Executive Level

DEVELOPMENTAL FEEDBACK
FOR EXECUTIVES

DEVELOPMENT GUIDE
A Workbook for understanding
The PROFILOR® Feedback Report
and formulating a Development Plan

PERSONNEL DECISIONS INTERNATIONAL CORPORATION

052206
1
 Copyright © 1993, 2006 Personnel Decisions International Corporation

All Rights Reserved.

This material may not be reproduced in whole or in part and in any media without written permission from
Personnel Decisions International.

2
Table of Contents

Introduction .............................................................................................................................................................................................. 4

Preparing for Feedback ............... Report Contents ................................................................................................................................ 5

Understanding Your
Feedback Report .......................... Importance Summary ........................................................................................................................ 7

Skills Overview ................................................................................................................................. 9

Perspective Comparisons ................................................................................................................ 13

Specific Question Results ............................................................................................................... 15

Highest and Lowest Ratings ........................................................................................................... 17

Focus for Development ................................................................................................................... 19

Executive Development Agenda ............................................................................................................................................................ 20

Preparing a
Development Plan ......................... Keys to Effective Development Planning ...................................................................................... 21

Using Your PROFILOR Results .................................................................................................... 21

Development Planning Steps ................................................................................................................................................................. 22

Development Plan ......................... Development Plan: Sample............................................................................................................. 26

Development Plan: Worksheet ....................................................................................................... 27

3
Introduction

The PROFILOR® provides you with constructive feedback on the skills you need to lead your
organization. It is the beginning of a valuable development process for you and a unique
communication process with those with whom you work.

The PROFILOR covers a comprehensive range of skills and specific behaviors that have been
found through extensive research to be necessary for success as an executive. Its emphasis on
skills rather than style leads to a clearer understanding of what you can start doing, stop doing,
and continue doing to enhance your effectiveness.

The PROFILOR Questionnaire asks your associates to give you frank and specific feedback. You
may have asked for feedback like this in the past and not received it. This kind of feedback is
unusual. Often your boss may not find time to provide comprehensive feedback. Some bosses
believe that once you are an executive you should have already mastered all you need to and,
therefore, feedback is either unnecessary or too late. Others manage “by exception” and give
feedback only if there is a problem.

Peers are sometimes reluctant to criticize, because they do not think it is their role or they do not
want to jeopardize professional or personal relationships. Direct reports may believe that you do
not really want feedback or that providing frank feedback may hurt their career.

The PROFILOR overcomes these obstacles and provides a rare opportunity to see yourself
through others’ eyes. Its feedback is:

■ Anonymous from direct reports and peers/colleagues, and therefore more likely to be frank
and honest than face-to-face feedback from these sources.

■ Multi-perspective, in that it comes from direct reports and peers/colleagues, your boss, and
from an optional “other” category.

■ Comprehensive, covering the full range of competencies that can be important for success at
the executive level.

The usefulness of this information, however, depends on you. You will probably receive a
mixture of high and low ratings. Some will be consistent with your own view of your
competencies; some may surprise you. You may believe that, in some areas, others’ perceptions
are simply inaccurate.

Regardless of your initial reaction, use the information to understand more fully how your
performance is perceived. Work to understand the points of view of others. Remember that
people behave according to what they believe is true. Changing others’ perceptions may be just as
important as actually improving your competency.

4
Preparing for Feedback

Report Contents Your PROFILOR Feedback Report is divided into the following sections:

Summary Information
„ Importance Summary
„ Skills Overview
„ Perspective Comparisons

Detailed Information
„ Specific Question Results
„ Composites (may not appear)
„ Highest and Lowest Ratings

Developmental Highlights
„ Focus for Development

Executive Skills Based on extensive, forward-looking research, as well as over 35 years of practical experience
consulting with executives, Personnel Decisions International has identified the skills that are
critical for success at the executive level. These skills are not necessarily equally important for all
executive positions. The more an executive position spans the full range of general management
responsibilities and involves formulating and directing overall strategy and policy for the
organization, the more these skills will be required.

