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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
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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
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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
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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.
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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.
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Leadership
The capacity to lead work groups or teams toward the attainment
of common objectives. It implies the ability to lead others.13
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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.
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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.
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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.
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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.
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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.
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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
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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.
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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
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Collaborator Peer Self Assessment
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
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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
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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
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Question guide
After seeing your results, reflect:
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
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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.
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Question guide
After seeing your results, reflect:
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
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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.
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Question guide
After seeing your results, reflect:
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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My scores in relation to the
average of the assessments
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My scores 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 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.
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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
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The self-assessment exceeds expectations.
The self-assessment meets expectations.
The self-assessment does not meet expectations.
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Question guide
After seeing your results, reflect:
What are the competencies that I underestimated in terms of their priority for the organisation?
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
What are the competencies that I overestimated in terms of their priority for the organisation?
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
What significant gaps do I see and what do I think they are due to?
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
My scores in relation to the
expected values
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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.
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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
Big-Picture View of the Business 75 75
Market-Oriented 75 75
Customer-Oriented 100 75
Strategic Thinking 62 75
Results-Oriented 100 75
Operating Skills 75 75
Innovation 62 75
Initiative 75 75
Inclination toward Quality of Products and Projects 100 75
Political Sensitivity 50 75
Impact and Influence 75 75
Developing Others 87 75
Leadership 62 75
People Management 75 75
Interpersonal Sensitivity 75 75
Teamwork and Cooperation 75 75
Flexibility 100 75
Business Skills 62 75
Pursuit of Information 75 75
Self-Control 75 75
Self-Confidence 100 75
Communication 100 75
Problem-Solving 100 75
Planning 50 75
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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.
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Question guide
After seeing your results, reflect:
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?
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
What significant gaps do I see and what do I think they are due to?
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Average of assessments in relation
to the expected values
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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
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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
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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
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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
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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
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Planning................................................................................................................................................
Self Assessment
Collaborator
Peer
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Question guide
After seeing your results, reflect:
Which competencies show a significant gap between my self-assessment and the assessments given
by my assessors?
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
What significant gaps do I see and what do I think they are due to?
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Detailed analysis by competency
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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.
Average of assessments
receivedSelf-assessment
Developing Others 87 25
Market-Oriented 75 25
Results-Oriented 100 50
Operating Skills 75 25
People Management 75 25
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.
Average of assessments
receivedSelf-assessment
Customer-Oriented 100 100
Results-Oriented 100 50
Inclination toward Quality of Products and Projects 100 75
Flexibility 100 100
Self-Confidence 100 100
Communication 100 75
Problem-Solving 100 75
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PDA 360° Feedback Report of Brittany Test
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.
Average of assessments
receivedSelf-assessment
Political Sensitivity 50 50
Planning 50 50
Strategic Thinking 62 75
Innovation 62 25
Leadership 62 25
Business Skills 62 75
Big-Picture View of the Business 75 50
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Question guide
After seeing your results, reflect:
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
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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%
.................................................................................................................................................
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Question guide
After seeing your results, reflect:
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
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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.
Collaborator Peer Self Assessment
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*
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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).
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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.
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PDA 360° Feedback Report of Brittany Test
The following matrix represents your results
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PDA 360° Feedback Report of Brittany Test
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
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PDA 360° Feedback Report of Brittany Test
Question guide
After seeing your results, reflect:
What differences do I see between my natural profile and my self-assessment? What conclusions can
I draw?
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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What differences do I see between my natural profile and the assessments received? What
conclusions can I draw?
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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My natural profile in relation to the
assessments received
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PDA 360° Feedback Report of Brittany Test
My role profile in relation to the
assessments received
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.
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PDA 360° Feedback Report of Brittany Test
The following matrix represents your results
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PDA 360° Feedback Report of Brittany Test
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
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PDA 360° Feedback Report of Brittany Test
My role profile in relation to the
assessments received
Question guide
After seeing your results, reflect:
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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PDA 360° Feedback Report of Brittany Test
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.
•
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PDA 360° Feedback Report of Brittany Test
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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PDA 360° Feedback Report of Brittany Test
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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