Leadership Lab

Individual Feedback Report

based on Group Work Feedback from December 2014

March 2015

Dear Student,

This is your individualized feedback report, based on the Group Work Feedback collected in December

2014. It is intended to help you confidently discuss your strengths with your potential employers,

providing clear and compelling evidence of these. And with the same confidence, discuss your

opportunities for further development, and the progress you have made already.

This report will help you further recognize your strengths, identify areas where you can improve, and

define concrete goals and actions to move forward – completing or revising the plan you devised on the

Assessment Day. It will help you make practical use of the feedback you are receiving, by helping you see

the patterns and focus on meaningful actions to expand your skills. Here you will find:

I. Peer Feedback: synthesis and detailed results (including comparison with Assessment Day)

II. Acting on your feedback: making sense of your individual feedback, identifying your development

goals, and creating / revising your action plan

Appendix: Practical Ideas to Develop Relevant Skills

We recommend that you use and update this action plan periodically. Furthermore, in order to grab the

opportunities you desire and enhance your career success, we encourage you to invest your time and

energy in your personal and professional development. Developing skills takes deliberate practice and

persistence, and may yield extraordinary new possibilities for you.

Our purpose is to support you in this process - please let us know if we can help. May you enjoy a great

growth time with us at Católica-Lisbon!

The Leadership Lab Team

Universidade Católica Portuguesa - CLSBE

MSc Program: Leadership Lab

QUANTITATIVE PEER ASSESSMENT OF GROUP WORK

Participant's name: Francisco Rocha Barros Peres Correia Student number :

Group Work DEC 2014

Number of colleagues who gave you feedback in

Individualized feedback

Global

classe

Rating

AverageClass Perc

Rating

AverageClass Perc

Rating

AverageClass Perc

Rating

AverageClass Perc 1 2 3 4 5

Average

COMPETENCIES 4,7 0,9 3 0 2 5 30 4,2

Communication / Expression 5,0 0,8 0 0 0 0 4 4,3

Communication / Active listening 5,0 0,7 0 0 0 0 4 4,4

Teamwork / Cooperation 5,0 0,7 0 0 0 0 4 4,5

Leadership / Influence 3,4 0,4 3 0 2 3 4 3,6

Creative thinking 4,8 0,8 0 0 0 1 3 4,2

Motivation / Positive energy 4,9 0,9 0 0 0 1 11 4,0

GLOBAL EVALUATION AND TEAMWORK EXPERIENCE 4,0 0,8 12 0 0 0 28 3,7

Global evaluation 5,0 0,7 0 0 0 0 4 4,4

Positive interaction with peers 5,0 0,8 0 0 0 0 16 4,5

Conflict with peers 1,0 0,0 12 0 0 0 0 1,4

Trust 5,0 0,7 0 0 0 0 8 4,6

OTHER DIMENSIONS 3,7 0,7 6 0 0 2 12 3,5

OTHER DIMENSIONS 3,7 0,7 6 0 0 2 12 3,5

Personalized questions - - 0 0 0 0 0 4,2

Personalized questions - - 0 0 0 0 0 4,2

Notes

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Group Work DEC 2014 : 4

***-*** ***-*** ***-*** Group Work DEC 2014

Rating = Rating on a 1-5 Likert scale (e.g., 1 = strongly disagree, 5 = strongly agree). Class Perc = Percentile in class (i.e., percentage of other MSc/Leadership Lab students who scored lower than you) . Group Rank = Rank in group (1 = highest score in group, 2 = second

highest score in group, etc...; most groups had 5 to 7 members). Avg = Average. SD = Standard Deviation (an indicator of the spread of scores).

* Ratings of enjoyment: You indicated the extent to which you enjoyed working with your colleagues. Peers (i.e., other group members) indicated the extent to which they enjoyed working with you. Observers indicated the extent to which they perceived that your peers enjoyed

working with you.

Peer rating Peer Rating Peer Rating Peer Rating

How you were

rated

How you were

rated

How you were

ratedHow you were rated

Universidade Católica Portuguesa - CATÓLICA-LISBON School of Business and Economics

MSc Program: Leadership Lab

QUANTITATIVE PEER ASSESSMENT OF GROUP WORK: DETAILED VIEW

Participant's name: Francisco Rocha Barros Peres Correia Student number :

Group Work DEC 2014

Number of colleagues who gave you feedback in

Global

classe

Rating

AverageClass Perc

Rating

AverageClass Perc

Rating

AverageClass Perc

Rating

AverageClass Perc 1 2 3 4 5

Average

COMPETENCIES 4,7 0,9 3 0 2 5 30 4,2

Communication / Expression 5,0 0,8 0 0 0 0 4 4,3

This person expressed his or her ideas effectively 5,0 0,8 0 0 0 0 4 4,3

Communication / Active listening 5,0 0,7 0 0 0 0 4 4,4

This person listened and paid attention to what others said 5,0 0,7 0 0 0 0 4 4,4

