Feedback ReportYichen ZhangJune 04, 2020Feed.docx

Feedback
Report
Yichen Zhang
June 04, 2020
Feedback Report
2
Overall Performance
20th Percentile
Your overall performance was 20th percentile. This overall
score is based on how accurately you responded to the emails
and
messages during the exercise. The score is a percentile, which
shows your overall performance relative to the CapsimInbox
database. A score of 20th percentile means that you performed
higher than 20th of the individuals in the database.
Competencies
CapsimInbox presents multiple situations and problems that
span four key types of people management practices. The
scores show your percentages of correct responses across
these practices. You correctly addressed 50% of the
situations about Structuring Work (SW), which deal with

understanding and designing job requirements and
responsibilities. You correctly addressed 25% of the situations
about Acquiring Talent (AT), which deal with recruitment
and employee selection. You correctly addressed 25% of the
situations about Managing Talent (MT), which deal with
employee training and development. You correctly addressed
25% of the situations about Rewarding Performance (RP),
which deal with compensation and performance management.
Pe
rc
en
ta
ge
(
%
)
SW AT MT RP
0
25
50
75
100
Self Awareness
0

1
2
3
4
5
6
2
Your self-awareness index is a 2. This score reflects how
accurately your self-assessments match the objective
assessments produced by CapsimInbox. Higher scores equate
to more accurate self-awareness. Your score indicates that you
are currently low in self-awareness accuracy. When you are
inaccurate, it is due to over-rating yourself It is important to
recognize that an accurate understanding of your skills is the
essential first step to improving these skills.
0 10 25 50 75 90 100
Feedback Report
3
Skill Gap
Legend of bar
Self-Assessment Score
Inbox Assessment Score

Organizing
Planning and prioritizing work through the effective scheduling
of people and tasks, as well as managing personal effectiveness
through time management and delegation.
Leading
Influencing others toward the achievement of goals by directing
and empowering people to accomplish tasks while remaining
sensitive
to their professional needs.
Problem Solving
Exhibiting sound judgment by developing an accurate
understanding of situations, collecting useful information, and
completing
precise analysis of data in order to make effective decisions.
Communicating
Presenting information to others in order to maximize
understanding by defining the appropriate target audience,
identifying core
ideas, selecting the most important communication medium, and
developing supportive arguments.
Initiating
Proactively influencing events without othersâ€™ direction in
order to accomplish a goal or task, or to make a decision.
39
76
12
59

21
53
22
62
25
35
Feedback Report
4
Appendix - Developmental Tactics
Organizing
Learning how to organize work more effectively requires
recognizing that not all work is of equal importance. Some work
requires
immediate attention, but it is not difficult to execute, while
other work might require less urgent action, but requires more
thought. Like all
skills, learning to prioritize work takes practice. Start by using
a sorting system to distinguish high priority work (e.g.,
assignments from your
boss with deadlines) from lower priority work (e.g., urgent
requests that are unrelated to your work). Use labels, color
codes, or symbols to
differentiate work on a daily basis. Complete all high priority

work first before moving onto lower priority work. You may
need to control
your environment to avoid getting distracted (e.g., turning off
your phone until you’ve completed the high-priority work).
To learn about organizing skills consider taking a class on time
management, keeping an hourly diary of your completed tasks
for one week,
working with an executive functioning coach, and asking other
respected coworkers about their methods for managing their
workloads.
To practice organizing skills use your real day-to-day
responsibilities to begin experimenting with the methods you’ve
learned in order to
identify what works best. Volunteer to lead a project that will
require you to make schedules, coordinate work, and keep the
team on the
same page. Experiment at home with different types of
calendars and time-management systems that you can ultimately
use in the
workplace.
Here are some quick tips to help you organize more effectively:
Use a calendar. Record due dates for important tasks on a
calendar.
Skim your email daily and then sort it by high priority,
completing the high priority emails first.
Each week before work, make a to-do list of high priority work
that must be accomplished.
At the end of every day, list the high priority work that needs to
get done the next day.

