This reflection paper analyzes the results of a multi-source self-assessment exercise, including peer, managerial, and subordinate evaluations, MindTools assessments, and a Peregrine pre-exam. The author examines areas of agreement and disagreement between self-ratings and external ratings, highlighting strengths in communication, collaboration, and ethics while identifying weaknesses in business acumen, stress management, and organizational behavior knowledge. The paper draws on three assessments to argue that continuous learning, openness to external feedback, and a diversified approach to self-evaluation are essential components of professional and personal development.
From the self-assessment, managers, peers, and subordinates agreed with me on a number of items. I was particularly relieved to find that all three groups agreed with my assessments related to collaboration, judgment, and positivity. Likewise, they all agreed with my assessments relating to problem-solving, coaching, and communication. Each of these elements represents a core competency within my overall professional abilities. I espouse the belief that communication and team engagement are central to my teamwork skills, and those beliefs were supported and validated by my peers through this self-assessment.
From my prior work experience, many of my managers have commended my ability to communicate with peers — a critical element within any work environment. My first few jobs were in the retail and restaurant industry, where I learned the value of clear communication and how it ultimately impacts team dynamics. I have applied these communication skills throughout my career and have continually worked to hone them within a leadership context. This has been especially important given the COVID-19 operating environment, in which my current job transitioned to a hybrid work model. That transition requires constant and prolonged communication throughout the workday, as many teammates are now working from home and need to continue operating efficiently in an online environment. I typically agree with my managers on this point, as I have made a conscious effort to communicate more proactively in online settings — including keeping colleagues informed about what I am specifically working on.
More importantly, I agree with management's assessment of my ability to effectively identify and implement solutions. In an online format, these solutions are often derived through strong collaboration and teamwork, and I agree with both peer and subordinate evaluations of these elements (Andrade, 2008).
I am also proud that both subordinates and managers ranked my ethical standards very highly. This is gratifying given the particular ethical demands of the COVID-19 labor environment. My teammates have consistently rated me highly from an ethical perspective, and I continue to hold myself to high ethical standards across all of my work products.
As it relates to areas of disagreement, I scored relatively low on elements such as searching for new ideas, sharing expertise, and participating in professional development associations. I disagree with these assessments, as I am heavily involved in professional organizations and have taken on leadership roles within them. I believe the discrepancy results from many of my peers and subordinates being unaware of this involvement and therefore unable to properly account for it in their evaluations. For example, I am actively involved in the local chapter of Toastmasters, an organization dedicated to improving public speaking and communication skills for professionals.
I also disagree with the management and subordinate assessments regarding my contributions as a team player. I am very willing to share and disseminate relevant technical expertise with others; however, much of this goes unnoticed from a management perspective because these contributions are not formally promoted or reported upward. As a result, management is not fully aware of these contributions and is therefore unable to assess them accurately. I believe my rating in this area should be higher relative to my actual contributions to the organization.
The areas in which I most clearly excel are collaboration, teamwork, and communication. These were substantiated by both management and subordinates during the evaluation. As noted above, I developed these skills early in my working life — like many young people, I worked in retail, restaurants, and customer service as a teenager. Those roles demanded strong communication skills and a service-oriented mindset. I have leveraged that foundation over years of practice and have continued to refine these skills through professional organizations such as Toastmasters. Together, these experiences have produced competencies I am able to demonstrate reliably in both academic and professional settings.
As it relates to areas I would most like to improve, financial and business acumen rank at the top of my list. I believe business acumen will be increasingly critical as business environments grow more dynamic and complex. A strong foundation in problem-solving, change management, and business fundamentals will be essential going forward. Although I received high marks for my ability to diagnose problems and learn from mistakes, it is important to continue developing these capabilities. Business is not static, and success requires a robust and adaptive framework. Accordingly, I aim to continue strengthening my underlying business skills in order to perform more effectively in a rapidly evolving operating environment.
When reviewing the MindTools assessments, my time management and self-motivation scores were very strong. Specifically, the assessments gave me high marks in goal setting and prioritization. These skills have been developed over many years of practice. I have consistently been involved in multiple activities simultaneously, which makes the ability to prioritize and set goals essential. I am also highly competitive, both inside and outside the workplace, which helps me allocate my time in the most productive and efficient way possible. According to the assessment, I also minimize procrastination effectively — another quality that helps me maintain focus on specific tasks. Finally, due to the volume of activities I manage, I scored high on the scheduling component as well. Technology has been a significant asset in this regard, enabling me to schedule activities, set reminders, and organize notes within an online environment.
As it relates to areas for improvement, I would like to improve my stress management scores. The burnout assessment indicated that I frequently take on too many responsibilities at once. According to the results, I am highly susceptible to burnout, which can ultimately lead to health complications. To improve in this area, I plan to reduce my involvement in activities that fall outside my core goals. A more focused activity base will help me avoid the health risks associated with burnout while also allowing me to concentrate on what matters most.
Although I scored relatively high on the leadership assessments, leadership is another area I would like to improve. Leadership is rapidly evolving as business becomes increasingly international in scope. I would like to deepen my cultural understanding as it relates to leading diverse, international teams. Due in part to globalization, leaders must be equipped to work effectively with individuals from a wide range of cultural backgrounds. I am also pursuing this goal practically, by seeking roles with organizations that offer international work opportunities.
"High scores in management, gaps in leadership"
The most important takeaway from this evaluation is that students and professionals must continually learn and improve. In a dynamic environment, remaining stagnant is simply not an option. The business world moves too quickly for any individual to stop developing their skills. From these assessments, I have learned the value of continuous growth in both soft and hard skills, as well as the importance of learning from colleagues in a collaborative fashion (Andrade, 2010).
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