Teamwork / Cooperation 5,0 0,7 0 0 0 0 4 4,5

This person was affiliative, cooperative, and interested in teamwork 5,0 0,7 0 0 0 0 4 4,5

Leadership / Influence 3,4 0,4 3 0 2 3 4 3,6

I would choose this person as formal leader 3,3 0,3 1 0 1 1 1 3,6

This person engaged in leader behavior 3,5 0,4 1 0 1 0 2 3,6

This person fit my image of a leader 3,5 0,5 1 0 0 2 1 3,4

Creative thinking 4,8 0,8 0 0 0 1 3 4,2

This person was a good source of creative ideas. 4,8 0,8 0 0 0 1 3 4,2

Motivation / Positive energy 4,9 0,9 0 0 0 1 11 4,0

This person motivates others to perform well 5,0 0,9 0 0 0 0 4 4,1

This person brings out the best in others 4,8 0,9 0 0 0 1 3 4,0

This person motivates others to put in extra effort 5,0 0,9 0 0 0 0 4 3,9

GLOBAL EVALUATION AND TEAMWORK EXPERIENCE 4,0 0,8 12 0 0 0 28 3,7

Global evaluation 5,0 0,7 0 0 0 0 4 4,4

If I were an employer, I would recruit this person to work with me 5,0 0,7 0 0 0 0 4 4,4

Positive interaction with peers 5,0 0,8 0 0 0 0 16 4,5

I would like to continue working with this person in the future 5,0 0,7 0 0 0 0 4 4,4

I enjoyed working with this person 5,0 0,7 0 0 0 0 4 4,4

I was satisfied working with this person 5,0 0,7 0 0 0 0 4 4,4

I liked this person 5,0 0,7 0 0 0 0 4 4,6

Conflict with peers 1,0 0,0 12 0 0 0 0 1,4

I experienced tension or friction with this person 1,0 0,0 4 0 0 0 0 1,5

I experienced personality conflict with this person 1,0 0,0 4 0 0 0 0 1,4

I experienced emotional conflict with this person 1,0 0,0 4 0 0 0 0 1,4

Trust 5,0 0,7 0 0 0 0 8 4,6

I would trust and respect this person as a co-worker 5,0 0,7 0 0 0 0 4 4,6

I consider this person to be trustworthy 5,0 0,6 0 0 0 0 4 4,6

OTHER DIMENSIONS 3,7 0,7 6 0 0 2 12 3,5

OTHER DIMENSIONS 3,7 0,7 6 0 0 2 12 3,5

This person contributed useful analysis 5,0 0,7 0 0 0 0 4 4,4

This person expresses happiness or enthusiasm if a peer does outstanding work 4,8 0,8 0 0 0 1 34,2

This person expresses happiness or enthusiasm if a peer goes out of his/her way to help others

in the group4,8 0,8 0 0 0 1 3

4,0

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Group Work DEC 2014 : 4

***-*** ***-*** ***-*** Group Work DEC 2014

Peer rating Peer Rating Peer Rating Peer Rating

How you were

rated

How you were

rated

How you were

ratedHow you were rated

This person expresses irritation, annoyance or frustration if a peer repeatedly violates important

norms of conduct2,0 0,3 3 0 0 0 1

2,4

This person expresses irritation, annoyance or frustration if a peer frequently undermines team

spirit2,0 0,3 3 0 0 0 1

2,4

Personalized questions - - 0 0 0 0 0 4,2

Personalized questions - - 0 0 0 0 0 4,2

- - 0 0 0 0 0 4,1

- - 0 0 0 0 0 4,2

Blank Colums mean you had one or less peers assessing you in that period.

Notes

Rating = Rating on a 1-5 Likert scale (e.g., 1 = strongly disagree, 5 = strongly agree). Class Perc = Percentile in class (i.e., percentage of other MSc/Leadership Lab students who scored lower than you); for the questions about ´Conflict with peers´ a higher percentile means a worse

score in comparison with your colleagues. Avg = Average. SD = Standard Deviation (an indicator of the spread of scores).

MSc Program: Leadership Lab

QUALITATIVE PEER ASSESSMENT OF GROUP WORK

Participant's name: Francisco Rocha Barros Peres CorreiaStudent Code:

Nothing captured my eye to be honest.

Notes

1. Note that qualitative peer feedback is reproduced verbatim in the report: spelling and other mistakes were not corrected.

2. Qualitative feedback may include incomplete feedback to maximize the number of students that receive feedback.

Leadership. He could take the lead of the group more times than he does, given his knowledge about the subjects discussed.

Should improve his leadership skills to become even better. This is based in our Methods in Finance group project.