Avoid procrastination by using deadlines even if ones have not
been assigned.
When attending meetings, ask to review any follow-up
assignments and responsibilities at the end of the meeting.
Always use an agenda with time limits when holding meetings.
Seek to reduce time wasters like pop-in visitors and excessive
socialization in person or via social media.
Leading
Leading is all about influencing others to accomplish important
tasks. To learn this skill, you must first recognize that this is
an active process. You must take an active role in providing
direction for others and encouraging them to perform in order to
effectively
lead. Providing direction starts with helping others understand
their roles and goals by setting clear expectations for what it
means to be a
good performer. Once clear expectations are set, effective
leading requires strong encouragement and support of others'
needs. Seek every
opportunity to recognize good performance and effort and find
ways to connect personally to each individual team member.
To learn about leading skills, consider taking courses related to
leadership or human capital management (such as organizational
behavior
or human resources management), participate in feedback
intensive programs (e.g., a 360-degree feedback survey)
designed to provide
insight about how people perceive your leading skills, develop a
relationship with a mentor (typically a well-respected senior
colleague), and
of course read evidence-based books on leadership.

To practice leading, seek out experiences that would require
you to provide direction to others in an active way. Volunteer to
lead any
project, whether it's for your favorite charity, club, or a work-
related assignment. Take on novel assignments at work that will
involve being
part of a team and ask to own a particular piece of that work.
Here are some quick tips to help you lead more effectively:
Clearly communicate your standards for good performance to
each and every team member.
Set clear priorities for work results.
Solicit input from others before deciding on a final course of
action.
Meet one-on-one with team members to help them understand
how their work is connected to the team's work overall.
Publicly recognize team members' effort and achievement.
Learn what rewards each team member values.
Avoid ignoring issues or concerns that are raised by others.
Feedback Report
5
Provide regular feedback to help others' track their progress
toward goals and to improve their effectiveness.
Problem Solving

Problem-solving skills are more than just making a decision –
they involve diagnosing problems accurately through gathering
and analyzing
data and using sound judgment to determine the best course of
action among alternatives. Because few problems are solved
with perfect
information, learning to effectively solve problems is as much
about having a consistent process as it is about developing a
workable
solution to the problem.
To learn about problem-solving, consider formal coursework in
the area systems thinking, decision-making, data
analysis/business statistics,
and applied research methods. Numerous books are available
that detail where and why decisions fail that can provide a good
grounding in
the fundamental problem-solving traps. Find and learn from
well-respected colleagues who seem to work through a good
process when
solving problems rather than those who espouse “going with
your gut” as a primary tactic.
To practice problem-solving skills, start using a decision-
making process in your day-to-day work for problems that do
not have simple or
clear answers. Seek to join teams that are charged with making
change and generating new ideas, and get involved in work that
provides
opportunities to make important decisions (e.g., strategy, hiring,
and business transformation).
Here are some quick tips to help you problem solve more

effectively:
Spend time defining the problem before moving to generating
solutions.
Collect data from multiple sources in order to better understand
the nature of the problem.
Double-check data for accuracy and look for any important
information that might be missing.
Generate as many possible solutions to the problem as possible
before narrowing these to a few solutions.
Seek to have more than two possible solutions to any given
problem.
Ask for input from others outside your group who are less
familiar with the problem.
Determine the criteria or important factors that will form the
basis of the solution that you select (e.g., costs, feasibility,
effectiveness,
etc.).
Evaluate each possible solution using the criteria that have been
developed to narrow your choices.
Communicating
Effective communication involves the exchange of information
and meaning both within a person (describing your thoughts,
ideas, etc.) and
between people (conveying messages to others).
Of course, effective communication in an organization requires
a knowledge base about the subject, situation, or discipline at
hand. Beyond
this content expertise, the process of effective communication is
applicable across a wide variety of situations for oral and
written forms of

communication. Thus, a focus on the communication process
can help you develop your communication skills in general.
To learn about communication skills, consider taking courses
related to interpersonal communication, business writing, oral
presentation,
and data visualization.
To practice communication skills, start with your day-to-day
communication situations. These most certainly include email
and face-to-face
communication. In addition, put yourself in positions to practice
formal speaking (e.g., business presentations) and informal
speaking (e.g.,
impromptu speaking when called upon in meetings).
Here are some quick tips to help you communicate more
effectively:
Clearly define your audience and think about their specific
needs, knowledge and viewpoints.
Determine the intended outcome of your communication.
Identify the core ideas or major themes you want to
communicate.
Organize or chart your flow of ideas from beginning to end.
Outline the critical “take-aways” that must be clearly conveyed.
Think about the possible channels you could use (face-to-face,
email, videoconference, phone call, etc.). When choosing the
best
channel, think about your audience, content, and speed at which
you must deliver the message.

