General: Sales Manager Development Report with Competency Feedback for Suzanne Example 11/1/2009 Questions? Call Employee Selection & Development Inc. at (800) 947-5678.
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Introduction |
Reading Your Report |
Your Ability Results |
The Model |
Your ASSESS Results |
Development Suggestions |
Action Planning: Using Your ASSESS Results for Career Development |
Graphic Profile |
PDF Report |
Copyright © 1998-2006 Bigby, Havis & Associates, Inc. and David G. Bigby, Ph.D. All rights reserved. This is a complimentary report. |
Norms used for this report: US General
Norm |
Overview of Your Development Report The first section of this report presents your Competency Model and feedback on your ASSESS results. These results will be interpreted in terms of how your personality and abilities may help or hinder the development or display of each competency. Next, specific development suggestions are provided to help you develop in the areas highlighted by ASSESS. Finally, the last section of the report provides you with a framework for setting goals and creating a development action plan. Who Should See This Report This report has been written for your personal use. We hope it will help you to think about and plan for your career development. You may want to share all or parts of this report with others, especially if you trust their judgment and wisdom, and if they can assist you with career and development resources or advice. People to consider might include a family member, a current or past manager, a trusted mentor, a Human Resources representative or a career counselor. Interpretation Assistance This report is written using a computerized expert system that interprets your results and writes your report in the same manner that a Bigby, Havis & Associates psychologist would. It is designed to be read by you, the person evaluated, without special interpretation by a professional. However, additional assistance from a professional can be provided through your sponsoring organization. See your ASSESS coordinator to make arrangements. |
In Reviewing Your Report, Keep The Following In Mind: The results are based on your self-perceptions and may be influenced by a favorable or unfavorable self-image. Others may see you differently than you see yourself. We have compared your raw scores on the ability tests and the personality survey to a professional norm group (people who work in jobs which, for the most part, require education or training beyond the high school level) to make the statements and suggestions you will find in this report. It may be useful to think "compared to most professionals" as you read each. The report does not take into account your background, training, technical skills or experience. Therefore, the results do not measure your personal effectiveness or the quality of your job performance; rather, they describe abilities and characteristics that (along with these other factors) may influence your job performance. Many of the characteristics described in this report could be assets in some circumstances and liabilities in others. You will notice that a characteristic may appear as a strength in relation to one competency, but a weakness when considered in relation to another competency. Be careful not to overemphasize specific statements. Instead consider the overall picture and how your assessment results fit with your job, career and personal expectations (how you would like to be). Take the time to read and consider the ASSESS Report information:
Over time, people change. If several years have passed since the date of this report, the results may no longer fit you. Remember, when you completed the assessment instruments you were at a particular age, stage of development, level of experience, etc. With the passage of time, the characteristics measured by ASSESS may have changed. |
Since abilities can impact most competencies, they are reported separately here. The following results are based on your performance on standardized ability tests. They are presented as percentile comparisons to professional norms (people who, for the most part, have an education at or beyond the college undergraduate level) and to general population norms (people who, for the most part, have a high school education). With few exceptions, if you are in or are considering a position requiring a college degree, you should pay most attention to the professional norm group comparisons. However, if you have limited formal education, the general population comparisons may be more appropriate. Remember, your results on the intellectual ability tests are only a partial indication of your potential to be successful at a job. Other factors such as education, technical training, job-related experience, personal accomplishments and character are different, but equally important, indicators of potential future success. Scores were available for the following ability tests: | ||||||||||||||||||||||||||
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Intellectual Ability Scores
Compared to:
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Comments: | Your critical thinking abilities appear to be
as good as those of the typical professional and better than those of the
average person. You should be able to understand most complex written
problems, evaluate the relative merits of various interpretations of the
information presented, and come to sound conclusions.