Read through the list of skills and definitions provided in the introduction of your Feedback
Report and reflect on those which are most important for success in your current position as well
as for possible future roles. If your company or organization has chosen to customize The
PROFILOR, you may also refer to the introduction of your Feedback Report for a listing of the
skills and definitions.

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Understanding Your Feedback Report

Now you’re ready to interpret the information in your Feedback Report. Read the directions in
this Guide on how to interpret the first section of your Report, the IMPORTANCE SUMMARY,
then look at your feedback for that section. Return to this Guide and read the directions for
interpreting the second section; continue with all sections in this manner. Feel free to make notes
on your Feedback Report as you work through it.

Importance Summary This section shows the relative importance of the competencies to your current position from the
point of view of you and your boss(es).

The scale shown on the report reflects the 7-point scale used in the questionnaire:

1, 2 = Important

3, 4, 5 = Very Important

6, 7 = Critically Important

These ratings help you determine which competencies are most critical to your job. By comparing
the ratings of your boss(es) with your own ratings, you will be able to get a good sense of the
similarities or differences in your respective perceptions of importance for your present position.

Look for points of agreement and significant disagreement. A difference is considered significant
if it spans at least one response category and two rating points, (e.g., one competency is rated
“critically important” by one perspective and “very important” or “important” by another, or the
numerical rating of one is “7” and from another perspective it is “4” or “5”).

The IMPORTANCE SUMMARY provides a basis for comparison and a communication vehicle
through which you and others can talk about expectations for you in your position. If there are
significant differences between your perception and that of others, you will want to discuss these
differences with them.

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Skills Overview The SKILLS OVERVIEW allows you to compare how you see yourself with how others view
you in relation to each of the executive competencies. In this and all other sections of the
Feedback Report, you will receive information from two or more perspectives. The possible
perspectives include Self, Boss(es), Direct Reports, Peers/Colleagues, and Other Perspective, if
you have chosen to use the latter.

The Questionnaire items were rated on either the 5-point competency scale or extent scale (shown
below). You and your respondents were asked to rate your competence in each area as follows:

COMPETENCY SCALE:
1 = Not developed: undeveloped in most essential aspects; would clearly be a weakness if
critical for job success.
2 = Underdeveloped: not consistent or fully developed in some essential aspects; could be a
weakness if critical for job success.
3 = Competent: solid and steady in essential aspects, but could be improved.
4 = Very strong: highly effective, but still could be fine-tuned.
5 = Outstanding: truly excellent; a clear strength; could be a role model for others.
NA = Does not apply: not relevant or do not know.

EXTENT SCALE:
1 = Not At All
2 = To a Little Extent
3 = To Some Extent
4 = To a Great Extent
5 = To a Very Great Extent
NA = Does not apply: not relevant or do not know.

Your Self ratings are represented by the filled circle. The combined ratings you received from all
your respondents is represented by the square. The combined respondent ratings, or the Average
Other Score, includes your Boss(es), Direct Reports, Peer/Colleagues, and respondents from the
Other Perspective, if used. Each respondent group included in your report was given equal weight
in the computed average; for example, one Boss’s rating would be given the same weight as the
combined ratings of the Direct Report group.

The shaded bar represents where the middle 50% of executives who have taken the profile are
rated by others. This norm group is comprised of over seven thousand experienced executives
from a wide range of private and public organizations. Ask your PDI representative for the most
up-to-date information on the norm group.

If no shaded bar appears, no norms were available at the time you completed your PROFILOR or
your company has elected not to compare ratings against the norm group.

By looking at the Self and the average of the other perspective, you can see how similar or
different your self ratings are compared to the combined ratings of other respondents.

9
The Discrepancy column (DISC) on the right highlights the skills in which your view and the view
of others may be significantly different. Differences of .5 or more are marked by a box with an
arrow to the left or right. A box with an arrow to the right means you may be overestimating your
competency compared to how others view you; a box with an arrow to the left means you may be
underestimating it.

The Importance column (IMP) identifies the skills you and your boss selected as critically
important for your job. Self and boss perspectives are identified by the symbols noted at the
bottom of the section.

To interpret this section, follow these steps:

1. Note your highest and your lowest rated skills. Pay most attention to those identified as
critically important by you and your boss(es).