Feedback Report
6
Develop your core ideas with supportive arguments that include
data, personal credibility, and subject expertise.
Speak with confidence and enthusiasm.
Be sure to use proper grammar and tone.
When speaking, make eye contact with your audience and avoid
“up-talk” (ending sentences with an upward to tone that sounds
like a
question).
Strive for concise statements; avoid rambling.
Initiating
Initiating skill is all about being proactive, which includes
starting and completing work without being directed to do so,
but also involves
going beyond what is expected. Developing initiative requires
that you first recognize the importance of beginning work
without explicit
direction. Organizations can’t possibly dictate all that needs to
be done and managers rely on others to spot opportunities or
problems and
to pursue them with vigor and commitment.
To learn about initiating skill, start by deepening your technical
expertise in your area of interest. Being a technical expert
allows you to
more readily spot areas of concerns or potential opportunities
for growth. Find a mentor who can challenge you and inspire
you to be

proactive in your field. Reexamine your fit with your chosen
occupation to ensure that you are excited by the work that you
do.
To practice initiating skill, start by looking for opportunities to
act without being told to do so. Find problems and offer
solutions to those
problems to senior management. Take on work that requires you
to engage in novel tasks to expand your expertise and broaden
your ability
to recognize for yourself what needs to be done.
Here are some quick tips to help you initiate more effectively:
Regularly ask yourself, what can I do to go beyond
expectations?
Seek out opportunities to demonstrate that you are a “self-
starter.”
Volunteer for work outside your own area or function.
Examine your current work processes and ask what could be
better or more effective?
Seek out information that can help you better understand your
work situation in order to figure out ways to improve it.
When delegated a task, under promise and over deliver on
results.
Be persistent – don’t give up at the first sign of failure.
Focus on achieving results, not just hours worked.
Avoid the temptation to put things aside for another time when
it can be done easily in the moment.
Take on extra work to help your department or group meet its
goals.

Capsim360 Debrief.html
Scoring Rubric: Employability Plan (MGT 554)
Points
Section
Comments
Step 1: Perform an employability trajectory analysis.
- Description of career target (industry, firm, job, etc.)
- Requirements of career target (sources of evidence
needed)
= Total points (12 possible)

Step 2: Determine areas for development & maintenance.
- Essential human capital capabilities (based on evidence
[Capsim360])
- Essential social capital capabilities (based on evidence
[Capsim360])
Step 3: Narrow areas & determine where to direct energy.
- Most critical gaps identified & justified
- Trade-offs discussed

Step 4: Create a developmental plan.
- Formal activities described (all 4 areas in List 1 discussed)
- Timeline outlined
- Potential obstacles identified & ways to overcome them
- Resources needed (e.g., money, time, people, etc.)
- Evaluation strategy described (both outcome & process)
= Total points (30 possible – roughly 6 pts per subsection)

Overall Quality (format, style, organization, clarity, etc.)
Incorporation of Informal Resources (at least 3 from List 2)
= Total Score (67 or 75 pts possible)
Employability Plan: Structure & Guidelines
Your EP should not exceed 6 pages (not counting tables, notes,
appendices, etc. or List 2 items) and should be structured and
contain the following elements:
Step 1: Perform an employability trajectory analysis.
· Determine where/what you want your career to be 5 years
from now. Describe the career, industry, type of company, and
position to which you aspire.

