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General area analyses (Part I of the Report)
The Lead 360 Feedback Report encompasses capabilities that the course covered: reading people, decision making, motivation, communication, conflict management, teamwork, culture, managing diversity, and leading change. In this section, focus on these general capabilities. A later section will deal with the specific behavior items that underlie each of these areas.
G1. Overall, did you rate yourself higher or lower than your raters did? For most people, this comparison doesn’t highlight a primary issue. If your self ratings are generally only slightly higher or lower, or are mixed across areas, other comparisons will likely be more central in your self-analysis. However, consistently and significantly higher self ratings may signal overconfidence while consistently and significantly lower self ratings may signal underconfidence. For some people, these may be critical issues.
G2. In which general areas were your self ratings higher than others’ ratings of you? Differences of a half-point or more may be significant; differences of more than a point very often signal something meaningful.
G3. In which general areas were your self ratings lower than others’ ratings of you?
G4. Which general areas emerged as relatively weaker compared to your other areas? For many people, they and others will both agree that some areas are weaker than others. Note which area or areas are generally rated lower than others.
G5. Which general areas emerged as relatively weaker compared to ratings received by your classmates? Again, differences of more than a point very often signal something meaningful. On an absolute basis, ratings above six on the seven-point scale are quite high while ratings below a five on the seven-point scale may warrant a closer look.
G6. In which general areas did your work and school ratings converge? Convergent evidence may reinforce a message about strengths and weaknesses (i.e., these are areas where the differences are relatively low).
G7. In which general areas did your work and school ratings diverge? Disparities between work and school ratings shouldn’t be ignored. In some cases, they may signal differences in your behavior, or differences in people’s standards, or simply different contexts. Such gaps can highlight important dynamics in people’s perceptions of you.
Supplementary area analyses (Part II of the Report)
Areas in the Supplementary Report include listening and assertiveness. (Do not address the general impressions portion of the supplementary Part II report here—a later section will cover that area. Also, do not focus on the specific behavior items that underlie each of these areas; these will be addressed in a later section.)
S1. In which supplementary areas were your self ratings higher than others’ ratings of you? Differences of a half-point or more may be significant; differences of more than a point very often signal something meaningful.
S2. In which supplementary areas were your self ratings lower than others’ ratings of you?
S3. Which supplementary areas emerged as relatively weaker compared to ratings received by your classmates? Again, differences of more than a point often signal something meaningful. On an absolute basis, ratings above six on the seven-point scale are quite high while ratings below a five on the seven-point scale may warrant a closer look.
S4. In which supplementary areas did your work and school ratings converge? Convergent evidence may reinforce a message about strengths and weaknesses.
S5. In which supplementary areas did your work and school ratings diverge? Disparities between work and school ratings shouldn’t be ignored. In some cases, they may signal differences in your behavior, or differences in people’s standards, or simply different contexts. Such gaps can highlight important dynamics in people’s perceptions of you.
Behavior item analyses (Part I- Initial and Part II -Supplementary Reports)
The two feedback reports include ratings on 55 specific behaviors. For most people, patterns from the general area results lead them to examine the ratings for these particular behaviors. These specific ratings, in turn, often point toward the issues they want to address. Sometimes, people find a theme by connecting specific ratings from different general areas (e.g., decision making and negotiation and cooperation). This section encourages you to drill down to concrete behaviors.
The following questions deal with the 45 specific behavior items in the initial feedback report (e.g., “S/he overanalyzes decisions, spending too much time thinking rather than acting”) and the 10 specific behavior items in the supplementary report (e.g., “S/he listens effectively to criticism and alternative points of view”). Draw from your results across all 55 of these items in answering the questions below.
The following questions do not deal with the general areas in the initial report (e.g., “Perspective-taking”) or the supplementary report (e.g., “Listening”), or with the general impressions section of the supplementary report.
When writing about specific items, use abbreviated descriptions. For example, the item “S/he overanalyzes decisions, spending too much time thinking rather than acting” could be abbreviated “overanalyzes decisions.”
In addition you should note that some of the specific behavior items are negatively valenced. For these specific items lower scores are preferred. A score of one would mean that you do not engage in these negative behaviors.
B1. Which specific items (two to five behaviors) showed the largest gap between self-ratings and your ratings from others? A gap of a point or more is usually quite significant.