2. Determine how closely your self-perceptions match the perceptions of others.

■ A difference of .5 or greater is considered noteworthy and will automatically generate a

discrepancy symbol.

■ If your Self rating on a skill is much lower than the ratings of others, you may be
underestimating your competence. Your expectations may be higher than those of others,
or the others may be “easy” evaluators.

■ If your Self rating for a skill is much higher than the ratings of others, you may have skills
which others do not see, or you may have “blind spots.” That is, you may not have
developed these skills to the degree you believe you have, or you may not be
demonstrating them to others as consistently or clearly as you intend.

■ When analyzing discrepancies, keep in mind that the square represents an average. Your
Boss’s perspective may differ from the perspectives of your Direct Reports and Peers/
Colleagues. In the third section, PERSPECTIVE COMPARISONS, you will see these
distinctions clearly.

10
3. Determine if the ratings of others indicate a pattern of high or low ratings across all
skill areas.

■ Consistently high ratings suggest high overall effectiveness in your current position.

■ Consistently low ratings suggest a number of possibilities that should be considered,

including: the need for extensive training; significant misperceptions on the part of others,
which should be addressed if possible; or a poor match between the position’s requirements
and your particular interests, skills, and abilities.

■ You should also check the information provided in the PERSPECTIVE COMPARISONS
section of your Feedback Report to determine if one perspective is especially low relative
to others, resulting in a low overall average.

4. If no overall pattern exists, look for patterns within the factors. The executive competencies
are grouped by factor. High or low ratings within these skill areas can help you pinpoint key
strengths as well as areas where you could improve.

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Perspective Comparisons This part of the report compares your Self ratings with ratings from each of the other
perspectives—Boss, Direct Reports, Peers/Colleagues, and the Other Perspective. The
comparison allows you to see areas of similarity and difference by perspective.

The average of each perspective is indicated by the narrow vertical bar. The shaded bar displays the
middle 50% of the full range of scores for that perspective’s norm group. Thus, you can see how your
ratings compare with the group norm for each perspective.

If no shaded bar appears, that means no norms are available for this particular respondent
category or that your company chose not to use norm comparisons in the report. Since the “other”
category can be used for a wide variety of relationships, this perspective does not have norms.

To interpret these results:

1. Determine if there is a pattern across skills or factors in which one perspective is

consistently higher or lower than the others. If there is, try to determine why. For
example, if your Boss’s ratings are consistently much higher than those of your Peers/
Colleagues, perhaps your boss knows you better, or is a lenient or generous grader, or
perhaps you spend more time and effort ensuring that your boss is satisfied with your
performance.

2. For individual competencies, determine whether you want to weigh one perspective
more heavily than another. For example, in Attracting and Developing Talent, you may
decide to focus most attention on the perspective of your Direct Reports because they are
most directly affected by your competency in this area. On the other hand, your Boss’s
perceptions of the Visionary Thinking skill may be most important to you because he or she
may have the fullest understanding of what that skill involves in your role and your business
at this time.

The number of respondents from each perspective is indicated at the far left. With the exception
of Bosses, all respondents are guaranteed anonymity in their ratings. Therefore, if only one Peer
or Direct Report responded, his or her ratings would not be included in the report to preserve
anonymity. This also holds true if only one person responds in the “other” category.

You may feel that one particular respondent group is the most valid evaluator for a given
competency. Consequently, you might place greater confidence in ratings from that perspective.

As you look at your report, you may be wondering how you can know whether you have a valid
and meaningful report. Your report tends to be more valid when:

■ The people you asked to complete the PROFILOR Questionnaire have known you for at least
six months or worked closely with you in your current position.

■ You have at least three respondents for any perspective other than the Boss.