Francisco obviously lacks leadership skills. He is not able to assume the leadership in any project. I believe this is so because he feels very insecure, afraid that his colleagues will judge him for not being a

good leader. I have encouraged him to step up many times, but it seems to be a barrier he faces.

Very methodic and very effective at executing tasks. I observed this in our Methods in Finance and Financial Modeling group projects.

Francisco is a very knowledgeable person in the field of corporate finance. I can tell his present knowledge comes partly from his great talent with numbers and his innate financial thinking. His finance skills

were outstanding in our methods in finance papers, where he always provided the best idea, (in trying to understand how the reputation of an investment bank can affect a merger´s announcement stock

price in case of a hostile takeover between financial firms) and in our derivatives project, (in proposing a structured product on the commodity feeder cattle, targeted at fast food burger companies).

Informed/Prepared. He always prepares himself very well to the group meeting where he presents structured and valuable insights.

Bernardo is highly intelligent and very capable.

Proficient in several complementary skills (e.g. Excel, Powerpoint, VBA) which add value to the work. I observed this in our Methods in Finance and Financial Modeling group projects.

Francisco never gives up. He was always ready to help in the group projects, sacrificing his social life if necessary. Very often we ended up spending long nights at Católica working in group projects. Francisco

never complained and always stood up, staying the longest possible in order to perfect the project.

Listen to others ideas and help to improve them. He was always interested in listening to everyone´s ideas and give valuable feedback in order to improve it

Allied to his knowledge and skills, Bernardo is very hard working, thus making him a person that I am sure will have great success in the future.

Comments in your Group Work DEC 2014

Strengths

Development Opportunities

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Leadership Lab

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IV. Acting on your feedback: making sense of your individual feedback,

identifying your development goals, and creating your action plan

We encourage you to follow three steps to make use of your feedback: 1. Identify your key strengths and further development opportunities;

2. Make your strengths and development opportunities clear for employers (and yourself);

3. Draft / revise your action plan. 1. Identify your key strengths and weaknesses Go back to your scores (previous pages) and identif y the top 3 scores with a “+” as well the most important opportunity for improvement with a “-“. You may consider using percentiles to help

you find a pattern (for strengths use percentiles higher than 75 and for opportunities use percentiles lower

than 25). Then put those impressions together with the qualitative feedback (also in previous pages), and

summarize your top strengths and areas of opportunity for further development in the following table. Examples:

My top strengths My top opportunities for development

Energy Creativity

Cooperation Listening

My summary:

My top strengths My top opportunity for development

1.

2.

3.

2. Make your strengths and development opportunitie s clear for employers (and yourself)

Now that you have identified common patterns we encourage you to complete the following table to

synthesize and clarify your findings.

Look at the qualitative peer feedback for specific behaviors – both describing strengths and areas of

opportunity for development. If the peer feedback that you received is not as detailed or useful as you

might wish, consider eliciting further information from colleag ues with whom you worked during the previous academic period – and also asking the colleagues with whom you are working now to give

you good feedback.

Examples:

Energy Creativity

I use my hands when I am talking; I smile a lot; I use different

tones of voice

I contribute with ideas during group discussions

Cooperation Listening

I help others with their work I listen to others’ opinions, without major interruptions

Leadership Lab

2

My summary (based on the feedback I received):

STRENGTHS evidence: How are these strengths observable?

What do others see/hear?

DEVELOPMENT OPPORTUNITY evidence: What would you

like others to see/hear by the end of the program?

Key strength 1: Opportunity for improvement area:

Key strength 2:

Key strength 3:

3. Draft / revise your action plan “If you don't know where you're going, you'll probably end up somewhere else.” David P. Campbell.

Taking into consideration the present feedback and analysis, identify one specific behavior that you will work on for the next couple of months:

� Choose a behavior that will make a difference for you, for the people around you, and that you truly

care about shifting.

� Choose one behavior that will make the most difference (more the same time is too difficult).

Keep in mind that this may entail making the most of your strengths a nd/or correcting or compensating for some deficits . How can you ensure that you will actually act on your intentions?

We encourage you to complete the following action plan.

When considering ways to develop non-technical skills, you may wish to explore the suggestions in the

APPENDIX: Practical Ideas to Develop Relevant Skills. Also, if you google your goal (e.g., “listen to others”),

you will surely find useful ideas too (e.g, . in each meeting / conversation I will wait for others to speak first

and I will share this plan with my colleagues / friends and ask them for feedback).

We also encourage you to you search the internet looking for practical ideas to advance your goals (e.g.,

“how to become more punctual” / “how to listen better”). What is important is that you identify a few

specific and practical few steps to start practicing right away.

Leadership Lab

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My one most important development goal

What do I want to become better at (leveraging a strength / handling a challenge)?

What success looks like - what will I be doing (that others can see/hear)?

• more of?

• less of?