· Determine the key skills that will be required for this
position?Possible sources: O*NET, Occupational Outlook
Handbook, Professional Associations, Career Guides, Interviews
with subject matter experts. Provide some evidence for your
analysis.
Step 2: Determine areas for development and maintenance.
· Using the skill feedback from the 360 survey, describe what
areas you believe will need improvement and/or require
significant maintenance (in the case of strengths) as they relate
directly to your career aspirations described above. If relevant,
feel free to incorporate your results from the skill feedback you
received in MGT 500 as well. Be sure to address the two major
capability “buckets”:
1. Essential human capital capabilities(i.e., knowledge, skills,
behaviors, experiences etc.)
2. Essentialsocial capital capabilities (i.e., network, people,
connections, associations, etc.)
Step 3:Narrow your development areas and determine where to
direct your energy.
· You can’t do everything.Identify which gaps (between your
future job requirements and your present employability) are
most critical (i.e., prioritize). Clearly state your key areas of
development. Limit it to no more than 3 areas. Describe the
trade-offs you are willing to make in order to pursue future
employability.
Step 4: Create a plan that will guide your developmental
activities.
· Discuss the specifics of how you plan to achieve
employability. That is, describe your 5-year action plan. This
plan should include at a minimum:
· Formal developmentactivities. Description of the formal
activities from List 1 (below) of which you will engage.

· Time-line. A general time line as to when you will engage in
the developmental activities. This can be in large time-blocks
such as “Spring 2017”
· Potential obstacles. Identify and describe any potential
barriers that must be overcome to successfully implement your
employability plan. Be sure to describe ways that you could
remove these potential barriers.
· Resources. Describe any resources you’ll need to accomplish
your major activities.
· Progress evaluation. You must be able to evaluate whether or
not you are following your EP, whether or not the EP needs to
be updated, and if you are progressing toward fulfilling your
career aspiration. Describe how you plan to monitor and
evaluate your EP (both in process and the outcome). Remember,
multiple data sources make for better evaluations. Think about
collecting/tracking qualitative and quantitative data.
Project Evaluation
Should you want to attempt to receive a grade in the A range
(i.e., A- or A), your plan must include a description of activities
that goes beyond the requirements in List 1 to include at least
three activities from List 2 (each bullet point is one activity,
some activities have multiple tasks). In addition, you must
indicate that you are attempting to achieve an A. See below for
more details.
List 1 (Required): Formal Resources
· MBA/MS Curriculum– selection of courses and how they will
impact your development.
· Certifications where applicable.

· Other formalized training programs – from your company,
outside agencies, or other educational opportunities (e.g.,
toastmasters etc.).
· Professional associations – description of key association(s) to
join and become active.
List 2 (Optional): Informal Resources
· Take Additional Career-related Assessments. Seek out and
take additional occupationally relevant assessments such as
ones offered by the career center (e.g., Strong-Campbell Interest
Inventory) or other tools available (e.g., Career Key). These
should be validated measures (i.e., generally not those found on
the web). For each assessment taken, write-up a one-page
synopsis of the results and what they mean for your
employability plan.
· Informational Interviews. Conduct 2 to 3 informational
interviews with individuals who can provide information on
your employability aspirations. Document discussions with a
one-page summary of your key points of learning and what they
mean for your employability.
· Job Experiences. Determine at least 2 crucial job experiences
that will increase your employability and put into place a plan
to obtain such experiences. These experiences could include,
but are not limited to: 1) a challenging project in your current
role, 2) an assignment in your organization, but outside your
current role (e.g., cross-functional assignment, expatriate
assignment, etc.), 3) a volunteer experience outside your
organization. Write a one page description of the crucial job
experiences detailing: a) what the experience will entail, b)
when it will take place, c) what key KSBs you are targeting, and
d) how it will factor into your employability plan.
· Mentoring. Seek out and solidify a mentor-protégé

relationship. As a protégé, discuss with your mentor your
thoughts regarding your employability aspirations and agree on
how your mentor can best work with you. Write-up a one-page
description of this conversation to include, a) description of
your mentor, and b) what you will do with your mentor to
improve your employability.
· Staying Current. Identify 3 to 5 articles that detail key
aspects, trends of employability, and/or career management for
your desired position. Summarize these articles in a two-page
document providing key points of learning and take-away
actions that will impact your employability. These articles
should not be from newspapers or magazines, but rather from
academic sources or trade-specific publications.

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