13
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Specific Question Results The Questionnaire contains specific questions about each executive skill. You and your
respondents were asked to rate how you perform each relevant behavior using either of the
following scales:

COMPETENCE SCALE: OR EXTENT SCALE:

1 = Not developed 1 = Not At All
2 = Underdeveloped 2 = To a Little Extent
3 = Competent 3 = To Some Extent
4 = Very Strong 4 = To a Great Extent
5 = Outstanding 5 = To a Very Great Extent
NA = Does Not Apply NA = Does Not Apply

The SPECIFIC QUESTION RESULTS section lists the questions under the skills to which they
relate on the left side of each page. Then, in the columns to the right:
■ The first column is the rating you gave to each question.
■ The next columns show the ratings each perspective gave to each question.
■ The next column shows the average of these other perspectives.
■ The last column is a reference to development suggestions for each item in PDI’s The
Successful Executive’s Handbook. Many specific questions in this section have a
corresponding page number from The Successful Executive’s Handbook listed in the far
right-hand column. The Handbook contains a comprehensive listing of development
suggestions for on-the-job development activities, recommended readings, and top-rated
seminar sources. It can be used as a self-development tool or for developing direct reports. It
is available separately from Personnel Decisions International. Your organization may have
chosen not to use page reference numbers.

To get the most out of this section you may find it helpful to use a highlighter to identify the responses
that are particularly interesting to you. Take note of the following:

1. Look for patterns.

■ Look for parentheses ( ) around ratings by two or more perspectives. These are questions
on which you are consistently rated low.
■ Look for brackets [ ] around ratings in each column. These are questions on which you
are consistently rated high.
■ Look for questions where the perspectives disagree by 1.5 to 2 points, especially where
your Self rating is much higher than another perspective.

2. Identify strengths.
■ Note the questions on which you received high ratings by one or more perspectives.
■ Observe the consistency or discrepancy between your own ratings and those of others.

3. Look for development needs.

■ Identify the questions on which you received lower scores by one or more perspectives.
■ Observe the consistency or discrepancy from your own ratings and those of others.

15
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Highest and Lowest This section highlights your highest and lowest rated items. The ratings for which you received
Ratings the highest average ratings from the perspective of all others are listed, as are the ratings for
which you received the lowest average ratings.

In the HIGHEST RATINGS you can see your strongest behaviors through the eyes of others. The
LOWEST RATINGS will indicate where you may have opportunities to improve.

You may find that on some HIGHEST RATINGS you rated yourself much lower than others did.
These may represent strengths of which you are not fully aware.

In some of the LOWEST RATINGS, you may have rated yourself much higher than others rated
you. These could represent “blind spots” which you may want to investigate further.

17
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Focus for Development The FOCUS FOR DEVELOPMENT helps you to identify your areas of strength and possible
areas for improvement as seen by all respondents.

This section has one area devoted to strengths, Building on Key Strengths, the other to areas for
improvement, Addressing Development Needs. The Building on Key Strengths section
displays skills which are seen as strong by others. The skills displayed in the Addressing
Development Needs section, however, can be interpreted in several ways. They may be skill
deficits, opportunities for fine-tuning, low priority areas, or behaviors you have not demonstrated
in the presence of one or more respondent groups.

For both areas, your highest and lowest rated skills are identified from your overall average
ratings. Your organization may also have chosen to base these lists relative to a norm group. If so,
since these areas of growth and development are identified relative to the norm group, they may
not be your absolute highest and lowest skills or behaviors. Therefore, it is very important for you
to evaluate the validity of these suggested areas of growth and development, given what you know
about your specific situation, and the more complete feedback you have received through this
process and other developmental processes in which you have participated.

Your company may have factored in importance ratings on your current job into this section as
well. BOSS PERSPECTIVE identifies the skills rated most important by your Boss and rated
highest and lowest by others. SELF PERSPECTIVE identifies the skills rated most important by
yourself and rated highest and lowest by others.

If you asked a second boss to complete Importance Ratings, your Feedback Report will include
a second set of pages which will indicate your areas of strength and possible areas for
improvement from the perspective of the second boss based on the ratings by all others.

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Executive Development Agenda

Situation Analysis: Outline the toughest issues and challenges you face in your current role or anticipate facing in a
Key Challenges role you expect to assume in the future. Think about challenges related to:
■ the results you want to achieve.
■ the relationships you need to build.
■ the changes that need to be made in yourself, your team and your organization.