In which contexts may I notice progress? (e.g., group work, in class, with friends, home)

My development plan

What I will do to reach my goal

(1 to 3 concrete actions under my control, ideally daily routines):

When I will do it

(specific situations):

Who could I share my plan with, for support and challenge? When I will do it:

Should you experience difficulties in understanding your feedback or in changing patterns of behavior that

might undermine your development or cause you distress, we encourage you to reach out to The Leadership Lab Team (leadershiplab@ucp.pt).

Leadership Lab

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A note of balance

In interpreting this feedback, we suggest you treat this feedback as one source of information among

others. Remember that everyone has strengths and everyone can develop. Capitalizing on your strengths

may be just as important, if not more important, than overcoming specific deficits.

Personal and professional development takes time and effort. Do not get discouraged if you tried to

improve in some area and the peer feedback you receive does not appear to reflect any improvement. Keep

in mind that sustainable changes simply take continuous deliberate practice to become natural (just

as learning to ride a bike does).

Although we suggest you interpret the present feedback in a balanced way, we also encourage you

not to dismiss it. Your colleagues’ perceptions of you are not the whole truth about you, but they can

provide important information about how other people see you.

We also encourage you to:

1. Consider drawing on informal mentoring opportunities, from extended family, family friends,

UCP alumni and other networks.

2. Use teamwork and presentations for the MSc program to develop skills and fine tune

behaviors.

3. Enlist the support of colleagues for your development. Tell colleagues with whom you are

undertaking group work about the specific behaviors you plan to increment. Ask them to give you

feedback about these and to remind you every time you forget to do what you set out to do. Offer to

help them in the same way. By doing this, you reveal humility and courage, and prepare yourself to

lead and coach learning-oriented teams.

We trust this will be a powerful tool, as you make time to

make use of it!

Appendix - Practical Ideas to Develop Relevant Skills

© Joana Domingues, with Paulo N. Lopes

When thinking about ways to develop particular skills or characteristics, consider a range of strategies,

including engaging in activities that will take you out of your comfort zone. Here are some ideas. We

encourage you to think creatively and explore other possibilities.

Focus

skill

Leadership Lab

Workshops1 Other possibilities – within your MSc experience and outside School

Co

mm

un

ica

tio

n • Oral

communication

• Effective

workplace

writing

• In team projects, practice structuring and voicing your ideas more effectively

• Rehearse your presentations with colleagues and get feedback

• Film your presentations and discussions and watch them

• Practice speaking at least once in every class (if you’re shy) / listening to other

colleagues opinions before you speak (if you’re seen as too outspoken)

• Make an effort to speak more / less in group work, presentations and ventures

• Choose activities where you need to write or speak in public:

o Join a student’s association, political party, movement or campaign

o Form or join a debate group

o Film your ideas and get them on You Tube

o Enroll in a theater workshop

o Write for a newspaper, magazine, website or other media

o Create your own blog

Te

am

wo

rk • Negotiation

• Team working

skills

• In team projects, consider how you might collaborate more effectively with your

colleagues

• Get into a serious team competition (e.g., L’Oréal Brandstorm, …)1

• Practice a team sport

• Play in a band or participate in other group activities

• Join a volunteer project abroad

1 Offered within Leadership Lab

Leadership Lab

1

Focus

skill

Leadership Lab

Workshops1 Other possibilities – within your MSc experience and outside School

Infl

ue

nce

• Negotiation

• Leading with

Horses

• In team projects, try hard to persuade your colleagues about important points

that they did not consider (persist without being stubborn)

• Get into projects where you will need to coordinate the efforts of several people

(e.g., ventures, students’ association) 1

• Create an association, movement or group to address an issue about which you

really care

• Volunteer to work for an organization where you will need to persuade others or

ask for contributions

• Do a petition and ask for signatures on the street

Cre

ati

ve

thin

kin

g • In team projects, make a point of proposing ideas that no one else thought about

• When thinking about new possibilities, separate idea generation from selection,

criticism and analysis (do both, but in separate stages)

• Create a business plan for your dream project and get into a competition2

• Enroll in a creative writing, painting or other workshop

• Participate in inventions contests

• Join difficult causes

Se

lf-m

oti

va

tio

n a

nd

Re

sili

en

ce • Leading your

life (personal

mission, time

and stress

management)

• In team projects, consider how you might react more constructively to

challenges, problems, or negative feedback

• Ask for feedback every time you do something new

• Choose internships where you need to deal with difficult stakeholders1

• Practice sports or physical activities

• Review each day looking for your best moment, and be grateful

• Spend one month living with half of your usual budget

• Do an inter-rail or backpack on low budget

• Practice relaxation techniques (walking in nature, meditation…)

• Choose a spiritual practice and get involved

• Spend time doing things you especially like

For more ideas on specific competencies explore:

http://www.microsoft.com/education/competencies/allcompetencies.mspx