You should have little difficulty solving problems that involve complex, abstract information. You should also be quick to grasp new ideas and solve problems that are outside your usual experience. | |||||||||||||||||||||||||
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General: Sales Manager
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*Competencies not strongly impacted by the personality characteristics measured by ASSESS. Development feedback and suggestions may be obtained for these competencies using the Assess 360 system. |
Reading The Competency Graphs:
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Decisive
Judgment
Making good decisions in a timely and confident manner. |
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Helps
Potential Concerns
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Driving For
Results
Challenging, pushing the organization and themselves to excel and achieve. |
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Helps
Potential Concerns
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Although you seem to be highly self-reliant, your responses suggest
that you may not always follow through on all of your commitments. As a
result, you may occasionally take on more than you can actually
accomplish. In order to be more effective, you may need to avoid the
tendency to overcommit yourself personally and try to delegate tasks more
often. |
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Customer
Focus
Anticipating customers' needs and designing, promoting or supporting the delivery of products and services that exceed customers' expectations. |
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Comments: | ||||||||||||||||||||||||||||||
Helps
Potential Concerns
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While the above scales are good indicators of part of what is required
for a strong customer orientation, ASSESS cannot evaluate your overall
effectiveness or personal commitment to valuing the customer. Other things
not measured by ASSESS, such as knowledge and experience, may have more
influence. There are many sources of good policies and practices to meet
or exceed customer needs and expectations. We recommend that you regularly
read in this area, paying special attention to trade magazines and other
sources targeted at your industry. |
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Resilience
Effectively dealing with work related problems, pressure, and stress in a professional and positive manner. |
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Comments: | |||||||||||||||||||||||||||
Helps
Potential Concerns
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Persuading To
Buy
Convincing others to buy a product or service. |
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Comments: | |||||||||||||||||||||||||||
Helps
Potential Concerns
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While the above dimensions can address part of what is needed to
effectively persuade others in a sales situation, ASSESS cannot evaluate
your sales experience or knowledge. In order to better evaluate important
sales skills such as understanding of effective sales strategies, oral
communications ability, presenting solid arguments, etc. you will need to
gather feedback from other sources. If you feel that you need to improve
in these other areas, there are many good books and training courses in
effective communication and persuasive sales techniques offered by various
trade organizations and the American Management Association. |
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Managing
Others
Directing and leading others to accomplish organizational goals and objectives. |
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Comments: | |||||||||||||||||||||||||||||||||||||||
Helps
Potential Concerns
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The combination of your high assertiveness and low need to be liked
suggests that you have a very competitive nature. While this could help
drive your group to high levels of achievement, it could also lead to
unnecessary conflict and detract from group morale if not properly
managed. |
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Motivating
Others
Inspiring others to perform well by actively conveying enthusiasm and a passion for doing a good job. |
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Comments: | ||||||||||||||||||||||||||||||
Helps
Potential Concerns
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Negotiation
Identifying the needs and motives of both parties involved and working toward mutually beneficial agreements. |
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Comments: | |||||||||||||||||||||||||||||||||||||||
Helps
Potential Concerns
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Because of the combination of your low need to be liked and your high
assertiveness, you may be overly aggressive, competitive and harsh when
negotiating with others. While a competitive nature will be an asset in
many negotiations, you may be a "win-lose" rather than a "win-win"
negotiator. |
In this section of the ASSESS Development Report we provide Development suggestions for minimizing or compensating for potential weaknesses. We highlight these areas because we think, based on your results, you should consider them when you are setting goals and when you are writing an action plan. Some of these probably are areas you have already identified for improvement; others may be new. For each suggestion, we highlight the competencies that it may impact and give you specific suggestions for action steps you may want to include in your Development Action Plan. These include: on-the-job activities, books to read, tapes to listen to, and/or seminars to attend. Think of these as a starting point and enlist the suggestions of others as you complete your plan in the next section of this report. |
Low Serious-Minded Thinking Competency(ies) This May Impact:
Activities Pause a few minutes to think through your decisions or actions and their implications before reacting. Avoid making snap decisions or quick assumptions. Develop the habit of reviewing alternatives and their potential consequences before responding. Especially for important decisions, follow the maxim of "think once, think twice, and sleep on it" before committing yourself. In general, follow these guidelines for decision making:
When implementing an initiative, make sure that you take the time to plan your actions. Before jumping in:
The following resource(s) should be helpful: Books Multimedia On-line Learning Public Courses |
High Realistic Thinking Competency(ies) This May Impact:
Activities If you find yourself reluctant to tackle a situation in a new way, make an attempt to be aware of the reasons why you are resistant. Is the old way of doing things really the best way? Keep an open mind and look for alternative ideas rather than settling for the status quo. When troubleshooting or making an important decision, ask for the input of others and be open to their ideas. Try to implement some of their changes. Try to take some calculated risks by thinking outside the box. You may want to work with others who are known for their innovation or creativity. Rather than handling the situation in the same way that has worked in the past, try to be flexible to suggestions of others. Ask a trusted co-worker to highlight times when you are being stubborn or unyielding. When listening to the ideas of others, make an attempt not to immediately disregard ideas that sound impractical or even radical. Is there a component of the idea that has merit? Is there a way to work together to revise the idea to include a practical implementation and result? Allow yourself to dream about possibilities. You may be so focused on what needs to happen today that you have not given yourself the opportunity to consider the future. Where would you like to see your job, your group, etc. go in the next two to three years? What would you like to see accomplished? Use these as a starting place to think about different ways of doing things. The following resource(s) should be helpful: Books Multimedia On-line Learning Public Courses |
Low Work Pace Competency(ies) This May Impact:
Activities Set ambitious, urgent time deadlines in your work. This applies to important decisions as well as projects. Set intermediate or check point deadlines for lengthy projects to ensure that you complete required steps on schedule. Take a look at your schedule of physical exercise and make sure that you are doing some type of exercise on a consistent basis. (Be sure to check with your physician before beginning any exercise program.) If you suffer from "afternoon fatigue," you may want to watch what you eat for lunch. Dietitians often recommend a small, high protein meal at lunchtime while avoiding alcohol and sugary desserts. Also, try to spend a short amount of time doing light aerobic exercise (for example, walking) during your lunch break. Exercising and practicing relaxation techniques on a regular basis may also increase your energy level. Be aware that there are many time wasting events that disrupt our productivity daily. Use the guidelines below to learn how to handle some common time wasters. Personal Disorganization:
Lack of Objectives, Priorities and Deadlines:
Indecision or Procrastination:
Fatigue:
The following resource(s) should be helpful: Books Multimedia On-line Learning Public Courses |
High Assertiveness Competency(ies) This May Impact:
Activities Develop your listening skills so that you can become better aware of the impact your strong style has on others. You may find one of resources listed below to be helpful. Temper your directives to others with statements acknowledging that you hear and understand their opinions and comments. To avoid sounding abrasive, remember to confront the issue instead of the person when you have a problem that you want to resolve. Find other areas or activities where you can vent aggressiveness, such as running, walking, swimming, tennis or other vigorous exercise. (Be sure to consult a physician before starting any exercise program.) If you tend to control and direct others rather than approaching things from a "we" or "team" orientation, consider participating in a team building development exercise. Attend an assertiveness training course at your local community center, community college, university, or other source of adult education. In particular, look for one where you will have the opportunity to role play and receive feedback on the difference between assertion and aggression. The following resource(s) should be helpful: Books Multimedia On-line Learning Public Courses |
Low Need to be Liked Competency(ies) This May Impact:
Activities Focus on cooperation and being a team player when working with others. Try to avoid unnecessary competitiveness. Pay attention to the needs and concerns of others. Make a concerted effort to give people credit for their contributions and pay attention to the way in which each person you work with contributes to the success of your organization. Work on developing more of a "win-win" style in dealing with others. Recognize that compromise and accommodation can be can important in developing and maintaining effective work relationships. Consider the development of your human relations skills in general. You will find that the payoffs, in terms of commitment and support from others, can be very large. Below are some resources you may find helpful in developing your ability to work with others. The following resource(s) should be helpful: Books Multimedia On-line Learning Public Courses |
Low Positive About People Competency(ies) This May Impact:
Activities Ask yourself if you maintain a balanced perspective on others -- that is, do you place equal emphasis on others' assets and liabilities (their strengths and their weaknesses)? Work on being more tolerant and also more realistic in your expectations of people. Try to judge others as you would like to be judged, and try to give people the benefit of the doubt and not assume their intentions are always suspect. Give others a second chance once in a while. Work at establishing relationships with others who are different from you. Interacting with people of different backgrounds will help you learn about the unique contribution others have to offer. The following resource(s) should be helpful: Books Multimedia On-line Learning Public Courses |
Low Criticism Tolerance Competency(ies) This May Impact:
Activities To develop more objectivity in your interpersonal relationships:
To be more effective in receiving feedback:
The following resource(s) should be helpful: Books Multimedia On-line Learning Public Courses |
Low Self-Control Competency(ies) This May Impact:
Activities Pause a few minutes to think through your actions and words and their implications before reacting. Avoid being reactive. Take steps to increase your diplomacy and tact in communicating with others. Become aware of how you phrase or present ideas to others. Consider how others may respond to your words and make the necessary adjustments to improve your communication style. In situations of conflict, try to remain calm. Rather than reacting, try to pause and calm down (count to ten). Once you have given yourself some time, try to respond in a manner that is productive and that will lead to a constructive resolution. Do not be afraid to walk away from a situation until you have time to gather your thoughts and control your emotions. (If you are speaking on the telephone, ask the person if you can place them on hold for a moment.) Avoid being too spontaneous or overly expressive. Ask a trusted friend to point out situations where you might have said or done things that lacked business maturity. When faced with that situation again, come up with a plan on how to respond in a more appropriate manner. The following resource(s) should be helpful: Books Multimedia On-line Learning Public Courses |