Proven Assets and Given these challenges and what you have learned from your feedback, list what you see as your
Potential Liabilities greatest assets (i.e., those special talents you possess or specific skills that you have developed)
that will help you to meet those challenges. In short, define your personal “success formula.”
Then, list personal characteristics or skill deficiencies that could inhibit your success in achieving
your goals.

Development Priorities Given your role challenges and your assessment of your “personal balance sheet,” what do you
see as the two or three (at the most) areas of improvement that could make the greatest impact on
your success? State the specific skills you want to strengthen and the outcomes or objectives that
you want to focus on within that area of performance. Discuss these with your boss and other (as
appropriate) to garner their support and confirm that you are focusing on areas with the highest
potential for payback.

Development Agenda For each development priority, outline the specific actions you can take (on-the-job, supplemental
self-study, or other developmental activities) to strengthen your skills and improve your
effectiveness and impact. Commit to realistic dates and be sure to include others in your action
plans, as appropriate.

Progress Review Set up periodic (at least quarterly) checkpoints to review the progress you are making and to
gather feedback from others (boss, direct reports, peers/colleagues) on their perception of changes
in your skills and improvements in your impact.

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Preparing a Development Plan

Keys to Effective Now that you have reviewed your Feedback Report, the next step is to draft a DEVELOPMENT
Development Planning PLAN to:
■ Capitalize on your strengths.
■ Address your development needs.

In more than 35 years of helping managers and executives to grow and develop, Personnel
Decisions International has found that there are several keys to effective development planning:
■ Establish clear, specific goals.
■ Focus on on-the-job opportunities.
■ Tailor your development activities to your unique situation and preferred learning style.
■ Get ongoing feedback and support.

Using Your PROFILOR The Feedback Report gives you a lot of information about your strengths and possible areas for
Results improvement. It is your job to determine on which of these you want to focus. You can use the
profile feedback to:
■ Increase your effectiveness in your present position, and/or
■ Prepare yourself for a future assignment or career change.

The following parts of the Feedback Report will be most helpful in developing your plan:
■ IMPORTANCE SUMMARY—identifies the competencies most important for your success
in your current position.
■ HIGHEST AND LOWEST RATINGS—lists specific behaviors that may include your key
strengths and areas for improvement.
■ FOCUS FOR DEVELOPMENT—highlights the competencies and specific behaviors that
may be most important for you to leverage or strengthen.

The Development FIRST model can help you drive your development effort and establish a cycle
of continuous learning. The model consists of the following actions:

Focus on priorities: Identify your critical issues and goals.

Implement something everyday: Stretch your comfort zone.

Reflect on what happens: Extract maximum learning from your experience.

Seek feedback and support: Learn from others’ ideas and perspectives.

Transfer learning into next steps: Adapt and plan for continued learning.

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Development Planning Steps

STEP 1: It is important to focus your development efforts on priority areas in which changes would be
Focus on Priorities most beneficial. Your Feedback Report has helped you identify strengths and possible areas for
improvement from the perspectives of others in your organization. Now you must select one to
three of your most important development priorities at this time. To make the choice, consider the
extent to which working on this area will:
■ Increase your organization’s effectiveness.
■ Benefit your management team.
■ Help you address a strategic need.
■ Overcome an obstacle to your success.
■ Increase your satisfaction in your current job.
■ Prepare you for future career growth.

Look through your Feedback Report and decide which one to three development priorities you
want to focus on right now. Record them in the Development Priorities column of your
DEVELOPMENT PLAN.

Your DEVELOPMENT PLAN should be set up and managed in much the same way as an
important business plan, by establishing and tracking specific objectives and outcomes. Examine
each identified development priority and ask yourself what specific objectives you would like to
meet. The list of items on which you received lower ratings, as shown in the FOCUS FOR
DEVELOPMENT section of your Feedback Report, can provide a place to start. For example, in
the Fostering Open Dialogue area, an appropriate objective might be, “Listen carefully to input
and feedback.”

Record these objectives in the Development Priorities column.

