................................

Self Assessment

Collaborator

Peer

Self-Confidence................................................................................................................................................

Self Assessment

Collaborator

Peer

Communication................................................................................................................................................

Self Assessment

Collaborator

Peer

Problem-Solving................................................................................................................................................

Self Assessment

Collaborator

Peer



Planning................................................................................................................................................

Self Assessment

Collaborator

Peer



Question guide


Which competencies show a significant gap between my self-assessment and the assessments given

by my assessors?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Detailed analysis by competency



This section allows you to identify the most significant differences between the self-assessment and

the average of the assessments received and the highlighted competencies.

Greatest gaps between

assessments

Identification of greatest distances

The following table shows the competencies with the greatest gaps between the self-assessment

and the average of all the assessments received.


receivedSelf-assessment






Innovation 62 25

Leadership 62 25

Competencies that received the highest scores

The following table shows the competencies that were assessed as the highest by the others and

compares them with your self-assessment.






Flexibility 100 100


Communication 100 75




Competencies that received the lowest scores

The following table shows the competencies that were assessed as the lowest by the others and

compares them with your self-assessment.




Planning 50 50


Innovation 62 25

Leadership 62 25





Question guide


What are my strongest competencies?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

How do these competencies relate to the needs of the organisation?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

What are my weakest competencies?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

How do these competencies relate to the needs of the organisation?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Greatest gaps between

assessments



Analysis of gaps by competency

The purpose of this section is to show the gap between the self-assessment score in each

competency and the average score given by the assessors. A score below 0 (zero) indicates that the

self-assessment score is higher than the score given by others, whereas a score above 0 indicates that

the assessors' score was higher than the self-assessment score.

Identifying these differences in the perception of how much you demonstrate the competencies will

allow you to better understand your strengths and opportunities for development.

Reference

Self-assessment higher than assessment by others by more than 50%

Self-assessment higher than assessment by others by between 15% and 50%

Self-assessment similar to assessment by others

Self-assessment lower than assessment by others by more than 50%

Self-assessment lower than assessment by others by between 15% and 50%

.................................................................................................................................................



Question guide


In which competencies do I find the greatest differences between how I was assessed and my

self-assessment?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Why do I think these differences exist?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Analysis of gaps by competency



Gaps between all the assessments

In this section, you will be able to see the breakdown —in numbers— of all the assessments

completed. The table displays the highlighted items to offer you a different view of your results.


Big-Picture View of the Business [100]* 50* 50*

Business Skills [100]* (25)* 75*

Communication [100] [100] 75

Customer-Oriented [100] [100] [100]

Developing Others [100]* 75* (25)*

Flexibility [100] [100] [100]

Impact and Influence [100]* 50* 75

Inclination toward Quality of Products and Proje [100] [100] 75

Initiative [100]* 50* 75

Innovation [100]* (25)* (25)*

Interpersonal Sensitivity (50)* [100]* 50*

Leadership [100]* (25)* (25)*

Market-Oriented [100]* 50* (25)*

Operating Skills [100]* 50* (25)*

People Management [100]* 50* (25)*

Planning (50) 50 50

Political Sensitivity (50) 50 50

Problem-Solving [100] [100] 75

Pursuit of Information [100]* 50* 75

Results-Oriented [100]* [100]* 50*

Self-Confidence [100] [100] [100]

Self-Control [100]* 50* 50*

Strategic Thinking [100]* (25)* 75*

Teamwork and Cooperation [100]* 50* 50*



The three items with the highest scores from each group of assessors appear between brackets and highlighted in

green.

The three items with the lowest scores from each group of assessors appear between parentheses and highlighted in

red.

An asterisk next to an item indicates a gap of 30 or more points between one of the assessments (self-assessment or

assessment by other people).



In this section, in accordance with the results provided by the PDA Assessment, you can compare

which competencies require more or less effort on your part, based on your natural profile, with the

information of all the assessments received. This section will allow you to see if the competencies

that you naturally possess are being exploited and what level of effort they require from you.

My natural profile in relation to the

assessments received

The competencies are distributed by quadrant based on their compatibility with your behavioural

profile and your assessors' observations. The graph below explains what each quadrant represents.

The natural profile describes the repertoire of behaviours that the individual usually displays in situations, no matter

the impact the environment has on them. Although our usual behaviours can change, this profile maintains some

aspects throughout time.