Overview Many of the personality characteristics measured by ASSESS are relatively fixed by the time we reach adulthood and are slow to change. However, if we understand our basic nature and have the personal discipline to work on some of the things that can be weaknesses, we can learn to compensate for our nature. In a sense, we learn to behave in effective ways in spite of our nature. (For example, I might be very shy by nature but I can learn to talk with strangers, how to "work a crowd" and other conversational and social skills to be more effective, in spite of my underlying shyness.) Ultimately, for most of us, how effective and successful we are in our current and future jobs is mostly dependent on the level of effort, self-discipline and self-development we apply. This section of the report will help you set goals and write action plans to develop your areas of weakness as well as capitalize on your areas of strength. These Action Plans will help you manage, accentuate, or compensate for innate personal characteristics as you work to effectively display the competencies and behaviors needed to be successful in your role. (Remember, as was discussed earlier in this report, ASSESS is designed to help you consider the impact of your personality and (in some cases) your general abilities on competency. A complete development plan should also consider the knowledge, skills and experience needed to display desired behaviors.) Process The career development process includes three stages:
This part of the report will guide you through each of these stages. In the exercises that follow, you will take stock of your strengths and your weaknesses (self-awareness), select the most important areas on which to focus (goal setting) and write an action plan for your development. As you work on your plan, think of self-development as a continuing cycle. You will not be finished when you complete your plan or even when you have completed all of the action steps in your plan. To stay abreast or ahead of the workplace of the future, you will need to reassess yourself and your goals at regular intervals. Adjust or add to your development plans as you go forward. Remember that development is a continuous process to be worked throughout your career. Additional Resources Additional development resources are available through the ASSESS participant's website at https://www.bigby.com/systems/ASSESSv2/resources/employee/. In this website you will find sample action plans, goal setting & action planning worksheets, and more. |
Self Awareness Capitalizing On Strengths Start first by recognizing your strengths and thinking about how you can build upon them or capitalize on them to be effective in your job. Your ASSESS results can help you to highlight these areas. Review your ASSESS feedback for potential strengths. Think about your current job and potential future jobs. List on a sheet of paper those aspects of your personality and abilities that enable you to do your job well and could help you to be successful in the future. Next to each strength, list how this strength could help you to contribute more in your current or future role. Try to really stretch your thinking and find at least three ways this strength helps you. Finally, identify at least one specific way you will apply this strength in the next six months. For example: Strength: I am assertive and enjoy influencing others. Contribution:
In the next 6 months: I will volunteer to be the presenter for our team at the next communications meeting where we have to request additional budget and resources. Recognizing Areas for Improvement The second part of self-awareness is recognizing your weaknesses. Remember that all of us have weaknesses as well as strengths; the key is to recognize them so that you can improve. Again, review your ASSESS feedback and, especially, your development suggestions to identify areas for improvement. Think about your current role and future roles. List on a sheet of paper those aspects of your personality and abilities that might hinder you in your job performance. Next to each area for improvement, list how it might limit your effectiveness now and how it might limit your potential in the future. For example: Area for Improvement: High Realistic Thinking Limitations:
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Goal Setting Once you have identified your strengths and your potential weaknesses, you are ready to set goals for your development. These goals might help you to capitalize on a strength or compensate for a weakness. Example goals to capitalize on strengths might be:
Example goals for improving a potential weakness might be:
After you have reviewed your ASSESS Feedback and your development suggestions, and after you highlighted your most important strengths to accentuate and your most important weaknesses to develop, write a list of development goals. Once you have written this list, set your development priorities. That is, if your time and resources were limited (which they are), which of these would you tackle first, second, third, etc? Select your high priority goals (we usually recommend that you tackle between two and four goals) and begin building your Development Action Plans. |
Building Your Development Action Plans Much like the other projects you undertake at work, your Development Plan should be clearly outlined and well executed. For each of your goals, you should construct an Action Plan. The key elements in an Action Plan are:
(Blank Action Plan Worksheets and examples of completed action plans may be printed separately from this report by going to https://www.bigby.com/systems/ASSESSv2/resources/employee/.) |
Implementation The best advice we can give you in implementing your development plan is to BEGIN NOW. TODAY, after completing your plan, you are motivated; tomorrow, as your work and personal life intrude, you will be distracted. Take action today.
Remember that you are ultimately responsible for making the change. As you continue your development process keep the following in mind:
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