STEP 2: You have determined specific objectives for development which tell you the behavior or action you
Implement Something want to develop or do more frequently. To identify useful action steps, determine:
Every Day ■ Knowledge or information you need before you can understand and develop the
competency.
■ Particular situations which would allow you to acquire or practice the competency.
■ Strengths you can use to develop this competency.
■ Other related competencies which may be necessary to address this objective.

PDI has found that regular, doable steps are key to success in a development effort. Look for
activities you can use or implement on a daily basis when possible.

The Action Steps portion of the DEVELOPMENT PLAN should address these issues.

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People acquire competencies gradually and begin using them in small, manageable steps. Thus,
your DEVELOPMENT PLAN should include a series of smaller steps that lead to each objective.
Examine each of the objectives you have selected and determine how you could break each into
smaller Action Steps. Specific Action Steps like this are easier to track, and they allow you to feel
encouraged and reinforced when you meet them. Be sure to formulate at least one Action Step for
each objective.

Make sure that in formulating your action plans you use the whole range of development
opportunities available to you.

1. Identify on-the-job development activities and development opportunities. This is the

most powerful and effective way to improve your competency. You can improve your skill
by:
■ Practicing them in day-to-day job situations (e.g., scheduled meetings, informal contacts,
regular communications, management retreats, annual planning processes, handling
different business situations, etc.).
■ Volunteering for special assignments (e.g., new responsibilities, task forces, committees,
formal presentations, foreign assignments, working on a large-scale community project,
etc.).

2. Ask for feedback and ideas from others. Your Boss, Direct Reports, and Peers/Colleagues
can give you ideas and ongoing feedback as you work with them. Your Human Resources
staff can help you fine-tune your plan and identify internal and external resources and
programs that are available.

3. Observe and “model” others. Watch effective executives in action or ask them how they
handle certain situations. Ask what lessons they have learned about being effective in this
area. Try some of these ideas yourself for a while and see if they work for you. Discuss what
you have tried and ask for suggestions on how you might further improve.

4. The Successful Executive’s Handbook may be of help in identifying readings, locating

suitable seminars, and, most important, expanding your on-the-job activities. A page number
linking each behavior to a section in the Handbook may appear in the Specific Question
Results section of your Feedback Report, if your company has chosen to use this resource.

An example of a plan using a wide range of development activities is presented in the

DEVELOPMENT PLAN SAMPLE on the following pages.

Establish target completion dates for each action step to make steady progress toward your
objectives. Examine each action step and decide what kind of target date you would like to
commit to, then manage your action steps toward your objectives within the specified time frame.
Make sure to sequence and space the dates logically and realistically.

Record your target date for completion of each objective in the Target Date column of your
DEVELOPMENT PLAN.

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STEP 3: An important aspect of continuous learning is reflecting on your experiences after you implement
Reflect on What Happens development activities. Reflecting on learning helps you remember the lessons of experiences,
identify behavior patterns, and track your development progress.

Make reflection a part of your daily routine in the same way you incorporate development. Take a
few minutes to review what you have learned, either at the start of end of the day, or at the end of
a week, month, or quarter. Also debrief with coworkers at the end of major projects. Schedule
reflection time on your calendar as you would schedule other important events.

STEP 4: Your chances of success will be much greater if you involve others actively in your development.
Seek Feedback and To realize your development objectives you may need support and further feedback from others.
Support For each of your Action Steps, determine who could help you make progress.

Your boss can help you by providing coaching in the form of feedback, support, additional
suggestions for improvement, and/or recommendations for on-the-job opportunities for
development. Share your FEEDBACK REPORT and DEVELOPMENT PLAN with your boss.
To prepare for your discussion, determine the specific ways you think your boss could support
you on your objectives.

Since your direct reports probably have the most contact with you, they can do a lot to support
you. They can provide feedback and ideas. Share some or all of your results with them and let
them know your specific development priorities.

In addition to your boss and direct reports, others may be able to provide development support.
Identify a trusted colleague or friend within or outside your organization who could help you
make progress. For example, you might set up periodic meetings or phone calls to review your
progress.

STEP 5: There are a number of ways to transfer your learning into next steps. If you have achieved your
Transfer Learning into goal, take time celebrate. Consider what you want to do next with your new skill. You may want
Next Steps to deepen your expertise and teach or coach other, or apply your skill in more complex situations.