The following matrix represents your results



Natural Profile Collaborator Peer Average

Big-Picture View of the Business 83 100 50 75

Business Skills 90 100 25 62

Communication 85 100 100 100

Customer-Oriented 71 100 100 100

Developing Others 54 100 75 87

Flexibility 37 100 100 100

Impact and Influence 94 100 50 75

Inclination toward Quality of Products and Proje 59 100 100 100

Initiative 100 100 50 75

Innovation 92 100 25 62

Interpersonal Sensitivity 65 50 100 75

Leadership 95 100 25 62

Market-Oriented 95 100 50 75

Operating Skills 67 100 50 75

People Management 100 100 50 75

Planning 61 50 50 50

Political Sensitivity 65 50 50 50

Problem-Solving 93 100 100 100

Pursuit of Information 81 100 50 75

Results-Oriented 98 100 100 100

Self-Confidence 100 100 100 100

Self-Control 23 100 50 75

Strategic Thinking 94 100 25 62

Teamwork and Cooperation 34 100 50 75



Question guide


What differences do I see between my natural profile and my self-assessment? What conclusions can

I draw?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

What differences do I see between my natural profile and the assessments received? What

conclusions can I draw?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

My natural profile in relation to the




My role profile in relation to the


In this section, in accordance with the results provided by the PDA Assessment, you can observe the

comparison of the competencies that require more or less effort on your part, based on your role

profile, with the information of all the assessments received. This section will allow you to see the

competencies that are being exploited and what level of effort they require from you.

The competencies are distributed by quadrant based on their compatibility with your behavioural

profile and your assessors' observations. The graph below explains what each quadrant represents.

The role profile shows the adjustments the individual is making to adapt to the needs they perceive from the

environment. Since labour conditions are subject to change, the role profile -in contrast to the natural profile- is more

fluctuating in time.



The following matrix represents your results



Role Profile Collaborator Peer Average

Big-Picture View of the Business 81 100 50 75

Business Skills 90 100 25 62

Communication 85 100 100 100

Customer-Oriented 78 100 100 100

Developing Others 54 100 75 87

Flexibility 27 100 100 100

Impact and Influence 94 100 50 75

Inclination toward Quality of Products and Proje 49 100 100 100

Initiative 92 100 50 75

Innovation 81 100 25 62

Interpersonal Sensitivity 68 50 100 75

Leadership 90 100 25 62

Market-Oriented 91 100 50 75

Operating Skills 60 100 50 75

People Management 98 100 50 75

Planning 57 50 50 50

Political Sensitivity 61 50 50 50

Problem-Solving 88 100 100 100

Pursuit of Information 73 100 50 75

Results-Oriented 90 100 100 100

Self-Confidence 100 100 100 100

Self-Control 29 100 50 75

Strategic Thinking 90 100 25 62

Teamwork and Cooperation 32 100 50 75



My role profile in relation to the


Question guide


In which quadrant do I find more and less competencies? Why do I think this happens?

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What differences do I see between my role profile and the assessments received? What conclusions

can I draw?

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This section contains the comments and observations made by the assessors. This information is very

useful and will help you to understand why you were given the scores you received.

As explained during the PDA 360° Feedback Assessment, your assessors made observations with a

constructive approach. This means that they took the time to think about your performance in each

one of the competencies assessed and what adjustments you could make that would help you to

improve in your role. Therefore, while you have probably read the other sections of this report with an

open mind, it is important to remember that your assessors' comments were made with the goal of

helping you in your development. Accepting the following suggestions with an open and positive

attitude —instead of a reactive and defensive one— will help you reach your professional goals.

Comments and Observations

General................................................................................................................................................

Brittany is excellent at working hard at landing new business and driving results in new and existing

accounts. She is exceedingly courageous in risk-taking, and despite the big stakes and business

start-up problems, she goes for it, and due to her talent and confidence and high abilities,

overcomes. I think that Brittany could benefit from focusing on helping others, and exhibiting more

steady empathy for others, within reason, (though she does these things already very well). Brittany

would also benefit from doing more long-term planning, but she is certainly excellent at the overall

strategic, and tactical / contingency planning. Brittany is an excellent person to work with, I enjoy

learning from her and interacting with her, and have immense respect for her. I believe that she

wants the best for others that she works with and cares about, I am blessed by my association with

her, and I know that Brittany will excel in her business and career growth with PDA.

•

This is where I would leave a comment, personally I think you are great, you can always do better

though :-)

•

Big-Picture View of the Business................................................................................................................................................

Brittany tends to focus on peppermint whereas there are a range of other oils that could also be

used and who are feeling left out.

•



Development plan

The goal of this section is to help you think about concrete actions for improvement based on the

analysis of the feedback received. To complete this section, we recommend using the responses you

provided throughout this report to guide your reflections.

PART 1: QUESTIONS FOR REFLECTION

How do my scores compare with those given by my assessors?

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How do the scores given by the different groups of assessors compare to each other?

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Are there areas where one group gave me consistently lower scores than the others?

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Are there areas where one group gave me consistently higher scores than the others?

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PART 2: PLAN FOR IMPROVEMENT

GOAL (What is that I want to achieve?)

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BENEFITS (What will I obtain by reaching that goal?)

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STEPS TO ACHIEVE THAT GOAL (What must I do to achieve that goal?)

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DEADLINES ESTABLISHED (When am I going to take these actions?)

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POSSIBLE OBSTACLES (What might interfere with me achieving this goal?)

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POSSIBLE SOLUTIONS (How am I going to eliminate obstacles in my path?)

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METHOD FOR MONITORING MY PROGRESS (How will I know I am making progress?)

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pda 360° feedback - pdaweb-dbdd.kxcdn.com · pda 360° feedback report of brittany test the pda...

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