B2. Which specific items (two to five behaviors) received the highest ratings from others? Absolute ratings of six or more are generally quite high for the positive items. Absolute ratings of two or less are generally quite high for the negative items.
B3. Which specific items (two to five behaviors) received the lowest ratings from others? Absolute ratings of four or below are generally low. Absolute ratings of 3 or above are generally quite low for the negative items.
B4. Which specific items (two to five behaviors) had the highest levels of variance? Some items may have mid-level means, but feature large amounts of variance (high standard deviations and/or a wide range between minimum and maximum ratings). This suggests different raters had dramatically different opinions; understanding this variance is sometimes a key insight.
Qualitative feedback analyses (Part I - Initial Report)
The qualitative comments in the initial feedback report include statements about strengths, statements about areas for improvement, and advice for you.
Q1. Were there any issues/themes about strengths that occurred repeatedly in your qualitative comments?
Q2. Were there any issues/themes about weaknesses that occurred repeatedly in your qualitative comments?
Q3. Did any qualitative comments diverge from each other? Sometimes, raters give seemingly opposite comments (one saying “She’s a great listener” while another notes “Improve listening skills”). Such divergences can signal important variability in perceptions of you or your behavior; reconciling this kind of divergence sometimes leads to helpful insights.
Q4. Was there convergence between qualitative comments and specific item ratings? In many cases, students will find a vivid and provocative comment that spurs them to review the specific item ratings for confirmation or clarification. For many students, finding such a connection is a centerpiece of their self-analysis.
General impression analyses (Part II - Supplementary Report)
The supplementary report concludes with feedback on others’ general impressions of you. Feel free to respond in terms of the five impression domains (extraversion, agreeableness, conscientiousness, stability, and openness) and/or in terms of the ten questions that measure these domains (the final page of the Supplementary Report).
GI1. Which domains, if any, showed a significant gap between self rating and others’ impressions? Note the domain(s) as well as the direction of the gap.
GI2. Which domains, if any, showed a difference in perceptions between work and school raters? Note the domain(s) as well as the direction of the gap.
Integration: interpretations and analyses
The ratings and comments in your report are data points to draw upon. This final section presents an important challenge: to connect these dots by identifying patterns, connections and themes. To help you with this integration try the following: If you had to summarize the gist of your feedback without looking back at the report, what would you say? If a trusted friend asked you what you have learned about yourself from the report, what would you say? If your feedback were a set of news bulletins, what would be their headlines?
Some themes reflect aspects of leadership, teamwork and collaboration that you handle particularly well, indicative of strengths. Some themes reflect situations that you could handle better, indicative of weaknesses or areas for development.
I1. What are some strengths you’ve learned about? It’s crucial to know what things you do particularly well as a leader—so that you leverage these strengths and sell yourself in ways that resonate with how others see you. Please describe themes in your feedback that reflect strengths.
I2. What in your feedback surprised you most and why? Briefly note what you found newsworthy. Please write a few sentences.
I3. What in your feedback concerns you most? Briefly note what most attracts your attention.
I4. What did you learn about areas for development or weaknesses? Give a detailed description of one weakness that you think is important for you to address. The weakness you focus on need not be the one that is, for instance, the lowest rated item or the one with the largest self-other rating gap. Pick something that you realize could be improved that you care about. Write a paragraph or two covering several points, including matters such as:
What is the performance issue—not just “a gap” or “low ratings”?
What data points (ratings, comments, other information) evidence the weakness?
How does this weakness manifest itself in specific habits or behaviors?
What internal thoughts and feelings go along with these behaviors?
What conditions or situations trigger this dynamic of thoughts, feelings, and behaviors?
(This response may serve as a first draft of the introduction to your Lead 360 Self-Assessment / Action Plan paper.)
I5. What are the consequences of this weakness? How does this weakness affect how others see you? How does it affect your ability to achieve your goals? In other words, why do you need to deal with this? Feel free to discuss how this issue affects your work and/or other people’s perceptions of you and how these consequences affect your ability to achieve your own goals. What do you hope to do differently in the future? Be specific
I6. Finally, start thinking about a plan to address your weakness as you prepare to write your Self-assessment/Action Plan paper. Your coaching session can help you to improve this plan. How will you measure progress on your plan to change your behavior? What timeline do you plan to follow in making this change? Who will hold you accountable for following through on this plan? What obstacles might you encounter in trying to implement this plan and how might you overcome them? Please answer all questions below.