On the other hand, you may find that you are unable to reach your goal. If you are stuck or need
to regroup, review how you have dealt with barriers so far. Try different tactics and be persistent.
After all, development can be difficult.

When you have completed your work on a development goal, take stock of what you have
learned. Then apply your learnings to your next goal as you begin the development cycle again.

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DEVELOPMENT PLAN

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DEVELOPMENT PLAN: Sample

Please record the development priorities you have chosen, your specific objectives and action plans, the involvement of others you
require, and your target date for completion.

STEP 1: STEP 2: STEP 3: STEP 4:

Development Priorities Action Plans Involvement of others Target dates

DEVELOPMENT NEED: 1. Have Division management team read Workforce 2000, by Management Team 1/15
W. Johnston and A. Packer; identify global trends that will
impact our business.
Business Acumen
__________________________ 2. Read Chapter 5 (Envision the Future) in The Leadership 2/15
Challenge, by J. Kouzes and B. Posner; take time to reflect
on and write out my personal vision for the business 10
Objectives: years out.
3. Arrange a 1-day "Visioning" off-site for management team; HR and Corporate 2/27
■ Have a clear vision for the share my thoughts, gather theirs. Planning Staff
business
4. Arrange follow-up off-site to craft mission and values HR and Corporate 3/31
■ Maintain a long-term view statement for Division and identify strategic priorities. Planning Staff
■ Understand global trends 5. Incorporate mission, values, and priorities into next strategic
impacting our business planning cycle (key objectives/plans for next 1-3 years). Management Team; 6/31
Corporate Planning

DEVELOPMENT NEED:
Break Down Barriers
___________________________
Objectives:
■ Promote collaboration and
teamwork across the organization
■ Stay in touch with people at all
levels of the organization
1. Read Chapter on "Building Organization Relationships" in Boss, Direct Report, Peer 1/31
Executive Handbook and practice skills in daily discussions.
2. Communicate our mission, values, priorities to all Division HR and Corporate
employees and convey my personal commitment through Communications Staff 4/30
written and in-person messages.
3. Conduct small, follow-up focus groups with employees to HR and Corporate
hear their reactions and ideas; partner with a different Communications Staff
management team member each time. 6/30
4. Establish cross-functional teams to tackle specific issues; Management Team
have a management team member drive each one; review/
approve action plans.
9/30

DEVELOPMENT NEED: 1. Schedule time to meet one-on-one with peers to get to know Corporate Mgmt. Lunch or
them on a more personal basis. Committee Members breakfast
Foster Teamwork with one 2
times per
___________________________ month
Joe
2. Meet with Joe to discuss my feedback and work on 2/15
Objectives: resolving our conflict over the new product launch; practice
listening skills. Ask boss for ideas; find
■ Relate well to peers
3. Look for an opportunity to collaborate with a peer on a joint willing peer 6/30
■ Cultivate a broad network of
goal or assignment.
relationships

OVERALL PLAN: Review and reflect on progress. Monthly

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DEVELOPMENT PLAN: Worksheet

Please record the development priorities you have chosen, your specific objectives and action plans, the involvement of others you
require, and your target date for completion.

STEP 1: STEP 2: STEP 3: STEP 4:

Development Priorities Action Plans Involvement of others Target dates

DEVELOPMENT NEED:

__________________________

Objectives:

DEVELOPMENT NEED:

___________________________

Objectives:

DEVELOPMENT NEED:

___________________________

Objectives:

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If you have questions about your PROFILOR Feedback Report, please contact:

Personnel Decisions International

Product Operations
2000 Plaza VII Tower
45 South Seventh Street
Minneapolis, MN 55402-1608
612/339-0927 or 800/400-1121 (U.S. only)

In Europe contact:

Product Operations
Personnel Decisions International Europe
Gulledelle 96
1200 Brussels, Belgium

TEL: 32.2.777.70.50
FAX: 32.2.777.70.55

For more information on other products and services, please call PDI’s Client Relations,
800/633-4410 (U.S. only).

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